International Baccalaureate Primary Years Programme

1. International Baccalaureate Primary Years Programme Jill L. Roberts Curriculum Process ELS 703 May 2012

2. IB continuum of education PYP--Primary Years Programme • Introduced in 1997 • For ages 3-12 • Schools must offer the PYP as an inclusive programme for all students MYP-- Middle Years Programme • Introduced in 1994 • for ages 11-16 • Schools are strongly encouraged to implement the MYP as an inclusive programme for all students DP-- Diploma Programme • Introduced in 1969 for • ages 16-19 • Schools may implement the DP as an inclusive programme for all students or identified students

3. IB Mission Statement “The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

4. Structural Continuum--PYP • Programme of inquiry and scope & sequence for six subject areas: • Language • Mathematics • Social studies • Science • Arts • Personal, social & physical education • Prescribed planner to support inquiry Curriculum framework organized around units of inquiry within six transdisciplinary themes: • 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

5. Structural Continuum--MYP • Eight subject areas with aims, objectives & assessment criteria: • Language A • Language B • Humanities • Sciences • Mathematics • Arts • Physical education • Technology • Planner for units of work • Curriculum framework organized around disciplines with interdisciplinary areas of interaction: • Approaches to learning • Human ingenuity • Community & service • Health & social education • Environments

6. Structural Continuum--DP • Six subject groups with detailed syllabus & assessment guides: • Language A1 • Second language • Individuals & society • Experimental sciences • Mathematics & computer science • The arts • Course outline for each subject offered • Curriculum with some prescription organized around disciplines with three core components: • Theory of knowledge connects the disciplines • Extended essay • Creativity, action, service (CAS)

7. Learner Profile At the heart of all three programmes is the Learner Profile. IB learners strive to be: • inquirers • knowledgeable • thinkers • communicators • principled • open-minded • caring • risk-takers • balanced • reflective

8. Attitudes In addition to these attributes IB hopes to develop in a learner, it is also important to understand that these are not enough when shaping children to become productive world class citizens. Attention and nurturing must be given to the attitudes we want the students to feel, value and demonstrate. • Appreciative of the world around them • Committed to learning • Confident to apply what is learned • Cooperative when collaborating • Creative • Curious • Empathetic • Enthusiastic • Respectful • Tolerant • Integrity • Independent thinker • Defends judgments • Responsive to others

10. The Written Curriculum • Six Transdisciplinary Units of Inquiry • Teachers plan and work collaboratively • Ensures coherence no matter what teacher a student is assigned. • Units of Inquiry are cross curricular • Unit planners ensures the synthesizing of essential elements and key concepts of the unit • Learner Profile traits are recognized in students. • Frequent reflection by teachers and students • (Show open classroom door video on collaboration)

11. Collaboration and Reflection

12. The Foundation of what is taught in PYP • The IB philosophy is aligned with the state and national standards. • But, at the heart of all IB models is the Learner Profile traits. LP traits are recognized and celebrated by kids, by teachers, by parents and beyond. The recognition of the LP traits in each other is the manifestation of that synthesis. It IS PYP in action! The Written Curriculum-The Taught Curriculum- The Assessed Curriculum

13. The Taught Curriculum • Adults are facilitators who empower students to build on prior knowledge. • Instruction is differentiated. • Accommodates ALL students • Single subject teachers are included in the unit planning. • Units are transdisciplinary and address the whole child—social, emotional, physical and academic

14. The Assessed Curriculum • Backward planning • Starts with how will we know what students learned? • Summative Assessment—students SHOW what they know typically at the end of the units. • Formative Assessments—interwoven throughout units, drives instruction, frequent feedback to students, builds excitement, and works well with low achieving students. • Parent provide feedback from home as to what is recognized in the child—LP traits, knowledge, etc. • Rubrics, observations, performance assessments, process focused assessments, response, open ended tasks, checklists, exemplars, etc. • State and national test MUST be administered.

15. How does PYP make a difference? • International teaching model which is recognized throughout the world • Broadens student awareness and tolerance. • Molds students who are: knowledgeable, thoughtful, reflective, principled, open-minded, balanced and caring. • Develops transdisciplinary skills: research skills, note taking skills, writing skills, presentation skills, collaboration skills, technology minded. • Prepares students for life-long learning • International awareness • Helps to develop a more peaceful world through inter-cultural understanding and respect • Allows time to frequent reflection of teaching and learning—synthesizing of information • Ongoing professional development for teaching staff

16. Making the PYP Happen at Lincoln Elementary School • November, 2011: Steering Team lined up to begin to investigate PYP. • Winter 2011-2012 staff took part in PYP schools site visits: Norup School, Berkley, MI—Oxford Schools, Oxford, MI—Fenton School District, Fenton, MI. • Lincoln Staff sent to Detroit COBO Center for an IB Conference. Learning about IB PYP philosophy, continuum and methodologies • Exploring skills, ideas, activities to broaden students awareness • Artifact activity

17. The PYP journey continues… • January 2012 Los Angeles “Making the PYP Happen” • More IB philosophy • IB methodologies • Overwhelmed feeling • Empowered • Excited • Invested in by our District • Debrief with Sam Skeels • Sam asked us to share our discoveries with our staff • Voluntary information sessions were decided upon • Sherrie and I agreed to 3 sessions twice a month @ 7:45 • PYP interest and energy took off • Made sessions interesting, fun, informative and honored the time commitment of our staff members in attendance • Adrian College staff began to attend • Careful thoughts went into planning the sessions as to not overwhelm and to scaffold understanding.

18. The unfolding of the PYP…. • More teams were sent off to trainings. • As each team returned, information sessions continued. • Each pair would debrief with Sherrie and me. We helped them unpack their new knowledge and put in place subsequent sessions in logical, meaningful order. • Information sessions included: philosophy, curriculum model and framework, Learner Profile traits, International Mindedness. • Sessions continued through May 2012 • Application for PYP Candidacy for Lincoln Elementary was made to IBO in April 2012. • Waiting for acceptance---by July 2012

19. Looking ahead for APS… • IB is the culture at Adrian Public Schools • Adrian High School was authorized as an International World School in 2010 • MYP granted candidacy in April 2011 • MYP authorization as World School 2012 • PYP application was made April 2012 • PYP authorization as World School in 2014 • Staff will continue to be trained • Data will be collected and analyze • Lincoln will work with an IB consultant through the process • In my theory, a second elementary school in Adrian will begin looking at PYP philosophy and framework very soon. • Instructional Coaches will be imbedded in all schools and classrooms co-teaching and co-planning IB units of inquiry and IB teaching methodologies. • Teach to master—teaching deep into content---expanding on knowledge—reflection---student action from new learning • EXHIBITIONS! APS students will work with community stake holders, corporations, businesses, etc. to build on and expand knowledge. Community mentors! • Proud to be an Adrian Maple!

20. References • International Baccalaureate Organization. (2012). In PYP IB (Chair). Making the pyp happen. In International Baccalaureate Organization (Ed.), Making the PYP Happen. Cardiff, Wales: Peterson House. • Whetherby, N. (March, 2012 6). Interview by Jill Roberts: [Personal Interview]. Making the pyp happen:. , Adrian,Michigan • Yale School Development—The Comer Process, Yale Child Study Center, 2004 • Eraut, M. (2007). Learning from other people in the workplace:. 3(4), 403-422. • Daniels, H., & Harvey, S. (2009). Inquiry circles in action. Portsmouth: Heinemann. • Poulson, L and Wallace, M. 2004. Learning to Read Critically in Teaching and Learning. London: Sage. • Resnick, L and Nelson-LeGall, S. 2004. “Socializing intelligence”. In. H Daniels and A Edwards, (eds). • Psychology of Education. London, UK. Routledge Falmer • 2010 Hanover Research – Independent School Administration Practice • Boyer, E. (1995). The educated person. ASCD Yearbook, • International Baccalaureate Organization. (2011). International mindedness. In International Baccalaureate Organization (Ed.), International Mindedness. Cardiff, Whales: Peterson House.