The International Baccalaureate Programme Fernway School PTO Meeting

The International Baccalaureate Programme Fernway School PTO Meeting January 15, 2014 Michelle Berggrun Adrian Lewis Lena Paskewitz Jean Reinhold

Main idea! We are: all working and planning together using common (and creative) instructional and assessment methods around a core set of common themes soliciting and responding to students’ inquiries so that each of us embodies strong learner attitudes and attributes which will lead to success across all time and place.

What is IB? Mission: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. www. ibo. org

IB in the district PYP (Primary Years Programme) Pre K-4 MYP (Middle Years Programme) 5 -10 DP (Diploma Programme) 11 -12 Shaker Heights has an authorized DP high school; every PYP school has been authorized; MYP to follow.

PYP attributes, skills, attitudes Attributes: Learners are… Thinkers Knowledgeable Open-minded Inquirers Communicators Risk-takers Principled Caring Balanced Reflective Skills: Thinking Research Social Self- management Communication Attitudes Curiosity Creativity Confidence Cooperation Enthusiasm Integrity Tolerance Respect Empathy Appreciation Independence Commitment

Transdisciplinary Themes Who we are Citizens/Innovators Where we are in place and time Homes/Immigration How we express ourselves Literature/Art and music/Artifacts How the world works Cycles/Shaping and reshaping Earth How we organize ourselves Signs and Tools/Economics/Justice Sharing the planet Natural resources/ Survival and adaptation

The crucial IB/ ODE/CCSS connection Each of these addresses: • A theme • A central idea • Lines of inquiry • Concepts and skills • Learner attitudes and attributes AND, importantly, • Ohio Department of Education Science, Social Studies and Reading and Math Common Core Standards!

Simple POI This is the format we are using with parents and visitors. Moving On 4 th 2 5 Exhibition! Central Idea: Concerned people take action! Central Idea: Challenges and opportunities drive immigration and migration. 1 Problem? No problem! 3 rd 3 Culture Club Central Idea: Cultures exhibit change and continuity. 2 Central Idea: Cooperative innovation solves problems. 2 nd Digging for Information 6 Choose, Act, Reflect Central Idea: Actions create consequences. 1 Central Idea: Artifacts reveal cultural values, , struggle, and advancement. Tell Me Your Story Survivor: Fernway Together Everyone Achieves More 4 5 1 Central Idea: Creative storytelling shares information. Central Idea: Traits and behaviors optimize survival. Central Idea: Collaborative systems strengthen communities. History Starts Today Write On Let’s Experiment Central Idea: Earth-shaping events mobilize people to share resources. Got Energy? Central Idea: Renewable energy promotes sustainable living. 6 Money Matters The Circle of LIfe 5 3 2 4 Central Idea: Personal and group actions shape societies. Central Idea: Written expression connects people to themselves and to others. Central Idea: Scientific principles are understood through experimentation and observation. Central Idea: Economic choices impact human and environmental well-being. Central Idea: Endangerment and extinction depend on the balance of an ecosystem. Where in the World? Important Stories Matter? It matters! Do You Really Need That? 2 5 4 3 Central Idea: Mapping directs people to locations. Central Idea: Biographies and autobiographies help express the important stories of people’s lives. Central Idea: Liquids and solids can change temperature, shape, and direction. Central Idea: Each person gets his/her needs and wants by choosing different goods and services. Beauty Full Central Idea: Feelings inspire creativity. 3 Round and Round Central Idea: Cycles repeat in nature. 6 Helpers and Tools Central Idea: Communities are organized for safety. 2 Keep Living Things Alive 6 1 Central Idea: Learner profile attributes help people build relationships. New places, New faces K The Changing Earth 4 6 Dude! 1 st Let’s Energize Justice. For All Central Idea: Electrical energy is Central Idea: Decisions promote harnessed to optimize daily living. or deny justice. 3 Homes and Journeys 5 1 Central Idea: People learn about themselves and others trying new things and making new friends. Central Idea: Living things move in different ways for many reasons. Central Idea: Living things survive only in environments that meet their needs. Peace, Peeps Central Idea: Conflicts can be solved peacefully. 4

Exhibition Culminating project in the final PYP year that allows students to apply learning from previous years (4 th grade) An in-depth collaborative inquiry that starts from personal interests and passions, but extends into real world local and global issues. (This issue matters to me and affects my life, my community and my world. It’s Glocal!) Includes written, visual, and creative sharing of knowledge, action and solutions.

4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? PYP Planner Four-page planning document: 2 pages of planning, 2 pages of reflection Written in grade level teams This is just one of the eight sections. The teacher provides the context for learning: Teacher organizes a brainstorming session about the systems within the community ; Teacher reads Roxaboxen to the whole class aloud; Teacher facilitates a discussion about the systems the Roxaboxen community has in comparison to their local community; Teacher frontloads functions and structure of local government through directed lessons; Teacher organizes a culminating walking field trip to local city hall and invites the mayor to speak ; Teacher facilitates a brainstorming about the people who have power and authority within the school, at home, within the community and how they get their power and authority and their position (discuss voting); Teacher creates scenarios for students to reenact the ideas of power/authority; Teacher leads a discussion about the differences between power and authority Leading and facilitating student inquiry: Organization of systems within a community Students, in small groups, brainstorm the basic systems that communities have to survive Students compare and contrast the different systems between Roxaboxen/Westlandia and their local community, Students brainstorm the systems that were missing from their systems list Students brainstorm systems that might be added to local community to strengthen community Students reflect on the systems within the school, within their classroom, within their homes Look up relevant cities for students -- check website to confirm the existence of common systems Students web the components of each system. Students email someone from another culture (internationally) asking him/her if the same systems are in place in their community Students look at various community websites (especially those relating to them) to discern common community systems Implementing roles and responsibilities Students, in small group, complete three-chart linking systems to roles and responsibilities within each system (even the systems within their classroom or their home) Functions and structure of local government Students take notes about the function and structure of local government Students, in small groups, sort the key vocabulary and concepts (descriptors) into the three branches of government; students, in whole group, compare sorting charts Use of power and authority Students analyze pre-created scenarios about power and authority (recess time disturbances) Students role play the pre-created scenarios Students brainstorm and dramatize student-created scenarios Students participate in a teacher-led discussion on power and authority Students brainstorm, in small groups, a list of people who have power and authority (within school, at home , in the government, in the community, in entertainment) What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary skills: Communication Skills –Students listen and speak to others to acquire knowledge in large and small group brainstorming sessions Social Skills – Students learn about group decision making, and adopting various roles when they discuss roles and responsibilities and power and authority Thinking – Students acquire knowledge and apply to different scenarios and community building activity Learner profile: Thinkers: Students brainstorm for a variety of reasons in small groups Communication: Students present sorting charts, compare contrast charts and pamphlets Knowledgeable: Students learn about the structure and function of local government

The Basic Components of Every Unit of Inquiry 1. Pre-assessment – previous knowledge and understanding 2. Provocation - an activity that makes students curious about upcoming learning 3. Learning experiences – varied and engaging 4. Formative assessments – checking student understanding throughout unit for adjustments 5. Summative – checking student understanding at conclusion of unit 6. Student reflection – students think about how they learn(ed) best

3 rd Grade Current Planner: Who We Are Problem? No problem! Central Idea: Cooperative innovation solves problems. Key Concepts: Causation, perspective, reflection Related Concepts: Behavior, sequence, interpretation Transdisciplinary Skills Students will use thinking, communication and selfmanagement skills Learner profile attributes Students will be reflective, principled and open-minded Lines of Inquiry: Ways to pose and solve problems Methods used by significant individuals to solve problems Ways people may solve local, national and global issues

Let’s do the unit! Problem? No Problem! 1. Pre-assessment – previous knowledge and understanding - Michelle Berggrun (Learning inventory) 2. Provocation - an activity that makes students curious about upcoming learning 3. Learning experiences – varied and engaging 4. Formative assessments – checking student understanding throughout unit for adjustments 5. Summative – checking student understanding at conclusion of unit 6. Student reflection – students think about how they learn(ed) best

Results of Survey

Let’s do the unit! Problem? No Problem! 1. Pre-assessment – previous knowledge and understanding - Michelle Berggrun (Learning inventory) 2. Provocation - an activity that makes students curious about upcoming learning – Adrian Lewis (High Five ) 3. Learning experiences – varied and engaging 4. Formative assessments – checking student understanding throughout unit for adjustments 5. Summative – checking student understanding at conclusion of unit 6. Student reflection – students think about how they learn(ed) best

Let’s do the unit! Problem? No Problem! 1. Pre-assessment – previous knowledge and understanding - Michelle (Learning inventory) 2. Provocation - an activity that makes students curious about upcoming learning – Adrian (High Five ) 3. Learning experiences – varied and engaging - Lena (Build!) 4. Formative assessments – checking student understanding throughout unit for adjustments 5. Summative – checking student understanding at conclusion of unit 6. Student reflection – students think about how they learn(ed) best

Challenge: Bridge Task: Build a bridge that is at least 24 inches apart that can support a container of golf balls (material provided) Time limit: 15 Success: The winning team will be the team that builds the bridge that can support the most golf balls. Procedure/Plan – what will you do to get the effect you want? Results for your team: _____________ Reflection: Reflect on the changes you would make

Let’s do the unit! Problem? No Problem! 1. Pre-assessment – previous knowledge and understanding - Michelle (Learning inventory) 2. Provocation - an activity that makes students curious about upcoming learning – Adrian (High Five ) 3. Learning experiences – varied and engaging - Lena (Build!) 4. Formative assessments – checking student understanding for adjustments – Adrian (Concept map) 5. Summative – checking student understanding at conclusion of unit 6. Student reflection – students think about how they learn(ed) best

Let’s do the unit! Problem? No Problem! 1. Pre-assessment – previous knowledge and understanding - Michelle (Learning inventory) 2. Provocation - an activity that makes students curious about upcoming learning – Adrian (High Five ) 3. Learning experiences – varied and engaging - Lena (Build!) 4. Formative assessments – checking student understanding for adjustments – Adrian (Concept map) 5. Summative – checking student understanding at conclusion of unit – Lena (Write/tell a narrative story) 6. Student reflection – students think about how they learn(ed) best

Let’s do the unit! Problem? No Problem! 1. Pre-assessment – previous knowledge and understanding - Michelle (Learning inventory) 2. Provocation - an activity that makes students curious about upcoming learning – Adrian (High Five ) 3. Learning experiences – varied and engaging - Lena (Build!) 4. Formative assessments – checking student understanding for adjustments – Adrian (Concept map) 5. Summative – checking student understanding at conclusion of unit – Lena (Write a narrative story) 6. Student reflection – students think about how they learn(ed) best – Michelle (Connect to Learner Profile)

How have you used or stretched your learner profile attributes tonight?

Portfolios Collection of: • student products • student reflections on products • trimester self-reflections on learner profile attributes • integration products- one for each grade level for each singlesubject Gathered over time to show growth in learning.

Fieldtrip Links The PTO has supported field trips that link directly to student units of inquiry: K: Library (How we express ourselves) 1: Zoo trip (Sharing the planet) 2: North Chagrin Reservation (Sharing the Planet - habitats) 3: Hale Farm (Where we are in place and time) 4: Lake County Historical Society (How we express ourselves – artifacts) Planetarium and science labs are all integrated, as well

PTO arts integration funding The PTO has supported arts integration that link directly to student units of inquiry. These were the experiences in 2012: K: Ceramicist: making homes 1: Mapmaker artist 2: Song writing: each student went home with a CD! 3: Ceramicist: invented clay animal with adaptations for survival 4: The history of Ohio through storytelling Puppet Lady, 3 rd grade musical, and 4 th grade poetry play are all integrated with IB as well.

PTO Meet the Community Expert Program The PTO has supported student units of inquiry by providing community expert interactions. These are some examples from 2012: 1: How the world works: Forces and motion day 3: Sharing the planet: Radiation energy 4: Who we are: Technology links in the corporate world, reading data

Integration Plan Investigate, Innovate! Central Idea: Technology and innovations impact people’s well-being. Art: Students create a watercolor painting of Fernway School. Students are a part of our school community for up to five years. This community has a strong influence on who we are. Library: Assisting with research materials and strategies Mandarin: Innovations and technology in China (Cars) Music: Musical instruments across time PE: Innovations and new equipment in sports Science Lab: Scientific method paper towel lab Field trip: Lake County Historical Society discussing technologies of early inhabitants. Lolly the Trolley trip informing students about early Cleveland inventions. ERP integration: Students design a school that addresses students’ well-being as Moving On! Central Idea: People immigrate and migrate because of challenges and opportunities. Art: Students create a watercolor painting of Fernway School. Students are a part of our school community for up to five years. It represents an important phase of our students lives. Library: Mandarin: Music: PE: Science Lab: Field trip: Lake County Historical Society discussing immigration, Lolly the Trolley trip informing students about the immigration to the Cleveland are. Traveling trunks from Western Reserve Historical Society. PTO arts integration: Interactive presentation with a storyteller featuring famous Ohioans and their migration stories Meet a Community Expert : Other: Borrowing the Natural History Museum dioramas. Digging for Information Central Idea: Artifacts provide evidence about the events that happen in history. Art: Students visit the Cleveland Museum of Art and learn about African masks and their importance in the various cultures there. Back in art class they create a mask of their own with clay. Library Mandarin: Terracotta soldiers Music: How the orchestra expresses themselves for us PE: Immigration and migration concepts explored within invasion games study. Creating space, closing space to maintain possession of an object while invading a territory to score. Mandarin: Terra-cotta soldiers in Xi’an China Science Lab: Field trip: Lake County Historical Society discussing artifacts, Archeological Dig, Study of extinction Meet a Community Expert : Let’s Energize Central Idea: Harnessing energy into usable forms helps people in their daily lives. Art: Students create “Sharing the Planet” posters -- they express their concern over a global or social justice problem in this graphic design project. Library: Library website resource list was crucial to landform research Mandarin: Music: PALS: Skills teacher found a book and will ask for a grant to purchase HILL A FIRE so that PALS reading will be linked to planner (Another text could be SUPER STORMS). Would like to find a list of High Interest texts for PALS PE: PE teacher linked vocabulary to weather vocabulary; the students translated concepts to choreograph and perform dances Planetarium: : Planetarium fieldtrip (“Surfaces”) makes excellent connect to Earth’s surface. Justice. For All! Central Idea: Decisions promote or deny equal opportunities and social justice. Art: Students create “Sharing the Planet” posters -- they express their concern over a global or social justice problem in this graphic design project. Library: Mandarin: Discussion of how Chinese students organize their days Music: PE: students are involved in regular decision making processes and group reflection about the decisions the class makes PALS: Students read How the US Government Works and then extended their learning with a graphic organizer Mediation: students ask for and work through their issues in a just process with equal opportunities Enrichment: Students study court procedures SGORR (Student Group on Race The Changing Earth Central Idea: The reshaping of the Earth impacts the lives of living things. Art: Students create “Sharing the Planet” posters -- they express their concern over a global or social justice problem in this graphic design project. The poster design project combines “Let’s Energize”, “Justice For All”, and “the Changing Earth”, allowing the student to select their topic for the poster. Library: Mandarin: Music: PE: Science Lab: A trip to the planetarium to do the surfaces of planets and a second trip to the planetarium dealing with extinction. Study of metrics as it relates to reading and understanding scientific data Macroinvertibrates lab to study the changing quality of a water source. Field trip: Shaker Nature Center looking at the condition of the watershed in the local area.

Main idea! We are: all working and planning together using common (and creative) instructional and assessment methods around a core set of common themes soliciting and responding to students’ inquiries so that each of us embodies strong learner attitudes and attributes which will lead to success across all time and place.

Q and A Thanks for attending!