In times of change, learners will inherit the earth while the learned will find themselves beautifully equipped to deal with a world that no longer exists. - PowerPoint PPT Presentation

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In times of change, learners will inherit the earth while the learned will find themselves beautifully equipped to deal with a world that no longer exists.

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Title: In times of change, learners will inherit the earth while the learned will find themselves beautifully equipped to deal with a world that no longer exists.


1
In times of change, learners will inherit the
earth while the learned will find themselves
beautifully equipped to deal with a world that no
longer exists.
  • Eric Hoffer

2
Primary Years Programme
  • The unique benefits of the PYP

3
Our IB Journey at Sierra Elementary
4
Mission Statement
Sierra Elementary provides guided inquiry
instruction in a safe, supportive environment
where a highly qualified staff work,
collaboratively to develop life-long learners who
are critical thinkers, reflective, compassionate,
and globally minded.
5
Were Creating Students Who Wonder and Think
Globally Teaching is More Concept Driven
6
  • The Student Profile and Key Concepts
  • The Heart of the Matter

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Pictures of Visuals
  • Photos from classes around school

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14
Caring, Principled, or Risk-Taker?
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16
Pinwheels for Peace October 2009
17
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Classroom Essential Agreements
  • Student Created Classroom Norms

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Programme of inquiry
  • Wondering
  • Questioning
  • Experimenting and
  • Researching
  • are promoted

Emphasis on meaning and understanding
25
Teacher questions
Student questions
  • Linking new knowledge with existing
  • knowledge (Vygotsky)
  • Meaningful play (Piaget)
  • Making connections (Bruner, Gardner)
  • Learning styles (Gardner)
  • Helping kids in their inherent
  • need to make sense of their world

Prior knowledge
Connections
26
PYP Schools in the world by region and by
programme
526 Schools in 81 countries worldwide (2008)
27
Organization What is the IB mission and legal
status?
Mission
Core values
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.
Motivated by a mission We aim to create a
better world through education Partnerships We
achieve our goals by working together Quality We
value our reputation for high standards Participa
tion We actively involve our stakeholders Internat
ional mindedness We embrace diversity
Legal status
The IB is a non-profit making Swiss Foundation
registered in 1968. The activities of the
organization are determined by an Act of
Foundation approved by the Swiss authorities.
  • Further resources
  • The Annual Review including accounts is available
    on www.ibo.org.

28
Programmes What is the IB learner profile?
IB learners strive to be Inquirers Knowledgeable
Thinkers Communicators Principled Open-minded Cari
ng Risk-takers Balanced Reflective
The attributes of the learner profile express the
values inherent to the IB continuum of
international education these are values that
should infuse all elements of the three
programmes and, therefore, the culture and ethos
of all IB World Schools. IB programmes promote
the education of the whole person, emphasizing
intellectual, personal, emotional and social
growth through all domains of knowledge.
29
IB LEARNER PROFILE
30
PYP ATTITUDES
  • The PYP promotes attitudes which help build the
    characteristics of the student profile

31
Definition How is the PYP defined?
  • The IB Primary Years Programme focuses on the
    development of the whole child as an inquirer,
    both in the classroom and in the world outside.
  • It is a framework guided by six transdisciplinary
    themes of global significance, explored using
    knowledge and skills derived from six subjects
    areas, as well as transdisciplinary skills, with
    a powerful emphasis on inquiry- based learning.

32
Definition How is the PYP defined?
  • The school promotes international mindedness on
    the part of the adults and the children in the
    school community.
  • The PYP strives to help students develop an
    international perspectiveto become aware of and
    sensitive to the points of view of people in
    other parts of the world.
  • Todays students will need to compete in an
    interconnected and interdependent society
  • (Pai, 2006)

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33
Learners constructing meaning How is the PYP
curriculum defined?
  • Written curriculum
  • Taught curriculum
  • Assessed curriculum
  • This is a model whereby all three components
    inform each other.

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Learners constructing meaning What are the
essential elements of the programme?
  • Knowledge
  • Concepts
  • Skills
  • Attitudes
  • Action

36
Essential elements How are they described in the
PYP curriculum?
  • Knowledge
  • Significant, relevant content we wish the
    students to explore and know about, taking into
    consideration their prior experience and
    understanding
  • Concepts
  • 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.
  • Skills
  • Those capabilities the students need to
    demonstrate to succeed in a changing, challenging
    world, which may be disciplinary or
    transdisciplinary in nature.

37
Essential elements How are they described in the
PYP curriculum?
  • Attitudes
  • Dispositions that are expressions of fundamental
    values, beliefs and feelings about learning, the
    environment and people
  • Action
  • Demonstrations of deeper learning in responsible
    behaviour through responsible action a
    manifestation in practice of the other essential
    elements

38
Transdisciplinary Themes
  • Who We Are
  • Where We Are In Place Time
  • How We Express Ourselves
  • How The World Works
  • How We Organize Ourselves
  • Sharing The Planet

39
PYP TRANSDISCIPLINARY THEMES
40
Knowledge What are the PYP transdisciplinary
themes?
  • Who we are
  • Inquiry into the nature of the self beliefs and
    values person, 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
  • Inquiry into orientation in place and time
    personal histories homes and journeys the
    discoveries, explorations and migrations of
    humankind the relationship between and the
    interconnectedness of individuals and
    civilizations, from local and global
    perspectives.

41
Knowledge What are the PYP transdisciplinary
themes?
  • How we express ourselves
  • Inquiry into the ways in which we discover and
    express ideas, feelings, nature, culture, beliefs
    and values the ways in which we reflect on,
    extend and enjoy our creativity our appreciation
    of the aesthetic.
  • How the world works
  • Inquiry 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 and technological
    advances on society and on the environment.
  • How we organize ourselves
  • 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 planet
  • Inquiry into rights and responsibilities in the
    struggle to share finite resources with other
    people and with other living things communities
    and the relationship within and between them
    access to equal opportunities peace and conflict
    resolution.

42
Sample unit of inquiry Under the
transdisciplinary theme Sharing the planet
(for students aged 8-9)
  • To support this inquiry students would
  • develop knowledge and acquire skills
  • derived from science and social studies,
  • in addition to developing
  • transdisciplinary skills such as critical
  • thinking, communication and time
  • management.
  • To understand better the central idea that
    Water is essential to life and is a limited
    resource for many people, we would use the PYP
    concepts of function and responsibility to
    inquire into
  • Sources of water and how water is used
  • What happens to water after we have used it
  • Distribution and availability of usable water
  • Responsibilities regarding water.

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TRANSDISCIPLINARY SKILLS
The skills which are used in all subject areas.
45
Skills What are the PYP transdisciplinary
skills?
  • Thinking
  • Acquisition of knowledge comprehension
    application analysis, synthesis, evaluation,
    dialectical thought, metacognition.
  • Social skills
  • Accepting responsibility respecting others
    cooperating, resolving conflict group
    decision-making adopting a variety of group
    roles.
  • Communication skills
  • Listening speaking reading writing viewing
    presenting non-verbal communication.

46
Skills What are the PYP transdisciplinary skills?
  • Self management skills
  • Gross motor skills fine motor skills spatial
    awareness organization time management safety
    healthy lifestyle codes of behaviour informed
    choices
  • Research skills
  • Formulating questions observing planning
    collecting data recording data organizing data
    interpreting data presenting research findings

47
IB Promotes Inquiry Based Learning
  • The essential learning of each unit of inquiry is
    summed up in one Central Idea.
  • Challenge inquiry becomes primary in curriculum
    delivery
  • You can embed state and district standards in the
    program of inquiry.

48
http//www.inquiryschools.net
49
  • Inquiry is a cognitive and communicative act
    that links inner and outer dialog, enabling
    learners to discover the power of their own
    minds.

50
  • Teaching at the school uses inquiry across the
    curriculum and by all teachers.
  • Evidence is collected of each students
    engagement with inquiry in its various forms.

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Action How is action defined in the PYP ?
  • Successful inquiry may lead to action, initiated
    by the student as a result of the learning
    process. This action may extend the students
    own learning, the learning of others or it may
    have a wider social impact
  • It is intended that the student taking
  • action will grow from the
  • experience, and that the process of
  • taking action, or not, will contribute to each
    student establishing a
  • set of values.

53
ACTION CYCLE
54
Student Generated Action
  • Action is generated by students during a unit of
    inquiry.

Reflect
Choose
Act
55
Assessment in the PYP
  • The prime objective of assessment in the PYP is
    to provide feedback on the learning process.
  • It identifies what students know, understand, can
    do, and feel at different stages in the learning
    process.
  • Teachers select assessment strategies to support
    how students learn and perform.

56
Assessment in the PYP
  • Teachers design assessment instruments to reflect
    the particular learning outcomes on which they
    intend to give feedback.
  • Students and teachers are actively involved in
    the assessment process.

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57
Year 1 Investigation
  • Principal and teachers learn about IB- Build
    staff understanding and commitment
  • PYP school visits
  • IB consultant presents overview to staff
  • Attended CAWS (California Association of World
    Schools) symposium.

58
Year 2 Application A
  • Funding commitment from district and school board
  • Begin community education and support
  • Begin sending staff to Level 1 training
  • All staff read and discuss PYP training documents

59
Year 3 Begin School Wide Implementation
  • IB consultant training visit
  • Staff writes Program of Inquiry Grade level
    planners
  • Begin teaching Programme of Inquiry

60
Year 3 Begin School Wide Implementation
  • Develop school IB policies
  • Essential agreements, visual markers, Language
    Policy, Assessment Policy
  • Build collaborative practice
  • Realign schedules for common planning time
  • PLC training

61
Year 4 Authorization
  • Submit Application B
  • IB authorization team visit
  • Become certified as IB World School
  • Continue to reflect and refine Programme of
    Inquiry
  • Ongoing staff collaboration and training

62
Contact Information
  • Karen Huffines, Principal
  • Sierra Elementary School
  • Rocklin, Ca 926 788-7141
  • khuffines_at_rocklin.k12.ca.us
  • Cynthia Brown, PYP Coordinator
  • cbrown_at_rocklin.k12.ca.us

63
Lynn Fox, Sierra Elementary Parent
  • This is a program that I want my child to be a
    part of, and we must do everything we can to
    ensure its success.
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