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Think for yourselves!
-What are the facts and evidence?
-Where do they come from?
-Why are they relevant?
-How can you use them?

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By inquiring into the PYP framework, we will examine how voice, choice and ownership are recognized and developed by members of the IB learning community.                        You will be supported in your understanding of learning and teaching in a transdisciplinary, concept-driven curriculum and how to design this in your own school context.                     This workshop invites you to explore your own teaching practices and reflect on how you can develop capabilities as a PYP teacher.   

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By inquiring into the PYP framework, we will examine how voice, choice and ownership are recognized and developed by members of the IB learning community.                        You will be supported in your understanding of learning and teaching in a transdisciplinary, concept-driven curriculum and how to design this in your own school context.                     This workshop invites you to explore your own teaching practices and reflect on how you can develop capabilities as a PYP teacher.   

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https://www.aislusaka.org/uploads/8/2/7/1/82714866/a_visual_learning_guide_to_the_pyp.pdf

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Summary of Transdisciplinary Learning Transdisciplinary learning is the exploration of a relevant concept, issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences. Best practices in a

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CHOOSE 1-2 to focus on with your learning (ACTION PLAN)                           

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CHOOSE 1-2 to focus on with your learning (ACTION PLAN)                           

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1) I will integrate transdisciplinary and disciplinary concepts, knowledge and skills in a way that supports a coherent learning experience for students.

2) I will situate learning in global contexts (that is, through the transdisciplinary themes) that support students’ understanding of human commonalities.

3) I will support students to initiate and engage in their own inquiries.

4) I will promote student reflection and action in response to their learning.

5) I will establish, engage and maintain collaborative relationships which support the well-being of the learning community.

6) I will select teaching approaches, resources, technologies, learning experiences and assessments that are inclusive and effective for diverse students.

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Sesión 1 - Poster del perfil de la comunidad IB

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https://player.vimeo.com/video/128539582?app_id=122963&autoplay=1

https://www.aislusaka.org/uploads/8/2/7/1/82714866/a_visual_learning_guide_to_the_pyp.pdf

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Our learning community supports and nurtures in developing and demonstrating the attributes of the learner profile and work through differences also.  So, I am a PLL teacher and I want to engage my students in a third language to understand the key concepts and provide meaningful learning experiences and to help them to be an inquiring learner.

So, the learner profile description that highlights and aligns with our class is the open-minded:
- We appreciate our own cultures and personal histories.
-We  appreciate values and traditions of  each other.
- We respect different  points of view.
- we are willing to grow from the experience.

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For Grade 2 students.

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I am a communicator when....

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https://www.pypresources.com/the-learner/learner-profile

https://www.toddleapp.com/learning-library/2020/04/08/learner-profile-booklist-early-years-collection/

https://join.ibo.org/IBLearnerProfileQuiz?fbclid=IwAR3ikdLdH5LvAoGKYz3XPiibNYTYsfjTBeKO3BiJeYMIwntbflkijmSF_Yo

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Optional Extension Activity: Watch one of these videos and think about how it is connected to international mindedness. 2. Reflect and share an idea(s) about how you will promote international-mindedness in your learning community. Make certain to add your name in the title

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Optional Extension Activity: Watch one of these videos and think about how it is connected to international mindedness. 2. Reflect and share an idea(s) about how you will promote international-mindedness in your learning community. Make certain to add your name in the title

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The Empty Pot by Demi:
https://www.youtube.com/watch?v=a9K-sAKdk2Y

A Tale of Two Beasts
https://www.youtube.com/watch?v=cutROw_NJvE&t=63s

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https://www.toddleapp.com/learning-library/2020/04/08/learner-profile-booklist-early-years-collection/

https://blogs.ibo.org/sharingpyp/category/language-and-learning/

https://www.youtube.com/watch?v=tyaEQEmt5ls

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Video to Show Parents about moving away from grades

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Video to Show Parents about moving away from grades

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The Primary Years Programme (PYP) offers a transdisciplinary, inquiry-based and student-centered education with responsible action at its core, enabling students to learn between, across and beyond traditional subject boundaries.

The framework serves as the curriculum organizer and offers an in-depth guide to achieve authentic conceptual inquiry-based learning that is engaging, significant, challenging and relevant for PYP students.

Through the programme of inquiry and by reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile. Informed by constructivist and social-constructivist learning theories, the emphasis on collaborative inquiry and integrative learning honours the curiosity, voice, and contribution of the students,

The pillars of the PYP curriculum framework

The transdisciplinary model extends across all three pillars of the PYP curriculum framework- the learner, learning and teaching, and the learning community.

The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?)

Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?)

The learning community: emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)

VIDEO: Glenn Davis, PYP Principal and Coordinator describes the process moving away from a textbook-based curriculum to an open-ended learning experience

Agency, self-efficacy and action

Agency and self-efficacy are fundamental to learning in the PYP. Throughout the programme, the learner is an agent for their own and others' learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, build a sense of community and awareness for the opinions, values and needs of others.

Action, the core of student agency, is integral to the PYP learning process and to the programme's overarching outcome of international mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally-minded and to appreciate the benefits of working with others for a shared purpose.

VIDEO: PYP learners take ownership of their learning

Implementing the PYP in schools

The whole school benefits from using the PYP curriculum framework to organize their curriculum and community. In addition, the Programme Standards and Practice (PSP) framework supports schools with implementing and developing the PYP.

The PSP helps develop the environment, culture, policies and processes that support effective practice and exemplify the IB mission.
Read more about the PSP (PDF, 2.2 MB)

What is an IB education?

This document explains the ideals that underpin all IB programmes, communicating what lies at the heart of an IB education.

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The Primary Years Programme curriculum framework has three pillars: the learner, learning and teaching, and the learning community.

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What is your definition of transdisciplinary learning?

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What is your definition of transdisciplinary learning?

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Jamboard for Exploring Transdisciplinary Themes

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Jamboard for Exploring Transdisciplinary Themes

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https://jamboard.google.com/d/1lhLagd6N0T6yEwjRXhRPGNSp7azxb3Emszo96uOBRUs/viewer#

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Refer to our website for tasks to complete (link to page below)

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Refer to our website for tasks to complete (link to page below)

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https://sites.google.com/view/mmcmmakingthepyphappen/workshop-sessions-and-agenda/4-an-introduction-to-the-pyp-and-action-plan

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MTPYPH: Implementing Agency - 4 An introduction to the PYP and Action Plan

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Conceptual understanding: Situating learning in local and global contexts supports students' understanding of human commonalities. An inquiry into: an introduction to the PYP.

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https://forms.gle/6xptrEYrDJMGtikM9

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Thank you for your participation and contributions to our learning community today! Please take a few minutes to reflect on our work together so far using the 3-2-1 strategy.

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Follow Link for Information and Task https://sites.google.com/view/mmcmmakingthepyphappen/workshop-sessions-and-agenda/option-a-day-1-hl-inclusive-learning-environments

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MTPYPH: Implementing Agency - Option A (Day 1 HL) Inclusive Learning environments

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Day 1 Home Learning: Complete this session or Option B, Assessment.

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Follow Link for Information and Tasks - Remember to Post your elevator pitch here :)
https://sites.google.com/view/mmcmmakingthepyphappen/workshop-sessions-and-agenda/option-b-day-1-hl-assessment

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Create an Elevator Pitch and Post Separately Below

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Create an Elevator Pitch and Post Separately Below

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- in writing
- voice
- video

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Elevator pitch for assessments
Assessments need not take the form of quizzes/tests. Students can show evidence of progress and learning using their unique style. Assessments can be by monitoring their learning or documenting, measuring or reporting, what matters is to treat students as unique.

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Assessments are a key part of the IB curriculum, especially the PYP. Assessing student's learning in this curriculum does not just include traditional paper pencil that you might be thinking. Students are involved in the process of monitoring and reflecting on their learning. The goal of assessing student's learning is to check the progress of their learning goals and adjust learning and instruction accordingly.