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Learners constructing meaning: CORI

Learners constructing meaning: CORI. What is your preferred learning style? What do learners do when they construct meaning/develop understanding? What helps learners construct meaning? What hinders learners as they ‘construct meaning’?

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Learners constructing meaning: CORI

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  1. Learners constructing meaning: CORI • What is your preferred learning style? • What do learners do when they construct meaning/develop understanding? • What helps learners construct meaning? • What hinders learners as they ‘construct meaning’? • How does transdisciplinaryteaching support students construct meaning?

  2. CONCEPT-PYP concept-driven curriculum • Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding. (MPYPH)

  3. Concept Definitions Lynn Erikson • An idea (esp. an abstract idea) • Usually very broad • Timeless and universal • Can be represented by different examples that share common attributes Making the PYP Happen Powerful ideas that have relevance within subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

  4. Visual Explorer • Choose a picture that “speaks” to you ... (from the ones put on the wiki) • picture‐to‐self ... (personal connection) • picture‐to‐picture ... (something you have seen) • picture‐to‐world ... (real-­‐life situation) • Discuss/ share your choice and experience with the group

  5. Silent Grouping • Hold up the picture of your choice • Look at the other picture around you ( remember not to speak or call out) • Form groups using the picture that best connect. In your groups discuss the commonality of the picture that have brought you together.

  6. Big Picture- Newspaper Headline Translate your key understanding into a Newspaper headline. • Highlight two concepts that are embedded in the headline

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