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Transcript of PYP Presentation
Primary Years Program (PYP) Happen The PYP promotes the education of the whole child,
emphasizing intellectual, personal, emotional, and social growth
through all domains of knowledge. What Does the PYP Look Like? the PYP prepares students to be ACTIVE participants in a lifelong journey of learning students become inquirers in both the classroom and the outside world the curriculum goes beyond core subjects and digs deep into exploration and inquiry What is Taught? central ideas and lines of inquiry drive the learning Teachers engage in collaborative planning and reflection to create in-depth unit plans that are driven by inquiry. How Do Teachers Create Curriculum? Teacher Collaboration Engaged Students Programme Standards and Benchmarks
International Baccalaureate Organization., & International Baccalaureate Primary Years Programme. (2009). Making the PYP happen : A curriculum framework for international primary education. Cardiff, Wales: International Baccalaureate organization.
International Baccalaureate Organization., IB learner profile booklet (2006). Cardiff, Wales: International Baccalaureate organization.
Images taken from Google Images What Is the PYP? By: The PYP curriculum involves six transdisciplinary themes that help teachers develop a Programme of Inquiry. who we are
where we are in place and time
how we express ourselves
how the world works
how we organize ourselves
sharing the planet These themes create a framework that allows students to become more active in their learning beyond the core subject areas. Linnea Hulshof
Kimberly Yash The curriculum fosters development of the IB learner profile attributes. Opportunities are provided for students to reflect on human commonality, diversity, and multiple perspectives. Unit plans promote students' awareness of individual, local, national, and world issues. The written curriculum builds on students' previous learning experiences and is differentiated to meet students' learning needs and styles. Teachers identify knowledge, concepts, skills and attitudes to be developed over time. PYP Themes inquirers IB learners strive to be... knowledgeable thinkers principled open-minded caring risk-takers balanced reflective communicators How Are Students Assessed? According the IBO website, "At the heart of the [PYP] programme's philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning." Inquiry in the PYP A process where students engage in their own learning by:
Recognizing a problem
Developing their own meanings and understandings At the heart of a unit of inquiry in the PYP is the central idea. Inquiry can often lead to action in the PYP. How do the Themes Create a Curricular Framework? The themes and the subject areas form the knowledge element of the program.
There are five essential elements- concepts, knowledge, skills, attitudes, action This framework can be shown in a hexagon model. Kimberly Yash
EDUC 772 Thinkers: The students engaged in thinking about positive and negative effects we have on our planet, for example, how to build safer homes, how organizations provide relief to victims of natural events, the consequences of deforestation. An Example of Assessing the Central Idea Example Adapted from The Primary Years Programme : A Basis for Practice, International Baccalaureate, p. 12 Inquirers: A guest speaker (builder), led the students to make their own investigations into why we build shelters. Central Idea: Survival is connected to understanding the continual changing
nature of the Earth Communicators: Students shared knowledge, wonderings and insights through discussions, a
variety of writing projects, sketches, illustrations and posters. How the World Works Traits from the Learner Profile How to assess the LP: Self-made assessments sheets are an easy way to have students reflect on how they see themselves living the profile The curriculum can be defined as what is to be learned (the written curriculum), how it is to be learned (the taught curriculum) and how it is to be assessed (the learned curriculum).
All staff must encourage dialogue and collaboration among teachers and administrators about how to create the best environment for learning
The PYP values will be seen in the classroom and assessment practices, the daily life, management and leadership of the school. Diagnostic Assessment Uses Examples Gives information for planning instruction
Gives information for how to target instruction to meet individual student’s needs
Provides guide for student feedback KWL chart
PYP scope and sequence continuums
Standards benchmarking checklists
Individualized conferences Diagnostic Assessment:
An Example Operational Strategy Questions
The questions that the interviewer reads out loud are in bold. Comments for the interviewer appear in plain type. All strategy questions are written down. Show students the questions as they are being read.
Addition and Subtraction
(1) What is 8 + 5?
If the student was unable to solve 8 + 5 correctly or used a ‘counting from 1 strategy’ rate them at stage 0 – 3. If the student solves the question using a part-whole strategy proceed to (3). If the student solves the question by counting on or if the student obviously recalls it as basic fact proceed to (2) as this may provoke part-whole thinking.
(2) What is 29 + 7?
If the student solves (2) by counting on rate them at stage 4. If the student solves (2) using a part-whole strategy proceed to (3).
(3) You have 37 lollies and you eat 9 of them. How many have you got left?
If the student used any part-whole strategies for either (1) or (2), but counted back to solve (3), rate her/him at stage 5. If the student used a part-whole strategy on (3) proceed to (4).
(4) There are 53 people on the bus. 26 people get off. How many people are left on the bus?
If the student fails to solve this question correctly rate the student at stage 5. If the student successfully solves the problem by imaging a standard written method, ask ‘Can you do that in a different way?’ and if she/he is unable to provide an alternative strategy, ask them to explain how the written method works. Regardless, proceed to (5).
(5) Sandra has 394 stamps. She gets another 79 stamps from her brother. How many stamps does she have then?
If the student gets both of questions (4) and (5) correct using part/whole strategies proceed to (6). Otherwise rate the student at stage 5.
(6) Marija has a 5.3 metre length of fabric. She uses 2.89 metres of it to make a tracksuit. How much fabric has she got left?
Regardless of the student’s answer, proceed to question (7).
(7) Harry and Sally buy two pizzas. Harry eats of a pizza while his friend Sally eats of a pizza. How much pizza is left over?
If the student gets both questions (6) and (7) correct using part-whole strategies, rate him/her at stage 7 for addition and subtraction. Otherwise rate the student at stage 6. From the New Zealand Ministry of Education http://nzmaths.co.nz/node/1599 . Assessing the Central Idea The central idea is the backbone of the PYP unit plan
Profile point sheet- Every student gets a daily profile sheet- every box is 2 points with a total of 10 points- students and teachers reflect on students’ day. Types of Assessment in PYP Diagnostic: Utilized at the beginning of a unit and throughout the unit
Assesses prior knowledge and skills
Formative: Utilized throughout a unit
Assesses student learning along lines of inquiry
Summative: Utilized throughout a unit and at the end of a unit
Assesses mastery and linked to central idea Using Diagnostic Tools: Diagnostic tools assess a student’s prior knowledge, learning style, and interests. Summative Assessment and Student Action Student action is connected to summative assessment.
In PYP program, there are two distinct areas of action
PYP Portfolio PYP Exhibition The exhibition is a collaborative inquiry project undertaken by students in the last year of the PYP.
This extensive project is overseen by the teacher to guide students in the inquiry process.
Students have a great deal of flexibility in choosing the central idea that they would like to explore for the exhibition.
The exhibition gives the student an opportunity to showcase the attributes of the student profile that he or she has been developing during his or her time in the PYP. Learner Profile The IBO places the focus for schools where it belongs: on learning.
It is not intended to be a profile of the perfect student; but it can be considered as a map of a lifelong journey in pursuit of international-mindedness.
It is a profile of the whole person as a lifelong learner.
The IB learner profile is a tool for school development. What Is Student Action? It is a component of holistic education.
Education should extend beyond just academic practice, but also must include attitudes that lead to socially conscious action.
The PYP believes that inquiry will lead to action.
Is initiated by the student.
Extends the student’s learning
May have a social impact
May be completed individually or in a group
This action is an extension of the central idea.
Since summative assessment assesses the central idea it can be an extension of summative assessment. PYP Portfolio The portfolio is a collection of a student's work used to demonstrate a variety of achievements.
The portfolio also includes examples of a student's extracurricular achievements.
The portfolio may also include self-assessment to encourage the student to reflect on his or her own learning.
The student and teacher collaborate to create a portfolio that reflects the student's learning and growth through the curriculum. Summative & Formative Assessment Criterion-referenced assessment
Developed internally and administered by the teacher
Can be visually represented as a path to student learning or a continuum
Path to student learning
Summative Assessment Summative assessment assesses the Central Idea
Summative Assessment is connected to student action Assessment is holistic.
The student's demonstration of the Learner Profile is assessed in addition to academic ability and growth. PYP Focuses On:
Meeting the physical, emotional, and cultural needs of students by stressing the importance of using the heart and mind
Finding balance between essential knowledge, skills, and the search for meaning and understanding of the world
Constructing meaning through concept-driven inquiry
Connections to outside school life through a multidisciplinary approach Thank you for watching our presentation.