Upload
nurkholis-ainunnajib
View
189
Download
0
Embed Size (px)
Citation preview
Making PYP Happen:Understanding and ImplementationNurkholis AinunnajibJanuary 20, 2016
Overview
Beliefs and ValuesCurriculum
Synthesis
Beliefs and Values
Overall Purpose
Beliefs and Values (cont.)
International-mindedness
…is defined by the outcomes of student learning in PYP schools, which can be identified from the learner
profiles
Evidence: look at what the students are learning, how they are demonstrating that learning, and how to nurture students within the school community
Curriculum
The Written CurriculumWhat do we want to learn?
The Taught CurriculumHow best will we learn?
The Assessed CurriculumHow will we know what we have learned?
The Written Curriculum
12 3 4 5
The Taught Curriculum
It is the written curriculum in action It is implemented in an inquiry process Inquiry is the process initiated by the students or the
teacher that moves the students from their current level of understanding to a new and deeper level of understanding
It is planned collaboratively with a bubble planner
What does inquiry look like?
experimenting and playing with possibilities making connections between previous learning
and current learning making predictions and acting purposefully to
see what happens collecting data and reporting findings clarifying existing ideas and reappraising
perceptions of events deepening understanding through the
application of a concept making and testing theories researching and seeking information taking and defending a position solving problems in a variety of ways
The Assessed Curriculum
Assessment
components
AssessingFormative
Summative
RecordingStrategie
s
Tools
ReportingConferenc
es Written Report
Exhibition
Synthesizing all PYP IB components >> PYP Planner >> IB Learner Profiles
The Implication in planning, teaching and assessing
The Implication in planning, teaching and assessing
A PYP classroom is a lively place, characterized by collaborative and purposeful activity.
It is also a reflective place, where thoughtful consideration of issues, problems and successes is
valued highly.
Above all, and in summary, a PYP classroom is an intelligent place. It is a place in which the easy
option is seldom sought and where the expectations are high. It is an environment in
which learning knows no limits.
Learning Language in IB PYP
Overview
Beliefs about Language Learning
The Structure of Language Scope & Sequence
How to Use Language Scope & Sequence
PYP beliefs about learning language
The learning process simultaneously involves learning language, learning about language and learning through language
Languages are not learned as isolated skill sets. Rather, it is learned within meaningful contexts
The development of mother tongue is significant for all learners
Acquisition of more than one language enriches personal development and helps facilitate international-mindedness
Language provides a vehicle for inquiry
The structure of the PYP language scope and sequence
the scope and sequence document presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years.
Rather than categorized by age, the continuums are organized into some phases (considering the starting point)
How to use the PYP language scope and sequence
observable behaviours or
actions to diagnose students’ progress
the conceptual understandings
need to be developed at each
phase
Enable teachers to do
differentiated instruction
No evaluative criteria for progression in sequential
order
Thank You