Nicole Procacci Curriculum Coordinator St. Andrew’s School, The Bahamas Nelyda Miguel

1. WELCOME! Collaborative Planning in the PYP Nicole Procacci Curriculum Coordinator St. Andrew’s School, The Bahamas Nelyda Miguel PYP Coordinator, Media Specialist The International School at Dundee Greenwich, CT

2. PURPOSE OF THE WORKSHOP 1. Increase the effectiveness of collaborative planning by exploring IB standard C2 2. To assist participants to become knowledgeable about: How to take action to realize IB programme standard C2 practices in classrooms/schools Standards on page p. 14 Participant Resource Book Collaborative Planning in the PYP

3. Collaborative Planning in the PYP PURPOSE OF THE WORKSHOP 3. To ensure participants are familiar with: • The IB programme standards C1, C2, C3 and C4. • The PYP Programme of Inquiry in their schools • The collaborative process of writing the plannersStandards on page p14 Participant Resource Book

4. Standards C1, and C2 C1. A comprehensive, coherent written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community. C2. The school has implemented a system through which all teachers plan and reflect in collaborative teams. Standards on page p. 14 Participant Resource Book

5. Standards C3 and C4 C3. Teaching and learning at the school empowers and encourages students to become lifelong learners to be responsible towards themselves, their learning, other people and the environment and to take appropriate action. C4. There is an agreed approach to assessment, and to the recording and reporting of assessment data which reflects the practices and requirements of the programme. Standards on page p. 14 Participant Resource Book

6. Elements of the Workshop • Combination of presentation and workshop • Knowledge and Concepts: Research based information with resources • Practice of Transdisciplinary Skills • Inquiry-based, differentiated (multiple intelligences) activities for deep understanding • Metacognition, self-assessment and action • Exercise of PYP Attitudes • Practice of “International-mindedness” (The Learner Profile)

7. Elements of the WorkshopTransdisciplinary Skills MIH pg 21 - 23

9. Elements of the WorkshopMultiple Intelligences Howard Gardner

10. Elements of the WorkshopAttitudes MIH pg 24 -Profile MIH pg 4 - International Mindedness MIH pg 5

11. MIH pg 25 - 27

12. Who Are We?Collaborative Activity - 4 Corners • 1 - Private schools 2 - Public schools 3 - Charter, magnet 4 - Other • 1 - Principals/other administrator2 - Coordinators3 - Classroom teacher 4 - Specialist teacher • 1 - Not yet authorized2 - Authorized3 - Evaluation 4 - 2nd evaluation (5 years after first)

13. What is Collaboration?Why should we collaborate?“Placemats”CollaborativeActive Learning Number off by 5 Write your name and a definition of “collaboration” Identify one or two attitudes that you feel are your strength and how they would impact collaboration Agree with your group on a common definition for collaboration and the attitudes that are most important for collaboration. Why? Share out Attitudes MIH p. 24

14. What is Collaboration?Some definitions from research: “Two or more equal partners who set out to create a unit of study based on content standards in one or more content areas plus information literacy standards, a unit that will be team-designed, team-taught and team-evaluated” Buzzeo, 2002

15. What is Collaboration?Some definitions from research: “Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students’ progress throughout the instructional process in order to improve student learning in all areas of the curriculum.” American Association for School Librarians

16. What is Collaboration?Some definitions from research: “Collaborating is different from working together as a group. A group can work together, support each other and share ideas, and yet each participant pursues his/her own objectives and results. A collaborative team works together towards COMMON goals and results and the team holds the GROUP responsible for the outcomes.” Katzenbach and Smith, 1993

17. What is Collaboration?Some definitions from research: The difference between a collaborative culture and a team is: • Interdependence • Mutual accountability for results • The result is change in classroom practice Richard DuFour, 2006

18. Our Definition and Attributes of “Collaboration”Reflection • Based on the research shared, do we have anything to add to our definition and list of attributes of collaboration? • For the learning activity, what intelligences did we choose from? Which did we demonstrate? • What Transdisciplinary Skills did we use? • Why is this an inquiry-based activity?

19. Inquiry-based Teaching and Learning Definition and characteristics What are the attributes of an inquiry-based activity? Read MIH pg. 28 - 30 (10 minutes) Shared list

20. Inquiry-based Teaching and Learning Definition and characteristics The act of inquiring; a seeking for information by asking questions; interrogation; a question or questioning Search for truth, information, 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

21. Inquiry-based Teaching and Learning Definition and characteristics 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

22. Inquiry-based Teaching and Learning Definition and characteristics Involves higher order thinking like observing, selecting, clarifying, developing theories, connecting, synthesis, analyzing, interpreting, comparing, hypothesizing, explaining and providing alternatives Assessment criteria is set by the learner as well as the teacher Assessment is done by the learner as well as the teacher

23. Inquiry-based Teaching and Learning Some definitions from research: “Inquiry is transformation. The resolution of a problematic situation may involve transforming the inquirer, the environment, and often both. The emphasis is on trans-formation.” John Dewey, 1938

24. Inquiry-based Teaching and Learning Some definitions from research: “ Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflection in connection with results.” Ann PetersonBishop et al. 2004

25. Inquiry-based Teaching and Learning Some definitions from research: “ Scientific inquiry refers to the diverse ways in which scientist study the natural world and propose explanations based on the evidence. Inquiry as a teaching technique is the creation of a classroom where students are engaged in open-ended, student-centered, hands-on activities.” Alan Colburn, 2000

26. Inquiry-based Teaching and Learning Reflection - Visible Thinking I used to think…… but now I know….. http://www.pz.harvard.edu/vt/index.html http://www.pz.harvard.edu/tc/routines.cfm http://www.thirteen.org/edonline/concept2class/inquiry/index.html

30. Why Collaborate?What researchers say: “EDUCATORS MUST ACCEPT THEIR RESPONSIBILITY TO WORK TOGETHER AS TRUE PROFESSIONAL COLLEAGES. TRADITIONAL TEACHERS LABOR IN ISOLATION, THE TEACHERS OF A PROFESSIONAL LEARNING COMMUNITY SHARE IDEAS ABOUT PRACTICE AND WORK TOGETHER ON SCHOOLWIDE ISSUES. ” DuFour, 1998

31. Why Collaborate?What Researchers Say • PP presentation “Did You Know 2.0?” • The SCANS Report • “Are They Ready for Work?” The Partnership for 21st Century Skills

32. Written by the Secretary's Commission on Achieving Necessary Skills Commission was appointed by the secretary of labor in 1990 Report dated 1992 Why Collaborate?What Work Requires of Schools: A SCANS Report for America

33. Why Collaborate?What Work Requires of Schools: A SCANS Report for America, 1992 • Summary of the Report • http://wdr.doleta.gov/SCANS/ “A high-performance workplace requires workers who have a solid foundation in the basic literacy and computational skills, the thinking skills, and in the personal qualities that make workers dedicated and trustworthy. High-performance workplaces also require competencies: the ability to manage resources, to work amicably and productively with others, to acquire and use information, to master complex systems, and to work with a variety of technologies.”

34. Why Collaborate?“ARE THEY REALLY READY TO WORK?” • Written by the Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management • Based on a survey of 431 human resource specialists • Purpose: to rate the work-readiness of recently hired graduates from high schools, two-year colleges or technical schools, and four-year colleges • 2006

35. “The future workforce is here, and it is ill-prepared.” Why Collaborate?ARE THEY REALLY READY TO WORK? 2006 • Summary of the Report • http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdf

36. What struck you the most? What do common threads did you see? How do they relate to the PYP elements of Knowledge - Concepts - Skills - Attitudes - Action? MIH Pgs. 10 - 25 Why Collaborate?Journal Reflection

37. Why Collaborate?What researchers say: “GOD DIDN’T CREATE SELF-CONTAINED CLASSROOMS, FIFTY MINUTE PERIODS, AND SUBJECTS TAUGHT IN ISOLATION. WE DID-BECAUSE WE FIND WORKING ALONE SAFER THAN AND PREFERABLE TO WORKING TOGETHER.” BARTH, 1991

38. Why Collaborate?What researchers say: “The traditional norms of teaching – autonomy, egalitarianism, and seniority – exert a powerful and persistent influence on the work of teachers. They reinforce the privacy of the individual’s classroom, limit the exchange of good ideas among colleagues, and suppress efforts to recognize expert teaching. Ultimately, they cap a school’s instructional quality far below its potential.” Susan Moore Johnson and Morgaen Donaldson Harvard’s Graduate School of Education

39. “Real improvement in education over the long run comes from hundreds of small improvements made by teachers and passed on to other teachers through collaborative learning.” Chris Dougherty and Heather Zavadsky Phi Delta Kappan, November 2007 Why Collaborate?What researchers say:

40. Why Collaborate?What researchers say: “Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.” Richard DuFour

41. Why Collaborate?What researchers say: ADVANTAGES OF COLLABORATION • Enables teachers to test their ideas about teaching and expand their level of expertise by allowing them to hear the ideas of others • Helps to reduce the fear of risk taking by providing encouragement and moral support

42. Why Collaborate?What researchers say: ADVANTAGES OF COLLABORATION • Can be linked to gains in achievement, higher quality solutions to problems, increased confidence among all members of the school community, more systematic assistance to beginning teachers, and an increased pool of ideas, materials, and methods • Reinforces changes in school culture and commitment to improvement initiatives • Fosters better decisions and increase the likelihood of ownership in the decisions

43. Three Cornerstones for Permanent Change Accountability: Sharing information and taking responsibility. Talking about learning, not teaching. Collaboration: Making strong interpersonal bonds. People are willing to help others to excel. They, in turn, feel they belong so they can take direction from others. Initiative: People feel that what they do matters and will make a difference in outcomes, so they share ideas and suggestions. Kanter, 2004 Why Collaborate?What researchers say:

44. Get into school groups Singles - join a group of your choice Page 14 - 18 in the Participant Resource Book Read the practices under standard C1 - C4 Highlight the three that you feel your school needs to focus on and improve Hold on to these to create an action plan later on Where is my school? Reflection

45. How do we Collaborate?Active Learning • Get together by color • groups of red • groups of yellow • groups of blue • groups of green • Share your name, school, position • Appoint a recorder and a reporter • Read the Human Chain instructions • Find a place for your group

46. How Do We Collaborate?Active Learning and Reflection Read the transcript out loud with your team Do a plus/minus/interesting on working as a team Share out Which Transdisciplinary Skills did you use? What attitudes were needed for teamwork? Why is this an inquiry-based activity? Checklist

47. “Real Change is Real Hard” Urbanski, 1992

48. “Real Change is Real Hard” Collaborative Learning Activity Think - Pair - Share Think about a time when you had to make a change in your life • What where your feelings? • Which skills did you use to come to terms with the change? • What did you gain?

49. Facts about People and Change Robbins, 1995 • People feel awkward, ill-at-ease and self conscious • People will think first about what they must give up • People will feel alone • People can handle only so much change • People have different readiness levels for change • People will fret that they do not have enough resources • People will try to revert to their old behavior

50. Leading Through ChangeWhy transformation efforts fail - Kotter, 1995 • No sense of urgency • Not creating a powerful enough guiding coalition • Lacking a vision • Under communicating the vision by a factor of 10 • Not removing obstacles to the new vision • Not systematically planning and creating short-term wins • Declaring victory too soon • Not anchoring changes in the organization’s culture