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JIGSAW reading
1. Devide parts by Concept driven curriculum / concepts / key concepts / related concepts/ From concept to conceptual understanding
2.  Make new group and explain what they learned about selected section.

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1. Read p1~p4
2. Discuss the idea what transdisciplinary programme is by gruop.

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• Materials
- TD title cards
- TD description cards
- Match TD title to description by group

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Learning Community - International Mindedness

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Learning Community - International Mindedness

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• Read p 1~5
• workbook or use Padlet to share this document
workbook
•After reading, reflet thinking by Connect-Extend-Challenge chart
https://pz.harvard.edu/resources/connect-extend-challenge

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1. Read p38-45
2. Write what you learned on post-it.

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Collaboratively developing units of inquiry / The PYP planning process and planners

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Collaboratively developing units of inquiry / The PYP planning process and planners

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1. Read p61~65
2. Group 1, 2: Collaboratively developing units of inquiry
3. Group 3,4 : The PYP planning process and planners.
4. Change reading parts
5. Share it

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Designing learning environment in primary setting

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Designing learning environment in primary setting

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1. What did you know about collaborative planning process?
2. What do you want to know more?

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1. Post your questions for this session
2. Share it

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SEE THINK WONDER
1. SEE: What do you see in the inquiry cycle?
2. Think: What do you think of the inqury cycle?
3. Wonder: What do you wonder of the inquiry cycle?

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1. Read p 40~46
2. What did you learn? What did you want to know more?
3. Write your thoughts on the post- it
4. Share it

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These resources provide support and understanding about key characteristics of the Primary Year’s Programme (PYP).

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1. Divide up the cohort into 5 groups: Thinking skills / Research skills / communication skills / social skills / self management skills
2. Have the statements for each category available for the category group to identify and place against their category.
3. Share their readings

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Ice breaking game for inclusion and warm up.
Participants introduce themselves by numbers.

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concept based teaching and learning (Lynn Erickson)

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concept based teaching and learning (Lynn Erickson)

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The International Baccalaureate (IB) is a global leader in international education-developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today's challenges with optimism and an open mind.

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This post is an excerpt from a post entitled " Don't lock me into 8 key concepts" by Shannon O'Dwyer. The full post explains concepts in a nutshell and why concept-driven teaching is both easy and hard. This excerpt provides an insight into how teachers can make it happen. Concepts in a Nutshell
Concepts are over-arching mental constructs that students need to make sense of the content we teach. Conceptual understanding enables students to apply facts and skills to the world around them. By starting with concepts, we create a curriculum that's worthy of our students' time and effort. The concepts that drive the PYP are timeless (factual examples change, but not the core understanding), universal (so students can apply understandings across cultures, situations and disciplines) and abstract (so students engage in higher order thinking to grapple with central ideas).

By helping students achieve conceptual understanding, we ensure that they can take facts and skills, and do something with them beyond this moment, this lesson and this classroom. I have seen plenty of students who can accurately convert between metres & centimetres but are unable to choose an appropriate length of skipping rope for a 3-person playground game. These students had mastered a mathematical skill in isolation, but not yet developed a conceptual understanding of length.
Why concept-driven teaching is hard
It's just so messy. Concept-driven learning is an iterative process of constantly pulling apart ideas, putting them back together, re-applying them to different situations, finding ways to correct misconceptions and enabling each child to make meaning in their own way. It would be a lot easier to say, "Here's what you need to know, practise that, now you get a sticker." The problem is that you'd have to add, "Good luck applying that to your life". Factual knowledge is easy to teach because it is simple, procedural and locked in situ. But unless your students intend to live forever in their 4th Grade classroom, that knowledge is utterly useless to them.
"How can I make it happen?"
Questions
Use teacher and student questions as a springboard for deep, conceptual dialogue. Sort, unpack and challenge students' questions. Discuss open vs. closed questions, abstract vs. concrete questions, fat vs. thin questions (ie 1 answer or many). Keep asking probing questions (such as How do you know..?/reflection) to prevent shallow understanding.

Problematic Knowledge
Design resources and situations that are problematic. Perhaps the facts do not add up, or there are pieces of information missing. This challenges students to search for connections, inferences and transference to make sense of the inquiry. Anything that is non-linear, with multiple solutions and multiple interpretations helps our students build the flexibility of thinking to grapple with complexity, change and abstraction.

Inquire
Every day! Make sure you devote enough time for students to actuallydo the learning and construct the understanding. They need ample time for wondering, trying, tinkering, playing, researching and coming to conclusions. Don't step away. Be a participant who says, "Why did you...?", "What would happen if...?"

IntegrateWork with single-subject teachers to develop integrated thinking. Students should take their understandings from class to class, exploring concepts through different content and perspectives (eg symphony orchestras and bus timetables both build an understanding of systems). Try to keep concepts at the core of your planning meetings, to avoid creating shallow, thematic units. Avoid throwing together "linked activities". If the students are studying Ancient Greece, don't immediately say, "Let's make pots!". Perhaps the most important concept is "legacies" and students investigate the influence of the golden ratio on both Art and Mathematics. While studying natural disasters, let students make paper mache volcanoes at home. In class, explore the concept of "impact" on geography, individual lives and communities. How do artists help communities remember and heal after a natural disaster?"

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To read the full post, visit Shannon's blog here.

Shannon is a PYP educator, whose passions include curriculum design, literacy and ESOL practices, enrichment and technology integration. Shannon loves working in PYP classrooms, where each day is filled with the questions, problems and discoveries of young minds. She blogs at shannonodwyer.com and tweets @S_ODwyer.

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This post is an excerpt from a post entitled " Don't lock me into 8 key concepts" by Shannon O'Dwyer. The full post explains concepts in a nutshell and why concept-driven teaching is both easy and hard. This excerpt provides an insight into how teachers can make it happen.

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This is a Workhop overview.
It could be shown by ppt or printed out.

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Read p1-p8

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Exhibition planner with question prompts

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Exhibition planner with question prompts

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10 ways to promote international-mindedness

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10 ways to promote international-mindedness

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10 ways to promote international-mindedness | IB Community Blog

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Students in today’s international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themse…

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*What is your goal of this workshop?
*What is your responsibilty in this workshop?
*What could be our rules for successful workshop?
*How can we help each other?
*How will you improve yourself?

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Designing Learning Environment for early years

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Designing Learning Environment for early years

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https://docs.google.com/forms/d/e/1FAIpQLSfv-wpXe9DUepw58S5hIWh-Z4pdh9PAauwaGorifhsCCk0aWA/viewform

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1. Reflect after reading 3 documents.
2. Share with your group

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Making the PYP Happen: Transdisciplinary Learning

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Making the PYP Happen: Transdisciplinary Learning

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Making the PYP Happen: Transdisciplinary Learning

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Learning and Teaching (Language in the PYP)

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Learning and Teaching (Language in the PYP)

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1. Read p86~96
2. Group discussion
3. Thinking routines
I used to think about the role of language....
Now I think about the role of language....

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https://jamboard.google.com/d/1b2XQCIjd-NxezQ4aY0_QJjIti53BAcjWadwhie28iCE/viewer?f=0

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post your idea_Transdiciplinarity - Google Jamboard

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PYP learners Take ownership of their learning

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PYP learners Take ownership of their learning

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PYP learners Take ownership of their learning

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https://jamboard.google.com/d/1jdhIS5lHQabmzhNf1tfGXJ6qs0Ua3LioBRMP8j0yCdE/edit?usp=sharing

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Article(Making approaches to learning happen)

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Article(Making approaches to learning happen)

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Making the approaches to learning happen

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This article explores one school's journey to ensure the approaches to learning, an element of the PYP, are planned for in order to strengthen the transdisciplinary nature of their programme. A few years back I shared a post on the PYP transdisciplinary skills, including reflective questions on the role of these skills in your school's programme.

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How a culture of student leadership can foster learner agency

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How a culture of student leadership can foster learner agency

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This article explores how Primary Years Programme (PYP) students took ownership of the Model United Nations (MUN) experience with their 'How we organize ourselves' unit. Inspired and empowered by the senior students and seeing their leadership in the MUN events, PYP students planned and hosted their first ever inter school MUN.
An exciting idea germinated in the PYP classroom through the discussions emerging from inquiries into the unit How we organize ourselves. Student leaders, who were actively engaged in participating in and hosting Model United Nations (MUN) conferences, gave birth to the first ever Primary Singapore International School (SIS) MUN at our school.

'MUN-ing' has been a part of our school character strengthening through the IDEALS* of Internationalism, Democracy, Leadership and Service, and the attributes of the IB learner profile. For their unit of inquiry with the central idea People create organizations to solve problems and support human endeavor, our grade 6 students had been taking part in our school MUNs as observers and conducting intra-class Mock MUN sessions over the last two years. They enjoyed their learning engagements thoroughly and though it was never a requirement or a norm, they decided to take this experience one notch higher and plan and implement an innovative event. Even though this would be their first experience with a primary MUN, they took on the challenge to be the organizer and host, and invited their peers from grade 5 to become the actual delegates. Thus, the culture of student leadership that was already a part of the school ethos enabled learners to take charge of their own learning and make important decisions about the same.

The primary SISMUN was planned as an inter-school conference. With the guidance of the senior school students and adult mentors, the students planned it modestly, keeping the spirit of the PYP at the core of the issues. The pedagogical leadership team helped them choose committees to ensure that the issues were from local (Lok Sabha) to regional (South Asian Association for Regional Cooperation) to global (UNICEF and UNHCR). Similarly, the issues would find resonance in their learning from the themes of Who we are (child labour), Sharing the planet and Where we are in place and time (migration due to war), How we organize ourselves (common currency) and How we express ourselves (arts education), thereby blending and synthesizing components of the PYP curriculum.

The Primary SISMUN was held in April 2017 with participation from 4 other primary IB World Schools from Mumbai and Pune. The conviction of the students, backed by the willingness of the pedagogical leadership team, inspired other schools from the network and beyond to participate in this event.

Our grade 6 students put on an impressive opening ceremony and more importantly displayed confidence and conviction as members of the Organizing Committee. We had a Skype interaction with a young CEO from India, selected as one of the top 50 youth initiative based solutions for sustainability by the UN for his startup company, Tyrelessly. Our delegates from grade 5 adeptly debated, discussed and resolved issues with professional ease and maturity. This also resulted in some exciting press coverage.

We were delighted to see our PYP students' achievement in terms of thinking and communication skills, confidence and enthusiasm and being open-minded and courageous, and we hope that they continue to apply their knowledge, conceptual understandings, skills, attitudes and attributes to take meaningful action that will make a difference to the world we live in. Above all, this experience created a domino effect of inspiration and agency in the school community, during the PYP exhibition, and in the planning of the coming year's edition of the Primary SISMUN.

In its mission statement, the IB aims to "develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect." The Primary SIS Model United Nations became an effective platform for students to put this mission into practice.

*Internationalism, Democracy, Environment, Adventure, Leadership and Service
Abhimanyu Das Gupta has been an IB practitioner since the last 13 years and has had extensive experience in the PYP at the Pathways School, Aravali, as a home room teacher, grade level coordinator, PYP coordinator and as the Primary School Coordinator. He has been heading the primary division at the Singapore International School, Mumbai since 2014 , inspiring his colleagues to promote learner agency and thereby, empower students. His passion for teaching and learning is evident in the practices he inspires in the learning community. He strives to promote inquiry-based learning for the students and by the students. You can follow him on Twitter

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How a culture of student leadership can foster learner agency

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This article explores how Primary Years Programme (PYP) students took ownership of the Model United Nations (MUN) experience with their 'How we organize ourselves' unit. Inspired and empowered by the senior students and seeing their leadership in the MUN events, PYP students planned and hosted their first ever inter school MUN.

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https://jamboard.google.com/d/1AxocV763ik1r-FQ-bTgi7OHhkphie-ybFfwJ4G4N9SA/viewer?f=0

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1. Participants individually review Mario and Hussain's comments.
2. Participants pair up with a like-minded person – come up with suggestions, strategies or ideas for how to address their concerns.
3. Discuss how the readings might support a response to the challenge posed by the persona selected.

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1. Divide into 2 groups
2. Discuss whether keep, amend, throw the sample central ides
3. Share it

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https://jamboard.google.com/d/1Agbe0IEhddQsSgu5yhfsDpql9c2FFf6_ETiibkX4msE/viewer?f=3

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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1. I used to think......
2. Now I think .......

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A room with a view to learning | IB Community Blog

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1. Read ATT
2. Use Think - Pair - Share thinking routines

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1. Review the first session of three components of the PYP - the Learner, Learning and Teaching and the Learning Community
2. Use a visual metaphor

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1. Wrap up this entire workshop.
2. Share 3 good things about your working and 1 wishes to your improvment.