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Assessing the 5 Essential Elements
Transcript of Assessing the 5 Essential Elements
Planning, Teaching and Assessing the 5 Essential Elements
Let`s get started!
Choose an image that has meaning to you, that you like, that you find interesting.
Make a group of 3 people
Share your own image with your group
Why did you choose it?
Making Metaphor-How can the 3 images relate together to show one or more of the Essential Elements?
Effective planning, teaching and assessing requires a balance between acquisition of knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and the taking of responsible action.
Lines of Inquiry:
Planning at the school addresses all of the essential elements
Teaching and learning encompasses a balance of the essential elements
Ways we assess the essential elements of our curriculum
Collaborative-reflective planning increases
the effectiveness and coherence of learning
“When teachers engage in reflective practice, collegiality, and shared leadership, they come to understand themselves and their work differently. This new understanding causes a shift in their beliefs and norms. This shift, in turn, creates new opportunities, new visions of what can be done.”
Let`s create essential agreements for the success of the workshop using the PYP Attitudes. Pass your essential agreement on to the next group. Read the essential agreement and add an agreement if you have something different.
Rocket Write (5 minutes)
Without too much reflection, write about:
*Your beliefs and understanding of:
*the PYP Attitudes
*Action in the PYP
Share with table groups.
In groups, use post-its to write one or two questions from Rocket Writing
Place any questions on the Wonering Wall.
Questions will be addressed throughout the workshop
K. International School Tokyo (KIST) serves the international community of Tokyo with an internationally recognized curriculum. The school’s program is designed to nurture within individuals the understanding, knowledge, skills and attitudes necessary to:
make informed, responsible choices throughout their lives.
make meaningful contributions to both the local and international community.
In order to achieve this, we strive to develop the following:
have developed an understanding of how our physical world works, how we organize ourselves socially and the complexity of human interaction with the environment.
can apply their understanding in new contexts.
Knowledge and Skills
have gained a critical amount of knowledge.
are able to source information, evaluate it critically, communicate it to others and apply it in the world beyond school.
are able to reflect on themselves and their learning and set meaningful goals.
have developed a capacity for moral reasoning which allows them to act in the world with sensitivity to the needs of other human beings and their cultural backgrounds and to the environment.
have a curiosity which drives them to continue developing their understanding of the world around them throughout their lives.
Revised July 2007
What are the 5 Essential Elements?
CONCEPTS: Powerful ideas which have relevance within and across the disciplines
KNOWLEDGE: Significant, relevant, subject matter we wish the students to explore
SKILLS: Things the students need to be able to do to succeed
ATTITUDES: dispositions which are expressions of fundamental values, beliefs, and feelings
ACTION: Demonstrations of deeper understanding in responsible behavior through positive action
IB Standards and Practices
What do you notice about how the essential elements are incorporated into the standards and practices?
What do these standards mean for us at IB schools?
Deepening our understanding...
You are going to participate in an activity called a jigsaw
You are going to become an expert in one of the essential elements of the PYP. Once you have achieved expert status you will share your knowledge with others
Each group reads about a different essential element
Group #1 Knowledge MPYPH pg. 11- 15
Group #2 MPYPH pg. 15 - 20
Group #3 Skills MPYPH pg. 20 - 23
Group #4 Attitudes MPYPH pg. 24 - 25
Group #5 Action MPYPH pg. 25 - 27
Represent in form of expression of your group`s choice the following information:
•Important to know
•Where in the written curriculum does this take place
•When during the school day does this take place
•Who is responsible for the facilitation
Be prepared to share with the whole group.
Related concepts derived from the subject areas deepen an understanding of the subject areas whilst providing further opportunities to make connections throughout the learning, from one subject to another, and between disciplinary and transdisciplinary learning.
Let`s read the Erickson article.
Please take 30 minutes to read and respond on the Reading Prompt Sheet.
What is a key concept?
A universal key concept is a mental construct that is timeless, universal, and abstract which goes beyond the boundaries of any one subject
Key concepts are a higher level of abstraction than facts in the structure of knowledge
Conceptual understanding continues to become more sophisticated as new examples fill each concept cell. Because they are universal, their examples may be derived from cultures around the world
Consider your own school’s POI and Central Idea. How are key concepts and related concepts used in your school’s POI?
Use the “Identifying Concepts” worksheet in the workbook.
Practical activity: Take a look at your planner. What are your key concepts and related concepts? How do they provide a lens to look at your Central Idea? Do your lines of inquiry match? Learning engagements match? Questions?
Use the "concept lense"or "thinking keys" to share a Unit of Inquiry.
Identify a concept with the lense or key
Demonstrate how your Central Idea, summative assessment, lines of inquiry, questions and learning engagements are senn through a conceptual lense or unlocked by a key concept.
The PYP organises knowledge through the
In our groups, let`s look at how the Central Ideas are connected to the Transdisciplinary Themes.
Is there anything not covered?
Is there too much overlap?
What else do you notice?
In your year groups...
Identify the part of the Transdisciplinary Theme your Unit of Inquiry focuses on.
Use your marker to highlight on the Transdisciplinary Theme
Let`s think about how knowledge has evolved..
In your group, discuss and compare knowledge from your days in school (or your parents) to the knowledge a child needs in the 21st century.
Write / draw / web about the role of the written curriculum in your teaching,
The following questions can be used:
1.Which curriculum documents do you use?
2.How do you use them?
3.How does the written curriculum support / limit you?
4.How has the role of the written curriculum in your teaching changed over time?
In your group discuss the issues / inquiries that arose and record and display them.
How do we decide what is prior/essential knowledge?
Use one of your Unit of Inquiries and discuss what is essential knowledge to inquire into the Unit and support the understanding the Central Idea.
The futility of trying to teach everything of importance.
Highlight the passages that resonate with you to share on day 2.
In your groups, think about the concept you were given.
Using the artefact think about types of questions that relate to the concept.
Using the assessment startegies on page 13, think about an asessment task that would allow you to assess the student`s understanding of that concept.
Post under your concept.