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
Collaborative Planning
in the PYP
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
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
planners
Standards on page p14 Participant Resource Book
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
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
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)
Elements of the Workshop
Transdisciplinary Skills MIH pg 21 - 23
TRANSDISCIPLINARY SKILLS
SOCIAL
SKILLS
COMMUNICATION
SKILLS
THINKING
SKILLS
RESEARCH
SKILLS
SELFMANAGEMENT
SKILLS
Accepting
Responsibility
Listening
Acquisition of
Knowledge
Formulating
Questions
Gross Motor Skills
Speaking
Respecting
Others
Fine Motor Skills
Comprehension
Reading
Spatial Awareness
Application
Cooperating
Group Decision
Making
Adopting a
Variety of
Roles
Planning
Writing
Organization
Analysis
Resolving
Conflict
Observing
Non-Verbal
Communication
Collecting Data
Synthesis
Recording Data
Evaluation
Organizing
Data
Dialectical
Thought
Time
Management
Safety
Healthy Lifestyle
Interpreting
Data
Metacognition
Presenting
Research
Codes of
Behaviour
Informed Choices
Elements of the Workshop
Multiple Intelligences Howard Gardner
Elements of the Workshop
Attitudes MIH pg 24 - Profile MIH pg 4 - International Mindedness MIH pg 5
ACTION
MIH pg 25 - 27
Who Are We?
Collaborative Activity - 4 Corners
1 - Private schools
2 - Public schools
3 - Charter, magnet
4 - Other
1 - Principals/other administrator
2 - Coordinators
3 - Classroom teacher
4 - Specialist teacher
1 - Not yet authorized
2 - Authorized
3 - Evaluation
4 - 2nd evaluation (5 years after first)
What is Collaboration?
Why should we collaborate?
“Placemats” Collaborative Active
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
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 teamdesigned, team-taught and teamevaluated”
Buzzeo, 2002
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 coevaluating students’ progress throughout the
instructional process in order to improve student
learning in all areas of the curriculum.”
American Association for School Librarians
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
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
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?
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
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
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
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
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 transformation.”
John Dewey, 1938
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 Peterson Bishop et al. 2004
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, studentcentered, hands-on activities.”
Alan Colburn, 2000
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/inquir
y/index.html
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
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
Why Collaborate?
What Work Requires of Schools:
A SCANS Report for America
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, 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.”
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
Why Collaborate?
ARE THEY REALLY READY TO WORK?
2006
“The future workforce is here,
and it is ill-prepared.”
Summary of the Report
http://www.21stcenturyskills.org/documents/F
INAL_REPORT_PDF09-29-06.pdf
Why Collaborate?
Journal Reflection
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?
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
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
Why Collaborate?
What researchers say:
“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:
“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
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
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
Why Collaborate?
What researchers say:
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
Where is my school?
Reflection
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
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
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
“Real Change is Real Hard”
Urbanski, 1992
“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?
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
Leading Through Change
Why 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 shortterm wins
Declaring victory too soon
Not anchoring changes in the organization’s
culture
Collaboration by
Invitation Does Not Work
Create:
Team concepts by grade
Team concepts by shared students
School wide team concepts
Build in time into the school day
Make the purpose specific
Train staff to be effective collaborators
DuFour, 1998
Collaboration
Day I Reflection and Action
Journal Entry
AHA’S
I Wonder…
I Used to think….. But know I think….
When I get back to my school, I will…
Copy wonderings/questions/suggestion
onto a post it as a ticket out
Day II
"When you arise in the morning,
think of what a precious privilege it is to be alive to breathe, to think, to enjoy, to love."
Marcus Aurelius
Collaborative strategy - jigsaw 3 min
each
Resource:
www.greenwichschools.org/isd
The Team Process
Recognizing the stages Tuckman,
1970
The Team Process
The Forming Stage
Nervousness
Trying to fit in, yet remain individual
First impressions are made
Alliances and counter-alliances are
formed
At this time, the team sets its mission,
goals, protocols, resources and skills
The Team Process
The Storming Stage
Competition among members
Disagreements on tasks and roles
Conflict over difference of opinions
Hidden agendas
The leader’s role
Help the team create a team identity
Guide the team back to the goals
Use the agreed problem solving model
Address and neutralize hidden agendas
The Team Process
The Norming Stage
Acceptance within the team
Relationships deepen
Hidden agendas have been addressed and
neutralized
Less individual defenses, more focus and
unanimity
Leader’s role: fade out formal leadership introduce shared leadership
The Team Process
The Performing Stage
Team members know and appreciate the
skills of each individual
The team sees with “many eyes”
Team members develop caring
relationships with each other
Conflict is over opinions or issues, not
people
Disagreements are confronted, discussed,
analyzed and adjustments made
The Team Process
The Transforming Stage
Self-evaluation and reflections
Sharing with the larger learning
community
Adjustment and learning from mistakes
Implementation; anchoring in the culture
of the larger organization: “The way we do
things here”
Continuous monitoring
The Individual
What is your primary behavioral
profile?
Analytical
Driver
Amiable
Expressive
Robbins, 1995
The Individual
What is your primary behavioral
profile?
Analytical
At their best they are thoughtful, patient,
rational, reflective, well-informed
At their worse they are stuffy, picky,
indecisive, moralistic and critical
To work with them: Prepare in advance, be
persistent, support their approach, be clear
and follow through
The Individual
What is your primary behavioral
profile?
Drivers
At their best they get things done, they are
practical, decisive, independent and efficient
At their worse they are tyrannical, pushy,
harsh and dominating
To work with them: Be brief and efficient,
clear and logical, disagree with the facts not
the person, persuade by results
The Individual
What is your primary behavioral
profile?
Amiables
At their best they are understanding, flexible,
respectful and agreeable
At their worse they are conforming,
ingratiating, unsure and awkward
To work with them: Show respect, listen, be
responsive, be non-threatening, draw their
opinion and define what they should
contribute to the task.
The Individual
What is your primary behavioral profile?
Expressives
At their best they are big-picture, stimulating,
intuitive, creative and enthusiastic
At their worse they are manipulative,
egotistical excitable and undisciplined
Be open, ask for their opinions and ideas,
take time support your points by citing people
they respect, offer incentives
Team Stages and The Individual
Active Learning
Break into teams
Create a skit of a team situation where a decision
needs to be made. Demonstrate:
The stages of teams
The individual profiles in a team situation where a
decision needs to be made
Demonstrate the worse side of each profile
Exercise the strategies to elicit the best of each
profile represented
Demonstrate the best side of each profile
Act out to the group
The District/School Level:
Historical Perspective
“American public schools were originally
organized according to the concepts and
principles of the factory model…It was
management’s job to identify the one best
way, train workers accordingly, and then
provide the supervision and monitoring
needed to ensure that workers would
follow the prescribed methods”
DuFour, 1998
“In many schools , teachers
and their opinions are still
considered to be
insignificant.”
Richard DuFour
Negative School/ District
Decision-making Model
The factory model or policy by mandate
Selected committees with little input
from the larger learning community
Committees get little training, unrealistic
timelines and work for low wages in their
time off
Committee members may not feel
ownership of the final product
Positive School/ District
Decision-making Model
Committees that reflect the most skilled
individuals for the task
Realistic timelines, appropriate
resources
Good information flows vertically and
horizontally
Forums gather the learning community's
input and feedback
BUILDING A SUCCESSFUL
AND PRODUCTIVE TEAM
Building Team
Performance: Creation
Select members for skill not
personality
Establish urgency
Set performance standards and
clear direction
Build Team Performance:
Trust
Create a team identity: name, logo, etc.
Establish common goals and make sure to
review frequently
Set some clear rules of behavior, norms,
common vocabulary
Accept all opinions, rephrase in positive
language if necessary
Favor optimism and ‘can-do’ attitudes focus on what you can control
Agree on a conflict resolution/decisionmaking model
Build Team Performance:
Trust - Decision-Making Model
Build Team Performance:
Productivity
Agree on a structure for meetings, a “parking lot”,
“process check”, “rough consensus”, everyone
speaks, time limits and time keeper
Assign rotating roles for shared leadership
Ask members for opinions so all participate
Avoid “same-think”. Deliberately review opposing
points of view
Focus on collective performance
Agree on how and when the team’s work will be
assessed
Everyone takes responsibility for the team
Build Team Performance:
Productivity - Possible Team Roles
Facilitator
Leader
Time Keeper
Note-taker
Reporter
Build Team Performance:
Momentum and Motivation
Set and seize upon a few immediate
performance-oriented tasks
Challenge the group regularly with fresh
facts and information
Share positive feedback publicly and
frequently, negative feedback privately
and only if needed
Provide recognition and rewards
Set and celebrate milestones
Build Team Performance:
Conflict
“Americans make the terrible assumption that
good relationships are about harmony. They are
not. On the contrary, good relations are those
that handle strife well. Our task is to know and
teach that every relationship involves conflict
and resolving conflict.”
Donald Shriver, president emeritus of Union Theological Seminary,
quoted in an article by Julia Steiny
The Providence Journal, Nov. 11, 2007
Build Team Performance:
Conflict
Conflict can be positive (based on issues, positions or opinions),
or negative (personal, agendas)
Do not shy away from conflict, use it to explore alternatives
Intervene quickly “What are we trying to accomplish here?”, “We
agree on…”
Use the agreed upon conflict resolution/decision-making model
Get the problem out in the open.
Listen, rephrase, check understanding
Bring different perspectives, research, experts
Negotiate win-win
Establish a common immediate goal and achieve it
Learn to give feedback
Muticultural Collaboration
The age factor
Working with people from
different countries or cultures
Muticultural Collaboration
The Age Factor
Matures - prior to 1946
Hard work, community, duty, thriftiness, right vs. wrong
Baby Boomers - 1946-1964
The experience, rules are not for us, stress filled
schedule, buy now and pay later, we deserve
Generation X - 1965-1980
Balance of life, peer focus, skeptics, focus on quality,
contractually oriented, resourceful
Millenials - 1981-1999
Speed and impatience, shopping is entertainment and
expression, skepticism of marketing, ‘other’ focused,
non-stop fun, menu driven mentality, expect choice
Muticultural Collaboration
The Age Factor
Wendover, 2007
The younger generation’s beliefs:
Focus on outcome rather than the task
In the long run, balance is more important than
money
Training, knowledge and experience equal
versatility
Management should be partners with employees
Life is too short to “pay dues”
The Center for Generational Studies
http://www.gentrends.com/
Multicultural Collaboration
People from different countries and/or cultures
This will almost be a guaranteed experience for
our students
Discuss ahead of time the possibilities of cultural
misunderstandings
Establish a protocol for discussing cultural
differences
Make a commitment to give each other the benefit of
the doubt
Become curious about other cultures. Ask questions,
compare to yours, share
The PYP Learner Profile reflects the “Internationallyminded Person”. Model it
MIH Pg. 2-3
A Word on Negative
Feedback…..
Give feedback immediately unless you need
time to cool off
Acknowledge good performance
Focus on the negative behavior not the
personality
Explain how the behavior affects the team
Ask for explanation. LISTEN. Paraphrase
Try to reach a win-win resolution
Write down the agreement. Follow up with a
note or email
Reflection
Building a productive team Handling multicultural/multiage
differences - resolving conflict
Building a productive team and handing
differences and conflict is like a……..
Snow ball
Creating Time and Including
Specialists
Active Learning - Carousel
Group by school; singles join together or
another school
How does your school make time for
planning and collaboration?
How do your specialists collaborate?
Record the information to share
Leave an “expert” travel around, bring
note paper
Creating Time and Including
Specialists
Why is it so hard?
“Time for reflection and discussion has
traditionally been viewed as unproductive in
the educational arena. Therefore, teachers are
not usually given time to collaborate…. and so
most educators continue to work in isolation a situation that reduces their effectiveness.”
DuFour, 1998
Creating Time and Including
Specialists
Why is it so hard?
“Ironically, American teachers already spend
more time in the classroom per week than
teachers in Europe and Asia. Teachers in
Japan, China, France, Switzerland, England
and Germany teach students only 15 to 20
hours out of a 40-45 hour work week. The rest
of the time is available for them to think
about, and discuss the lessons that they
teach; to share plans, materials, and ideas; to
tutor students; or to consult with parents.”
Dufour, 1998
Collaboration
Review
We have explored
The definition and attributes of
collaboration
WHY collaborate
HOW we collaborate (or not)
WHO collaborates
What do we collaborate FOR?
COLLABORATION WRITING
CURRICULUM AND
REFLECTING THE PYP IN
THE PLANNER
PYP Essential Elements
CONCEPTS
KNOWLEDGE
SKILLS
ATTITUDES
ACTION
These are synthesized on the planner
MIH pg. 56 -59
Why a Conceptual
Curriculum?
“The traditional design of a curriculum
did not come into question when
business operated with an industrial
model that called for factory workers
who could follow orders , carry on
repetitive tasks with little thought, and
work in relative isolation……
Why a Conceptual
Curriculum?
…But business has changed drastically, and
education is adapting to meet the need for
workers who can identify and solve
complex problems, think independently as
well as in team situations, and exhibit the
characteristics of leaders no matter what
their job in an organization.”
Lynn Erickson, 2002
Why a Conceptual
Curriculum?
A.K.A. Enduring Understanding - Power
Standard - Central Idea
From the following list, with your table
group, decide if the statement represents
a central idea that is concept-based
If it is not, change the central idea to make
it concept based.
Share out
Resource: Participants Workbook pg. 43 - 53
CENTRAL IDEAS?
Natural and man-made disasters impact people and the
environment.
2. My family tree has many branches.
3. Computers help people in their daily lives.
4. Survivors of the tsunami face risks and challenges.
5. People need families and friends.
6. Every country has qualities and attributes that make it
unique.
7. Air supports our lives, and its uses are determined by
its properties.
8. Rules and laws help people live safely and peacefully.
9. A variety of signs and symbol systems were developed
to communicate.
10. Family histories impact our past and present, and
influence our futures.
1.
PYP Essential Elements:
Knowledge
Content of learning
Integrate the standards
Guided by the lens of the PYP concept
questions
Written as “Inquiry”
3 or 4 per unit
Concepts and Knowledge
Enduring Understanding?
PYP Essential Elements:
Active Learning
Create a Central Idea or Enduring Understanding
With corresponding inquiries or essential questions
Using a blank planner, in groups by grade level (with
specialists and administrators), write/review a Central Idea
Criteria: global, timeless, relevant, challenging, with scope
for transdisciplinary inquiry, engaging, with academic rigor
and intellectually stimulating
Can “specialists” integrate their curriculum into this
Central Idea?
What knowledge will the learners acquire? Write the
inquiry connect to standards
PYP CONCEPTS
Form
Function
Causation
Connection
Perspective
Change
Reflection
Responsibility
What PYP Concepts will be emphasized in this
unit?
Write 3 teacher questions that capture the
essence of what is important to know
PYP Organizing Themes
(Transdisciplinary)
Organizing themes
Interdisciplinary
Intradisciplinary
Transdisciplinary
The organizing/transdisciplinary themes
ensure a broad conceptual and knowledge
base horizontally and vertically throughout
the POI
ASSESSMENT
How will we know
what we have learned?
PYP Essential Elements:
What is Assessment?
Summative assessment
Formative assessment
Pre-assessment
MIH Pg. 44-53
“When the cook tastes the
soup, that is formative. When
the guests taste the soup,
that is summative”
Robert Stakes
“Formative assessment is to
summative assessment what
a physical is to an autopsy ”
DuFour, DuFour, Eaker
“ You can enhance or destroy students’
desire to succeed in school more
quickly and permanently through the
use of assessment than with any other
tools you have at your disposal.”
Stiggins
PYP Essential Elements:
What Makes Assessment
Authentic?
Active Learning
How do you know that you know?
Complete the activity “What Do I do
Well”
Synthesize characteristics of
authentic assessment.
What Makes Assessment
Authentic?
What do I Do Well?
How do I know I do
it well?
What were the
steps taken to
learn it well?
Example:
I have a good tennis serve
I often ace my
opponents, even
some who are better
players than I am
My serve has spin
My serve has power
I toss high, bend my
legs and put my body
into it
Modeled by a pro
Practiced
Broken down to one
improvement at a time
e.g. Toss height and
location, legs,
shoulders,
Good analogies like
throwing a ball
Model -practice
Example: I am
environmentally friendly
Changed school
awareness
Started the
Environmental Action
committee for adults.
Show ways to “ENACT”
environmental change 3 R’s
Started club to look at
ways to be more Green
at school and home
“Walk to School”
campaign
I took an interest
I read articles
I watched
documentaries
I contacted local groups
with the same interest
I shared my interest
with others and started
taking action to
increase awareness
What Makes Assessment
Authentic?
Active Learning
Synthesize characteristics of
authentic assessment with your
table
Share out
What Makes Assessment
Authentic?
What Researchers Say
“A form of assessment in which
students are asked to perform
real-world tasks that demonstrate
meaningful application of
essential knowledge and skills.”
Jon Mueller
What Makes Assessment
Authentic?
What Researchers Say
"...Engaging and worthy problems or
questions of importance, in which
students must use knowledge to fashion
performances effectively and creatively.
The tasks are either replicas of or
analogous to the kinds of problems
faced by adult citizens and consumers
or professionals in the field.”
Grant Wiggins
What Makes Assessment
Authentic?
What Researchers Say
"Performance assessments call
upon the examinee to demonstrate
specific skills and competencies,
that is, to apply the skills and
knowledge they have mastered."
Richard J. Stiggins
What Makes Assessment
Authentic?
Reflection/Active Learning
Any additions, changes to our description
of authentic assessment?
Develop a summative assessment for your
Central Idea
Assessment Strategies and
Tools Grant Wiggins
Creating a Balance of Assessment
Strategies and Tools
How Best Will We Learn?
Learning Activities and Formative
Assessments
What experiences will encourage students to
address the driving questions?
How will we make “Thinking Visible” Perkins, 2006
Think across disciplines
Think across intelligences
Think differentiated resources
How will we assess to adjust instruction?
MIH Pg. 41
Keeping Evidence
How do we document what we do?
What is in your planner folders?
How could you demonstrate instances of
students’ involvement in their own learning? Selfassessment?
How can you gather and share evidence of
inquiry-based teaching and learning?
MIH Pg. 50
Collaborative Planning Workshop
Self-Assessment
WHAT DID I LEARN?
The purposes of this workshop
Review the PYP standards
Look at your questions
Did we meet the purpose of the workshop?
Did we answer your questions?
What did you learn well enough to teach
someone else?
What are your “new” questions?
Resources
Barth, Roland. Restructuring Schools: Some Questions for Teachers and
Principals. San Francisco: Jossey-Bass,1991.
Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. Supporting Community
Inquiry with Digital Resources. Journal Of Digital Information, 5 (3:) 2004.
Buzzeo, Toni. “Collaborating to Meet Standards: Teacher -Library Media
Specialists Partners for K-6”.Ohio: Linworth, 2002.
DuFour, Richard. http://www.allthingsplc.info (online) March, 2008
DuFour, Richard and Robert Eaker. “Professional Learning Communities
at Work”. Virginia :Solution Tree: 1998.
Erickson, Lynn. Concept-Based Curriculum and Instruction: Teaching
Beyond the Facts.” California : Corwin Press: 2002.
Gibbs, Jeanne. “Tribes: A New Way of Learning and Being Together”.
California: Center Source, 2001.
Hughes, Marcia and James Bradford Terrell. “The Emotionally Intelligent
Team”. San Francisco : Jossey-Bass, 2007.
Kanter, R. The Turnaround Solution. 2004
Katzenbach, J.R., & Smith, D.K. The wisdom of teams: Creating the high
performance organization. Boston, MA: Harvard Business School Press,
1993.
“Leading Teams.” Boston : Harvard Business School Press, 2006.
“Making It Happen.” International Baccalaureate.
Resources
Montiel-Overall, Patricia. “Towards a Theory of Collaboration for
Teachers and Librarians”. American Association of School Librarians,
2002.
Robbins Harvey and Michael Finlay. “The New Why Teams Don’t Work.”
San Francisco :BK Publishers, 1995.
Patterson, Kerry, Joseph Greeny, Ron McMillan and Al Switzler. “Crucial
Conversations: Tools for Talking When Stakes are High”. New York :
MsGraw Hill, 2002.
“ Running Meetings.” Boston : Harvard Business School Press, 2006.
Schrage, Michael. “Shared Minds”. Random House: New York, 1990.
Tuckman, Bruce. “Forming-storming-norming-performing”. 1970.
Urbanski, A (1992) as quoted by Dunklee,, Dennis. “If You Want to Lead
Not Just Manage”. California: Corwin Press, 2002.
Tomlinson, Carol Ann and Jay McTighe. “ Integrating Differentiated
Instruction and Understanding by Design”. Virginia: Association for
Supervision and Curriculum Development, 2006.
“What Work Requires of Schools: A SCANS Report for America 2000”.
U.S.Department of Labor, June 1991, pp. xvii-xviii.
Wndover, Robert . The Center for Generational Studies. http://ww
w.gentrends.com/
Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall;
Expanded 2nd edition, 2005.