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Introduction to International Baccalaureate Primary Years Programme (PYP ) Objective: Gain an understanding of the basic philosophy and curricular model of the International Baccalaureate programme. Pulaski International School of Chicago Diana Racasi IB Coordinator August 2011. Caring.
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Introduction to International Baccalaureate Primary Years Programme(PYP)Objective: Gain an understanding of the basic philosophy and curricular model of the International Baccalaureate programme. Pulaski International School of Chicago Diana Racasi IB Coordinator August 2011
Caring Thinker Risk-Taker Knowledgeable Open-Minded Inquirer Balanced Communicator Principled Reflective Learner Profile International School: culture, climate, students example of adults, curriculum, resources, staffing, language, special needs, reflection, extension Curriculum: Everything for which the school takes responsibility Learners Constructing Meaning Knowledge Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet Subject disciplines Language Math Arts Social Studies Science and Tech. Pers. Soc. And Phys. Ed. Assessment by Self Peers Teachers Formative Summative Formal Informal Public Criteria Concepts Form Function Causation Change Connection Perspective Responsibility Reflection Transdisciplinary Skills Social Communication Research Thinking Self- Management Effective Teaching Practices Inquiry Constructivism Collaborative Planning Collaborative Reflection Attitudes Appreciation Commitment Confidence Co-operation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance Action Choose Act Reflect Taught Curriculum Assessed Curriculum The Written Curriculum
IB HISTORY • Was established in 1968 in Geneva, Switzerland. • The IBO offers three programs of international education for students aged 3-19 years old: *The Diploma Program at the high school level (grades 9-12). *The Middle Years Program (MYP) (students 11-16 years old). *The Primary Years Program (PYP) (for students 3-12 years old). • There are 2,390 authorized IB schools in 129 countries. Pulaski’s IB Mission: • Pulaski International School of Chicago aims to develop inquiring and compassionate lifelong learners who strive for their personal best in academics, civic consciousness, individual responsibility and personal skills. The entire school community provides a culture of high expectations through the rigor of the International Baccalaureate Programme. We encourage all of our students, including our special education students, English language learners and gifted students to become proactive learners of the world through language studies and intercultural instruction.
The aim of the PYP is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The heart of the Primary Years Programme (PYP) is the Learner Profile. We use these ten attributes to define and develop an internationally minded person. These are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools. IB Learner Profile Attributes Attitudes Attitudes
How is a PYP School Different? • Explicit international-mindedness • Student centered • Pulls together best practice from around the world • An expectation to collaborate • Understandings of Inquiry • Concept vs theme driven programme • The IB planners
An aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for learners in the 3-12 age range. The PYP definition of curriculum consists of three interrelated components that are expressed in the form of the following three open-ended questions which compel teachers to think deeply about their own practices with regard to student learning. • What do we want to learn? • The Written Curriculum • the expression of ideas, issues, and concepts on paper • How best will we learn? • The Taught Curriculumapplication of best classroom practices • How will we know what we have learned? • The Assessed Curriculum • application of effective assessments
In the PYP a balance is sought between • Acquisition of essential knowledge and skills • Development of conceptual understanding • Demonstration of positive attitudes • Taking responsible action I. What do we want to learn? Five Essential Elements of the Written Curriculum Knowledge Concepts Attitudes Skills Actions These elements resonate throughout the entire PYP curriculum model
Knowledge:What do we want students to know about? 66 Students inquire into, and learn about globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to one of six transdisciplinary themes which are: 1 3 5 4 2
Programme of Inquiry The Programme of Inquiry is a guiding document written and revised collaboratively by Pulaski grade level teams. It is organized into six themed units by age level, to frame the curriculum of the school year. Each Unit of Inquiry will include a Central Idea and Lines of Inquiry, Key Concepts, Attitudes, Learner Profile Attributes, and Trans-disciplinary Skills to be developed during the inquiry. In addition, each classroom will display the current unit of inquiry along with student questions and work.
curriculum Concepts:What do want students to understand?The eight key concepts, also expressed as key questions, helpteachers and students consider ways of thinking and learningabout the world, and act as a provocation to extend and deepenstudent inquiries. A concept driven curriculum helps the learner construct meaning through improved critical thinking and the transfer of knowledge
Skills: What do we want students to be able to do? There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. The construction of meaning is complemented by the students acquiring a range of skills that are valuable in the units of inquiry and any teaching and learning that goes on in and outside of the classroom.
Attitudes: What do we want students to feel, value and demonstrate?The twelve “Attitudes” are the daily expressions of the “Learner Profile” used by teachers in teachingand by students in their learning. It is vital to also focus on the development of personal attitudes toward people, environment and towards learning attitudes that contribute to the well-being of the individual and the group.
Action: How do we want students to act? An explicit expectation of the PYP is that successful inquiry will lead to Responsible action, initiated by the student as a result of the learning process. • The action cycle is a working model to guide learning experiences, research, inquiry and social interactions. This never ending cycle includes reflection, choice and action. • Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community. This is how students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.
II. Taught Curriculum How best will we learn? -application of best classroom practices- • The 6 transdisciplinary themes help teachers develop a Programme of Inquiries: in-depth investigations into important ideas, identified by teachers, which are substantial and require a high level of involvement on the part of the students • These ideas require students to construct meaning from the world around them by drawing on their prior knowledge, by providing provocation through new experiences and by providing time and opportunity for reflection. • Teachers plan for this type of learning using the PYP planner which is designed to be used collaboratively and structured around a central idea and lines of inquiry.
Inquiry-based Teaching and Learning What does it look like? • The act of inquiring, seeking information by asking questions • Searching for truth, or knowledge • Examination into facts or principles • Research investigation Understanding is built on what the learner already knows and believes, moving from current level of understanding to a deeper level of understanding • Student-centered creates a learner-centered environment • Can be structured, guided or open • Uses multiple sources of information • Addresses multiple intelligences • Engages the learner, is interesting, provokes curiosity • Engages the learner with the social and physical environment to make sense of the world • Collecting data and reporting findings • Solving problems in a variety of ways
III. The Assessed Curriculum How will we know what we have learned? -application of effective assessments- • Assessment is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action. • formative assessment which aims to promote learning by giving regular and frequent feedback • summative assessment which is the culmination of the teaching and learning process which aims to give teachers and students a clear insight into students’ understanding of the central idea
Caring Thinker Risk-Taker Knowledgeable Open-Minded Inquirer Balanced Communicator Principled Reflective Learner Profile International School: culture, climate, students example of adults, curriculum, resources, staffing, language, special needs, reflection, extension Curriculum: Everything for which the school takes responsibility Learners Constructing Meaning Knowledge Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet Subject disciplines Language Math Arts Social Studies Science and Tech. Pers. Soc. And Phys. Ed. Assessment by Self Peers Teachers Formative Summative Formal Informal Public Criteria Concepts Form Function Causation Change Connection Perspective Responsibility Reflection Transdisciplinary Skills Social Communication Research Thinking Self- Management Effective Teaching Practices Inquiry Constructivism Collaborative Planning Collaborative Reflection Attitudes Appreciation Commitment Confidence Co-operation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance Action Choose Act Reflect Taught Curriculum Assessed Curriculum The Written Curriculum
References & Resources Information adapted from the International Baccalaureate cite Retrieved August 15, 2011 from http://www.ibo.org/ and Making the PYP Happen Coming soon access to IBO’s Online Curriculum Centre (OCC) Awesome IB video clips Opening Classroom Doors http://professionaldevelopment.ibo.org/
