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International-mindedness in the PYP
Transcript of International-mindedness in the PYP
An internationally-minded person demonstrates the attributes of the IB learner profile
The IB learner profile aims to develop people who are:
The PYP follows the constructivist approach to learning
The PYP believes that learners' beliefs, life experiences and prior knowledge affect the way they understand the world, and that those beliefs are constantly revisited and revised in light of new experiences and learning. The PYP aims to provide opportunities for learners to make connections between their previous and current perceptions, to allow them to construct their own meaning and arrive at their own understanding of the world around them.
What is International-mindedness?
Centered on the Learner Profile, it’s an understanding of oneself and others in relation to the world at large, keeping in mind the commonality of all human beings. It’s reflecting on issues and events as they affect not just one person or country, but the world as a whole.
The PYP curriculum has three interrelated components
The Written Curriculum
What do we want to learn?
International-mindedness in the PYP
by Vanessa M
An inquiry-based approach
The PYP uses structured inquiry to enable teachers to make connections between learners' existing knowledge and their individual learning styles in the context of new experiences. PYP schools provide students with learning experiences that are engaging, relevant, challenging and significant, in an environment that is stimulating and provocative.
Evidence of International-mindedness
When seeking evidence of international-mindedness in PYP schools, teachers need to look at what the students are learning, how they are demonstrating that learning, and how to nurture students within the school community. They need to consider whether students are making connections between life in school, life at home and life in the world. By helping students make these connections and see that learning is connected to life, a strong foundation for future learning is established.
The PYP definition of curriculum is broad and inclusive
The PYP prescribes a curriculum framework of essential elements:
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
Learners constructing meaning
The Taught Curriculum
How best will we learn?
The Assessed Curriculum
How will we know what we have learned?
A concept-driven curriculum supports the inquiry
A concept-driven curriculum helps the learner to construct meaning through improved critical thinking and the transfer of knowledge. The exploration and re-exploration of concepts lead students towards an appreciation of ideas that
transcend disciplinary boundaries, as well as towards a sense of the essence of each subject area.
Students gradually work towards a deepening of their conceptual understanding as they approach
those concepts from a range of perspectives.
The transdisciplinary nature of the programme
Six transdisciplinary themes, representing shared human experiences, are considered essential:
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
Eight concepts help teachers and students to consider ways of thinking and learning about the world
This concept challenges the students to examine their evidence, methods and conclusions. In doing so, it extends their thinking into the higher order of metacognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.
Inquiry allows students to be actively involved in, and take responsibility for, their own learning. Inquiry involves an active engagement with the environment in an effort to make sense of the world, and consequent reflection on the connections between the experiences encountered and the information gathered. Inquiry involves the synthesis, analysis and manipulation of knowledge, whether through play or through more formally structured learning throughout the PYP.
Collaborative Planning is essential to the PYP
All teachers in a PYP school see themselves as PYP teachers, in order to ensure the coherence of the learning from the students' point of view. The implementation of the progamme is holistic and not fragmented into individual disciplines. Teachers collaborate to plan with the PYP planner, a document provided by the IB
Themes of global significance transcend the confines of traditional subject areas and promote awareness of the human condition and an understanding of the commonality of human experience.The students explore this common ground collaboratively, from the multiple perspectives of their individual experiences and backgrounds. This sharing of experience increases the students’ awareness of, and sensitivity to, the experiences of others beyond the local or national community.
An international perspective
An awareness on the part of the students of the attitudes valued within the community, and an explicit demonstration of those attitudes on their part, will take place along with their development in the context of the learner profile.
The impact on the students
Teaching and Learning
Teachers are constantly refining their teaching practice based on careful observation of the students' response, and reflection and assessment of the learning outcomes is an essential part of the PYP