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How does what we have seen about the PYP connect with other SEK Institutional philosophies? 

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How does what we have seen about the PYP connect with other SEK Institutional philosophies? 

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Elements of the Future Learning Model VW

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What is the International Baccalaureate

Organization?

A non-profit educational and non-governmental organization (NGO)

Funded by fees from IB World Schools

Offers three programs of international education for students aged 3-19 years

old:

The Diploma Program at the high school level (grades 9-12)

The Middle Years Program (MYP) (students 11-16 years old)

The Primary Years Program (PYP) (for students 3-12 years old)

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The IB Learner Profile is a set of ten attributes that the International Baccalaureate (IB) aims to develop in students across all its programs, including the Primary Years Programme (PYP). The Learner Profile is a framework for fostering the development of well-rounded individuals who are not only academically capable but also socially responsible and internationally-minded. In the context of the IB PYP, the Learner Profile serves as a guide for both educators and students, shaping the way teaching and learning take place.

The ten attributes of the IB Learner Profile are:

1. Inquirer: Students are curious and eager to learn. They acquire the skills necessary to conduct research and investigate topics on their own.

2. Knowledgeable: Students strive to acquire a breadth and depth of knowledge across various disciplines. They understand the importance of learning in a holistic manner.

3. Thinker: Students engage in critical and creative thinking. They consider multiple perspectives, make reasoned judgments, and solve complex problems.

4. Communicator: Students express themselves effectively through various forms of communication. They listen actively, articulate their thoughts, and collaborate with others.

5. Principled: Students exhibit honesty, integrity, and a strong sense of fairness. They act with integrity and take responsibility for their actions.

6. Open-Minded: Students are receptive to different viewpoints and cultures. They appreciate diversity and are willing to learn from others.

7. Caring: Students show empathy, compassion, and a genuine concern for the well-being of others. They act with kindness and contribute to a positive community.

8. Risk-Taker: Students are willing to take calculated risks and explore new ideas and experiences. They demonstrate resilience and adaptability.

9. Balanced: Students strive for a healthy balance between academics, physical activities, and other aspects of their lives. They understand the importance of well-being.

10. Reflective: Students engage in self-assessment and thoughtful consideration of their experiences. They learn from their mistakes, set goals, and continue to develop as learners.

In the IB PYP, educators work to develop these attributes in students through intentional teaching and learning experiences. The Learner Profile provides a common language for discussing and promoting these qualities, fostering a positive and supportive learning environment. Through the integration of the Learner Profile into the curriculum, the PYP aims to cultivate students who are not only academically competent but also socially responsible, empathetic, and well-prepared for active and engaged participation in the global community.

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Recommendations on how to write a Central Idea

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Recommendations on how to write a Central Idea

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There are guidelines and principles to consider when writing a Central Idea for an IB PYP Unit of Inquiry. The Central Idea is a crucial component of the unit, as it encapsulates the main concept or understanding that students will explore. Here are some guidelines to help you write an effective Central Idea:

1. Alignment with Transdisciplinary Theme: Ensure that your Central Idea aligns with the chosen transdisciplinary theme. The Central Idea should reflect the overarching concept of the theme and provide a clear focus for the unit.

2. Relevance and Engagement: Choose a Central Idea that is relevant, engaging, and meaningful to students. It should connect to their lives, experiences, and the world around them. This will spark curiosity and motivation for inquiry.

3. Open to Inquiry: The Central Idea should be open-ended and invite inquiry. It should not provide a definitive answer but rather encourage students to explore, investigate, and seek understanding through research and exploration.

4. Broad and Inclusive: While the Central Idea should be specific enough to guide the unit, it should also be broad enough to allow for diverse lines of inquiry. It should encompass various aspects that students can explore from different angles.

5. Conceptual Focus: Choose key concepts that are relevant to the Central Idea. These concepts will guide students in their exploration and understanding. Make sure the Central Idea reflects these concepts.

6. Language and Clarity: Write the Central Idea in clear and accessible language that students can understand. Avoid jargon or overly complex terminology. Use language that is appropriate for the age and language proficiency of the students.

7. Reflect Depth and Complexity: The Central Idea should reflect the depth and complexity of the topic. It should challenge students to think critically, make connections, and explore different perspectives.

8. Connection to Learner Profile and Action: Consider how the Central Idea aligns with the IB Learner Profile attributes and how it can inspire meaningful action. The Central Idea should encourage students to develop as responsible and reflective learners.

9. Connection to Subject Areas: While the Central Idea is transdisciplinary, it should also connect to relevant subject areas within the unit. This helps students see the interdisciplinary nature of the inquiry.

10. Feedback and Collaboration: Collaborate with colleagues to refine the Central Idea. Getting input from other educators can help ensure that the Central Idea is well-crafted and effectively supports the unit's objectives.

Here's an example of a well-written Central Idea based on the transdisciplinary theme "How We Express Ourselves":

Theme: How We Express Ourselves

Central Idea: Through creative expression, individuals convey ideas, emotions, and stories, impacting themselves and others.

Key Concepts: Communication, Perspective, Creativity

This Central Idea is relevant, open to inquiry, and reflects key concepts. It provides a clear focus for the unit and encourages students to explore the ways in which creative expression influences individuals and society

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Creating a Unit of Inquiry within the context of the International Baccalaureate (IB) Primary Years Programme (PYP) involves a thoughtful and systematic process. Here's a step-by-step guide on how to create a Unit of Inquiry:

1. Select a Transdisciplinary Theme: Choose one of the six transdisciplinary themes from the PYP framework. These themes are broad and overarching concepts that integrate multiple subject areas. The 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.

2. Define a Central Idea: The central idea is the heart of your unit. It's a concise statement that encapsulates the main concept or understanding you want students to explore. The central idea should be relevant, engaging, and open to inquiry. It's essential that it aligns with the chosen transdisciplinary theme.

3. Identify Lines of Inquiry: Lines of inquiry are specific areas of investigation that help students explore the central idea. Typically, there are three to five lines of inquiry for each unit. These should guide students' exploration and research while connecting to different subject areas.

4. Select Key Concepts: Choose key concepts that relate to the lines of inquiry and central idea. The PYP key concepts include concepts like form, function, change, connection, causation, perspective, responsibility, reflection, and others. These concepts guide students in thinking deeply about the content and context of the unit.

5. Plan Learning Experiences: Design a variety of learning experiences that engage students in exploring the lines of inquiry. These experiences could include experiments, field trips, discussions, collaborative projects, research activities, guest speakers, and more. Ensure that you incorporate opportunities for active inquiry, critical thinking, and reflection.

6. Choose Assessment Strategies: Determine how you'll assess student learning throughout the unit. Assessments could include formative assessments (e.g., class discussions, journal entries) and summative assessments (e.g., presentations, projects, written reflections). Align your assessments with the unit's learning objectives and criteria.

7. Incorporate Language and Literacy: Integrate opportunities for language development within the unit. This could involve reading and analyzing relevant texts, writing reflections, conducting interviews, and presenting findings. Language development is a crucial aspect of all PYP units.

8. Integrate Action: Consider how students can take meaningful action based on their learning. Action can range from small-scale actions within the classroom to larger community or global initiatives. Encourage students to apply their learning to real-world situations.

9. Create Resources: Develop or gather resources, materials, and tools that will support the learning experiences. These could include books, videos, websites, handouts, and interactive materials.

10. Reflect and Revise: After implementing the unit, reflect on its effectiveness. What worked well? What could be improved? Use your reflections to refine the unit for future iterations.

Remember that a well-designed Unit of Inquiry should be engaging, authentic, and connected to students' lives and the world around them. It should encourage active exploration, critical thinking, and the development of the IB Learner Profile attributes. Collaboration among educators is also essential to ensure the unit aligns with the overall curriculum and school's goals.

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Post here some initial questions that you would have answered off the bat.

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Post here some initial questions that you would have answered off the bat.

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Post here any previous knowledge regarding the IB & PYP.

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Post here any previous knowledge regarding the IB & PYP.

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Review the example Units of Inquiry and the IB's explanation of the elements needed for a transdisciplinary Unit. Create a model unit of any subject matter (reasonably related to a PYP classroom) with all it's key elements: Transdisciplinary theme, Central idea, Lines of Inquiry, Key concepts, Learner Profile, Approaches to Learning...

Give an explanation on how this unit could be presented and any ideas for learning experiences and continuous assessment goals.

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"Commitment to structure, purposeful inquiry that engages students actively in their own learning."

"Inquiry... is recognized as allowing students to be actively involved in their own learning and to take responsability for that learning. Inquiry allows each student's understanding of the world to devekpo in a manner and at a rate that is unique to that student."

Review the documents about inquiry and constructivist vs traditional roles of teaching and reflect.

How does the PYP differ from traditional methods?
Design two skits where student learning takes place (inquiry). One from a constructivist perspective and one from a traditional perspective.

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International-mindedness is a key concept in the International Baccalaureate (IB) Primary Years Programme (PYP). It's a fundamental aspect of the IB's educational philosophy and is woven throughout the PYP curriculum and learning experiences. International-mindedness is a perspective that encourages students to develop a global outlook, an appreciation for cultural diversity, and a sense of responsibility as global citizens.

In the context of the PYP, international-mindedness involves:

1. Global Perspective: Students are encouraged to consider global issues and challenges, recognizing that their actions can have an impact beyond their immediate surroundings. They develop an awareness of the interconnectedness of the world and understand that local and global issues are often intertwined.

2. Cultural Awareness: Students learn to appreciate and respect the diversity of cultures, languages, and beliefs that exist around the world. They are encouraged to be open-minded and empathetic, recognizing that there are multiple perspectives and ways of thinking.

3. Language and Communication: The PYP places a strong emphasis on language development. Students are exposed to different languages and cultures, fostering effective communication skills and enabling them to connect with people from various backgrounds.

4. Inquiry and Research: Through inquiry-based learning, students explore topics and issues that are relevant not only locally but also globally. This encourages them to think critically, seek information, and understand the complexities of different subjects.

5. Action and Service: International-mindedness is not just about knowledge; it's about taking responsible action. Students are inspired to engage in service projects that address global challenges and make a positive difference in their communities and beyond.

6. Transdisciplinary Learning: The PYP's transdisciplinary approach helps students see connections between subjects and themes, fostering a holistic understanding of complex global issues.

7. Respect for Sustainable Development: International-mindedness aligns with the United Nations Sustainable Development Goals, encouraging students to think about how their actions impact the environment, society, and the economy on a global scale.

8. Open-Mindedness: Students are taught to approach new ideas and perspectives with an open mind, valuing diversity and being willing to consider alternative viewpoints.

Overall, international-mindedness within the IB PYP aims to develop students who are not only academically skilled but also compassionate, informed, and responsible global citizens. They are prepared to engage with the world, understand its complexities, and contribute positively to creating a more interconnected and harmonious global community.

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Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Which of these best describe you? Why do you think so? How can you promote these attributes within a curricular context?

Create a poster with your reflections and ideas on how to integrate several of these into a variety of subjects.

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https://vimeo.com/476260427

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The Primary Years Programme (PYP) ensures that learning is engaging, relevant, challenging and significant. A transdisciplinary and conceptual inquiry approach encapsulates these aspects of learning, underpinned by authentic integrated assessment.

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“The learner profile is central to the PYP definition of what it means to be internationally minded, and it directs schools to focus on the learning. IB World Schools should be proud to

send out into the world students who exemplify the attributes expressed in this profile.”

Making the PYP Happen, p. 2 ©IBO 2007

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Inquiry-based learning refers to a teaching and learning approach that centers around students' curiosity and active engagement in the learning process. It encourages students to ask questions, explore topics, investigate, and discover information on their own. The goal is to foster a deep understanding of concepts and encourage critical thinking, problem-solving, and independent learning skills.

In the PYP, inquiry takes on several important dimensions:

Learner-Centered: The learning process begins with students' questions, interests, and prior knowledge. Teachers facilitate learning experiences that build upon these foundations.

Conceptual Understanding: Inquiry helps students develop a deep understanding of important concepts by exploring real-world problems and issues that are relevant and meaningful to them.

Transdisciplinary Approach: The PYP organizes learning into six transdisciplinary themes, such as "Who We Are," "How We Express Ourselves," and "Sharing the Planet." These themes integrate various subjects, enabling students to explore connections between different areas of knowledge.

Action and Reflection: Inquiry isn't just about gaining knowledge; it's about taking action based on that knowledge. Students are encouraged to apply what they've learned to real-life situations and reflect on their learning journey.

Skills Development: Inquiry-based learning enhances a range of skills, including research, communication, collaboration, critical thinking, and problem-solving.

Teacher as Facilitator: Teachers play the role of facilitators, guiding and supporting students' inquiries rather than merely delivering information.

Assessment: Assessment in inquiry-based learning focuses on both process and product. The process of inquiry, including the students' curiosity, research, and exploration, is valued as much as the final outcomes.

Inquiry Cycle: Inquiry often follows a cyclical process involving various stages, such as tuning in, finding out, sorting out, going further, making conclusions, and taking action. This cycle guides students through the steps of investigation and discovery.

Overall, inquiry within the IB PYP empowers students to become active learners, capable of seeking answers to their questions, developing a strong sense of agency, and understanding the world around them in a holistic and meaningful way.

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This group should

Draw three columns on a flip chart/poster.

Column 1: Make a list of: What makes you international?

In the second column, make a list of: What actions would you implement in SEK to make you Internationally Minded?

In third column, make a list of: What practices would you implement in SEK to share International mindedness within the context of students or teachers?

Share with other groups

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The mission of the IBO is :

To develop inquiring, knowledgeable, and caring young people

To create a better and more peaceful world through intercultural understanding and respect.

To work with schools, governments, and international organizations to develop challenging programs of International education and rigorous assessment.

To encourage students worldwide to become active, compassionate, and lifelong learners who understand

that other people, with their differences, can also be

right.

To help students become internationally minded people.