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SOLO Taxonomy - explained using a classroom example at Pleasant Street Primary

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중심 이해 문장 쓰기에 적합한 동사 리스트 ( Lynn Erickson's Verb List for Central Idea Statements) 

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중심 이해 문장 쓰기에 적합한 동사 리스트 ( Lynn Erickson's Verb List for Central Idea Statements) 

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Erickson's  일반화 동사리스트 ( Verb List )

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Levels of Understanding : Rubric for Summative Assessment ( 평가 루브릭 templates) 

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Levels of Understanding : Rubric for Summative Assessment ( 평가 루브릭 templates) 

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학생들과 함께 CI작성하는 요령

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학생들과 함께 CI작성하는 요령

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FB/ Twitter 를 통한 정보 공유, 소통, Professional Development

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FB/ Twitter 를 통한 정보 공유, 소통, Professional Development

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FB:
PYP
Concept Driven Learning
Inquiry Based Learning
Twitter
# PYPChat
# PYPEd
# Inquiry
# Student Agency
# Learning Community
# Concept Driven Learning

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The levels in simple terms are:

When students have demonstrated understanding at the 'Relational' level, it is recognised that they have achieved that aspect of understanding/learning.

We also use Solo Taxonomy to develop depth in the teaching of the NZ Key Competencies. See the below stages for how this is developed.

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The...

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참고 서적: Making Thinking Visible ( Ron Richard 지음) 

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참고 서적: Making Thinking Visible ( Ron Richard 지음) 

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쿠팡에서 팔아요

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ATL 중 Thinking Skills에 도움이 되는 사고력의 종류별로 나누어진 도구. 하바드 교육대학원의 Ron Richard 개발

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Social Studies Scope and Sequence

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하버드 교육 대학원 Ron Richard의 연구

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How to Write a strong central idea statement using related concepts. 과목 개념을 사용하여 강하고 깊은 중심이해 문장 쓰기 

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How to Write a strong central idea statement using related concepts. 과목 개념을 사용하여 강하고 깊은 중심이해 문장 쓰기 

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The levels in simple terms are:

When students have demonstrated understanding at the 'Relational' level, it is recognised that they have achieved that aspect of understanding/learning.

We also use Solo Taxonomy to develop depth in the teaching of the NZ Key Competencies. See the below stages for how this is developed.

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The...

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Split Screen Teaching을 좀더 자세히 설명. 무엇을 배우는지. 어떻게 배우는지, 이에 필요한 기질 ( Learner Profile and Attitude) 은 무었인지를 학생들에게 선명하게 제시하는 접근방법

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Learners tend to learn more effectively when they are clear about the purpose of learning. Knowing where you are headed does not mean that the tasks needs to have every single detail mapped out for you, but it does require a clarity of the purpose of learning.

There is a multitude of research out there that confirms the value of sharing quality learning intentions with learners that clearly articulates what the teacher wants the students to know, understand and be able to do as a result of the learning.

The intentions we have for students' learning should be clear. They should never be a secret or guess what's in the teacher's head. Kath Murdoch in her book The Power of Inquiry states that instead of documenting an intention as an inevitability - 'We will learn...' an inquiry teacher may pose the intention in the form of a question - 'How might we...' This then allows the learning intention to become transferable.

One effective strategy for sharing learning intentions, with learning assets as the focus, is to use Guy Claxton's split screen teaching approach. Creating a split screen learning intention reminds us all that we are continually focusing on learning to learn while we are learning about a concept or exploring a question. This highlights for all parties that learning is indeed layered and complex. For example:

Or use a triple split screen that identifies the content, skills and dispositions central to the learning task. For example:

However, I believe that we often miss a crucial element when we give students learning intentions and success criteria - THINKING! Where is the thinking we want students to use?? (see blog post)
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We need to explain the type of thinking students are required to use during a learning task as well as highlight what a sound example of what this thinking looks like in order to be successful. This also means students need explicit guidance and practice in knowing how to think in different ways and be able to apply this to a variety of everyday situations. ​

Read about the importance of Learning Intentions from AITSL below:

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Learners tend to learn more effectively when they are clear about their purpose.

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강추천!! 중심이해 문장 쓰는데 주의 할점!!!

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The author of this article provides some pointers to aid the process including focussing on the word choices and arrangement when w riting a strong central idea.

A unit of inquiry is only as strong as its central idea. We have to be able to answer the question "At the end of the unit what do we want the children to understand, know and do?"

Writing a good central idea is not easy. There should be a balance between openness for the generation of inquiry and be specific enough to ensure the construction of knowledge, skills and conceptual understanding. After many years of evaluating units of inquiry, my colleagues and I have identified some patterns in central ideas that make for strong or weak units of inquiry and constructed some guidance to evaluate central ideas when writing them.

Some common pitfalls to avoid are:

Central ideas that are a rewording of the transdisciplinary theme, for example 'Societies use systems to organize themselves' - the central idea should reflect the transdisciplinary theme not simply be a rewording of it. The central idea needs to refine the statements from the transdisciplinary theme to enable in-depth inquiry. For example, 'Businesses are organizations that provide goods or services to meet the needs of customers' has a number of concepts from the heart of the disciplines, is specific in the type of social system but is broad in that there are many types of businesses.

Central ideas that contain phrases like 'for different reasons' or 'takes various forms'. These avoid the focus that is essential for depth. Almost everything that happens, happens for different reasons and we need to explore some specific reasons. Compare 'Different forms of transport have different uses' - that includes only one significant concept to 'Transportation systems enable people and societies to connect'.

Central ideas that describe teaching strategies or tools. 'By exploring the interdependence of social systems and analysing the evidence we can better understand society' - for example, describes teaching and learning strategies, there is no enduring understanding from the heart of the disciplines (Wiggins and McTighe). 'Scientific thinking' although a concept from science, is general and is better developed through the process of learning to prove or disprove ideas from the scientific fields in a scientific way. 'Energy is transformed, stored and used in industrial and domestic applications,' has clear concepts from scientific field which can be investigated by a process of scientific thinking.

We found that focusing on very specific word choices and sentence structure is a useful device.

Central ideas that contain concepts from the heart of the disciplines to drive the inquiry ensure building of globally transferable, significant knowledge. In the PYP these are the 'related concepts' for example 'migration, stories, force, light, simple machines' as described in Making the PYP happen (2009), in the subject area annexes.

The writing of a single, concise sentence benefits from the use of a well-known acronym from word level English teaching - CVC (Consonant Vowel Consonant). We modified this to stand for 'Concept Verb Concept' when thinking about the structure of the central idea. This structure helps focus on efficient and powerful word choices.

Verbs that describe relationships between concepts, or processes one performs on another, give clear direction for 'unpacking': impact, shaped, depend, work together, grow, change, communicate' are examples of powerful verbs that denote a clear relationship or process. Verbs that are subjective in nature such as 'appreciate, value, enjoy' can be avoided as they are judgmental. Children are engaged by potentially interesting content but they can only know this if they understand the sentence. Complex ideas do not have to be dressed in complex language. Mystery generally does not promote the engagement that is a precursor for appropriate, challenging and critical thinking.

' The properties of materials determine their function' - has globally significant science concepts, a verb that describes the relationship between them, is concise and can be unpacked using the key concept questions. There is breadth in the multitude of materials and objects made from them that exist in the world and the potential for exploration, comparison and investigation by the scientific method promotes scientific thinking.

The collaboration of multiple perspectives in writing central ideas can lead to excellent outcomes but I believe that some systematic evaluation a little akin to the scientific method may be helpful to consider.
Louise Knight has worked with the PYP in schools in Norway, Nigeria, Iraq (including as PYP Coordinator and Language Support) and Indonesia with grades 1 to 5. She is passionately interested in language and literacy, particularly Functional Linguistics and she finds it useful to look at some of the issues around the use of language in texts, in this case the central idea as a text form, through the Functional Linguistics lens.
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How a focus on word choices can enhance the quality of the central idea

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The author of this article provides some pointers to aid the process including focussing on the word choices and arrangement when w riting a strong central idea. A unit of inquiry is only as strong as its central idea.

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한국 초등 사회 교과과정과 PYP의 연계 2016 기준

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한국 초등 사회 교과과정과 PYP의 연계 2016 기준

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Korean Social Studies Curriculum and PYP  (2)

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Conceptual Understanding  and Approaches to Learning

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Conceptual Understanding  and Approaches to Learning

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session 2 Assessment_ What to Assess_ Conceptual Understanding & Approaches to Learning 

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그동안 사용되었거나 사용하고싶은  효과적인 학습도구나 전략 공유하기

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Teaching What to Learn, How to Learn and What dispositions the students will be.

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Purpose of the Central Idea
중심 이해 문장의 목적에 대하여 탐구하고 읽는이에게 도전을 주는 한 PYP 교사의 blog

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The purpose of a central idea | SharingPYP Blog

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한국 초등 과학 교과과정과 PYP 의

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한국 초등 과학 교과과정과 PYP 의 연계 ( 2016 기준)

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Korean Science Curriculum (과학 교과서 2016기준) and PYP (1)

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Promoting and Modelling Conceptual Understandings 

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Promoting and Modelling Conceptual Understandings 

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Pg 13

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Session 3 Concept_ Conceptual Understanding_ Promoting & Modelling Conceptual Understanding 

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Video: Explicitly Teaching  Thinking Skills 

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Video: Explicitly Teaching  Thinking Skills 

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IB World School video series: Thinking skills in the PYP

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From Central Idea to Action
중심 이해에서 행동으로 옮기기까지의 과정을 나눈 교사의 Blog

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This article illustrates how a year 1 teacher supports students with unpacking a central idea under the transdisciplinary theme 'How we organize ourselves' and how the student took the action.
It all began with a story, The Giving Tree by Shel Silverstein - the story of a tree that loved a boy so much he never stopped giving even when it seemed he had nothing left to give. Serving as our pre-assessment tool, we explored students' prior knowledge of, and the connections between loving - giving - responsibility, and the role that each of us plays in these important actions.

We then launched into our provocation for the unit How we organize ourselves. Returning from recess one day, the girls were introduced to Alisa Pont, representing Projec10, a fundraising group with a focus on developing a social conscience and entrepreneurial skills in school-aged children. Alisa shared a PowerPoint about children growing up in Africa playing ball sports, albeit with bare feet, no sporting grounds and broken equipment. She showed children enjoying their school day, albeit in a building with no modern conveniences, few books and limited writing implements. We could see our girls processing these images; the faces looked happy and the photos were littered with smiles, but life looked a little different to ours. After much discussion, our girls inundated Alisa with their questions to understand WHY. They wanted to know what they could do, but felt frustrated because they were only 6 years old and they did not know how to bring about any kind of change.

Projec10 is a platform for fundraising where children begin with a $10 donation and work in a team to grow that money into something bigger. Projec10 encourages children to pitch their idea to an 'investor' and collect $10 seed money. When this money has been grown into something bigger, the investor has their seed money returned to them. This concept appealed to us as it gave the girls the opportunity to experience investing in two ways - financial investment and investment in self. We decided to raise and pool our $10 seed money and together grow a great, big, healthy giving tree that could improve someone else's life.

With Financial choices generate personal actions as our central idea, it was time to explore and inquire into what our financial choices were. How were we going to get $10? What could we do with it? How could we GROW it? What did $10 even look like or feel like? We learned that we had 4 general options. We could:

1. Save it

2. Spend it

3. Invest it (Yes, that very word proudly came from the mouth of a 6 year old girl!)

4. Give it

Using the language of persuasive writing and brainstorming ideas and, with the assistance of our year 6 buddies, the girls set about planning their pitches. These pitches were emailed to parents and the very next day, we had $250 seed money. The 25 girls felt ready to change the world.

Next, we explored the notion of personal actions. The girls had BIG, EXPENSIVE and TIME-CONSUMING ideas. We needed to talk about good business sense; that the best ideas are time and cost effective and create the most profit for the least cost. Using resources at our ready disposal, the idea of a multipurpose gift tag was put forward. Packaged in bundles of 5, it was agreed that $3 each was a reasonable cost and felt like good value. We needed to sell 84 bags to recoup our seed money alone and it was not long before an enterprising mind suggested we sell our gift tags at the Mentone Girls' Grammar Summer Fair. We met with our Marketing Department and organized the Small Action, Big Change stall. Nine days later we had created 1250 gift tags - 250 bags!

Each girl committed to working for 15 minutes at the fair. The girls completed transactions with customers, worked out how much to ask the customer for, and how much change to give using their 'finger calculators'. We raised over $500 at this stall alone and our sales in the following days continued. Within days, we had raised over $900. We gave the girls the chance to play with this money - feel it, compare it, handle it, count it and enjoy it. It was an opportunity to 'see' what they had achieved.

The girls wrote thank you letters to their investors outlining this amazing achievement. Each letter had $10 attached - the return of their investment. No sooner had we sent our thank you letters and seed money, the money was returned back to us as donations! Our final profit figure, after expenses, was around $750.

This incredible unit of inquiry was completed over 4 action-packed weeks. The message, Small Action, Big Change, became a living, breathing force among our cohort. Our students learned about choices we can make with money, responsibilities that come with money and ways to successfully manage our money. When we are all still talking about it months later, you know you have been a part of something really very special.

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Camilla Gaff is currently teaching year 1 at Mentone Girls' Grammar in Melbourne, Australia. She is passionate about educating girls and has a special interest in equipping them with the financial skills necessary to thrive in a world where money is increasingly invisible.

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A powerful journey - From central idea to action

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This article illustrates how a year 1 teacher supports students with unpacking a central idea under the transdisciplinary theme 'How we organize ourselves' and how the student took the action. It all began with a story, The Giving Tree by Shel Silverstein - the story of a tree that loved a boy so much he never stopped giving even when it seemed he had nothing left to give.

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POI 점검 체크리스트 ( Rubric and Checklist for POI( 한국어) 강추!

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POI 점검 체크리스트 ( Rubric and Checklist for POI( 한국어) 강추!

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교사들을 위한 테드톡!

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Bring TED-Ed Student Talks to Your School

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Transform your classroom with TED-Ed! Discover hundreds of animated lessons, create customized lessons, and inspire your students to share their big ideas.

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​The 3 2 1 Bridge routine asks learners to:

uncover initial thoughts, ideas, questions and understandings about a topic before and after instructional learning has occurred.

connect these to new thinking after some exposure and research. This helps students to recognise and name their own learning and development

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​The 3 2 1 Bridge routine asks learners to: uncover initial thoughts, ideas, questions and understandings about a topic before and after instructional learning has occurred. connect these to...

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pg3: What to access
pg 15 How to access

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session 2 Assessment_ What to Assess_ Conceptual Understanding & Approaches to Learning 

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Session 5 Explicitly Teaching Thinking SKills 

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중심 이해 문장에 관한 한 PYP 교사의 Blog

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This article puts forward three different approaches to the creation and use of the central idea, including early sharing, student creation and parent creation of the central idea. It shares the benefits and drawbacks of all three approaches.

We can spend hours crafting a rich and significant central idea with colleagues, but once this process is over, what is the best way to share it with our students? I have been working with teams of teachers to take different approaches with their central ideas for different purposes, resulting in different kinds of learning for our students. Here are three possible approaches explained.

Approach 1: The central idea as a springboard

Purpose: To share the central idea early on, to inspire inquiry.

How: In this approach, the teacher presents the central idea near the beginning of the unit of inquiry. Typically, a teacher will help the students understand the vocabulary of the central idea, then over the course of a few days, run mini info sessions on the essential elements that will drive the inquiry. This approach may see students writing their own version of the central idea, or displaying their understanding through drawings, acting out, models or questions and can be a form of formative assessment.

Benefits: By deconstructing the central idea in a very direct manner near the onset of a unit of inquiry we can help our students understand the programme, how it works as a structure and what each part plays. It is helpful to use this approach with students or teachers who are new to the programme.

Draw-backs: This approach can be formulaic, less than inspiring, and can actually hinder inquiry by providing students with a conclusion. If the vocabulary of the central idea is too rich for the age group, this type of deconstruction can be confusing and switch off the learning engagement.

Approach 2: The central idea as assessment

Purpose: To assess student understanding at the conclusion of an inquiry.

How: In this approach, teachers collaboratively construct the central idea to inform their teaching, but do not share it with students. Teachers lead learning engagements that develop student understanding of the lines of inquiry, the concepts, skills and attitudes, sharing these with the students. At the end of the inquiry, students reflect on and analyze their understanding by creating a central idea that summarizes their learning, is conceptually driven and expresses an enduring understanding.

Benefits: By going through this process, students deeply engage with the underlying aims of the programme and often report that they 'get it' after this process. This approach promotes a high level of conceptual and critical thinking and promotes creativity. Students feel empowered and respected as learners. For teachers, supporting students to write a central idea can be a great learning opportunity to reflect on and articulate the ideas and values behind the programme, improving our own ability to write great central ideas.

Draw-backs: Although I have seen this approach used as young as 5-6 year olds it may be a challenging process for very young children. Likewise, students new to the PYP may struggle with this approach.

Approach 3: Constructing the central idea with parents and students

Purpose: To increase parent understanding of the programme and increase home/school engagement.

How: After experiencing the provocation and a few key learning experiences, students invite their parents into a session in which they complete an inquiry activity together, review student learning so far, and then, led by teachers, students and parents co-construct the central idea. Parents and their children consider the transdisciplinary theme, chosen concepts, attitudes and attributes of the learner profile, and read curriculum outcomes that must be achieved. They then work in groups to construct a rich central idea which is shared with the group. One central idea is chosen, or a new central idea that uses language from many is settled upon.

Benefits: This approach helps parents really understand the structure of the programme, its elements, and how inquiries are driven. They see the craft in teacher planning, and often relay a new sense of enthusiasm and appreciation for the quality of the education their children are receiving. The engagement between home and school is never stronger than when parents design the central idea.

Draw-backs: Teachers need to work the room to ensure that all voices are heard and that progressive ideas of how children best learn drive the discussions.
What approaches to the central idea do you use for different kinds of student learning?
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Kylie Dorsett is the PYP Coordinator and deputy head of the junior school at Scots Albury. She has 10 years experience as a teacher and leader in PYP schools and is now taking her second school through the authorization process. Kylie is passionate about the programme and the gift of lifelong learning it delivers to its students. She is constantly redefining her understanding of what a great education looks like, and is currently delving into the role of creativity for both teachers and students in realizing potential.

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This article puts forward three different approaches to the creation and use of the central idea, including early sharing, student creation and parent creation of the central idea. It shares the benefits and drawbacks of all three approaches .

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Program Of Inquiry 개발에 관한 요약 정리 ( 한국어/영어) 

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Program Of Inquiry 개발에 관한 요약 정리 ( 한국어/영어) 

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Exploring a range of Thinking Pathways allows teachers and students to move beyond surface learning that focuses on the memorisation of knowledge and facts, to more deep and reflective learning that is focused on developing understanding through more

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PYP: from Principles into Practice/ Collaboration 

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PYP: from Principles into Practice/ Collaboration 