Learners constructing meaning:
CORI
1. What is your preferred learning style?
2. What do learners do when they construct
meaning/develop understanding?
3. What helps learners construct meaning?
4. What hinders learners as they ‘construct
meaning’?
5. How does transdisciplinary teaching support
students construct meaning?
Page 1
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)
Page 2
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.
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
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.
Big Picture- Newspaper Headline
Translate your key understanding into a
Newspaper headline.
• Highlight two concepts that are
embedded in the headline