Introduction to IB Everything You Ever Wanted to

Introduction to IB Everything You Ever Wanted to Know about The International Baccalaureate (IB) Primary Years Program (PYP)… BUT, Were too Afraid to Ask! North Beach Elementary School Stephanie Labow-Guralnick PYP Coordinator

IB BASICS � It was established in 1968 in Geneva, Switzerland. � The IBO offers three programs of international education for students aged 319 years old: *The Diploma Program at the high school level (grades 9 -12). *The Middle Years Program (MYP) (students 11 -16 years old). *The Primary Years Program (PYP) (for students 3 -12 years old). � There are 651, 000 IB students and 2, 390 authorized IB schools in 129 countries. � Regardless of location, size, or make-up, an IB PYP school strives to develop an internationally minded person. � The mission of the IBO: *To develop inquiring, knowledgeable, and caring young people. *To create a better and more peaceful world through intercultural understanding and respect. *To work with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment. *To encourage students worldwide to become active, compassionate, and lifelong learners why understand that other people, with their differences, can also be right.

An aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for learners in the 3 -12 age range. The PYP definition of curriculum consists of three interrelated components that are expressed in the form of the following three open-ended questions which compel teachers to think deeply about their own practices with regard to student learning. What do we want to learn? The Written Curriculum the expression of ideas, issues, and concepts on paper How best will we learn? The Taught Curriculum application of best classroom practices How will we know what we have learned? The Assessed Curriculum application of effective assessments

The Written Curriculum What do we want to learn? -the expression of ideas, issues, and concepts on paper- The Planner consists of five essential elements: Knowledge: What do we want students to know about? Concepts: What do want students to understand? Skills: What do we want students to be able to do? Attitudes: What do we want students to feel, value and demonstrate? Action: How do we want students to act?

Knowledge: What do we want students to know about? Students inquire into, and learn about globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to one of six transdisciplinary themes that: v have global significance v offer students the opportunities to explore commonalities of human experience v will be revisited from early childhood through grade 5. Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet

Concepts: What do want students to understand? The eight key concepts, also expressed as key questions, help teachers and students consider ways of thinking and learning about the world, and act as a provocation to extend and deepen student inquiries. Form: What is it like? Function: How does it work? Causation: Why is it like it is? Change: How is it changing? Connection: How is it connected to other things? Perspective: What are the points of view? Reflection: How do we know?

Skills: What do we want students to be able to do? There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. These are: ØThinking ØCommunication ØSocial Accepting responsibility Respecting others Cooperating Resolving conflict Group decision-making Adopting a variety of group roles ØResearch ØSelf-Management

Attitudes: What do we want students to feel, value and demonstrate? The twelve “Attitudes” are the daily expressions of the “Learner Profile” used by teachers in teaching and by students in their learning. Attitude is an outward expression of an inner feeling. “Attitude is a little thing that makes a big difference. ” --Winston Churchill Ø Appreciation—Seeing and being thankful for the wonder and beauty of our world. Ø Commitment—Being responsible for my learning, showing self-discipline, and perseverance. Sticking with a difficult task until it is completed. Ø Confidence—Knowing I can do it! Having courage to take risks, using what I have learned, and making good choices. Ø Cooperation—Working with others and being willing to lead or follow as needed. Ø Creativity—Using my imagination while thinking and doing things. Ø Curiosity—I am curious about learning, the world, its people and cultures. Ø Empathy—Being able to put myself in someone else’s place in order to understand her or him. Ø Enthusiasm—Being excited about learning and life. Ø Independence—Thinking and acting on my own. Ø Integrity—Being fair and honest. Ø Respect—Showing that I can for others, our world, and myself. Ø Tolerance—Understanding, appreciating, and celebrating differences in each other.

Action: How do we want students to act? An explicit expectation of the PYP is that successful inquiry will lead to Responsible action, initiated by the student as a result of the learning process. Students are encouraged to reflect, to make informed choices and to take action that will help Their peers, school staff, and the wider community. This is how students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.

Taught Curriculum How best will we learn? -application of best classroom practices- The taught curriculum is the written curriculum in action: � The 6 transdisciplinary themes help teachers develop a Programme of Inquiries: indepth investigations into important ideas, identified by teachers, which are substantial and require a high level of involvement on the part of the students � These ideas require students to construct meaning from the world around them by drawing on their prior knowledge, by providing provocation through new experiences and by providing time and opportunity for reflection. � Inquiry is the leading pedagogical approach. It 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. Students are actively involved in their own learning and take responsibility for that learning. � Successful inquiry will lead to responsible action initiated by the students as a result of the learning process. � Teachers plan for this type of learning using the PYP planner which is designed to be used collaboratively and structured around a central idea and lines of inquiry.

The Assessed Curriculum How will we know what we have learned? -application of effective assessments- Assessment is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action. The PYP approach to assessment : � recognizes the importance of assessing the process of inquiry � recognizes the importance of assessing the products of inquiry � aims to integrate and support both This is done through : � formative assessment which aims to promote learning by giving regular and frequent feedback � summative assessment which is the culmination of the teaching and learning process which aims to give teachers and students a clear insight into students’ understanding of the central idea

What, then, is a PYP School? It is a school that, regardless of location, size or constitution, strives towards developing an internationally minded person. What is an internationally minded person? It is a person who demonstrates the attributes of the LEARNER PROFILE • Inquirers—I am curious and know how to discover answers to many of my questio n s. I love to learn! • Thinkers—I use my thinking skills to make good choices and solve problems. • Communicators—I understand share ideas in more than one language. • Risk Takers—I try new things, love to explore, and confidently share my experiences. • Knowledgeable—I explore big ideas that are important. I know and can do a lot of important things. • Principled—I am fair and honest. I can make good decisions about what is right and wrong for me. • Caring—I am concerned about other people’s needs and feelings. I believe it is important to help others. • Open-Minded—I am comfortable with differences. I welcome and respect other people’s points of views and ways of doing things. • Balanced—I want to be healthy, it is important for me to balance the needs of my mind and body. • Reflective—I think about and discuss my learning, skills, and products.

Caring Thinker Form Function Causation Change Connection Perspective Responsibility Reflection Principled International School: culture, climate, students example of adults, curriculum, resources, staffing, language, special needs, reflection, extension Learners Constructing Meaning Curriculum: Everything for which the school takes responsibility Knowledge Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet Transdisciplinary Skills Social Communication Research Thinking Self. Management Subject disciplines Language Math Arts Social Studies Science and Tech. Pers. Soc. And Phys. Ed. The Written Curriculum Knowledgeable Communicator Learner Profile Reflective Concepts Open. Minded Inquirer Balanced Risk-Taker Attitudes Action Appreciation Commitment Confidence Co-operation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance Choose Act Reflect Effective Teaching Practices Inquiry Constructivism Collaborative Planning Collaborative Reflection Taught Curriculum Assessment by Self Peers Teachers Formative Summative Formal Informal Public Criteria Assessed Curriculum

QUESTIONS