Falling
into
IB/PYP
Parent Presentation
Tuesday, October 12, 2010
(IB) International Baccalaureate
(PYP) Primary Years Programme
IB – a non-of educational and non-governmental organization that offers three
programs of international education for students age 3-19 years old:


DP – Diploma Program for high school (9th -12th) Miami Beach Senior High
MYP – Middle Years Program for middle school (11 – 16 yrs old) Nautilus Middle
PYP – Primary Years Program for early childhood and elementary school
(3- 12 yrs. old) South Pointe, North Beach, Biscayne, Fienberg-Fisher, and
Treasure Island
In the end, here is a summary of what the IB/ PYP is:
“The whole art of teaching is only the awakening of the natural curiosity of young minds.”
—Anatole France
And this sums up what the IB PYP is NOT:
“Passive acceptance of a teacher’s wisdom is easy for most boys and girls. It involves no effort of
independent thought.”
—Bertrand Russell
POI –
the chart that displays the main components of the planners that will be
investigated by the students throughout the current school year:
Theme & Title
Central Idea
Lines of Inquiry
Key Concepts
Transdisciplinary Skills Learner Profile/Attitudes
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
T
H
E
M
E
An inquiry into the nature
f self: beliefs and values;
personal, physical, mental,
social, and spiritual health;
human relationships
including families, friends,
communities, and cultures,
rights and responsibilities;
what it means to be human.
An inquiry into orientation
in place and time; personal
histories; homes and
journeys; the discoveries,
explorations, and
migrations of humankind;
the relationships between
and the interconnectedness
of individuals and
civilizations, from local
and global perspectives.
An inquiry into the ways in
which we discover and
express ideas, feelings,
nature, culture,, beliefs and
values; the way in which
we reflect on, extend and
enjoy our creativity; our
appreciation of the
aesthetic.
An inquiry into the into the
natural world and its laws;
the interaction between the
natural world
(physical and biological)
and human societies; how
humans use their
understanding of scientific
principles; the impact of
scientific technological
advances on society and
the environment
An inquiry into the
interconnectedness of
human-made systems and
communities; the structure
and function of
organizations; societal
decision-making;
economic activities and
their impact on humankind
and the environment.
An inquiry into rights and
responsibilities in the
struggle to share infinite
resources with other living
things; communities and
relationships within and
between them; access to
equal opportunities; peace
and conflict resolution.
P
R
E
K
Central Idea:
Everyone has feelings.
Central Idea:
Communities are made up
of groups of people that
interconnect.
Central Idea:
There are many forms of
expression.
The lines of inquiry
- Good feelings
- Bad feelings
- How to show feelings
appropriately
The lines of inquiry
- Community
- Community helpers
- Interaction among
community helpers
K
I
N
D
E
R
G
A
R
T
E
N
Central Idea:
Tolerance for similarities
and differences among
individuals is important.
The lines of inquiry
- Similarities among
individuals
- Differences among
individuals
- The importance of
tolerance
Central Idea:
Our planet consists of
Sever l continents that
share the same resources.
The lines of inquiry
-Art as a form of
expression
-Music as a form of
expression
-Movement as a form of
expression
The lines of inquiry
- The continents
- Similarities within the
continents
- Differences within the
continents
Central Idea:
The Earth has many
different landforms.
Central idea:
People express themselves
through traditions.
Central Idea:
Animals go through life
cycles.
The lines of inquiry
- Landforms
- How landforms develop
- Famous landforms
The lines of inquiry
- Traditions
- How traditions develop
- Similarities and
differences among
traditions
The lines of inquiry
- Animal life cycles
- Similarities in animal
life cycles
- Differences in animal
life cycles
Central Idea:
People develop rules to
establish and maintain
order.
Central Idea:
Things we use can be
reduced, reused, or
recycled.
The lines of inquiry
- Rules
- Importance of rules
- How rules establish and
maintain order
The lines of inquiry
- Reusing, reducing and
recycling
- Things people reuse,
reduce, and recycle
- How reusing, reducing,
and recycling help the
environment
THEMES
Six identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from
early childhood through grade 5. These Units of Inquiry provide the framework (as opposed to a text book
curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each
Unit of Inquiry:
WHO WE ARE

An inquiry into the nature of self: beliefs and values; personal, physical, mental, social, and spiritual health; human
relationships including families, friends, communities, and cultures, rights and responsibilities; what it means to be human.
WHERE WE ARE IN PLACE AND TIME

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and
migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local
and global perspectives.
HOW WE EXPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,, beliefs and values; the way in
which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
HOW THE WORLD WORKS

An inquiry into the into the natural world and its laws; the interaction between the natural world (physical and biological) and
human societies; how humans use their understanding of scientific principles; the impact of scientific technological advances
on society and the environment
HOW WE ORGANIZE OURSELVES

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations;
societal decision-making; economic activities and their impact on humankind and the environment.
SHARING THE PLANETTHEME

An inquiry into rights and responsibilities in the struggle to share infinite resources with other living things; communities and
relationships within and between them; access to equal opportunities; peace and conflict resolution.
CENTRAL IDEAOne well-written statement that encompasses the focus of the unit
and generate inquiry.
Central idea (2nd)
 Knowledge of the solar system helps us understand how the
world works.
Central Idea (3rd)
 Stories have parts that are interconnected to enhance the
reader’s comprehension.
Central Idea (4th)
 Governments provide structure for society.
LINES OF INQUIRY define the scope of the inquiry (INVESTIGATION) into the central idea
Central idea (2nd)
Knowledge of the solar system helps us understand how the world works.
(An inquiry/investigation into)

-The solar system

-How movements of the solar system affect climate and landforms

-Tools used to understand the solar system
Central Idea (4th)
Governments provide structure for society.
The lines of inquiry

- How governments are established

- The structure of different governments

- How government affects society
KEY CONCEPTS –
There are 8 fundamental concepts expressed as key questions, to propel the process of inquiry.
These universal concepts drive the research units—called UNITS OF INQUIRY (have you heard
of this before?!)—but they also have relevance within and across all subject areas
(transdisciplinary).








Form: What is it like?
Function: How does it work?
Causation: Why is it like it is?
Change: How is it changing?
Connection: How is it connected to other things?
Perspective: What are the points of view?
Reflection: How do we know?
Responsibility: What is my responsibility?
TRANSDISCIPLINARY SKILLS –
There are 5 sets of transdisciplinary skills acquired in the process of structured
inquiry. Sets because each has specific sub-skills.
Thinking Acquisition of knowledge
Application
Synthesis
Dialectical thought
Communication
Social
Research
Self-Management
Comprehension
Analysis
Evaluation
Metacognition
ATTITUDES –
The PYP promotes 12 attitudes that we want our
students to feel, value, and demonstrate.
They are the daily expressions of the “Learner
Profile” used by teachers in teaching and by
students in their learning.
“Attitude is a little thing that makes a big difference.”
--Winston Churchill
LEARNER PROFILE –
According to the IB PYP, an
“internationally minded” person is
someone who demonstrates the
attributes of the “Learner Profile.”
These are qualities determined to be most
important in creating positive and
productive citizens of the world.
It is a thoughtful, critical perspective that
applies to who we are and what we do.
Caring
Knowledgeable
You show empathy, compassion and
respect towards the needs and
feelings of others. You can make a
positive difference to the lives of
others and to the environment.
You explore concepts, ideas and issues that
have local and global significance. You acquire
in-depth knowledge across a broad range of
disciplines.
Inquirer
You are able to develop your natural curiosity.
You conduct inquiry and research and show
independence in learning. You actively enjoy
learning.
Communicators
You understand and express ideas and
information confidently and creatively in
more than one language and in a variety of
modes of communication. You also
collaborate with others.
Thinker
You exercise initiative in applying
thinking skills critically and creatively
to approach complex problems, and
make reasoned and ethical decisions.
Open-minded
You understand and appreciate
your own culture and personal
history, you’re open to the
values and traditions of
others. You seek and evaluate
a range of points of view.
Balanced
You understand the
importance of intellectual,
physical and emotional balance
to achieve personal well-being
for yourself and others.
Principled
Risk-takers
You approach unfamiliar
situations with courage
and you have the
independence of spirit to
explore new roles, ideas
and strategies. You are
brave and articulate in
defending your beliefs.
You act with integrity and
honesty, with a sense of
fairness, justice and respect for
individuals, groups, and
communities. You take
responsibility for your own
actions.
Reflective
You give thoughtful consideration
to your own learning and
experience. You are able to assess
and understand your strengths and
limitations in order to support your
learning.
ACTION
–
Our 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 our
students demonstrate a deeper sense of learning, by applying their knowledge to service and
positive action.
Act
Reflect
Choose
PLANNER – page 1
1. What is our purpose?
Class/grade:
Age group:
To inquire into the following:
School:
School code:
transdisciplinary theme
Title:
Teacher(s):
central idea
Date:
Proposed duration: number of hours
over number of weeks
2. What do we want to learn?
Summative assessment task(s):
What are the possible ways of assessing students’
understanding of the central idea? What evidence, including
student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change,
connection, perspective, responsibility, reflection) to be
emphasized within this inquiry?
What lines of inquiry will define the scope of the inquiry into
the central idea?
What teacher questions/provocations will drive these
inquiries?
PLANNER - page 2
4. How best might we learn?
3. How might we know what we have learned?
What are the learning experiences suggested by the teacher
and/or students to encourage the students to engage with the
inquiries and address the driving questions?
This column should be used in conjunction with “How best
might we learn?”
What are the possible ways of assessing students’ prior
knowledge and skills? What evidence will we look for?
What opportunities will occur for transdisciplinary skills
development and for the development of the attributes of the
learner profile?
What opportunities will occur for transdisciplinary skills
development and for the development of the attributes of the
learner profile?
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
PLANNER - page 3 & 4
6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing
evidence of students’ understanding of the central
idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be
included.
How you could improve on the assessment task(s)
so that you would have a more accurate picture of
each student’s understanding of the central idea.
What was the evidence that connections were made
between the central idea and the transdisciplinary
theme?
7. To what extent did we include the
elements of the PYP?
What were the learning experiences that
enabled students to:




develop an understanding of the concepts
identified in “What do we want to learn?”
demonstrate the learning and application of
particular transdisciplinary skills?
develop particular attributes of the learner
profile and/or attitudes?
In each case, explain your selection.
8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student
questions and highlight any that were incorporated into the
teaching and learning.
At this point teachers should go back to box 2 “What do we want
to learn?” and highlight the teacher questions/provocations that
were most effective in driving the inquiries.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups
showing their ability to reflect, to choose and to act.
9Teacher notes
BURNING QUESTIONS