Fernway School PTO Meeting
January 15, 2014
Michelle Berggrun
Adrian Lewis
Lena Paskewitz
Jean Reinhold
Main idea!
 We are:
 all working and planning together
 using common (and creative) instructional and assessment
methods
 around a core set of common themes
 soliciting and responding to students’ inquiries
 so that each of us embodies strong learner attitudes and
attributes
 which will lead to success across all time and place.
What is IB?
Mission:
 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.
www.ibo.org
IB in the district
 PYP (Primary Years Programme)
 Pre K-4
 MYP (Middle Years Programme)
 5-10
 DP (Diploma Programme)
 11-12
Shaker Heights has an authorized DP high school;
every PYP school has been authorized; MYP to
follow.
PYP attributes, skills, attitudes
 Attributes:
Learners are…
 Thinkers
 Knowledgeable
 Open-minded
 Inquirers
 Communicators
 Risk-takers
 Principled
 Caring
 Balanced
 Reflective
 Skills:
 Attitudes
 Curiosity
 Thinking
 Creativity
 Research
 Confidence
 Social
 Self-
management
 Communication
 Cooperation
 Enthusiasm
 Integrity
 Tolerance
 Respect
 Empathy
 Appreciation
 Independence
 Commitment
Transdisciplinary Themes
 Who we are
 Citizens/Innovators
 Where we are in place and time
 Homes/Immigration
 How we express ourselves
 Literature/Art and music/Artifacts
 How the world works
 Cycles/Shaping and reshaping Earth
 How we organize ourselves
 Signs and Tools/Economics/Justice
 Sharing the planet
 Natural resources/ Survival and adaptation
The crucial IB/ ODE/CCSS connection
Each of these addresses:
•A theme
•A central idea
•Lines of inquiry
•Concepts and skills
•Learner attitudes and
attributes
AND, importantly,
• Ohio Department of
Education Science, Social
Studies and Reading and
Math Common Core
Standards!
Simple POI
 This is the format we are using with parents and
visitors.
Moving On
4th
2
5
Exhibition!
Central Idea: Concerned people
take action!
Central Idea: Challenges and
opportunities drive immigration
and migration.
1
Problem?
No problem!
3rd
3
Culture Club
Central Idea: Cultures exhibit
change and continuity.
2
Central Idea: Cooperative
innovation solves problems.
2nd
Digging for Information
6
Choose, Act, Reflect
Central Idea: Actions create
consequences.
1
1st
Let’s Energize
Central Idea: Electrical energy is
harnessed to optimize daily
living.
JusticeFor All
Central Idea: Decisions promote
or deny justice.
3
Central Idea: Artifacts reveal
cultural values,, struggle, and
advancement.
Tell Me Your Story
Survivor: Fernway
Together Everyone Achieves More
4
5
1
Central Idea: Creative storytelling
shares information.
Central Idea: Traits and behaviors
optimize survival.
Central Idea: Collaborative
systems strengthen
communities.
History Starts Today
Write On
Let’s Experiment
Central Idea: Earth-shaping
events mobilize people to share
resources.
Got Energy?
Central Idea: Renewable energy
promotes sustainable living.
6
Money Matters
The Circle of LIfe
6
5
3
2
4
Central Idea: Personal and group
actions shape societies.
Central Idea: Written expression
connects people to themselves and to
others.
Central Idea: Scientific principles are
understood through experimentation
and observation.
Central Idea: Economic choices
impact human and environmental
well-being.
Central Idea: Endangerment and
extinction depend on the balance of
an ecosystem.
Dude!
Where in the World?
Important Stories
Matter? It matters!
Do You Really Need That?
2
5
4
3
Central Idea: Mapping directs
people to
locations.
Central Idea: Biographies and
autobiographies help express the
important stories of people’s lives.
Central Idea: Liquids and solids can
change temperature, shape, and
direction.
Central Idea: Each person gets
his/her needs and wants by
choosing different goods and
services.
Beauty Full
Central Idea: Feelings inspire
creativity.
3
Round and Round
Central Idea: Cycles repeat in nature.
6
Helpers and Tools
Central Idea: Communities are
organized for safety.
2
Keep Living
Things Alive
6
1
Central Idea: Learner profile
attributes help people build
relationships.
New places,
New faces
K
The Changing Earth
4
Homes and Journeys
5
1
Central Idea: People learn about
themselves and others trying new
things and
making new friends.
Central Idea: Living things move in
different ways for many reasons.
Central Idea: Living things survive
only in environments that meet their
needs.
Peace, Peeps
Central Idea: Conflicts can be solved
peacefully.
4
Exhibition
 Culminating project in the final PYP year that
allows students to apply learning from previous
years (4th grade)
 An in-depth collaborative inquiry that starts from
personal interests and passions, but extends into
real world local and global issues. (This issue
matters to me and affects my life, my community
and my world. It’s Glocal!)
 Includes written, visual, and creative sharing of
knowledge, action and solutions.
4. How best might we learn? 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?
PYP Planner
The teacher provides the context for learning:Teacher organizes a brainstorming session about the systems within the
community ; Teacher reads Roxaboxen to the whole class aloud;Teacher facilitates a discussion about the systems the
Roxaboxen community has in comparison to their local community; Teacher frontloads functions and structure of local
government through directed lessons; Teacher organizes a culminating walking field trip to local city hall and invites the
mayor to speak ; Teacher facilitates a brainstorming about the people who have power and authority within the school, at
home, within the community and how they get their power and authority and their position (discuss voting); Teacher
creates scenarios for students to reenact the ideas of power/authority; Teacher leads a discussion about the differences
between power and authority
Leading and facilitating student inquiry:
 Four-page
planning
document: 2
pages of planning,
2 pages of
reflection
 Written in grade
level teams
 This is just one of
the eight sections.
Organization of systems within a community
Students, in small groups, brainstorm the basic systems that communities have to survive
Students compare and contrast the different systems between Roxaboxen/Westlandia and their local community,
Students brainstorm the systems that were missing from their systems list
Students brainstorm systems that might be added to local community to strengthen community
Students reflect on the systems within the school, within their classroom, within their homes
Look up relevant cities for students -- check website to confirm the existence of common systems
Students web the components of each system.
Students email someone from another culture (internationally) asking him/her if the same systems are in place in their
community
Students look at various community websites (especially those relating to them) to discern common community systems
Implementing roles and responsibilities
Students, in small group, complete three-chart linking systems to roles and responsibilities within each system
(even the systems within their classroom or their home)
Functions and structure of local government
Students take notes about the function and structure of local government
Students, in small groups, sort the key vocabulary and concepts (descriptors) into the three branches of government;
students, in whole group, compare sorting charts
Use of power and authority
Students analyze pre-created scenarios about power and authority (recess time disturbances)
Students role play the pre-created scenarios
Students brainstorm and dramatize student-created scenarios
Students participate in a teacher-led discussion on power and authority
Students brainstorm, in small groups, a list of people who have power and authority (within school, at home , in the
government, in the community, in entertainment)
What opportunities will occur for transdisciplinary skills development and for the development of the attributes
of the learner profile?
Transdisciplinary skills:
Communication Skills –Students listen and speak to others to acquire knowledge in large and small group
brainstorming sessions
Social Skills – Students learn about group decision making, and adopting various roles when they discuss roles and
responsibilities and power and authority
Thinking – Students acquire knowledge and apply to different scenarios and community building activity
Learner profile:
Thinkers: Students brainstorm for a variety of reasons in small groups
Communication: Students present sorting charts, compare contrast charts and pamphlets
Knowledgeable: Students learn about the structure and function of local government
The Basic Components of Every
Unit of Inquiry
1. Pre-assessment – previous knowledge and
2.
3.
4.
5.
6.
understanding
Provocation - an activity that makes students curious
about upcoming learning
Learning experiences – varied and engaging
Formative assessments – checking student
understanding throughout unit for adjustments
Summative – checking student understanding at
conclusion of unit
Student reflection – students think about how they
learn(ed) best
3rd Grade Current Planner:
Who We Are
Problem? No problem!
Central Idea: Cooperative innovation solves problems.


Key Concepts:

Causation, perspective, reflection
Related Concepts:
Behavior, sequence,
interpretation

Transdisciplinary Skills
Students will use thinking,
communication and selfmanagement skills
Learner profile attributes
Students will be reflective,
principled and open-minded
Lines of Inquiry:
 Ways to pose and solve problems
 Methods used by significant individuals to solve problems
 Ways people may solve local, national and global issues
Let’s do the unit! Problem? No Problem!
1. Pre-assessment – previous knowledge and
2.
3.
4.
5.
6.
understanding - Michelle Berggrun (Learning inventory)
Provocation - an activity that makes students curious
about upcoming learning
Learning experiences – varied and engaging
Formative assessments – checking student
understanding throughout unit for adjustments
Summative – checking student understanding at
conclusion of unit
Student reflection – students think about how they
learn(ed) best
Learning styles
Results
of Survey
Interpersonal
Working in groups; communicating;
socializing; caring
For others; showing concern;
cooperation; etc.
Intrapersonal
Exploring their feelings; knowing or
understanding
Themselves and why they do the
things they do;
Understanding their place in the
universe; self awareness;
Autobiographies; etc.
Logic and Mathematics
Logic, mathematics; principles of
physics; analyzing,
Comparing and contrasting;
identifying patterns;
Deciphering codes; reasoning;
collecting data; etc.
Use of patterns such as tessellations,
codes, mazes,
Puzzles; use of surveys, tabulations,
graphing
Musical
Singing; playing instruments; listening
to music; composing music; music
appreciation; etc. Composing original
music; singing and/or harmonizing;
Creating instruments; playing
instruments; use of
Rhythm and/or percussion; creating
vocal sounds or tones, etc.
Nature and Environment
Understanding and learning about
the natural world;
Categorizing plants, rocks, animals,
etc.; ecology and/
Or wildlife studies; learning about
atmosphere, weather,
And/or constellations; etc.
Physical Movement
Dancing; physical exercise; acting;
working with their
Hands; martial arts; sports; games
involving physical
Ability; hands on learning;
manipulating puppets; etc.
Visual and Spatial
Creating visual art; designing;
creating pictures,
Illustrations, drawings, maps;
inventing; sculpting;
Building models; working with color
schemes;
Construction; engineering; creating
gadgets; etc.
Words and Language
Working with words, both written
and spoken; creative
Writing; poetry; dramatic readings;
debating; telling
Jokes and stories; playing word
games and solving word puzzles;
reading and writing plays; etc.
Let’s do the unit! Problem? No Problem!
1. Pre-assessment – previous knowledge and understanding
2.
3.
4.
5.
6.
- Michelle Berggrun (Learning inventory)
Provocation - an activity that makes students curious
about upcoming learning – Adrian Lewis (High Five )
Learning experiences – varied and engaging
Formative assessments – checking student understanding
throughout unit for adjustments
Summative – checking student understanding at
conclusion of unit
Student reflection – students think about how they
learn(ed) best
Let’s do the unit! Problem? No Problem!
1. Pre-assessment – previous knowledge and understanding
2.
3.
4.
5.
6.
- Michelle (Learning inventory)
Provocation - an activity that makes students curious
about upcoming learning – Adrian (High Five )
Learning experiences – varied and engaging - Lena
(Build!)
Formative assessments – checking student understanding
throughout unit for adjustments
Summative – checking student understanding at
conclusion of unit
Student reflection – students think about how they
learn(ed) best
Challenge: Bridge
 Task: Build a bridge that is at least 24 inches apart that can





support a container of golf balls (material provided)
Time limit: 15
Success: The winning team will be the team that builds the
bridge that can support the most golf balls.
Procedure/Plan – what will you do to get the effect you
want?
Results for your team: _________________________
Reflection: Reflect on the changes you would make
Let’s do the unit! Problem? No Problem!
1. Pre-assessment – previous knowledge and
2.
3.
4.
5.
6.
understanding - Michelle (Learning inventory)
Provocation - an activity that makes students curious
about upcoming learning – Adrian (High Five )
Learning experiences – varied and engaging - Lena
(Build!)
Formative assessments – checking student
understanding for adjustments – Adrian (Concept map)
Summative – checking student understanding at
conclusion of unit Student reflection – students think about how they
learn(ed) best
COLLABORATE
EVERYONE DOES THEIR JOB
FUNCTION
DO YOUR JOB
PLAYERS/WORKERS
RESPONSIBILITY
FORM
STAY ON TASK
COACH/LEADER
FINANCE/ENDORSEMENTS
SUCCESS
TEAM
CONNECTION
CAUSATION
SIMILAR SKILLS
MAKE TASKS EASIER
GOOD/BAD
HOW HELPFUL WAS I
PERSPECTIVE
REFLECTION
CHANGE
FANS, COACH, PLAYERS,
Announcers, reporters
LEVEL OF PARTICIPATION
MEMBERS
LOCATION
Let’s do the unit! Problem? No Problem!
1. Pre-assessment – previous knowledge and
2.
3.
4.
5.
6.
understanding - Michelle (Learning inventory)
Provocation - an activity that makes students curious
about upcoming learning – Adrian (High Five )
Learning experiences – varied and engaging - Lena
(Build!)
Formative assessments – checking student
understanding for adjustments – Adrian (Concept map)
Summative – checking student understanding at
conclusion of unit – Lena (Write/tell a narrative story)
Student reflection – students think about how they
learn(ed) best
Let’s do the unit! Problem? No Problem!
1. Pre-assessment – previous knowledge and
2.
3.
4.
5.
6.
understanding - Michelle (Learning inventory)
Provocation - an activity that makes students curious
about upcoming learning – Adrian (High Five )
Learning experiences – varied and engaging - Lena
(Build!)
Formative assessments – checking student
understanding for adjustments – Adrian (Concept map)
Summative – checking student understanding at
conclusion of unit – Lena (Write a narrative story)
Student reflection – students think about how they
learn(ed) best – Michelle (Connect to Learner Profile)
How have you used or
stretched your learner
profile attributes tonight?
Portfolios
Collection of:
•student products
•student reflections on products
•trimester self-reflections on
learner profile attributes
•integration products- one for
each grade level for each singlesubject
Gathered over time to show
growth in learning.
Fieldtrip Links
 The PTO has supported field trips that link
directly to student units of inquiry:
 K: Library (How we express ourselves)
 1: Zoo trip (Sharing the planet)
 2: North Chagrin Reservation (Sharing the
Planet - habitats)
 3: Hale Farm (Where we are in place and time)
 4: Lake County Historical Society (How we
express ourselves – artifacts)
 Planetarium and science labs are all
integrated, as well
PTO arts integration funding
 The PTO has supported arts integration that link
directly to student units of inquiry. These were the
experiences in 2012:
 K: Ceramicist: making homes
 1: Mapmaker artist
 2: Song writing: each student went home with a CD!
 3: Ceramicist: invented clay animal with adaptations for
survival
 4: The history of Ohio through storytelling
 Puppet Lady, 3rd grade musical, and 4th grade poetry play
are all integrated with IB as well.
PTO Meet the Community Expert Program
 The PTO has supported student units of inquiry
by providing community expert interactions.
These are some examples from 2012:
 1: How the world works: Forces and motion day
 3: Sharing the planet: Radiation energy
 4: Who we are: Technology links in the
corporate world, reading data
Integration Plan
Investigate, Innovate!
Central Idea:
Technology and
innovations impact
people’s well-being.
Art: Students create a
watercolor painting of
Fernway School .
Students are a part of
our school community
for up to five years.
This community has a
strong influence on
who we are.
Library: Assisting
with research materials
and strategies
Mandarin:
Innovations and
technology in China
(Cars)
Music: Musical
instruments across
time
PE: Innovations and
new equipment in
sports
Science Lab:
Scientific method
paper towel lab
Field trip: Lake
County Historical
Society discussing
technologies of early
inhabitants. Lolly the
Trolley trip informing
students about early
Cleveland inventions.
ERP integration:
Students design a
school that addresses
Moving On!
Central Idea: People
immigrate and migrate
because of challenges
and opportunities.
Art: Students create a
watercolor painting of
Fernway School .
Students are a part of
our school community
for up to five years. It
represents an important
phase of our students
lives.
Library:
Mandarin:
Music:
PE:
Science Lab:
Field trip: Lake
County Historical
Society discussing
immigration, Lolly the
Trolley trip informing
students about the
immigration to the
Cleveland are.
Traveling trunks from
Western Reserve
Historical Society.
PTO arts integration:
Interactive presentation
with a storyteller
featuring famous
Ohioans and their
migration stories
Meet a Community
Expert :
Other: Borrowing the
Natural History
Museum dioramas.
Digging for
Information
Central Idea:
Artifacts provide
evidence about the
events that happen in
history.
Art: Students visit the
Cleveland Museum of
Art and learn about
African masks and their
importance in the
various cultures there.
Back in art class they
create a mask of their
own with clay.
Library
Mandarin: Terracotta
soldiers
Music: How the
orchestra expresses
themselves for us
PE: Immigration and
migration concepts
explored within
invasion games study.
Creating space, closing
space to maintain
possession of an object
while invading a
territory to score.
Mandarin: Terra-cotta
soldiers in Xi’an China
Science Lab:
Field trip: Lake County
Historical Society
discussing artifacts,
Archeological Dig,
Study of extinction
Meet a Community
Expert :
Let’s Energize
Central Idea:
Harnessing energy into
usable forms helps
people in their daily
lives.
Art: Students create
“Sharing the Planet”
posters -- they express
their concern over a
global or social justice
problem in this graphic
design project.
Library: Library
website resource list
was crucial to landform
research
Mandarin:
Music:
PALS: Skills teacher
found a book and will
ask for a grant to
purchase HILL A FIRE
so that PALS reading
will be linked to planner
(Another text could be
SUPER STORMS).
Would like to find a list
of High Interest texts
for PALS
PE: PE teacher linked
vocabulary to weather
vocabulary; the students
translated concepts to
choreograph and
perform dances
Planetarium: :
Planetarium fieldtrip
(“Surfaces”) makes
excellent connect to
Earth’s surface.
JusticeFor All!
Central Idea:
Decisions promote or
deny equal
opportunities and
social justice.
Art: Students create
“Sharing the Planet”
posters -- they express
their concern over a
global or social justice
problem in this graphic
design project.
Library:
Mandarin:
Discussion of how
Chinese students
organize their days
Music:
PE: students are
involved in regular
decision making
processes and group
reflection about the
decisions the class
makes
PALS: Students read
How the US
Government Works
and then extended their
learning with a graphic
organizer
Mediation: students
ask for and work
through their issues in
a just process with
equal opportunities
Enrichment: Students
study court procedures
SGORR (Student
Group on Race
The Changing Earth
Central Idea: The
reshaping of the Earth
impacts the
lives of living things.
Art: Students create
“Sharing the Planet”
posters -- they express
their concern over a
global or social justice
problem in this graphic
design project. The
poster design project
combines “Let’s
Energize”, “Justice For
All”, and “the Changing
Earth”, allowing the
student to select their
topic for the poster.
Library:
Mandarin:
Music:
PE:
Science Lab: A trip to
the planetarium to do
the surfaces of planets
and a second trip to the
planetarium dealing
with extinction.
Study of metrics as it
relates to reading and
understanding scientific
data
Macroinvertibrates lab
to study the changing
quality of a water
source.
Field trip: Shaker
Nature Center looking
at the condition of the
watershed in the local
Main idea!
 We are:
 all working and planning together
 using common (and creative) instructional and assessment
methods
 around a core set of common themes
 soliciting and responding to students’ inquiries
 so that each of us embodies strong learner attitudes and
attributes
 which will lead to success across all time and place.
Q and A
Thanks for attending!