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February 2012

Primary Years Programme (PYP) Workshop Handbook Category 3 February 2012

February 2012

Table of Contents Primary Years Programme (PYP) workshop handbook 1 Letter to IB Educators 3 Overview of architecture for PYP workshops 5 Template for workshop descriptors 6 Category 3 workshop descriptions 7

3-5 year olds in the PYP 8 Creating inclusive classrooms: Access for all students in the PYP/MYP (years 1-3) (NEW) 10 Beyond symbolism – Indigenous ways of knowing 12 Concept based learning 14 Promoting creativity in education (NEW) 16 Inquiry 18 Inquiry in creative places (NEW) 20 Personal, physical and social education – Wellbeing 22 Play-based learning 24 Reading and writing through inquiry 26 Science 28 Sustainability as international mindedness 30 Teachers as researchers 33 Transdisciplinary learning 36 The exhibition (IB teachers and administrators only) 38 The learning environment and inquiry 40 The role of arts 43 The role of information and communication technology 45 The role of language 47 The role of mathematics 49 The role of physical education 51 The role of science and social studies 53 The role of the coordinator 55

3 February 2012

Letter to IB Educators Dear IB Educators, This document provides the general session guidelines and workshop materials for Primary Years Programme (PYP) category 3 workshops for 2012. This document is valid for category 3 workshops to be delivered in 2012 by both the IB and the external providers who work in cooperation with the IB. Please see the separate publication for the category 1 and 2 workshop session guidelines and materials. Please read this document carefully in preparation for your workshop. Each year, we review the copyright-protected material. Old articles may be removed and new ones added. There may also be new IB publications that are added to the materials to be used in workshops. In addition, there may be small changes to the ‘understandings’ based on consistent feedback from workshop leaders. New resources and changes to the understandings are highlighted in red print in this document. In 2012, there are three new category 3 workshops for teachers in IB schools. These are: • Creating Inclusive Classrooms: Access for all students in the PYP/ MYP (years 1-3): PYP and MYP

years 1-3 (This is a continuum workshop for PYP and MYP teachers) • Creativity • Inquiry in creative places

The purpose of professional development is to improve student learning. Therefore, we are asking you at the beginning of a workshop to ask participants to think about their learning goals within the context of student learning. Instead of asking only, “what will make this workshop successful for me?” we would also like participants to also ask, “what aspect of student learning do I hope this workshop will improve?” The participant surveys in 2010 indicated that participants would welcome a brief discussion of other PD opportunities that would enhance and build on their workshop experience. Please spend a few minutes during the last session of the workshop to discuss other workshops and the significance of the regional conferences. During 2012, we will also work to improve the OCC, consider the feasibility of offering coaching and mentoring opportunities and develop an online teacher action research journal. Throughout 2011, many PYP workshops leaders successfully used wikis and blogs. Not only is this more environmentally friendly, but it also models the effective use of technology that we expect to see in PYP classrooms. The materials list with each set of session guidelines suggests that wherever possible, participants should download IB documents or bring electronic copies to the workshop. Workshop leaders are requested to liaise with their regional office to determine the most equitable and efficient way to deliver workshop materials as this will vary from place to place and will be determined by the ICT resources available in schools and workshop venues. The purpose of each workshop has been aligned with the goals and objectives identified in the global architecture and the 2010 IB standards and practices which are published on the OCC in the “Cross-programme publications” section on each programme’s page. Workshop leaders are requested to refer to relevant IB publications in each workshop. You may download these publications from the workshop resource centre (WRC) on the online curriculum centre (OCC). The IB global professional development team continually reviews the additional support materials available on the WRC to ensure that they are current and relevant. I welcome any suggestions and recommendations from workshop leaders regarding resources they believe will enhance their workshops.

http://www.ibo.org/events/news/index.cfm

http://www.ibo.org/events/news/index.cfm

http://occ.ibo.org/ibis/occ/workshop_leaders/wl_change_subject.cfm

4 February 2012

All regions will annually offer some workshops in category 1, 2 and 3. However, it is not anticipated that all regions will offer all workshops or all categories of workshops at every event, or even every year. The workshops that the IB schedules annually in each region will depend on the needs of the region at that particular time. Please review the following links to the quality assurance framework tools that are used to evaluate workshops. Participant survey Workshop leader self report Workshop session observation protocols Workshop field representative report I welcome any feedback that may improve the organization or distribution of this document. Please send your comments, concerns or suggestions to Marcia Behrenbruch at [email protected]. In addition, the professional development team is always looking for new and exciting category 3 workshops. If workshop leaders have ideas that they would like to develop, the new category 3 workshop application (Part A) is available online at https://www.ibo.org/iba/workshops/. There is a template for workshop planning available on the WRC. It has always been a tradition in the PYP to share best practice. With the growth of schools and an increase in the number of new workshop leaders, we would appreciate a copy of your planner after the workshop so that it may be posted as a reference for other leaders. Please send it to me at [email protected] or upload it if requested by your regional IBEN manager. Thank you in advance for sharing your knowledge and experience. It is this teacher-to-teacher commitment to education that underpins the excellence of our programmes.

Dr Marcia Behrenbruch, Head of Global Professional Development (PYP)

http://pro20.sgizmo.com/survey.php?SURVEY=BUEVV83A88R2GB19YKUU8YN82JQSPR-228576-67639689&pswsgt=1263839388&sg_r=http%3A%2F%2Focc.ibo.org%2Fibis%2Fdocuments%2Fgeneral%2Fspecific_interest%2Fworkshop_leader%2Fwd_d_0_workx_wlg_1002_1_e.pdf&sg_g=e5cd2fcf31f8b19

http://pro20.sgizmo.com/survey.php?SURVEY=2F22VZNCZJ198CFCCBPA9D5LNSUWYN-228276-67639888&pswsgt=1265162794&sg_r=http%3A%2F%2Focc.ibo.org%2Fibis%2Fdocuments%2Fgeneral%2Fspecific_interest%2Fworkshop_leader%2Fwd_d_0_workx_wlg_1002_1_e.pdf&sg_g=14b482c6bc5d329

http://pro20.sgizmo.com/survey.php?SURVEY=C926HRSQB6JHRXJ27D52HC86Q07CYQ-226092-67639989&pswsgt=1265162884&sg_r=http%3A%2F%2Focc.ibo.org%2Fibis%2Fdocuments%2Fgeneral%2Fspecific_interest%2Fworkshop_leader%2Fwd_d_0_workx_wlg_1002_1_e.pdf&sg_g=ac67f123f0e00bb

http://pro22.sgizmo.com/survey.php?SURVEY=3GS0662J7EP995VNSIMDNM5583P4EM-226163-67640072&pswsgt=1265145375&sg_r=http%3A%2F%2Focc.ibo.org%2Fibis%2Fdocuments%2Fgeneral%2Fspecific_interest%2Fworkshop_leader%2Fwd_d_0_workx_wlg_1002_1_e.pdf&sg_g=ab909c6ebeffac5

mailto:[email protected]

https://www.ibo.org/iba/workshops/

mailto:[email protected]

5 February 2012

Overview of architecture for PYP workshops

Please note: Please refer to the PYP category 1 and 2 workshops handbook for details of those workshops. Inquiry is addressed in all workshops, however there is a separate category 3 workshop on inquiry to allow for development of deeper understanding.

For teachers new to the programme

Category 1

For teachers in IB schools

Category 1 pre-requisite

These workshops address specific IB standards and practices

Category 2

Some workshops are only for IB teachers but most are open to IB and non -IB teachers

Designed to address issues of interest to all teachers, but in an IB context

Category 3

6 February 2012

Template for workshop descriptions Note to workshop leaders: The following workshop description template is used to describe the criteria for registration, the purposes of workshops, and the materials to be used in each workshop. The information in each workshop description has been agreed upon across the IB regions.

Template heading Notes for workshop leaders (WSL) Category and name

States the category and name of the workshop Background understanding and/or experience required by workshop leader

Any specific requirements for background knowledge or experience. This may include administration experience or specific discipline experience (eg science)

Recommended audience

Specifies the recommendation for an individual’s participation in the workshop. Where there is a reference to ‘all teachers’ this will include home/class teachers, single subject and support teachers, whether full- or part-time in PYP schools.

The purpose of the workshop

Specifies the understandings to be developed during the workshop.

Materials

Identifies the materials that will need to be available for the workshop. To act sustainably, we ask that wherever possible participants bring these documents electronically. WSL are responsible for informing participants of additional copyrighted materials if required. Currently, the compilation and production of resource books and other workshop materials differs in each region, and as the IB streamlines arrangements across the three regions, it is likely that this will change. In the meantime, please follow regional office/events unit guidelines for the compilation of resource books and requests for materials for use in workshops.

What leaders will supply

WSL may want to use additional materials to supplement the IB documents, eg Samples of student work Power point presentations Video footage Graphic organizers Resources to support the understandings of the workshop Other copyrighted IB materials not listed in section 5

Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

The PYP has copyright permission for articles noted in this section of the workshop description. We are in the process of requesting copyright permission for any articles that appear in red. All articles for which permission has been granted appear on the workshop resource centre on the OCC. It is the responsibility of individual workshop leaders to obtain copyright permission for any other articles used in workshops. Head of PYP professional development is pleased to receive article recommendations from WSL, and update copyright requests, subject to cost.

http://www.ibo.org/

7 February 2012

Category 3 workshop descriptions

Please note: 1. MOST category 3 workshops are open to both IB and non-IB teachers. However, the following

category 3 workshops are only recommended for teachers and administrators in IB schools: 1. The exhibition 2. The role of the coordinator 3. Transdisciplinary learning in the PYP

2. Non-IB teachers in category 3 workshops will be requested to address the pre-requisite

knowledge detailed on page 5.

8 February 2012

Name 3 to 5 year olds in the PYP Background understanding and/or experience required by workshop leader

Experience as an early childhood educator


Teachers in candidate and authorized schools and non-IB teachers This workshop is for administrators, coordinators and teachers who • Have attended a category 1 workshop • Have an in-depth understanding of the philosophy and curriculum

framework of the programme Note: Participants in category 3 workshops may be from outside IB schools. Please see note on page 5 under recommended audience.


To develop the following understandings: • Our teaching practices can be influenced by different beliefs and philosophies

about best practice in early childhood. • Learners construct meaning and develop enduring understandings by

exploring the many different interpretations of inquiry. • In the PYP teachers provoke inquiry through the provision of a stimulating

environment and by acting as a guide, facilitator and fellow learner. Collaboration and relationships are an integral part of the learning process.

• Structured or guided, purposeful inquiry is open-ended and democratic and gives learners choices.

• Play is one of the most important ways children inquire about the world around them.

• While we shape the learning environment, it also shapes us as learners. The way we structure space and time reflects what we believe about how children learn and what learning is ‘important.’

• The units of inquiry provide authentic opportunities for the development of language and mathematics concepts and skills.

• Early childhood assessment needs to be tailored with specific purposes, appropriate tools and strategies in order to be authentic and meaningful to the early years (EY) learning process.

• Authentic assessment is integral to planning, teaching and learning. It involves learners in engagements that require them to apply concepts, knowledge and skills in real world situations.

• Consideration for the learner's personal, social and physical development is reflected in the learning environment

• The needs of 3-5 year olds are addressed in other IB workshops. Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following materials available electronically or in print depending on their learning preference: • A completed unit planner on which the participant has collaborated • The school's programme of inquiry • Any professional resources you might want to share, including photographs

of learning spaces or environments Current version of the following IB documents: • Making the PYP happen: a curriculum framework for international primary

education • IB standards and practices

9 February 2012

Name 3 to 5 year olds in the PYP • PYP mathematics scope and sequence • PYP language scope and sequence • PYP PSPE scope and sequence • Developing a transdisciplinary programme of inquiry (2012)


Katz, L. 1997. A developmental approach to assessment of young children. Champaign,

Illinois, USA. ERIC Clearinghouse on Elementary and Childhood Education. The International Baccalaureate. “Opening Classroom Doors.”

http://professionaldevelopment.ibo.org/. Villavicencio, J. March/April 2000. “Inquiry into Kindergarten.” Connect. Pp 3-5. Youngquist, J and Pataray-Ching, J. March 2004. “Revisiting ‘play’: Analyzing and

articulating acts of inquiry.” Early Childhood Education Journal. Vol 31, number 3. Pp 171-178.

http://www.ibo.org/

http://professionaldevelopment.ibo.org/

10 February 2012

Name Creating inclusive classrooms: Access for all students in the PYP/MYP (years 1-3)

Background understanding and/or experience required by workshop leader

Workshop leaders should have classroom experience working with students with special needs. There should be one PYP and one MYP experienced workshop leader in order to accommodate all participants’ needs.


Participants are encouraged to register as team partners. One team member should be a classroom teacher, learning consultant specialist or teacher specialist supporting students with special needs and another team member should be the school’s IB coordinator or a teacher with general education responsibilities.


Specifies the understandings to be developed during the workshop. • Internationally minded schools celebrate diversity • An internationally minded curriculum addresses cultural awareness,

multilingualism and global connectedness • Standards and practices guide the organization of schools so that student

diversity can be included and individual differences are seen as a means to enrich learning

• Knowledge and consideration of students’ strengths, learning styles/modalities and capabilities are of key importance to their access to the curriculum

• Special educational needs include a wide spectrum that ranges from students with talents and gifts in certain areas to students with severe learning barriers

• Knowledge of student profiles leads to identification of opportunity for learning and participation

• Incorporating IB Principles of Good Practice promotes access and removes barriers to learning for all students

• As the leading pedagogical approach of the IB, inquiry is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning

• Inquiry allows each student’s understanding of the world to develop in a manner and at a rate that is unique to that learner

• Differentiation promotes an environment in which each student comes to understand, own and value his or her capacity as a learner

• The written curriculum supports the modification of four curriculum-related elements: content, process, product and affect, which are based on student needs, readiness, interest and learning profile

• Assessment allows for self-reflection and peer review, which enhances and supports all learners in gaining independence and becoming advocates for their own learning

• Transformational learning can take place, enabling the majority of students to express their deep understanding and critical thinking in a variety of ways

• Knowledge of technology has assisted in alleviating and removing barriers to learning

• Inclusion and differentiation are most successful in the contexts of learning communities where there is a culture of collaboration that encourages and supports student learning

• Inclusive teams require strong communication, clear coordination amongst members, and short term goals from each party

• Schools’ policy documents consistently support access and inclusion

11 February 2012

Name Creating inclusive classrooms: Access for all students in the PYP/MYP (years 1-3)

Materials

Prior to attending the workshop, the team members should develop a case history about one student from the school. The case histories developed by workshop participants will be utilized during many of the learning engagements of this workshop. Student confidentiality should be maintained so that the student is not identifiable by name or birth date. However, the following information should be compiled about this student prior to the workshop:

• A description of student’s strengths • The student’s mother tongue and school’s language of instruction • A description of student’s learning, social or behavioral challenges • The student’s grade and age • The student’s interests or talents

Currently, the compilation and production of resource books and other workshop materials differs in each region, and as the IB streamlines arrangements across the three regions, it is likely that this will change. In the meantime, please follow regional office/events unit guidelines for the compilation of resource books and requests for materials for use in workshops.


WSL may want to use additional materials to supplement the IB documents, eg: • Samples of student work • Power point presentations • Video footage • Graphic organizers • Resources to support the understandings of the workshop • Other copyrighted IB materials not listed in section 5


The PYP has copyright permission for articles noted in this section of the workshop description. All articles for which permission has been granted appear on the workshop resource centre on the OCC.

Ainscow, M and Miles, S. 2008. “Making education for all inclusive: Where next.” Prospects. Vol 38. Pp 15-34.

Cohen, J. 2006. “Social, emotional, ethical and academic education: Creating a climate

for learning, participation in democracy and well-being.” Harvard Educational Review. Vol 76, number 2. Pp 210-237.

Ploessl, DM, Rock, ML, Schoenfield, NA, Blanks, B. January 2010. “On the same page:

Practical techniques to enhance co-teaching interactions.” Intervention in school and clinic. Vol 45, number 3. Pp 158-168.

It is the responsibility of individual workshop leaders to obtain copyright permission for any other articles used in workshops.

http://www.ibo.org/

February 2012

Name Beyond symbolism – Indigenous ways of knowing


This workshop must be delivered by an IB workshop leader with understanding and empathy with indigenous cultures AND an indigenous leader.


Candidate and authorized IB schools and non – IB schools (primary and secondary) This workshop is a category 3 experience specifically for participants who are well-grounded in the pedagogy of inquiry and fully understand the notion of international mindedness. This particular experience will focus on First peoples’ views and knowledge. This experience is for administrators, coordinators and teachers who • have been working with an IB programme • teachers and school administrators from non-IB schools who wish to learn

more about First peoples’ knowledge and engage in learning about First peoples’ ways of knowing and doing in an authentic manner.


The purpose of this experience is to give educators across the regions of the world the opportunity to investigate “First peoples’ knowledge” and to experience “other ways of doing.” Our aim is to bring two or more people together to discuss and listen to a story, to value, accept and reflect on the knowledge shared and to take action. Together we hope: • To develop knowledge and understanding of First peoples’ ways of knowing • To assist participants in developing an understanding of other “ways of

doing” • To provide an opportunity for participants to work and walk with indigenous

people • To create an opportunity for participants to take an active role in their own

learning and development and provide an opportunity to engage in learning through the “oral tradition”

• To gain a new perspective on the “global commons” and issues specifically concerning First peoples

• To further develop everyone’s personal knowledge and understanding of the IB philosophy as a programme that focuses on international mindedness.

“There is no written curriculum for indigenous learning, rather this is set by philosophies…. handed down from generation to generation. The child lets the adult know what they need to learn…. time is of no consequence, gaining the skill, knowledge and understanding is. Special knowledge is given at the right time for the child to know.” (Coleman-Sleep, 2007 )

Materials

Participants should bring the following: • A family photograph • A memory, a feeling, an idea, a hope, a dream • An electronic copy of this article:

http://uacoe.arizona.edu/short/Publications/Exploring%20sign%20Systems.pdf • An open mind


Any additional materials required to support the session guidelines • Supplementary material prepared specifically for the country in which the 3

day experience is taking place • Opportunities to yarn with First people and exposure to significant

resources

http://uacoe.arizona.edu/short/Publications/Exploring%20sign%20Systems.pdf

13 February 2012

Name Beyond symbolism – Indigenous ways of knowing


Oscar, J and Anderson, K. February 2009. “Bunuba – Walmajarri: land, language and

culture. A report of collaborative curriculum design and delivery for non-indigenous primary school children in Australia about Indigenous Australia.” Babel Vol 43, number 2.

http://www.ibo.org/

14 February 2012

Name Concept based learning Background understanding and/or experience required by workshop leader

Experienced classroom practitioner with extensive background reading and understanding. Should be very familiar with: Erickson, HL. 2002. Concept based curriculum and instruction. Thousand Oaks,

California, USA. Corwin Press. Erickson, HL. 2008. Stirring the head, heart and soul. Heatherton, Victoria, Australia.

Hawker Brownlow. Recommended audience



The purpose of the workshop is: to explore IB standards and practices under C3 pertaining to concept based learning.

The purpose of this workshop is to develop the following understandings: • Concepts are integral to the inquiry process and one of the essential

elements of the PYP • A concept-driven curriculum promotes meaning and understanding, and

challenges students to engage authentically with significant ideas • A concept-driven curriculum challenges the memorization of isolated facts

and the mastery of skills out of context • The exploration and re-exploration of concepts lead students towards an

appreciation of ideas that transcend disciplinary boundaries as well as towards the essence of each subject area

• In addition to the key concepts, each discipline has powerful related concepts that also support inquiry

• The IB scope and sequence documents are written as conceptual understandings to provide a platform for knowledge and skills development – concepts before content

• Concept based teaching and learning offers a solution to the ‘crowded curriculum’ by linking students’ interests to essential understandings that are transferable across disciplines

• The concepts are explicit at all stages of curriculum planning, in the central idea, the lines of inquiry, provocations to inquire and assessment

• There are other IB professional development opportunities that can enhance an understanding of concepts.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following materials available electronically or in print depending on their learning preference: • Samples of a programme of inquiry (POI) and unit planners • Regional or national curriculum documents if applicable Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • IB standards and practices • PYP mathematics scope and sequence • PYP language scope and sequence • Any one additional scope and sequence document


Any additional materials required to support the session guidelines. Please ensure that any additional materials are used with appropriate permissions.

15 February 2012

Name Concept based learning Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

Brady, M. 2004. “Thinking Big: A conceptual framework for the study of everything.”

Phi Delta Kappan. Vol 86, number 4. Pp 276-281. Newell, P. 21Foundation. Interview with David Perkins.

http://www.youtube.com/watch?v=A7UnupF-uJk. The International Baccalaureate. “Opening Classroom Doors.”

http://professionaldevelopment.ibo.org/.

http://www.ibo.org/

http://www.youtube.com/watch?v=A7UnupF-uJk


16 February 2012

Name Promoting creativity in education


Background experience may include administration experience or specific discipline experience (eg science). However, additional theoretical understanding of creativity theories and inquiry would be beneficial. Useful background reading for workshop leaders: • ‘Out of our Minds - Learning to be Creative’, by Sir Ken Robinson • http://sirkenrobinson.com/skr/pdf/allourfutures.pdf • ‘Creativity in the classroom’ , by Alane Jordan Starko • ‘Creativity in Education and Learning’, by Arthur J Cropley • ‘Creativity in Schools;, by Anna Craft • ‘5 Minds for the Future’, by Howard Gardener • ‘Creativity’ by Mihaly Csikszenmihalyi


All teachers in candidate and authorized schools and non-IB teachers This workshop is for administrators, coordinators and teachers who • Have attended a category 1 workshop • Have an in-depth understanding of the philosophy and curriculum framework

of the programme The purpose of the workshop

The purpose of this workshop is to develop the following understandings : • Where we come from and what we believe influences our views on creativity • Examining different views and approaches to creativity can help broaden our

personal understanding and practice • Creativity plays a significant role in education and society • Creativity is promoted through the essential elements of the programme • As educators, we can develop ways in which to teach creatively and teach in a

way that promotes creativity • Creativity and inquiry practice are intrinsically linked • Creativity resides within and beyond disciplines • Creativity can be promoted, supported and expressed through ICT • There are challenges to promoting creativity in education • Promoting creativity is a shared responsibility between teachers, students

and administrators Materials

To act sustainably, we ask that wherever possible participants bring these documents electronically. Currently, the compilation and production of resource books and other workshop materials differs in each region, and as the IB streamlines arrangements across the three regions, it is likely that this will change. In the meantime, please follow regional office/events unit guidelines for the compilation of resource books and requests for materials for use in workshops. Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following materials available electronically or in print depending on their learning preference:

• Samples of a programme of inquiry (POI) and 1 or 2 current unit planners

• Resources that would be useful to share around the subject of promoting creativity in education (books, websites, videos, work samples etc)

• Sample lesson plans/ teaching strategies that participants feel

http://sirkenrobinson.com/skr/pdf/allourfutures.pdf

17 February 2012

Name Promoting creativity in education

demonstrate creative practice/promote creativity Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education What leaders will supply

Please ensure that any additional materials are used with appropriate permissions and copyright. Additional materials WSL may want to use to supplement IB documents:

• Samples of student work • Power point presentations • Video footage • Graphic organizers • Resources to support the understandings of the workshop

Copyrighted materials from the WRC or the www.ibo.org available for use in this workshop

*Clark, B. Do you recognize these ten mental blocks to creative thinking? copyblogger.com. Cropley, AJ. 2001. Creativity in Education and Learning. RoutledgeFalmer. Pp 138-143 **Hafkamp, G and de Jong, B. "The Creativity Company - Thinking out of the box?" http://www.youtube.com/watch?v=HPQN0qrQ0AI&feature=related HMIE. 2006. "Emerging Good Practice in Promoting Creativity." HMIe - Improving Scottish Education. HMIe. Pp 1-21. Robinson, K. "Do Schools Kill Creativity?" http://www.youtube.com/watch?v=iG9CE55wbtY ***Wheatley and Ottley. 2001. Luke’s Way of Looking. Australia. Kane/Miller Book Publishers. *Copyblogger.com allows us to use excerpts from this article but not the full text. **Please include the following credit with this video: Guy Hafkamp from The Creativity Company wrote the script and Berry de Jong was responsible for animation and sound. *** Out of print. We may not copy pages from this book to be used in workbooks or posted on a wiki. If a workshop leader wishes to use this book in a workshop, please bring your personal copy of the book with you to be passed around.

http://www.ibo.org/

http://www.youtube.com/watch?v=HPQN0qrQ0AI&feature=related

http://www.youtube.com/watch?v=iG9CE55wbtY

18 February 2012

Name Inquiry Background understanding and/or experience required by workshop leader

Experienced classroom teacher with additional theoretical understanding of constructivism, inquiry cycles (Dewey, Short & Harste, Murdoch, Wilson & Wing Jan) and assessment in the context of inquiry.




The purpose of the workshop is to explore IB standards and practices under C3 pertaining to inquiry

The purpose of this workshop is to develop the following understandings: • Inquiry begins with students’ knowledge and curiosity upon which they

construct meaning and build connections • In inquiry, students are actively involved and take responsibility for their

learning in an authentic context • Inquiry is true differentiation. It allows all students to understand the world

in a way that is unique to them • Inquiry is not only questions; it is a process that involves provocation,

reflection and consolidation • The inquiry process analyses, synthesizes and manipulates knowledge; it

can be developed through play and more structured learning • Successful inquiry will lead to responsible action initiated by students • Inquiry is a shared process, a collaborative interplay between students,

teachers and the environment • Inquiry addresses the scope and sequence standards through concept

based units structured around central ideas and lines of inquiry • Successful inquiry requires pre-assessment, continual formative assessment

and a summative task(s) that allows students to demonstrate their conceptual understanding of the central idea

• Inquiry is addressed in many other IB workshops and professional development opportunities.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following materials available electronically or in print depending on their learning preference: • Samples of a programme of inquiry (POI) and unit planners • Regional or national curriculum documents if applicable Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • IB programme standard and practices • Teaching students with particular special educational and learning needs • PYP mathematics and language scope and sequence



19 February 2012

Name Inquiry Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

Ash, D and Kluger-Bell, B. 1999. "Identifying Inquiry in the K-5 classroom." Foundations. Vol 2.

Pp. 79-85. Gibson-Langford, L and Laycock, D. October 2007. “So they can fly… building a community of

inquirers.” Presentation at ACEL/ASCD National Conference. Sydney, Australia. Short, K. 2009. “Inquiry as a stance on curriculum.” In Carber, S and Davidson, S, eds,

International Perspectives on Inquiry Learning. London, UK. John Catt. Pp 1-16. The International Baccalaureate. “Opening Classroom Doors.”

http://professionaldevelopment.ibo.org/.

http://www.ibo.org/


20 February 2012

Name Inquiry in creative places Background understanding and/or experience required by workshop leader

Classroom teachers and Coordinators interested in using creative places in their communities to enhance inquiry. These creative places may be museums, art galleries or other public spaces. The understandings are similar than the in-school or regional workshop: “Inquiry.” However there are additional understandings to focus on using environments for inquiry.





The purpose of this workshop is to develop the following understandings: • Creative places provide an authentic environment for inquiry • Creative places address all transdisciplinary themes • Creative places provoke thinking about international mindedness • Inquiry begins with knowledge and curiosity upon which meanings are

constructed • In inquiry, learners are actively involved and take responsibility for their

learning • Inquiry is true differentiation. It allows all students to understand the

world in a way that is unique to them • Inquiry is not only questions; it is a process that involves provocation,

reflection and consolidation • The inquiry process analyses, synthesizes and manipulates knowledge; it

can be developed through play and more structured learning; both possible in creative places

• Successful inquiry will lead to responsible action initiated by students • Inquiry is a shared process, a collaborative interplay between students,

teachers and the environment of the creative place • Inquiry addresses the scope and sequence standards through concept

based units structured around central ideas and lines of inquiry • Successful inquiry requires pre-assessment, continual formative

assessment and a summative task(s) that allows students to demonstrate their conceptual understanding of the central idea

Materials

Participants should have the following materials available electronically or in print depending on their learning preference: • Samples of a programme of inquiry (POI) and unit planners (or other

planning documents if not from an IB school) • Regional or national curriculum documents if applicable Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PYP mathematics and language scope and sequence WSL are responsible for informing participants of additional copyrighted materials if required. Currently, the compilation and production of resource books and other workshop materials differs in each region, and as the IB streamlines arrangements across the three regions, it is likely that this will change. In the

21 February 2012

Name Inquiry in creative places meantime, please follow regional office/events unit guidelines for the compilation of resource books and requests for materials for use in workshops.


Resources to support the understandings of the workshop Other copyrighted IB materials not listed in section 5 This workshop will also require participants to complete tasks before the start of the workshop. Workshop leaders will contact participants through email or wikis: • Access the internet site for the creative place that is hosting the workshop • For the PYP, map the resources of the workshop against the

transdisciplinary themes • For the MYP, consider the interdisciplinary connections that could be

explored • Consider the discipline knowledge and skills that could be addressed in this

place • Consider the transdisciplinary skills or approaches to learning that could be

addressed in this place. Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

Most materials used in this workshop will be sourced on site. It is the responsibility of individual workshop leaders to obtain copyright permission for any other articles used in workshops.

http://www.ibo.org/

22 February 2012

Name Personal, physical and social education –

Wellbeing Background understanding and/or experience required by workshop leader

General classroom experience




The purpose of the workshop to explore the scope, purpose and meaningful integration of personal. physical and social education in the PYP

To develop the following understandings: • Well-being is intrinsically linked to all aspects of a learner’s experience at

school and beyond • The culture of a school fosters shared responsibility among members of a

community • Personal, physical and social education (PSPE) is integral to teaching and

learning in the PYP and is embodied in the IB learner profile. The learner profile permeates the programme and represents the qualities of internationally minded learners and effective lifelong learners

• PSPE contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle

• The PYP concepts are a vehicle for developing an understanding of physical, emotional, cognitive, spiritual and social wellbeing

• The PSPE scope and sequence (2009) directly supports the development of the transdisciplinary skills and highlights the transdisciplinary nature of the PYP

• Lifelong learners adopt attitudes to support their learning and the development of their wellbeing

• Lifelong learners reflect on themselves, their experiences and the process of learning in order to support personal growth and their ongoing commitment to personal, social and physical well-being

• There are other IB professional development workshops and opportunities to enhance an understanding of wellbeing.

23 February 2012

Name Personal, physical and social education – Wellbeing

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following materials available electronically or in print depending on their learning preference: • A completed unit planner on which the participant has collaborated • The school's programme of inquiry • Any professional resources you might want to share Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PYP PSPE scope and sequence • IB standards and practices • IB Learner Profile booklet • Role of physical education in the Primary Years Programme


Please ensure that any additional materials are used with appropriate permissions Additional materials WSL may want to use to supplement IB documents: • Samples of students work and video footage • Graphic organizers • Resources to support the understandings of the workshop


Coyl, D. 2008. “Kids really are different these days.” Phi Delta Kappan. Vol 90, number

6. Pp 404-407. Please include this credit line: Posted with permission of Phi Delta Kappan International,

www.pdkintl.org. All rights reserved. Further distribution is prohibited.

http://www.ibo.org/

http://www.pdkintl.org/

24 February 2012

Name Play-based learning Background understanding and/or experience required by workshop leader

Extensive experience in early childhood education, Strong interest in play based learning, Understanding of constructivist philosophies in the context of early childhood education.


Teachers in candidate and authorized schools and non-IB teachers This workshop is for administrators, coordinators and teachers who • Have attended a category 1 workshop • Have an in-depth understanding of the philosophy and curriculum framework

of the programme Note: Participants in category 3 workshops may be from outside IB schools. Please see note on page 5 under recommended audience.


To develop the following understandings: • Respectful and careful consideration of time, space, materials and

relationships infuse all understandings of early childhood learning • Learning happens in a social context • Each one of us has an inner child that directs us as we begin to relate to the

child • Political and cultural images of children have significant implications for

society and schools; the images may recognize certain qualities in children or negate them

• Inquiry has many different interpretations- exploring these helps learners construct meaning and develop enduring understandings

• From birth, play is one of the most important ways children inquire about the world around them; research tells us that play is a vital force for physical, social and emotional development; children who go through play based programmes perform as well as or even better than those who are denied play; they are more likely to become well-rounded, healthy individuals

• Environments support inquiry: the way we structure space and the environment indicates what we believe about children, the quality of the interactions and relationships we have with children and how we ourselves learn

• Theoretical perspectives influence early childhood practice • The interplay between learning and teaching forms a collaborative and

reciprocal process; inquiry moves beyond constructivism to transform teacher and learner and blurs the distinction between who teaches and who learns

• Educators can help children see learning as a process with distinct components that they can practice; scaffolding children’s learning starts with exploring children’s theories through careful and respectful listening; children’s theories are expressed and scaffolded through the 100 languages

• As well as reflection on and consolidation of our existing practices, we have an ongoing responsibility to plan actions to take into the future

• The needs of 3-5 year old may be addressed through other IB workshops and PD opportunities.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference:

• Programme of inquiry from Early Years

25 February 2012

Name Play-based learning • Units of inquiry • Any documentation you have used to assess children’s understandings

Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PYP Language and Mathematics scope and sequence documents


Please ensure that any additional materials are used with appropriate permissions Additional materials WSL may want to use to supplement IB documents: • Samples of students work and video footage • Resources to support the understandings of the workshop


Malaguzzi, L. March/April 1994. "Your Image of the Child: Where Teaching Begins."

Child Care Information Exchange. Vol 96. Pp 52-56. Nimmo, J. 2008. “Young Children’s Access to Real Life: an examination of the growing

boundaries between children in child care and adults in the community.” Contemporary Issues in Early Childhood. Vol 9, number 1. Pp 3-13.

http://www.ibo.org/

26 February 2012

Name Reading and writing through inquiry Background understanding and/or experience required by workshop leader






To develop the following understandings: • Children (and teachers) have beliefs about what constitutes good reading

and writing, which affects how they learn • Inquiry is a philosophical stance that underlies everything we do in school • We have a responsibility to adhere to the specific PYP philosophy and belief

system about the teaching of reading and writing • Reading and writing are tools for thinking about the self and the world • There are authentic opportunities for the development of reading and

writing through the units of inquiry • There are connections between oral, visual and written language • A balanced literacy curriculum is comprised of three interdependent

aspects: learning to read and write, learning about reading and writing and learning through reading and writing

• Reading and writing in the PYP can be supported by a variety of resources that align with the philosophy of the programme

• Other IB PD opportunities can develop an understanding of inqury Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • A completed unit planner on which the participant has collaborated • The school’s programme of inquiry • Resources that would be useful to share with fellow participants regarding

reading/writing (including children’s literature, professional resources, samples of student work)


education • PYP language scope and sequence • IB standards and practices


Please ensure that any additional materials are used with appropriate permissions. Additional materials WSL may want to use to supplement IB documents: • Samples of students work • Video footage • Resources to support the understandings of the workshop

27 February 2012

Name Reading and writing through inquiry Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

Burke, CL, Goodman, YM and Watson, DJ. 2005. "Reading Interview." Reading Miscue

Inventory: From Evaluation to Instruction. New York, USA. Richard C Owen Publishers, Inc.

*Cambourne, B. November 2001. “What do I do with the rest of the class? The nature of teaching-learning activities.” Language Arts. Vol 79, number 2. Pp 124-135.

*Martinez-Roldan, CM. September 2005. “The inquiry acts of bilingual children in literature discussions.” Language Arts. Vol 83, number 1. Pp 22-32.

*Schwarzer, D, Haywood, A and Lorenzen, C. July 2003. “Fostering Multiliteracy in a Linguistically Diverse Classroom.” Language Arts. Vol 80, number 6. Pp 453-460.

The International Baccalaureate. “Opening Classroom Doors.” http://professionaldevelopment.ibo.org/.

* Please include this credit line: Copyright [insert year] by the National Council of Teachers of English. Reprinted with permission. For more information go to www.ncte.org."

http://www.ibo.org/


http://www.ncte.org/

28 February 2012

Name Science Background understanding and / or experience required by Workshop Leader

Workshop leaders will be required to have a sound understanding of the science required for the primary years. The Primary Years Programme scope and sequence provides a guide to the concepts and content that WSL must be familiar with. The following references also indicate the level of understanding that is required for competent delivery of this workshop. Pine, K, Messer, D, and St. John, K. 2001. “Children's Misconceptions in Primary Science:

A survey of teachers' views.” Research in Science & Technological Education. Vol 19, number 1. Pp 79 -96.

Aikenhead, G. 1994. The Social Contract of Science: Implications for Teaching Science. Available at: http://www.usask.ca/education/people/aikenhead/sts02.htm

Harlen, W. 1997. “Primary teachers’ understanding in science and its impact in the classroom.” Research in Science Education. Vol 27, number 3. Pp 323–337.

Murphy,C, Neil, P, and Begg, J. 2007. “Primary science teacher confidence revisited: Ten years on.” Educational Research. Vol 49, number 4. Pp 415 – 430.





To develop the following understandings: • Science knowledge and skills can be addressed through key concepts of the

PYP and related concepts, particularly cycles, systems, dynamic equilibrium and forces/energy

• Science concepts, relevant knowledge and skills can be addressed through every transdisciplinary theme

• The development of science conceptual understandings, relevant knowledge and skills can be guided through the central idea and the lines of inquiry

• There is a small body of science knowledge that can greatly improve primary teachers’ confidence with teaching science and prevent the ‘mis-learning’ of scientific principles

• Inquiry learning is scientific thinking – they are not two distinct processes; even in units without a strong science knowledge focus, the transdisciplinary skills still support scientific thinking

• The way that artists think complements scientific thinking; they both require careful observation before asking questions that could guide inquiry

• Scientific ways of knowing change over time and have different interpretations in different cultures

• The PYP science scope and sequence documents identify essential concepts, knowledge and skills that will prepare students well for future science studies

• Scientists use many genres of writing to communicate their findings, beliefs and values

• Children’s literature can provide provocations for scientific investigations • The “backwards design process” supports the designing of experiments in

science – What do I want to know? How can I structure an experiment to work that out? What steps do I need to take to collect and analyze the data safely and accurately?

http://www.usask.ca/education/people/aikenhead/sts02.htm

29 February 2012

Name Science • Designing experiments is a formative and summative performance of

understanding • Science experiments/inquiries do not require complex and expensive

equipment or resources • Science understandings provide an authentic context for mathematics, arts

and the application of ICT skills • Research indicates a range of ‘coping strategies’ that many primary school

teachers use to avoid teaching a comprehensive science program • Science understandings can be developed and enhanced through a range of

IB professional development opportunities.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) What participants should have available electronically or in print depending on their learning preference: • Samples of POI and unit planners • Regional or national science curriculum documents if relevant • Copy of “Low cost equipment for science and technology education”

available from: http://unesdoc.unesco.org/images/0010/001023/102321eb.pdf Prepare and bring any one of these UNESCO experiments for a mini-science show.

Current version of the following IB documents: • The Primary Years Programme as a model of transdisciplinary learning • Developing a transdisciplinary programme of inquiry (2012) • Making the PYP happen: A curriculum framework for international primary

education • PYP Science and Mathematics scope and sequence documents • Any other PYP scope and sequence documents of relevance to

participants. What leaders will supply



Gilbert, J and Kotelman, K. November/December 2005. “Five Good Reasons to Use

Science Notebooks.” Science and Children. Vol 43, number 3. Pp 28-32. Harlen, W and Holroyd, C. 1997. "Primary Teachers' Understanding of Concepts of

Science: Impact on Confidence and Teaching." International Journal of Science Education. Vol 10, number 1. Pp 93-105.

Robertson, B. November/December 2005. “Q: What writing represents what scientists

actually do?” Science and Children. Vol 43, number 3. Pp 50-51.

http://unesdoc.unesco.org/images/0010/001023/102321eb.pdf

http://www.ibo.org/

30 February 2012

Name Sustainability as international mindedness Background understanding and/or experience required by workshop leader

Familiarity with Agenda 21, Millennium assessment, Earth Charter Familiarity with biogeochemical cycles Understanding of ecosystems Familiarity with all references posted in the ‘copyright’ section.



framework of the programme Note: Participants in category 3 workshops may be from outside IB schools.

Please see note on page 5 under recommended audience. The purpose of the workshop

To develop the following understandings: • The IB learner profile and the mission statement support sustainability as

international mindedness • Sustainability cannot be defined by facts only: it is a deep conceptual

understanding that can be addressed through all transdisciplinary themes; it is more than “reuse, reduce, recycle”

• Visual representations can enhance transdisciplinary teaching and learning • There are a range of documents that can be the source of central ideas to

support sustainable education including Agenda 21, Earth Charter, and Decade of Education for Sustainable Development (ESD)

• Living sustainably depends on understanding the biogeochemical cycles • There is a link between ecosystems and ecosystem services that cross all

transdisciplinary themes • Assessment is integral to planning for ESD; assessment considers the

cognitive, psychomotor and affective domains of learning (head, hands and heart/knowledge, skills and attitudes)

• Individual role models, facilities and operations; governance and school culture are the most important environmental factors that promote learning about sustainability and the adoption of sustainable practices

• Changing attitudes and values toward the natural environment does not always translate into behavior change. Other factors in addition to attitude influence behavior, including contextual support, social norms, action difficulty and habitual behavior

• International mindedness can be explored through a range of IB professional development opportunities.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.)

Participants should have the following materials available electronically or in print depending on their learning preference:

• A copy of your school's programme of inquiry (POI) • A few examples of units of inquiry • Any documents your school has developed related to sustainability • Images or DVDs of your school related to sustainability that you would like to

share • Agenda 21

http://www.unep.org/Documents.Multilingual/Default.Print.asp?documentid=52 (See Children and Youth; Promoting Education)

http://www.unep.org/Documents.Multilingual/Default.Print.asp?documentid=52

http://www.unep.org/Documents.Multilingual/Default.Print.asp?documentid=52

31 February 2012

Name Sustainability as international mindedness • Decade for sustainability http://www.unesco.org/en/esd/ • Earth Charter http://www.earthcharterinaction.org/content/pages/The-

Earth-Charter.html • UNESCO education statement

http://www.unesco.org/en/esd/programme/educational-dimensions • Visualising sustainability

http://computingforsustainability.wordpress.com/2009/03/15/visualising-sustainability/

• Millennium assessment http://www.maweb.org/en/index.aspx • Living Beyond Our Means: Natural Assets and Human Wellbeing

http://www.maweb.org/en/BoardStatement.aspx • Ecosystems and Human Wellbeing

http://www.maweb.org/documents/document.356.aspx.pdf • Global status of ecosystem services

http://www.wri.org/publication/content/7755 • Biogeochemical Cycles of Nature (general reference)

http://www.smithlifescience.com/CyclesNature.htm This is an optional extra that would really enhance the workshop. If you have

time, please ask your students to make some drawings for us using these prompts: 1. You are approaching planet Earth in your spaceship. Draw it as if you

were watching it from space. How does it look? 2. Each one of you has landed in a different place (this was to avoid

children copying each other). Nobody can see you because you are invisible. Look at everything carefully and try to draw as many things as possible.

3. Fifty years have passed since your first visit to planet Earth. You are sent down again to the place you visited before. Draw how it looks after so long.

Current version of the following IB documents: • Developing a transdisciplinary programme of inquiry (2012) • The Primary Years Programme as a model for transdisciplinary learning • Making the PYP Happen: A curriculum framework for international primary

education • The Learner Profile booklet • A continuum of International learning • Science and social studies scope and sequence • Other documents that you think may be relevant to you programme (Basis of

Practice, CAS documentation) What leaders will supply

Please ensure that any additional materials are used with appropriate permissions

Additional materials WSL may want to use to supplement IB documents: • Samples of action research or other qualitative research projects in written

and multimodal form • Resources to support the understandings of the workshop


Arbuthnott, KD. 2009. “Education for sustainable development beyond attitude change.” International Journal of Sustainability in Higher Education. Vol 10, number 2. Pp 152-163.

Barazza, L and Robottom, I. October 2008. “Gaining Representations of Children’s and Adults’ Constructions of Sustainability Issues.” International Journal of Environmental & Science Education. Vol 3, number 4. Pp 179-191.

Higgs, AL and McMillan, VM. Fall 2006. “Teaching Through Modeling: Four Schools' Experiences in Sustainability Education.” The Journal of Environmental Education. Vol 38, number 1. Pp 39-53.

http://www.unesco.org/en/esd/

http://www.earthcharterinaction.org/content/pages/The-Earth-Charter.html

http://www.earthcharterinaction.org/content/pages/The-Earth-Charter.html

http://www.unesco.org/en/esd/programme/educational-dimensions/



http://www.maweb.org/en/index.aspx

http://www.maweb.org/en/BoardStatement.aspx

http://www.maweb.org/documents/document.356.aspx.pdf

http://www.wri.org/publication/content/7755

http://www.smithlifescience.com/CyclesNature.htm

http://www.ibo.org/

32 February 2012

Name Teachers as researchers Background understanding and/or experience required by workshop leader

Experience with education research at a graduate level Understanding and experience with qualitative/action research data collection and analysis.


Teachers in candidate and authorized schools only This workshop is for administrators, coordinators and teachers who • Have been working with an IB programme for at least two school years • Have an in-depth understanding of the philosophy and curriculum

framework of the programme • Have reliable and frequent internet capabilities to be able to contribute

regularly to online forums and discussions. • Are prepared to commit to online pre-workshop interaction, two days face-

to-face interaction and follow-up online interaction with a community of learners.


To develop the following understandings: • Research is more than problem solving, it is engaging in understanding and

uncovering the reasons for our actions • Research enables us to make improvements to our own and other’s

professional practice • Research enables us to take control of our professional learning and is

essential for professional growth and improvement • Research happens on a daily basis in many ways • To research is to learn deliberately; it is systematic and intentional inquiry

by individuals • There are crucial elements/stages in developing and formalizing research • There is an increasing range of IB PD opportunities to support and develop

research ideas. Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • American Educational Research Association ethical standards:

http://www.aera.net/aboutaera/?id=222 • British Educational Research Association ethical standards:

www.bera.ac.uk/ • Survey and Interview Ethics for Data Gatherers and Respondents

http://www.ijoa.org/imta96/paper64.html Current version of the following IB documents: • DP Academic honesty guidance booklet and ethical practices poster

available at http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr. What leaders will supply

Please ensure that any additional materials are used with appropriate permissions Additional materials WSL may want to use to supplement IB documents: • Samples of action research or other qualitative research projects in written

and multimodal form • Resources to support the understandings of the workshop.

Copyrighted

Action Research in the Classroom, Part 1. http://www.youtube.com/watch?v=MDVH0u4tUWo&feature=related.

http://www.aera.net/aboutaera/?id=222

http://www.ijoa.org/imta96/paper64.html

http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr

http://www.youtube.com/watch?v=MDVH0u4tUWo&feature=related

33 February 2012

Name Sustainability as international mindedness materials from the WRC or the www.ibo.org available for use in this workshop

Action Research in the Classroom, Part 2.

http://www.youtube.com/watch?v=ZZHvpgU7pc8&feature=related *Ballenger, C. March 2004. “The Puzzling Child.” Language Arts. Vol 81, number 4. Pp

303-311. **Dufour, R. May 2004. “Schools as Learning Communities.” Educational Leadership.

Vol 61, number 8. Pp 6-11. Ferrance, E. 2000. "Themes in Education: Action Research." LAB Themes in Education

series. Brown University. Pp 1-33. Hubbard, RS. 1999. "Strategies for Analyzing Data." In Hubbard, R and Power, B, eds,

Living the Questions: A Guide for Teacher Researchers. York, Maine, USA. Stenhouse. Pp 139-146.

Miretzky, D. “A View of Research From Practice: Voices of Teachers.” Theory into

Practice. Vol 46, number 4. Pp 272–280. *Nickel, J. November 2001. “When Writing Conferences don't Work.” Language Arts.

Vol 79, number 2. Pp 136-147. Power, B and Hubbard, RS. 1999. “Evolving Questions.” In Hubbard, R and Power, B,

eds, Living the Questions: A Guide for Teacher Researchers. York, Maine, USA. Stenhouse.

Rust, Frances and Clark, Christopher. "How to do action research in your classroom."

Lessons from the Teachers Network Leadership Institute. Teachersnetwork.org. Pp 1-20.

Sagor, R. 2010. "Analyzing Data Collaboratively." Collaborative Action Research for

Professional Learning Communities. Bloomington, Indiana, USA. Solution Tree Press.

Shaockley, B. 1999. “Reading Like a Researcher.” In Hubbard, R and Power, B, eds,

Living the Questions: A Guide for Teacher Researchers. York, Maine, USA. Stenhouse. Pp 172-178.

Short, K. 2010. “Inquiry as a stance on curriculum.” In Simon Davidson and Steven

Carber, eds, Taking the PYP forward. Woodbridge, UK. John Catt Educational Ltd. Pp 11-25.

**Sparks-Langer, GM and Coulton, AB. March 1991. Synthesis of Research on Teachers’

Reflective Thinking. Educational Leadership. Vol 48, number 6. Pp 37-44. * Please include this credit line: Copyright [insert year] by the National Council of Teachers of English. Reprinted with permission. For more information go to www.ncte.org." **Please include this credit line: Reprinted with permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org.

http://www.ibo.org/

http://www.youtube.com/watch?v=ZZHvpgU7pc8&feature=related


http://www.ascd.org/

34 February 2012

Name Transdisciplinary learning Background understanding and/or experience required by workshop leader

Significant experience in mapping state or national curricula against the PYP scope and sequence.



framework of the programme. Note: Participants in category 3 workshops may be from outside IB schools. Please see note on page 5 under recommended audience.


To develop the following understandings: • The PYP provides an extensive framework for designing and achieving

transdisciplinary teaching and learning • Concepts are the key element around which a coherent transdisciplinary

curriculum connects • State and national standards can be mapped against the concept based PYP

scope and sequence documents. • Students learn about and learn through disciplines • The transdisciplinary themes require learning about what is ‘real in the

world’ and indicate the complexity and connectedness of the human condition

• A coherent, TD curriculum is based on collaboration between and across the subjects and teachers in a school

• Student learning and the likelihood of action are supported when students are able to articulate the aims and framework of the PYP and to share in the planning process

• Transdisciplinary learning is addressed in other IB workshops and PD opportunities.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • Relevant state or national curriculum documents • Programme of inquiry • Any related curriculum mapping documents from their school. Current version of the following IB documents: • The Primary Years Programme as a model of transdisciplinary learning • Developing a transdisciplinary programme of inquiry (2012) • Making the PYP happen: A curriculum framework for international primary

education • PYP Language and Mathematics scope and sequence documents • PYP Science and Social Studies scope and sequence documents • Any other PYP scope and sequence documents of relevance to participant.


Please ensure that any additional materials are used with appropriate permissions Additional materials WSL may want to use to supplement IB documents: • Resources to support the understandings of the workshop.

35 February 2012

Name Transdisciplinary learning Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

Brady, M. December 2004. “Thinking Big: A conceptual framework for the study of

everything.” Phi Delta Kappan. Vol 86, number 4. Pp 276-281.

http://www.ibo.org/

36 February 2012

Name The exhibition Background understanding and/or experience required by workshop leader

Experience with the PYP exhibition.


Teachers in candidate* and authorized schools ONLY This workshop is for administrators, coordinators and teachers who • Have been working with the programme for at least two school years • Have previously attended a category 1 and category 2 PYP workshop

(regional or in-school) facilitated by IB PYP workshop leaders organized by or through the regional office

• Have an in-depth understanding of the philosophy and curriculum framework of the programme.

*Candidate schools that have an authorization visit scheduled in the next 9 months.


To develop the following understandings: • The exhibition is a culminating learning experience that reflects the major

features of the programme and requires each student to demonstrate engagement with the five essential elements

• The exhibition provides PYP students with the opportunity to synthesize their learning and reflect on their journey through the PYP

• Throughout a student’s time in the PYP, all teachers in a school have a role to play in contributing to the learners' understanding of the programme

• Through engagement in an in-depth inquiry about local/global issues, students are able to choose appropriate action

• As a self-initiated inquiry, the exhibition becomes more significant to the students when they are empowered to lead the learning

• The inquiry process can be supported by both primary and secondary resources

• By accessing and critically analyzing primary and secondary sources, students develop perspectives that allow them to substantiate inquiry

• The exhibition is a highly collaborative process that leads to a student’s conceptual understanding of the issue they are exploring

• Students are provided with formative feedback throughout the process of the exhibition

• Students articulate the learner profile throughout the exhibition experience • There is a range of IB PD to enhance an understanding of the PYP elements

in the exhibition. Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following material available electronically or in print depending on their learning preference: • Evidence of student/teacher process and products from their schools’

exhibitions.

37 February 2012

Name The Exhibition Current version of the following IB documents:

• Making the PYP happen: A curriculum framework for international primary education

• The PYP exhibition guidelines • IB standards and practices • Developing a transdisciplinary programme of inquiry (2012) • DP Academic honesty guidance booklet and ethical practices poster

available at http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr What leaders will supply

Please ensure that any additional materials are used with appropriate permissions. Additional materials WSL may want to use to supplement IB documents: • Samples of student work and video footage • Resources to support the understandings of the workshop • Evidence of student/teacher process and products from their schools’

exhibitions. Copyrighted materials from the WRC or www.ibo.org available for use in this workshop

Hickey, A. 2011. “Developing Inquiries.” In Walker, G, ed, The Changing Face of

International Education: Challenges for the IB.

Murdoch, K and Le Mescam, N. Autumn 2006. “Negotiating the curriculum with students: a conversation worth having.” EQ Australia. Pp 42-44.

*Pataray-Ching, J and Robertson, M. July 2002. “Misconceptions about a curriculum-as-inquiry framework.” Language Arts. Vol 79, number 6. Pp 498-505.

Siu-Runyan, Y. February 1999. “Inquiry, Curriculum and Standards: A conversation with Kathy Short.” The Colorado Communicator.


http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr

http://www.ibo.org/


38 February 2012

Name The learning environment and inquiry Background understanding and/or experience required by workshop leader

Experience with the built environment and all references listed in these session guidelines.


The workshop has a broad audience reach ranging from classroom teachers and administrators to specialist teachers. The recommended audience is for all teachers interested in developing contemporary learning environments which support 21st century teaching and learning via an IB PYP framework. Schools in the process of exploring learning environments would benefit from selecting a wide range of educational facilitators to assist with collaborative process and the development of a vision targeting school improvement through improved uses of space, pedagogical advancement and access to current practice and thinking. The audience should include practitioners with communication and leadership qualities, who are capable of conveying messages pertaining to the construction of whole school planning and development, the need for collaboration at all levels, and the understanding that IB PYP pedagogical approaches inform the planning of space, the facilitation of learning, and teaching methodology employed. The audience should be interested in the understanding of the complexities of developing 21st century learning environments, the benefits of exploring contemporary pedagogy and space applications, and the various structures and trends which drive successful, innovative learning environments throughout the world.

The purpose of the workshop To explore the relationship between the built environment and the facilitation of inquiry Inquiry informs the design of contemporary learning environments.

The purposes of the workshop are: • To explore a range of learning environments and the elements which

support these systems • To provide participants with an opportunity to investigate and understand

alternative learning environments which support IB PYP practice • To develop an understanding of how pedagogy informs space • To understand the complexities of engaging in pedagogy and space shifts to

support improved learning environments • To expose participants to research, case studies, articles and programs

which have influenced 21st century thinking and innovative practice throughout the world

• To challenge thinking about current work spaces and teaching and learning environments, and empower participants to embrace new methods and systems, to better facilitate IB PYP practice in creative and innovative ways

• To identify and understand trends in contemporary education, learning environments and space

• To explore pedagogical shifts which may occur as a result of teaching and learning in innovative spaces.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5). Participants should have the following materials available electronically or in print depending on their learning preference:

39 February 2012

Name The learning environment and inquiry • Articles available online that are included in the final section on copyrighted

material • A laptop or notebook computer • A copy of the school program of inquiry • A copy of their current school design with some pictures of learning spaces • Information to share re: learning environments – alternative field trip

experiences broadening understanding within a unit of inquiry, unconventional structures, systems, approaches employed which warrant discussion, interesting spaces used to facilitate better teaching and learning, programs promoting pedagogical shift.


education. What leaders will supply

Please ensure that any additional materials are used with appropriate permissions. Additional materials WSL may want to use to supplement IB documents: • Samples and case studies as outlined in the plan including:

o Regeneration projects in Australia (Victoria –Southern Metro Region), the UK and the USA; exploration of websites including designshare.com and fieldingnair.com

o Power point presentations – including pictures, processes and development of leading practice; pedagogical master plans of schools demonstrated as well as project rationales

o Video footage – for example “Learning to change/Changing to learn: Student voices,” “Shift happens: Education 3.0.”


Be the revolution: Transforming pedagogy and space. Department of Education and Early Childhood Development. Available from: www.smr.vic.edu.au/betherevolution/powerpoints/general_overview.ppt.

Fielding, R. Lighting Design for Schools and Universities in the 21st Century.

http://www.designshare.com/index.php/articles/learning-lighting-color/. Fisch, K. Creating a 202 vision for school design.

http://www.designshare.com/index.php/articles/2020-vision. Leading Practice and Design Innovation and Next Practice Division, Department of

Education and Early Childhood Development. February 2009. Linking Pedagogy and Space. http://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/Linking_Pedagogy_and_Space.pdf.

Leading Practice and Design Innovation and Next Practice Division, Department of

Education and Early Childhood Development. February 2009. Pedagogy and Space. http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/innovation/lpd/pedagogy.pdf.

“Learning Modalities.” Learning Architecture.

http://www.learningplace.com.au/deliver/content.asp?pid=43676. Locker, FM and Olson, S. Why Flexibility?

http://www.designshare.com/index.php/articles/flexible-school-facilities/. Nair, Prakash. 30 strategies for Education Reform. Accessed from:

http://www.hs4kb.com/support_docs/30_Strategies_for_Education_Reform.pdf.

http://www.ibo.org/

http://www.smr.vic.edu.au/betherevolution/powerpoints/general_overview.ppt

http://www.designshare.com/index.php/articles/learning-lighting-color/

http://www.designshare.com/index.php/articles/2020-vision

http://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/Linking_Pedagogy_and_Space.pdf

http://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/Linking_Pedagogy_and_Space.pdf

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/innovation/lpd/pedagogy.pdf

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/innovation/lpd/pedagogy.pdf

http://www.learningplace.com.au/deliver/content.asp?pid=43676

http://www.designshare.com/index.php/articles/flexible-school-facilities/

http://www.hs4kb.com/support_docs/30_Strategies_for_Education_Reform.pdf

40 February 2012

Name The learning environment and inquiry Nair, P. But are they learning? http://www.designshare.com/index.php/articles/but-

are-they-learning/. Pedagogy and Space links. Department of Education and Early Childhood Development

homepage. www.education.vic.gov.au. Publications. http://www.fieldingnair.com/index.php/publications. School Design Awards.

http://www.education.vic.gov.au/about/events/schooldesign/default.htm. Whitby, G. “Learning Spaces.” YouTube video clip. Wishart, S. “Be the Revolution handbook” Southern Metropolitan Region – Department

of Education Victoria http://www.smr.vic.edu.au/betherevolution/pages/index.htm.

Wishart, S. “Elements of Evolution” Quarry Bay School Hong Kong. Workshop leaders who have a subscription to teachers.tv may consider using these

resources: http://www.teachers.tv/videos/25243 http://www.teachers.tv/series/getting-out-of-the-classroom

http://www.designshare.com/index.php/articles/but-are-they-learning/

http://www.designshare.com/index.php/articles/but-are-they-learning/

http://www.education.vic.gov.au/

http://www.fieldingnair.com/index.php/publications

http://www.education.vic.gov.au/about/events/schooldesign/default.htm

http://www.smr.vic.edu.au/betherevolution/pages/index.htm

http://www.teachers.tv/videos/25243

http://www.teachers.tv/series/getting-out-of-the-classroom

41 February 2012

Name The role of arts Background understanding and/or experience required by workshop leader

Experience as a specialist art teacher – music, visual arts, dance, drama





To develop the following understandings: • Inquiry models can help planning, learning and assessment in arts • In a transdisciplinary programme students learn and apply subject-specific

content as a means to understand the world, themselves and each other • In a balanced programme, students learn, learn about and learn through

the arts • Planning, teaching and assessing in arts should reflect all the essential

elements and the IB learner profile • In the PYP, arts provide a vehicle for wondering, reflecting, and

consolidating • The PYP planner is a tool to facilitate concept-driven inquiry • In order to maximize understanding, students must be able to critically

reflect on and assess their learning • All PYP teachers have a role in collaborative planning and building a

cohesive educational experience for the learners • Arts provide opportunities and inspirations to explore our creative

potential • There are a range of IB PD opportunities that have applications to the arts.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • The school’s programme of inquiry • A completed unit planner on which the participant has collaborated • Any professional resources you want to share • Arts manipulatives (as requested from the workshop leader in consultation

with the regional office) Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PYP arts scope and sequence • IB standards and practices • Role of arts in the Primary Years Programme

42 February 2012

Name The role of arts What leaders will supply

Please ensure that any additional materials are used with appropriate permissions Additional materials WSL may want to use to supplement IB documents: • Samples of student work • Power point presentations • Video footage • Graphic organizers • Resources to support the understandings of the workshop


Eisner, E. 2002. What can education learn from the Arts about the practices of

education? Originally given as the John Dewey Lecture for 2002, Stanford University. *Jensen, E. 2001. Arts With The Brain in Mind. Alexandria, Virginia, USA. ASCD. Pp

4-7. Wright, S. 2001. “Guiding learning processes in the integration of the arts.”

Contemporary Issues in Early Childhood. Vol 2, number 2. Pp 225-237. *Please include this credit line: Reprinted with permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org.

http://www.ibo.org/


43 February 2012

Name The role of information and communication technology (ICT)


General classroom experience with additional expertise in Web 2.0. or Web 3.0





To develop the following understandings: • We should consider ICT an increasingly integral partner in teaching and

learning through the PYP, rather than as a separate subject area • ICT facilitates students’ and teachers’ development of international-

mindedness through collaboration with others who represent diverse cultural perspectives

• To be fully effective, ICT must engage students in applying and developing the transdisciplinary skills and conceptual understandings presented through the PYP curriculum

• Collaborative planning and teaching supports effective ICT integration within the PYP curriculum

• ICT skills support the needs of learners in their inquiries • ICT can enhance reflection and the decision to take action • All staff at a PYP school need appropriate training and resources in order to

integrate technology across the curriculum • Educators should choose ICT resources and use them critically; in the

context of the learner profile, the resources should be used to address the learning needs of students and teachers at a PYP school

• A PYP school community should collaboratively identify and agree on the role of ICT in a PYP school and the structures they need to support this

• Parents can serve as critical partners in students’ application of ICT at school and at home

• ICT can enhance the effectiveness and engage the collective wisdom of professional learning communities in a PYP school.

• There are a range of IB PD opportunities that have applications to ICT.

Materials

Participants should bring the following materials • Making the PYP happen: A curriculum framework for international primary

education (electronic or paper form) • A laptop computer configured for wireless internet access (participants who

don’t have access to this should contact the workshop facilitators prior to the workshop so they can arrange to have a laptop provided for the participant to borrow)

• A USB flash/travel drive (with at least 1 GB of storage) • Access to the most current copy of their school’s program of inquiry and

planners for inquiry units (electronic form) • Copies of essential agreements and policies related to the implementation

of the PYP at their school (assessment policies, collaborative planning

44 February 2012

Name The role of information and communication technology (ICT)

agreements, exhibition procedures, etc) (electronic or paper form) • Their OCC log-in information • Examples of documents and resources participants use to facilitate ICT

integration at their school within the context of the PYP (school ICT policy/guidelines, planning templates, computer lab/planning schedules, website links, PYP unit/lesson plans, exemplars of student work, etc).

Optional materials for participants to bring • A flash memory video camera (such as a flip camera) or other mobile video

recording device • Digital cameras, iPods, tablets or other mobile devices participants use to

facilitate student integration of ICT within their learning. What leaders will supply Any further resources to support the understandings of the workshop


Bickley, M and Carleton, J. 2009. “Students without borders.” Learning and leading with technology. Vol 37, number 3. Pp 20-23. Available from: http://www.learningandleading-digital.com/learning_leading/200911?pg=22#pg22

Carpenter, D and Carptenter, M. 2008. “All Aboard!” Learning and leading with

technology. Vol 36, number 4. Pp 18-21. Available at: http://www.learningandleading-digital.com/learning_leading/200812#pg20

*Damani, B. 2010. “Electronic Portfolios: Integrating Technology for Meaningful

Learning.” Education Update. Vol 52, number 7. Pp 5. Available from: http://www.ascd.org/publications/newsletters/education-update/jul10/vol52/num07/Electronic-Portfolios@-Integrating-Technology-for-Meaningful-Learning.aspx

*Ferrier, W. 2010. “How Flat is Your Classroom?” Educational Leadership. Vol 67,

number 7. Pp 86-87. *Huber, C. 2010. “Professional learning 2.0.” Educational Leadership. Vol 67, number 8.

Pp 41-46. Meiers, M and Knight, P. 2009. The use of ICT in schools in the digital age. Digest

commissioned by Victorian Institute of Teaching (VIT) and prepared by Australian Council for Educational Research (ACEL). Available from: http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/The%20Digest/1766_Research-Digest-01_2009.pdf

Weigel, M, James, C and Gardner, H. 2009. Learning: Looking Backward and Peering

Forward in the Digital Era. International Journal of Learning and Media. Vol 1, number 1. Pp 1-18. Available from http://www.mitpressjournals.org/doi/pdf/10.1162/ijlm.2009.0005

Book (optional - participants may choose to order): Wright, J. 2007. The Primary ICT and E-learning Co-coordinator’s Manual, Book 1: A

guide for new subject leaders. London, UK. Paul Chapman Publishing. ISBN-978-1-4129-3562-3.

*Please include this credit line: Reprinted with permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org.

http://www.ibo.org/

http://www.learningandleading-digital.com/learning_leading/200911?pg=22#pg22

http://www.learningandleading-digital.com/learning_leading/200812#pg20

http://www.ascd.org/publications/newsletters/education-update/jul10/vol52/num07/Electronic-Portfolios@-Integrating-Technology-for-Meaningful-Learning.aspx



http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/The%20Digest/1766_Research-Digest-01_2009.pdf

http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/The%20Digest/1766_Research-Digest-01_2009.pdf

http://www.mitpressjournals.org/doi/pdf/10.1162/ijlm.2009.0005


45 February 2012

Name The role of language Background understanding and/or experience required by workshop leader



Teachers in candidate and authorized schools and non-IB teachers As all teachers are language teachers, this workshop is for all administrators, coordinators and teachers who • have attended a category 1 workshop • have an in-depth understanding of the philosophy and curriculum

framework of the programme Note: Participants in category 3 workshops may be from outside IB schools. Please see the note on page 5 under recommended audience.


To develop the following understandings: • The PYP views all languages as equally important, irrespective of the type of

language, such as: language of instruction, mother tongue, ESL, EAL, host country, and additional language

• An agreement within the school about how children learn language contributes to a cohesive learning experience for children

• We are PYP teachers of language(s), not language teachers in PYP schools • In a balanced programme students learn language, learn about language

and learn through language • Language learning is fluid in nature and therefore can be viewed as a

continuum, not the sum of discrete parts where development is tied to an age or stage

• A language teacher can have an advisory, supportive or integrated role in teaching and learning in a transdisciplinary unit of inquiry

• The development of a language policy is better seen as a process rather than a product

• There is a range of IB PD that can support the role of language Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • The school’s programme of inquiry • A completed unit planner on which the participant has collaborated • The school’s language policy, or language policy related documents (if

available) • The School’s language scope and sequence documents Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PYP language scope and sequence • IB standards and practices • Guidelines for developing a language policy • Learning in a language other than mother tongue in IB programmes

What leaders will

Please ensure that any additional materials are used with appropriate permissions.

46 February 2012

supply Notes The role of language Additional materials WSL may want to use to supplement IB documents:

• Samples of students work and video footage • Graphic organizers • Resources to support the understandings of the workshop


Cummins, J. 2001. “Bilingual Children’s Mother Tongue: Why Is It Important for

Education?” Sprogforum. Number 19. Pp 15-20. Available from: www.iteachilearn.com/cummins/mother.htm

*Martinez-Roldan, CM. September 2005. “The inquiry acts of bilingual children in

literature discussions.” Language Arts. Vol 83, number 1. Pp 22-32. *Pataray-Ching, J, Kitt-Henrichs, B and Nguyen, V. 2006. “Inquiring into a second

language and the culture of school.” Language Arts. Vol 83, number 3. Pp 248-257. *Schwarzer, D, Haywood, A and Lorenzen, C. July 2003. “Fostering Multiliteracy in a

Linguistically Diverse Classroom.” Language Arts. Vol 80, number 6. Pp 453-460. The International Baccalaureate. “Opening Classroom Doors.”

http://professionaldevelopment.ibo.org/. *Van Sluys, K and Reinier, R. 2006. “’Seeing the Possibilities’: Learning from, with, and

about multilingual communities.” Language Arts. Vol 83. Pp 321-331.


http://www.ibo.org/

http://www.iteachilearn.com/cummins/mother.htm



47 February 2012

Name The role of mathematics Background understanding and/or experience required by workshop leader






To develop the following understandings: • Mathematics is a way of thinking and a language for making meaning • In a balanced programme students learn, learn about and learn through

mathematics • Planning, teaching and assessing in mathematics should reflect all the

essential elements and the IB learner profile • In a transdisciplinary programme students learn and apply subject-specific

content as a means to understand the world, themselves and each other • Students construct their understanding of mathematics through ever

increasing levels of abstraction (constructing meaning, transferring meaning into symbols, applying with understanding)

• In the PYP, skills are learned within a context where students can pose problems, solve problems and understand new ideas through inquiry, reflection and collaboration

• The planning, teaching and assessing of mathematics needs to be differentiated in order to meet the broad range of understandings of learners (both within the programme of inquiry and outside)

• A wide range of resources, including manipulatives, supports the development of mathematical understanding

• The PYP planner is a tool to facilitate concept-driven inquiry when units are developed around central ideas (both within the programme of inquiry and outside)

• In order to maximize understanding, students have to be able to critically reflect on and assess their learning

• All PYP teachers have a role in collaborative planning and building a cohesive educational experience for the learners

• There is a range of IB PD that can offer opportunities to consider mathematics in the PYP.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • The school’s programme of inquiry • A completed unit planner on which the participant has collaborated • Any professional resources you might want to share. Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

48 February 2012

Name The role of mathematics education

• PYP mathematics scope and sequence • IB standards and practices.


Please ensure that any additional materials are used with appropriate permissions. Additional materials WSL may want to use to supplement IB documents: • Mathematics manipulatives • Samples of student work and video footage • Graphic organizers.


Australian Capital Territory (2002, 2003): Assessing numeracy in primary schools. Clarke, D. M. (2005). Written algorithms in the primary years: Undoing the good work?

In M. Coupland, J. Anderson, & T. Spencer (Eds.), Making mathematics vital (Proceedings of the 20th biennial conference of the Australian Association of Mathematics Teachers, pp. 93-98). Adelaide: Australian Association of Mathematics Teachers.

http://www.ibo.org/

49 February 2012

Name The role of physical education Background understanding and/or experience required by workshop leader

Experience as a specialist physical education (PE) teacher





To develop the following understandings: • When inquiring into physical education concepts, the teacher and the

student share control and initiative over what is learned, how it is learned and how it is assessed

• In a balanced programme, students learn, learn about and learn through movement

• In the PYP, skills are learned within a context where students can pose problems, solve problems and understand new ideas

• Inquiry models can help planning, learning and assessment in physical education

• Planning, teaching and assessing in physical education should reflect all the essential elements and the IB learner profile

• The PYP planner is a tool to facilitate concept-driven inquiry • In a transdisciplinary programme students learn and apply subject-specific

content as a means to understand the world, themselves and each other (transdisciplinary themes)

• In order to maximize learning and understanding, students have to be able to critically reflect on and assess their learning

• All PYP teachers have a role in collaborative planning and building a cohesive educational experience for the learners

• The role of PE can be applied and enhanced through a range of IB professional development.

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • A completed unit planner on which the participant has collaborated • The school’s programme of inquiry • A resource you have used that promotes or supports inquiry-based teaching

and learning in the area of physical education Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PSPE scope and sequence • IB standards and practices • Role of physical education in the Primary Years Programme

50 February 2012

Name The role of physical education What leaders will supply

Please ensure that any additional materials are used with appropriate permissions. Additional materials WSL may want to use to supplement IB documents: • Samples of student work and video footage • Graphic organizers • Resources to support the understandings of the workshop


Coyl, D. 2008. “Kids really are different these days.” Phi Delta Kappan. Vol 90, number

6. Pp 404-407. Pill, SA. 2007. “Physical Education - what's in a name? A Praxis model for holistic

learning in physical education.” ACHPER Healthy Lifestyles Journal. Vol 54, number 1. Pp 5-10.

Zakkai, JD. 1997. “Moving to Learn.” Dance as a way of knowing. York, Maine, USA.

Stenhouse.

http://www.ibo.org/

51 February 2012

Name The role of science and social studies Background understanding and/or experience required by workshop leader

Experience as a classroom teacher with expertise in science and/or humanities.



framework of the programme Note: Participants in category 3 workshops may be from outside IB schools. Please see note on page 5 under recommended audience


To develop the following understandings: • Science and social studies taught through the units of inquiry can have an

interdependent relationship that together with other areas of the curriculum assist students to understand the transdisciplinary themes.

• The science and social studies component of PYP is characterized by the exploration of concepts (key and related) and the development of skills (skills that are changing in light of technology developments) rather than a focus on a fixed body of knowledge

• A balanced programme of inquiry addresses a breadth and balance of science and social studies concepts, knowledge and skills

• Science and social studies are taught in context, exploring issues that are relevant to students, and transcending the boundaries of traditional subject areas

• Assessment of science and social studies is reported on within the context of units of inquiry

• There is a range of IB PD opportunities to support the transdisciplinary nature of science and social studies

Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • A completed unit planner on which the participant has collaborated • The school's programme of inquiry • Any professional resources that you might want to share Current version of the following IB documents: • Making the PYP happen: A curriculum framework for international primary

education • PYP science scope and sequence • PYP social studies scope and sequence • Developing a transdisciplinary programme of inquiry (2012) • IB standards and practices


Please ensure that any additional materials are used with appropriate permissions. Additional materials WSL may want to use to supplement IB documents: • Samples of students work • Video footage

52 February 2012

Name The role of science and social studies • Graphic organizers • Resources to support the understandings of the workshop


Brady, M. 2004. “Thinking Big: A conceptual framework for the study of everything.”

Phi Delta Kappan. Vol 86, number 4. Pp 276-281. *Crockett, C. February 2004. “What Do Kids Know—and Misunderstand—About

Science?” Improving Achievement in Math and Science. Vol 61, number 5. Pp 34-37. The International Baccalaureate. “Opening Classroom Doors.”

http://professionaldevelopment.ibo.org/. *Tishman, S. February 2008. “The Object of their attention.” Educational Leadership.

Vol 65, number 5. Pp 44-46. * Please include this credit line: Reprinted with permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org.

http://www.ibo.org/



53 February 2012

Name The role of the coordinator Background understanding and/or experience required by workshop leader

Experienced PYP coordinator or pedagogical leader


PYP coordinators (PYPC) or those who have been appointed and will commence those positions in the next school year.

The purpose of the workshop Role of PYP coordinator (PYPC) is significant, engaging, and challenging. The responsibilities - including documentation, Professional Development (PD), managing relationships, resource management and communication - are integral to successful implementation.

• The PYPC ensures the continuity of the programme through developing systems and documentation. This includes mapping the transdisciplinary program of inquiry, unit planners, daily planners, policy documents, guidelines for verification and evaluation and continuum initiatives

• The role of the PYPC is to effectively implement the standards and practices so that they are actionable and sustainable; this requires an action plan that clearly identifies responsibility, a time frame and evidence of achievement

• It is important that there is a clear understanding of the PYPC’s role in the school, including non-negotiables that can only be performed by the PYPC and the importance of sufficient time allocation

• A vital aspect of a PYPC’s role is collaborative planning with all teachers. This requires a deep understanding of what constitutes a good collaborative learning team with its variety of roles

• Collaborative leadership develops plans and strategies for managing change • The PYPC ensures information about the PYP is disseminated clearly and

effectively to all members of the school and IB community; this learning community extends to area networks and parent education and its responsibilities include reviewing and updating existing and new school publications

• The PYPC ensures they are familiar with current documents, coordinators’ notes and how to access support through the IB help desk

• Ongoing professional development (PD) is essential for the sustainability of the PYP; this requires an understanding of the global architecture of IB PD, the IB quality assurance framework, REGIS and the role of the IB educators network (IBEN)

• Other PD responsibilities of the PYPC include mentoring, induction of new staff and collaborative decision making regarding other PD initiatives within the school

• There is a range of IB Professional Development opportunities to support the IB coordinator.

54 February 2012

Name The role of the coordinator Materials

Please contact your regional office regarding their procedures for supplying IB documents for this workshop. (Please read ‘materials’ explanation in the sample template on page 5.) Participants should have the following materials available electronically or in print depending on their learning preference: • Samples of a program of inquiry (POI), unit planners and daily planning

documents and action plans Current version of the following IB documents: • Developing a transdisciplinary program of Inquiry • Current PYP coordinators‘ handbook • Making the PYP happen: A curriculum framework for international primary

education • Making the PYP happen: Pedagogical leadership in a PYP school • IB standards and practices • Guide to authorization and Guide to evaluation Please ensure that you have a valid OCC account


Additional resources to support the understandings of the workshop • Case studies • Examples of processes and policies


*Fullan, M. 1993. “Why Teachers Must Become Change Agents.” Educational

Leadership. Vol 50, number 6. Pp 12-17. Retrieved from ERIC database. Available at http://www.csus.edu/indiv/j/jelinekd/EDTE%20227/Fullen%20change.pdf for individual download only

Gibson-Langford, L and Laycock, D. October 2007. “So they can fly… building a

community of inquirers.” Presentation at ACEL/ASCD National Conference. Sydney, Australia.

*Kohm, B and Nance, B. 2009. “Creating Collaborative Cultures.” Educational

Leadership. Vol 67, number 2. Pp 67-72. Retrieved from Education Research Complete database. Online at https://ocde-tier1.wikispaces.com/file/view/Creating+Collaborative+Cultures+Ed+Leadership+October+2009.pdf

* Please include this credit line: Reprinted with permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org.

http://www.ibo.org/

http://www.csus.edu/indiv/j/jelinekd/EDTE%20227/Fullen%20change.pdf

https://ocde-tier1.wikispaces.com/file/view/Creating+Collaborative+Cultures+Ed+Leadership+October+2009.pdf


