1 / 10

The PYP Planner

The PYP Planner . A Written Curriculum. Learners constructing meaning: the PYP definition of curriculum. What do we want to learn?. The written curriculum is the identification of a framework of what’s worth knowing. Characteristics of a good unit planner. The Purpose Learning Experiences

nstone
Download Presentation

The PYP Planner

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The PYP Planner A Written Curriculum

  2. Learners constructing meaning: the PYP definition of curriculum

  3. What do we want to learn? The written curriculum is the identification of a framework of what’s worth knowing

  4. Characteristics of a good unit planner. • The Purpose • Learning Experiences • Assessment

  5. The Purpose • The central idea is clearly stated. • Appropriate connections have been made between the central idea and the transdisciplinary theme. • The teacher provocations and questions reflect the purpose. • The teacher questions are open- ended, precise and clear. • The lines of inquiry are appropriate to the development level and interests of the students. • There are direct links between the concept- based questions and activities. • The inquiries provide opportunities for exploring significant knowledge, understanding key concepts and related concepts, acquiring and applying relevant skills, developing responsible attitudes, refection and taking action.

  6. Sharing Finite Resources • Finite resources • Infinite demands • World’s water supply What actions can we take? This line of inquiry extends students’ understanding beyond initial definitions as they research and explore the greater consequences of limited water supply

  7. Learning Experiences • Variety of age appropriate teaching and learning strategies. • Rigorous - Active connection, challenge and extension of students – International mindedness. • Encouraged students to become aware of individual, local, national and global issues. • Promotes the attributes of the learner profile. • Balanced integration of ICT. • Student initiated enquiry and presentation encouraged. • Learning experiences were made visible • Development of Attitudes – not explicitly stated.

  8. Assessment • The summative assessment links to the central idea. • The assessment strategies and tools allow for individual differences. • The criteria for success are clearly identified for both students and teachers. • The assessment allows the teacher to give prompt feed back to the students and parents. • Students summative assessments connected well with the transdisciplinary theme. • Range of Knowledge displayed • Shared learning • Peer and self reflection

  9. Recommendations & Revisions • Ensure the summative assessment connects well with central idea • Include more concrete, hands on activities before research activities. • Avoid assumptions and value laden, leading questions. • Connecting with communities theme – demonstrate interconnectedness with all living things. • E-Pal projects.

  10. Risk Taker Song (London Bridge) Standing up for what is right Takes some might To do what’s right Have the courage to do what’s right And be a risk take r. Have the courage to try new things, Lots of things, different things, Step outside the box to think And be a risk take r.

More Related