PYP PD

Presentation

Horseshoe Activity

In this activity I would like you to create a horseshoe.

There will be 4 areas that you will be asked to stand in

but you will get to choose.

1) New to PYP

2) Knows enough to be dangerous

3) Has a very good understanding and is ready to

implement.

4) I can be considered an expert.

3 Kinds of Inquiry

1. Personal Inquiry – Children completely in control. Their

interests alone are the focus.

2. Collaborative Inquiry – Teacher and student

collaboration. Teacher engages students but the focus

of the subject is then agreed upon

3. Guided Inquiry – Teacher poses problem and students

find answers.

Expert Groups

Knowledge Concepts Skills Attitudes Action

What is the big idea or key question?

How does your element impact on

planning, teaching, learning and

assessment?

Where did you get your evidence?

The PYP Planner (Bubble Planner)

Every grade level and every specialty is expected by IB

to have a Bubble Planner created for each unit of study.

The PYP planner consists of 9 stages that need to

completed by all teachers who are involved with the

planning.

Stages 1-4 are completed before we begin the unit.

Stages 5-9 are competed after we finish the unit (no

later than 2 weeks)

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

central idea

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What

evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,

responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

Class/grade:Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

Central Idea

The central idea connects to the theme

and description. The central idea is the

thing we want students to understand.

It should be relevant enough to spend 6

weeks of teacher time; and should link

to a real world issue/situation.

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

central idea

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What

evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,

responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

Class/grade:Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

Choose 3 concepts to

guide the unit.

The concepts will help us

explore the central idea.

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

central idea

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What

evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,

responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

Class/grade:Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

To guide the inquiry, we

also use 3-4 lines of

inquiry to guide and

focus students through

the 6 weeks.

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

central idea

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What

evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,

responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

Class/grade:Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

Teachers questions are

‘concept’ questions of

the lines of inquiry

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

central idea

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What

evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,

responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

Class/grade:Age group:

School: School code:

Title:

Teacher(s):

Date:

Proposed duration: number of hours over number of weeks

Teachers should model

asking ‘concept’ open-

ended questions

throughout the unit.

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

How do we know what

students already know?

What activities will we do to

find out our students’ prior

knowledge?

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Formative (continuous)

assessment. How will we

know if students are

learning as we move through

the unit?

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Formative (continuous)

assessment. How will we

know if students are

learning as we move through

the unit?

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Learning activities that we

will do throughout the unit

to explore the central idea

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Activities and assessments

are planned by all teachers,

taught by all teachers and

assessed by all teachers.

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Focus on the specific

skills that can be

practiced during the 6

weeks.

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Attitudes and Learner

Profile: which

characteristics will

students experience

and how?

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

List specific resources:

print, multi-media,

internet, people and

places in the school.

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence

will we look for?

What are the possible ways of assessing student learning in the context of the lines of

inquiry? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Provoking interest: how

will we decorate the

classroom? Where will

we take students outside

the school to further

their understanding?

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the

central idea. The reflections of all teachers involved in the planning and teaching of the

inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate

picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the

transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

Was the unit a success? Did

students show

understanding of the

central idea?

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the

central idea. The reflections of all teachers involved in the planning and teaching of the

inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate

picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the

transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

How could the teaching

team improve the unit if it

is taught again?

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the

central idea. The reflections of all teachers involved in the planning and teaching of the

inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate

picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the

transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

Record the most successful

parts of the unit – the best

activities and learning

experiences.

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the

central idea. The reflections of all teachers involved in the planning and teaching of the

inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate

picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the

transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

How did the students show

understanding and

development of skills,

attitudes and profile?

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were

incorporated into the teaching and learning.

At this point teachers should go back to box 2 “What do we want to learn?” and highlight the

teacher questions/provocations that were most effective in driving the inquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to

reflect, to choose and to act.

9. Teacher notes

Record any interesting

students questions or

student initiated

research.

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were

incorporated into the teaching and learning.

At this point teachers should go back to box 2 “What do we want to learn?” and highlight the

teacher questions/provocations that were most effective in driving the inquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to

reflect, to choose and to act.

9. Teacher notes

All teachers discuss and

record a combined

summary of the unit: any

successes, challenges,

problems and how we

overcame the problems;

any changes needed for

next time?

Kath Murdoch’s Inquiry Model

1. Tuning In

2. Finding out

3. Sorting out

4. Going further

5. Making connections (Drawing Conclusions)

6. Taking action

Video – Where we are in place and time

Central Idea – Knowing about our family histories

enables us to discover our cultural origins and develop

historical awareness.

We will be talking about:

Evidence that you see or hear about inquiry, reflection,

collaboration & transdisciplinary learning.

Inquiry, Curriculum, and Standards: A

Conversation with Kathy Short

Please take 10 minutes to read this article. Complete

the Chart Below.

Insights Lingering Questions

Created By: Maria Tran, PYP Coordinator

Canadian International School of Beijing