category 1 making the pyp happen - supplementary workbook...

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International Baccalaureate Primary Years Programme

Supplementary Workbook for Category 1: Making the PYP Happen

Provided by: Cheryl Babin ([email protected]) Carmen Binns ([email protected].)

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Contents Workshop Objectives ............................................................................................................................................................. 3

The People Tree ..................................................................................................................................................................... 4

PYP Overview ......................................................................................................................................................................... 5

Cultural Iceberg ..................................................................................................................................................................... 6

Checklist for Writing Planners ............................................................................................................................................... 7

A shift to the PYP view on Assessment .................................................................................................................................. 8

Sources of Assessment Evidence: Self Assessment .............................................................................................................. 9

Sample: Written Reflection as Summative Assessment ..................................................................................................... 10

What is Inquiry Learning? .................................................................................................................................................... 12

What is the difference between traditional teaching and INQUIRY? .................................................................................. 13

The Teaching-‐Learning Continuum ...................................................................................................................................... 14

Taking Inquiry out of the Classroom .................................................................................................................................... 15

The IBO On-‐Line Curriculum Center (OCC) .......................................................................................................................... 19

Student Behavior and Work Habits Profile .......................................................................................................................... 21

Collaborative Instructional Tactics ....................................................................................................................................... 24

Useful Websites about Inquiry Pedagogy ............................................................................................................................ 25

Professional Resource Books about Inquiry ........................................................................................................................ 25

Assessment Resource List .................................................................................................................................................... 26

I notice… ............................................................................................................................................................................... 27

I wonder… ............................................................................................................................................................................ 27

IB Learner Profile: Literature Connections .......................................................................................................................... 28

Glossary of Terms and Acronyms ........................................................................................................................................ 33

Insert Brilliant Thoughts, Notes and Ideas Here! ................................................................................................................. 35

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Workshop Objectives

The purpose of the workshop is to develop the following understandings: • Individual teachers’ beliefs and experiences related to teaching affect the way they perform.

• International-mindedness is encompassed in the IB Learner Profile. It is further developed by

practices under PYP standards.

• In the PYP, the school’s curriculum includes all those student activities, academic and non-

academic, for which the school takes responsibility, since they all have an impact on student

learning.

• At the heart of the curriculum cycle is the learner constructing meaning.

• The five essential elements resonate throughout the entire curriculum.

• The PYP curriculum is concept-driven and transdisciplinary.

• Teaching and learning takes place when a range and balance of teaching strategies are

selected appropriately to meet particular learning needs.

• Assessment is integral to planning, teaching and learning, and needs to be varied and

purposeful.

• Responsibility for learning is shared within a learning community through collaborative and

reflective planning.

• The programme of inquiry and the subject scope and sequences are components of the

curriculum, which when used together, define a coherent curriculum.

• Units of inquiry must illuminate the transdisciplinary theme under which the units are placed.

• There is a range of IB professional development available to support the implementation of the

PYP.

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The People Tree

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PYP Overview

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Cultural Iceberg

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Checklist for Writing Planners

A central idea: ü Determines the overall enduring understanding or big idea of the unit ü Is written as a broad statement ü Is clear and concise ü Is worth knowing ü Is true ü Is value free ü Is globally transferable ü Can be studied at any age ü Has a degree of complexity ü Has a degree of ambiguity that promotes discovery ü Is written in present tense ü Does not include proper nouns

Lines of Inquiry ü Illuminate the central idea ü Relate directly to the central idea ü Maximum 3 or 4 lines of inquiry ü Show a breakdown of the big picture ü Facilitate the teacher’s questions ü Develop concrete connections to the central idea ü Reflect the school’s scope and sequence

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A shift to the PYP view on Assessment

Decreased emphasis on: Increased emphasis on: • Viewing planning, teaching and

assessing as isolated processes • Viewing planning, teaching and

assessing as interconnected processes

• Over-‐reliance on one assessment strategy

• Using a range and balance of assessment strategies

• Viewing assessment as the sole prerogative of the teacher

• Involving students in peer and self assessment

• Seeking student responses solely to identify the right answer

• Seeking student responses in order to understand their current conceptions

• Concluding each unit only by summative testing

• Involving the students in shared reflections at the end of each unit

• Embarking on new learning before assessing the levels of students’ current knowledge and experience

• Assessing the levels of students’ current knowledge and experience before embarking on new learning

• Evaluating units in isolation from other teachers

• Evaluating collaboratively using an agreed, flexible system

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Sources of Assessment Evidence: Self Assessment Directions: Use the following scale to rate your “level of use” of each of the following assessment tools (at the classroom, school or district level). What do the survey results suggest? What patterns do you notice? Are you collecting appropriate evidence for all the desired results, or only those that are easiest to test and grade? Is an important learning goal “falling through the cracks” because it is not being assessed?

1. Selected-response format (e.g., multiple-choice, true-false) quizzes and tests

2. Written response to academic prompts (short-answer format)

3. Extended written products (e.g., essays, lab reports)

4. Visual products (e.g., PowerPoint show, mural)

5. Oral performances (e.g., oral report, foreign language dialogues)

6. Student demonstrations (e.g., skill performance in p.e.)

7. Long-term, ‘authentic’ assessment projects (e.g., senior exhibit)

8. Portfolios – collections of student work over time

9. Reflective journals or Learning logs

10. Informal, on-going observations of students

11. Formal observations of students using observable indicators or criterion list

12. Student self-assessments

13. Peer reviews and peer response groups

14. Other: ____________________________________________ Wiggins and McTighe, Understanding by Design. 2002

5 = Extensive Use 4 = Frequent Use 3 = General Use

2 = Sporadic Use 1 = Infrequent Use

0 = No Evidence of Use

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Sample: Written Reflection as Summative Assessment

Central Idea: Rights and responsibilities of humans differ according to their society and culture.

At the end of this unit of inquiry, we must ask ourselves What have we learned? I ask you to write a reflection that allows you to share some of the thoughts and insights that you have had during this study. Consider how you will organize your ideas to help you in your reflection and include that plan when you submit your reflection.

Please consider the following questions when writing your reflection.

Why are people motivated to challenge established norms in society and how do they pose that challenge?

How do your responsibilities compare to the initiatives of the United Nations?

Did you encounter any questions of your own that you were able to explore during this unit? If so, please explain.

Please consider how you will organize your thoughts.

Will you use a mind map or an outline?

Will you provide examples to back up any opinions that you share?

How will you organize your piece?

These frame sentences may help you! This reminds me of… I wonder… Now I understand…. I was amazed/surprised by… This concept connects to… I enjoyed…. I don’t understand… I learned… I still wonder…

(See Rubric on next page)

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Reflection Rubric

Level 4 Level 3 Level 2 Level 1 W

ritin

g Th

e de

gree

to w

hich

the

piec

e is

a

refle

ctio

n an

d co

mpl

etes

the

assi

gnm

ent;

use

of c

onve

ntio

n fa

cilit

ate

unde

rsta

ndin

g; th

e id

eas

dem

onst

rate

thou

ghtfu

lnes

s.

Reflection is clear, thorough and thoughtful and is directly related to the questions outlined in the assignment. The good copy has clearly been edited and corrections have been made . The length is suitable to demonstrate your effort, time and thought.

Reflection includes examples of concepts discussed in class that directly relate to the questions listed above. Grammar, spelling and punctuation have been edited.

Reflection is brief and examples provided were not connected well to the questions listed above. The writing was not proof read; some errors were made with punctuation, spelling or grammar.

The writing in not reflective and/or does not complete the assignment. the errors interfere with understanding.

Org

aniz

atio

n Th

e de

gree

to w

hich

the

refle

ctio

n is

org

aniz

ed s

o th

at th

e re

ader

can

fo

llow

ing

the

thin

king

of t

he p

lan

is in

clud

ed a

nd in

dica

tes

a re

latio

nshi

p be

twee

n th

e pl

an a

nd

the

final

pie

ce.

You have included a plan that is clearly represented by your written reflection.

You included a plan that helped to organize your ideas, details and opinions. Evidence of this plan is reflected in the writing.

A plan was used but not followed closely. Details were not organized in a way that was easy for the reader to follow.

The plan was not included.

Opi

nion

s Th

e de

gree

to w

hich

the

opin

ions

pr

esen

ted

wer

e su

ppor

ted

by

evid

ence

; the

info

rmat

ion

that

fo

rmed

the

idea

s w

as re

ferr

ed to

; a

trai

n of

thou

ght

was

mad

e cl

ear. The writing clearly

shared your opinions and ideas and was able to offer evidence or examples that helped you to form your ideas.

Writing included your opinions and some background information about where your perspective has come from.

Your opinions were not clearly stated or backed up by examples or evidence.

The opinions were not clearly stated or were derived from other sources without attribution..

Con

nect

ions

Th

e de

gree

to w

hich

the

piec

e tr

aces

the

unde

rsta

ndin

g of

the

issu

es a

nd th

eir c

ompl

exity

; co

nnec

tions

are

men

tione

d an

d ex

plai

ned;

com

paris

ons

and

pers

pect

ives

are

mad

e ex

plic

it. Writing clearly reflects

connections, comparisons, perspectives and questions that demonstrate your ability to understand the concepts and the complexity of the issues you chose to highlight.

Writing reflects connections, comparisons and questions that you have come up with because of this unit of inquiry. More than one perspective has been considered.

Reflection does not make connections between concepts or ideas. Varying perspectives were not considered in the reflection.

There does not seem to be any connection explained.

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What is Inquiry Learning?

Common characteristics of effective inquiries:

• Are student centered and directed

• Emphasize process, skill development and learner interaction

• Require students to ask questions

• Are conceptual based rather than factual

• Include direct experiences

• Raise different perspectives and tackle values

As learners, we all have experiences which we draw from when we face new challenges.

Inquiry is the process by which a learner uses their background knowledge to approach new situations, and asks questions to find out more.

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What is the difference between traditional teaching and INQUIRY?

Decreased emphasis on: Increased emphasis on:

• Language as a separate discipline • Language as a transdisciplinary element

• Skill-‐drill texts and workbooks • A literature-‐based approach

• Restricted reading materials • A wide choice of print

• Silent, individual work • Appropriate cooperative discussion

• The teacher as an infallible expert • The teacher as a facilitator

• Superficial coverage • In-‐depth study

• Rote practice, memorization and symbol manipulation

• Manipulatives, to make meaningful connections to real-‐life

• A text-‐book driven curriculum • Multiple sources and resources for learning

• Teacher-‐led learning • Open-‐ended inquiry and real-‐life investigations, in which students and teachers are all part of the community of learners

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The Teaching-‐Learning Continuum

Discovery Learning

Unguided Inquiry

Didactic Teaching

Guided Inquiry

Children discover that

butterflies cannot fly when their wings have

been torn off.

The teacher asks the

students to hypothesize the question - does a butterfly need

wings to fly?

The teacher draws attention to

the size of a butterfly's wings

and uses questions to help students develop an explanation.

The teacher tells students that

butterflies need wings to fly.

The Teaching-‐Learning Continuum

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Taking Inquiry out of the Classroom

Making the most of varied resources will help to create authentic and exciting inquiries in your programme. Planning for inquiry-based learning outside of your classroom helps students to make meaningful and memorable connections. Consider a fresh perspective on field trips.

Get learners out early.

Plan excursions for the beginning of a unit or inquiry. Give students the opportunity to acquire some background knowledge of a new topic before and while on a field trip. This will help them to formulate questions that have true meaning for them. It will also allow you to assess what students already know so that you can plan accordingly. If possible, visit the venue on your own beforehand so that you can prepare your students adequately for what they will see.

Background knowledge = Focus and interest

A student that has some background knowledge on stellar sea lions will find a visit to the Aquarium far more meaningful than one who has never heard of that particular species. Help students to know what they will see and experience. Time spent in preparation for the excursion will help to focus their attention, their inquiries and their purpose.

Consider more than one visit to the same venue or expert.

Familiarity and comfort will allow students to slow down. Slowing down allows them to focus and delve deeper into their work. It takes time to make meaningful connections, observations and reflections. By planning multiple visits to a venue, students become experts of their new domain and will be better equipped to take responsibility for their learning.

Field trips. We’ve all been there… counting heads, herding crowds, wishing a presenter would make a connection to your lesson of last Tuesday.

Consider your last trip to a museum. While you enjoyed the experience, what did you retain from your visit? As adults, many of us experience a new venue (insert museum, zoo, park, science center) with enthusiasm and enjoyment. But as we look back on our day, we must consider how much we were able to absorb. We may be lucky enough to recall one painting, one display or one wild animal moment that stuck with us.

How can we help students get more from a day out of the classroom?

How can we avoid the ‘ping-pong’ of students racing from one exhibit

to the next? How can we set them up so that the learning that takes

place is driven by the concepts and lines of inquiry of the unit?

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Skip the scavenger hunt. Bring journals instead.

While ready-made worksheets and scavenger hunts provide tasks and a route map for students during a visit to a venue, they rarely captivate the interest or imagination of young learners. In fact, they encourage students to race through the exhibits in order to complete the task. Journals filled with observations, reflections, sketches, clippings and questions are authentic and personal documents of their learning process. Encourage questions, dialogue and reflection based on what they see as valuable and relevant. At times, expect complete sentences that reflect what they are observing. Allow ample time for this process to take place. Trust that they will be occupied – it will keep their attention far longer than a scavenger hunt.

Teach observation skills.

Teach students to use their senses. Allow for a variety of ways to record what their senses absorb. Take cameras, drawing pencils, magnifying glasses and crayons. Teach students to sketch (or bring in someone who can) so that every learner has a way to express and record what they see, hear and feel.

Create your own agenda.

Use the resources at a field trip site to your advantage. Recruit the time and help of the experts and educational staff to help you facilitate the learning experience for your students. Plan ahead and let them know exactly what your purpose is. Share your central idea, lines of inquiry and concepts with the staff members so that they will cater to your needs and ensure that students have a programme that inspires their learning in a way that can be continued back at school. As the teacher, you know best what your students need and YOU should be the facilitator in all the settings you visit. Be as active and engaged in the teaching and learning as you are in your own classroom.

Take your time.

Try to plan for large blocks of time that allow students to write, discuss, question and explore. The first hour in a new setting will always require a bit of exploration. The real learning will occur once they settle in and become familiar with their new environment. Fight the urge to over-plan. We all want to make sure a field trip is without ‘idle’ time, but with proper preparation and clear expectations of how students should be using the resources at the site, it is important to allow students ample time for inquiry.

Train your parent volunteers.

Often parents are required to guarantee the safety and care of our students and to engage in direct teaching and questioning with the students while on site. Because time is limited, it is important that volunteers guide students in their learning, model journaling and sketching behaviors, and help to facilitate the programme. It is well worth your time to help your volunteers to know exactly what you expect of them.

Here are some examples that may be of use to your volunteers:

When talking with students in small groups, individually or en route to the next activity, discussion and questioning about the students’ thoughts is crucial. Ask students to take the next step in their responses, both verbal and written.

For example: Instead of saying… “Which animal is your favorite at the zoo?”

Try… “Tell me about the animal you find most interesting at the zoo. Why do you think that?”

“Open ended” questions that cannot be answered with one word contribute to thoughtful reflection and articulation.

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Instead of saying… “How was your journal time?” Try… “Will you please share some of your observations with me? Or, What did you notice? Or, What happened that was interesting or unique?”

Try to ask “why” when students are stating an opinion. “Tell me more...” asks for clarification or further description. Encourage the students to use descriptive words to describe their observations and experiences.

Be a role model.

You and your parent volunteers need to model appropriate behaviors. Journal when kids journal. Sketch when kids sketch. Listen when kids listen. Ask questions when this is what kids are expected to do. By providing students with role models that demonstrate what is expected, we give students a better chance at success. This also will allow you and your parent volunteers to get more out of your experience on the field trip. It may also be worth mentioning that you hope volunteers will adhere to the same guidelines as students with respect to spending money. Perhaps that ice cream or Starbucks treat and souvenir shopping would be better suited to a weekend visit. Keep the focus where you want it!

Cheryl Babin

[email protected]

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Inquiry Strategies

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The IBO On-‐Line Curriculum Center (OCC)

How do you find it?

www.ibo.org → resources → Online Curriculum Center (OCC)

or visit …

http://occ.ibo.org/ibis/occ/guest/home.cfm

How do you log in?

1. Enter the school code 2. Enter your username and password

Once logged in, you will be asked to format your ‘home page’ to best suit your needs.

What are some of the major topics or resources available in the Primary Years Programme section?

E-LIBRARY

PYP Documents

Visit E-Library (PYP Documents) for copies of the following:

• Making the PYP Happen • Implementation Guidelines • Additional supporting documents

o A Basis for Practice: the Primary Years Programme o Assessment Handbook o Guidelines for developing a school language policy o Exhibition guidelines o A continuum of international education – DP, MYP, PYP o Learning additional languages in the primary years: A review of research o School’s guide to the Authorization visit

• Curriculum documents o Introduction to the PYP curriculum documents o Sample programme of inquiry with sample planners o Visual arts scope and sequence o Social studies scope and sequence o Science and technology scope and sequence o Music scope and sequence o Drama scope and sequence o Personal and social education o Language… o Math…

Be sure to check the OCC often, changes are made frequently! (So please excuse us if this guide is dated by those changes)

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• Bilingual glossaries of PYP terms • Questionnaire reports

E-LEARNERS

PYP Discussion Forum

Click on FORUMS in the left hand column of the screen. Within this window, you will find a plethora or on-going ‘topics’ that teachers, administrators and coordinators have been chatting about.

PYP Resources

Click on VIEW RESOURCES in the left hand column of the screen. Within this window, you will find topics and resources (soft copies of documents) that have been posted by teachers around the world. Listed by resource type and rated by users, this section strives to provide you with the “Tried, Tested and True”.

This may include:

• Book titles and recommendations for you to buy • Word or excel documents that have been developed by other teachers • Classroom ideas for inquiry, implementing profiles, or making internationalism a focus in your class

Hot Reads for the PYP

Also in the E-Learners section, coordinators post recommended articles for professional reading. Updated quarterly, we always have a chance to access current studies, ideas and thoughts on our programmes.

Other finds on the PYP HOME page

The PYP Home page offers a variety of other links to explore. Here are a few… The librarians section is full of book, article and website recommendations

• Examples and ideas for getting your first PYP Exhibition underway • PYP and IB News focuses on different issues, questions and celebrations occurring in schools

worldwide • Like shopping? Visit the IBO store for beautiful coffee mugs and magazines

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Student Behavior and Work Habits Profile

As an Inquirer, the student: • Asks questions • Collects research • Is motivated to learn

As a Risk Taker, the student: • Is willing to make mistakes • Is prepared to try something new

As a Balanced person, the student: • Enjoys many different types of activities • Uses time wisely

As a Principled person, the student: • Makes good decisions about right and wrong • Is honest with self and others • Accepts responsibility for own actions

As a Communicator, the student: • Speaks responsibly • Reads, writes, and talks with meaning • Listens attentively

As a Thinker, the student: • Observes carefully • Uses own ideas and builds on others' • States opinions and can support them • Solves problems and makes decisions

As an Open-minded person, the student: • Listens to other peoples’ thoughts and ideas • Demonstrates tolerance of others' differences

As a Reflective person, the student: • Effectively explains what has been learned • Identifies how to improve the next time

As a Knowledgeable person, the student: • Learns many new things • Learns about the world around them

As a Caring person, the student: • Tries to find helpful solutions • Acts part of a classroom family

Student Reflection: Student’s Initials: ___________

Teacher’s Reflection: Teacher’s Initial: ___________

Parent’s Reflection: Parent’s Initial: ____________

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SAMPLE UNIT OF INQUIRY NEWSLETTER September 2011

Dear Grade 4 Students and Parents, Today we will be starting a new unit of inquiry. Please keep this letter on hand for the next 6 – 8 weeks as we work through this important unit of study.

TITLE: Waste and our World CENTRAL IDEA (the BIG idea of our unit): Waste materials produced by humans and animals have an impact on environments. LINES OF INQUIRY (the important concepts we need to learn): • The earth’s natural ability to recycle • The impact of different types of human waste materials on a variety of

environments • The responsibility of world citizens to manage our waste products • Key Concept: CONNECTION (we will talk more about this word so please stay

tuned!)

GUIDING QUESTIONS: 1. How are our actions connected to the environment? 2. How are waste materials managed? 3. Who is responsible for managing waste materials? Bringing the Unit Home: In order to make this a truly rich unit, we encourage parents to discuss this unit at home. Some things to try:

• Take a look at home for resources that will help us add to our study. Do you have books, videos, or photos that we could borrow? Are you (or someone you know) knowledgeable about this topic?

• Read books about pollution, garbage and recycling. Watch the newspapers for information about this subject.

• Talk about how your family manages the waste materials. • Log onto Moodle to explore the recommended websites for this unit. • Talk about the connections you have to your local environment… Do you enjoy

camping, fishing, or hiking? Have you had the chance to visit another type of environment (rainforest, ocean, desert)? What did you observe?

• Take a walk around your neighborhood with your eyes open. Notice the insects, birds, plants & animals. Consider how they all work together in rural and urban environments.

I am excited to begin this unit with the students. This will be a great opportunity to learn about how human actions impact the global landscape. Sincerely, Ms. Cheryl Babin (continued on next page)

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Vocabulary List – Grade 4 (Sample newsletter continued)

Waste materials produced by humans and animals have an impact on environments. This is a list of some of the vocabulary that will be used in class during this unit.

Bacteria Biodegradable Biotic By-product Chemicals Compost Compounds Consumer Corrosive Decomposer Dump Elements Environment Fertilizer Flammable Fungi Garbage Hazardous Landfill Litter Methane Microscopic Non-renewable Plastic Producer Recycle Renewable Resource Rethink Reuse Waste

If you have any questions about this unit or anything we are working on in class, please contact Ms Babin ([email protected])

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Collaborative Instructional Tactics Ideas to get your classroom thinking

1. EBS Examine Both Sides encourages students to look at the world from another’s perspective. Considered a ‘thinking organizer’, this tactic strives to encourage wider understanding.

2. Venn Diagram A venn diagram is a graphic organizer that invites learners to operate in the analysis level of thinking. It asks How are things the same and how are they different? It doesn’t have to overlap. They can look like this:

Or or

3. Think-‐Pair-‐Share Done in groups of 2, 3 or 4, this tactic asks students to think to themselves and then share with a partner. Make sure you find ways to ensure they listen to each other. Try Think-‐Pair-‐Square, where after someone shares, another person must paraphrase what was said.

4. Numbered Heads This is a great way to increase the accountability of students for their own learning. Great for organizing materials, giving a heads up as to who is about to share (number 4s make sure you are ready to share the work your group has done). Use the term ‘FLIP IT’ to switch speakers. Regrouping is easy when all the 4s from one group become experts and they then teach to their new group.

5. Value Lines Value lines push students to evaluate, make decisions and justify their thoughts. It is a safe way to present ideas and encourage open-‐minded and reflective responses during discussions. Try putting a piece of masking tape on the floor and using it as a constant opportunity for students to self-‐assess their understanding, take a stand, or ask for help.

6. Walk About: Walk About is a great tactic to use combined with numbering heads. After sharing in small groups, one member may be asked to move to another group to share again or pose a question. It builds accountability, increases physical movement, and brings in some variety.

7. PMI Plus Minus Interesting is a thinking organizer that helps us to make wise decisions. It invites students to explore an issue from the perspective of what will work and won’t. This can be used at the beginning or end of a lesson, during a video, or to analyze a character’s decisions in a book.

8. Fishbone: Fishbone is a graphic organizer that identifies and organizes factors when problem solving. It can be used to display ‘positive’ elements on the top and ‘negative’ on the bottom, or in a format similar to a web that allows for bones to be added as ideas are brainstormed.

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Useful Websites about Inquiry Pedagogy • www.inquiryschools.net • www.thirteen.org/edonline/concept2class • www.exploratorium.edu/ifi/resources/classroom/connect/ • www.eduscapes.com/tap/topic43.htm • www.inquiry.uiuc.edu/ • www.youthlearn.org/learning/approach/inquiry.asp • www.helsinki.fi/science/networkedlearning/eng/delete.html#new • http://pzweb.harvard.edu/mlv/

• http://ilf.crlt.indiana.edu/

o register to view real inquiry lessons: mainly for maths and science • www.Learner.org • www.learner.org/resources/series129.html

o Register to see FREE professional video on demand. This 8 part series on Inquiry in Science has many relevant discussions and examples

• www.exploratorium.edu/ifi/workshops/fundamentals/index.html • www.galileo.org/inquiry-‐what.html • www.mcmaster.ca/cll/inquiry/inquiry.resources.htm

Professional Resource Books about Inquiry Children’s Inquiry: Using Language to Make Sense of the World By Judith Wells Lindfors Developing More Curious Minds By John Barell Creating Classrooms for Authors and Inquirers By Kathy Short, Jerome C. Harste with Carolyn Burke The Art of Inquiry: Questioning Strategies for K-‐6 Classrooms By Nancy Lee Cecil Comprehension and Collaboration: Inquiry Circles in Action Stephanie Harvey & Harvey Daniels

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Assessment Resource List

Arter, Judith and McTighe, Jay (2001). Scoring Rubrics in the Classroom.

Bennet, Sherry and Mulgrew, Anne. (2009). Building Better Rubrics. An Alberta Assessment Consortium publication. www.aac.ab.ca

Black, Paul and William, Dylan (1998). Inside the Black Box: Raising Standards for Classroom Assessment. Phi Delta Kappan, 80 (2), 139 – 148.

Chappuis, Stephen and Stiggins, Richard J. (2002). Classroom Assessment for Learning. Educational Leadership, September 2002, 40 – 43.

Davies, Anne (2000). Making Classroom Assessment Work.

Guskey, Thomas R., and Bailey, Jane M. (2001). Developing Grading and Reporting Systems for Student Learning.

Hill, Bonnie Campbell, Ruptic, Cynthia and Norwick, Lisa (1998). Classroom Based Assessment.

Leahy, Siobhan, Lyon, Christine, Thompson, Marnie, and William, Dylan. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership, 63 (3), 18 – 24.

Leithwood, K., McAdie, P., Bascia, N., and Rodrigue, A.. (2006) Teaching for Deep Understanding: What every educator should know.

McTighe, Jay and O’Connor, Ken (2005). Seven Practices for Effective Learning. Educational Leadership, 63 (3), 10 - 17.

O’Connor, Ken (2002). How to Grade for Learning: Linking Grades to Standards.

O’Connor, Ken. (2007). A Repair Kit for Broken Grades.

Shepard, Lorrie (2005). Linking Formative Assessment to Scaffolding. Educational Leadership, 63 (3), 39 – 43.

Stiggins, Richard J. (2001). Student Involved Classroom Assessment.

Stiggins, Richard J., Arter, Judith A., Chappuis, Jan, and Chappuis, Stephen (2004). Classroom Assessment for Student Learning: Doing it right – using it well.

Tomlinson, Carol Ann and McTighe, Jay. (2006) Integrating Differentiated Instruction and Understanding by Design.

Wiggins, Grant. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance.

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I notice… I wonder…

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IB Learner Profile: Literature Connections

Balanced

Burns, Marilyn. The Greedy Triangle. Scholastic, 1994.

Dissatisfied with its shape, a triangle keeps asking the local shapeshifter to add more lines and angles until it doesn’t know which side is up.

Polacco, Patricia. The Keeping Quilt. Simon & Schuster Books for Young Readers, 1988.

A homemade quilt ties together the lives of four generations of a Jewish immigrant family, remaining a symbol of their enduring love and faith.

Sharmat, Marjorie Weinman. Attila the Angry. 1st ed. New York: Holiday House, c1985. With the help of Angry Animals Anonymous, Attila the squirrel learns how to control his angry behavior.

Caring

Canizares, Susan. Two Can Do It! Scholastic, Inc.,1999.

Photographs and simple text present various things that people can do together, including reading, playing and hugging. Nice section in back of book titled; Care about each other.

Penn, Audrey. The Kissing Hand. Child Welfare League of America, 1993.

When Chester the raccoon is reluctant to go to kindergarten for the first time, his mother teaches him a secret way to carry her love with him.

Peet, Bill . The Wump World. Houghton Mifflin, 1970.

The Wump World is an unspoiled place until huge monsters bring hordes of tiny creatures from the planet Pollutus.

Raatma, Lucia. Caring. Mankato, Minn.: Bridgestone Books/ Capstone Press, [1999], c2000. Describes caring as a virtue and suggests ways in which caring can be shown, such as recycling, donating to charity, helping others, and listening.

Raatma, Lucia. Consideration. Mankato, Minn.: Bridgestone Books/Capstone Press, [1999], c2000. Describes consideration as the virtue of being thoughtful and suggests ways in which consideration can be shown.

Stuve-Bodeen, Stephanie, 1965-. Elizabeti's Doll. 1st ed. New York: Lee & Low Books, c1998. When a young Tanzanian girl gets a new baby brother, she finds a rock, which she names Eva, and makes it her baby doll.

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Wong, Janet S. The Trip Back Home. Harcourt, 2000.

A young girl and her mother travel to Korea to visit their extended family.

Zolotow, Charlotte. My Grandson Lew. Harper & Row, 1985.

Together Lewis and his mother remember Grandpa who use to come in the night, when Lewis called.

Communicators

Hobbs, Will. Howling Hill. Morrow Junior Books, 1998

While separated from her family in the wilderness area along the Nahanni River, a wolf pup discovers that she can express her loneliness in a long, loud howl.

Lester, Helen. Hooway for Wodney Wat. Houghton Mifflin, 1999.

All his classmates make fun of Rodney because he can’t pronounce his name, but it is Rodney’s speech impediment that drives away the class bully.

Inquirers

Cannon, Janell. Verdi. Harcourt Brace, 1997.

A young python does not want to grow slow and boring like the older snakes he sees in the tropical jungle where he lives.

Keats, Ezra Jack. The Snowy Day. Viking Press, 1962.

The adventures of a little boy in the city on a very snowy day.

Rey, H.A. Curious George. Houghton Mifflin, 1993.

The curiosity of a newly captured monkey gets him into continuous trouble, but he is saved by his friend, the man in the yellow hat.

Knowledgable

Sis, Peter. Starry Messenger Farrar, Strauss, Giroux, 1996.

Describes the life and work of the courageous man who changed the way people saw the galaxy, by offering objective evidence that the earth was not the fixed center of the universe.

McDonald, Megan. Insects are my Life. Orchard Books, 1995.

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No one at home or school understands Amanda Frankenstein’s devotion to insects until she meets Maggie.

Open-Minded

Binch, Caroline. Gregory Cool. Dial Books for Young Readers, 1994.

When he goes to visit his grandparents and his cousin on the island of Tobago, Gregory misses home at first, but as he gets to know both the island ways and his relatives, Gregory begins to enjoy himself.

Garza, C. Lomas. Family Pictures. Children’s Book Press, 1990.

The author describes, in bilingual text and illustrations, her experiences growing up in a Hispanic community in Texas.

Hamanka, Sheila. All the Colours of the Earth. Mantra Publishing, 1996.

Reveals that despite outward differences children everywhere are essentially the same and all are lovable.

Laden, Nina. When Pigasso Met Mootise. Chronicle Books, 1998.

Pigasso, a talented pig, and Mootisse, an artistic bull, live across the road from one another, but when conflicts arise they build fences that ultimately become modern art masterpieces. Includes biographies of the real-life artists, Henri Matisse and Pablo Picasso.

Van Allsburg, Chris. The Widow’s Broom. Houghton Mifflin, 1992.

A witch’s worn-out broom serves a widow well, until her neighbors decide the thing is wicked and dangerous.

Woodson, Jacqueline. The Other Side. Putnam’s, 2001.

Two girls, one white and one black, gradually get to know each other as they sit on the fence that divides their town.

Zolotow, Charlotte. William’s Doll. Harper & Row, 1972.

William’s father gives him a basketball and a train but these do not make him want a doll less.

Principled

Aliki. A weed is a flower: the life of George Washington Carver. New York: Simon and Schuster Books for Young Readers, c1988. Brief text and pictures present the life of the man, born a slave, who became a scientist and devoted his entire life to helping the South improve its agriculture.

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Brown, Marc Tolon. Arthur and the true Francine. Boston: Little, Brown, c1996. Francine and Muffy are good friends until Muffy lets Francine take the blame for cheating on a test.

De Groat, Diane. Liar, liar, pants on fire. New York: SeaStar Books, 2003. Gilbert is nervous about portraying George Washington in front of the class, and he feels even worse when he cannot find his main prop.

Havill, Juanita. Jamaica’s Find. Houghton Mifflin, 1986.

A little girl finds a stuffed dog in the park and decides to take it home.

Henkes, Karen. Lilly’s Purple Plastic Purse. GreenWillow Books, 1996.

Lilly loves everything about school, especially her teacher, but when he asks her to wait a while before showing her new purse, she does something for which she is very sorry later.

McLenighan, Valjean. ; Jones, Brent. I know you cheated. Milwaukee, Wis. : Raintree Editions, 1977. A young child cheats on a spelling test and learns an important lesson in self-respect.

Pfister, Marcus. Milo and the Magical Stones. NorthSouth Books, 1997.

A mouse discovers an extraordinary stone that can bring delight or disaster to the world. Halfway through the book splits into two sections, each offering a different ending.

Polacco, Patricia. Chicken Sunday. New York: Philomel Books, c1992. To thank Miss Eula for her wonderful Sunday chicken dinners, three children sell decorated eggs to buy her a beautiful Easter hat.

Sharmat, Marjorie Weinman. ; Oechsli, Kelly,; (Illustrator - ill.). Walter the Wolf. New York: Holiday House, 1975. Tired of being perfect and never using his perfectly matched fangs, Walter the wolf yields to temptation.

Stuart, Jesse. A Penny’s Worth of Character. Jesse Stuart Foundation, 1993.

Shan is dishonest with the storekeeper in his rural Kentucky community, but he feels better about himself after his mother forces him to put things right.

Reflective

Bang, Molly. When Sophie Gets Angry—really, really angry. Blue Sky Press, 1999.A young girl is upset and doesn’t know how to manage her anger but takes the time to cool off and regain her composure.

Ziefert, Harriet. Sarah’s Questions. Lothrop, Lee & Shepard Books, 1986

A little girl asks many questions about the world while taking a walk with her mother.

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Zolotow, Charlotte. Who is Ben? Harper Collins, 1997. On a moonless, starless night, a young boy feels at one with the darkness, thinking about where he came from before he was born and where he will go after he dies.

Risk-takers

Hoffman, Mary. Amazing Grace. Dial Books for Young Readers,1991.

Although a classmate says that she cannot play Peter Pan in the school play because she is black, Grace discovers that she can do anything she sets her mind to do.

Lester, Helen. Hooway for Wodney Wat. Houghton Mifflin, 1999.

All his classmates make fun of Rodney because he can’t pronounce his name, but it is Rodney’s speech impediment that drives away the class bully.

Mayer, Mercer. There’s a Nightmare in my Closet. Dial Books for Young Readers, 1990.

At bedtime a boy confronts the nightmare in his closet and finds him not so terrifying after all.

Thinkers

Barber, Antonio and Lynch, Patrick. Catkin. Candlewick Press, 1994.

When a tiny, magical cat carelessly allows a young girl to be captured by the Little People, he must confront her captors and solve three cunning riddles in order to rescue her.

Lionni, Leo. Swimmy. A. Knopf, 1987.

Swimmy, a small black fish, finds a way to protect a school of small red fish from their natural enemies.

Slobadkina, Esphyr. Caps for Sale. W.R. Scott, 1947.

A band of mischievous monkeys steals every one of a peddler’s caps while he takes a nap under a tree.

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Glossary of Terms and Acronyms

International Baccalaureate Primary Years Programme:

A Transdisciplinary Curriculum

Action Cycle: How do we want students to act? The IB believes that an international education is more than academic achievement. Individuals are also expected to take thoughtful and appropriate action. There are three parts to the PYP action cycle: Reflect (think), Choose (feel), and Act (do). Attitudes: What do we want students to feel? The IB believes that the following 12 attitudes need to be modeled, encouraged, and fostered by everyone. We want students to develop: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance. Assessment: How will we know what we have learned? The IB believes that assessment is integral to all teaching and learning. Assessment is the gathering of information about what students know, understand, can do and feel at different stages in the learning process. There are four kinds of assessment: pre-‐assessment is used at the beginning of a unit or concept to assess what students know. Formative assessment includes observation, checklists, quizzes and tests that occur on a continuous basis to inform student learning. Summative assessment is used at the end of a unit or concept to evaluate learning and understanding of concepts. Student self-‐assessment is when a student reflects on his/her own learning and sets goals. Concepts: What do we want students to understand? The IB structures the PYP curriculum around important concepts or BIG IDEAS. PYP uses a cluster of 8 concepts which help to ensure assessments are geared towards the enduring understanding of the big ideas. The 8 key concepts are: form, function, causation, change, connection, perspective, responsibility and reflection. DP: Diploma Programme – IB programme for students aged 16 -‐ 19 IB: International Baccalaureate Organization Learner: The IB believes that everyone is a learner… young and old, children and adults in the school community. Learner Profile: The IB believes that everyone strives towards developing an international person by everything in the school contributing to the development and success of the 10

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attributes described in the learner profile: IB learners strive to be: inquirers, thinkers, communicators, risk-‐takers, knowledgeable, principled, caring, open minded, balanced and reflective. MIH or MTPYPH: This is a document called Making the PYP Happen and all PYP schools have it. Making the PYP Happen describes the curriculum framework and is intended to be a practical help to teachers and administrators. It is an in-‐depth guide to all aspects of teaching and learning. MYP: Middle Years Programme – IB programme for students aged 12 -‐ 16 POI: Programme of Inquiry – this is a term for the completed transdisciplinary curriculum matrix that is posted in a significant place in the school and available to the IB and all the people in the school community. There are 6 Transdisciplinary Themes and each grade level completes a unit of inquiry each year in each of these 6 areas. The Transdisciplinary Themes are: Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves and Sharing the planet. PYP: Primary Years Programme – IB programme for students aged 3 – 12 Transdisciplinary Skills: What do we want students to be able to do? The IB believes that students need to master a whole range of skills beyond basic skills. There are 5 transdisciplinary skill areas listed and described: Social skills, Thinking skills, Research skills, Communication skills, and Self-‐management skills. Unit of Inquiry: The 6 – 8 week in-‐depth unit of study; derives from the school’s Programme of Inquiry.

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