10 11 induction slides

Editor's Notes

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• #3: I grew up in New Mexico, my parents were both in education TEFOL and Art. Family has now transplanted to Portland, OR which is where I spend most of my big holidays, visiting my niece. I taught for 5 years in NM in Santa Fe and Belen, my home town, in fact I taught 6th grad literature and science in one of my 6th grade classrooms. I discovered that I could teach overseas and never looked back. In 1997 I moved to Tanzania and worked at IST for 6 years, 5 of which were using using the PYP framework in a grade 5 classroom. I moved on to teach a combination 5/6 class, integrating technology at HKA in Hong Kong before moving into the PYP Coordinator’s position. Five years went by quickly but I grabbed the opportunity to work at AISD in Bangladesh as PYPC and IT Facilitator.\n
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• #5: in your new groups, debrief the activity by looking back on the answers that were collected. What does this information tell us about this group? How might this impact our learning on this workshop? What can we do about this?\n
• #6: What can we each do to ensure that this workshop is a success? These words represents one of the main headings for our essential agreements. Work on a word in pairs, think about the word and create one or two brief but descriptive sentences to offer the group as potential agreements.\n\nRelate this to classroom use.\n
• #7: Given some of the answers you gave to this activity plus your general feelings about the PYP at the moment (past readings, word of mouth, etc); a copy of this is sitting on your table, grab a copy and somehow identify which of these figures you feel best represents where you are at the moment. Put today’s date or color it, etc then look again at that sticker on your booklet and get together with the one other person in the room that has that exact same sticker. Discuss and share where you are at on the continuum.\n
• #8: Give yourselves permission to not know everything at once. Teachers typically like control and they like to know what’s going on. Throughout the induction process you’ll have some time to reflect and organize your thoughts. There’s a lot of information, it’s the journey that counts not just the destination.\n
• #9: Emily lives in London with her mom and dad, as well as a sister and brother. I knew her when she lived in Hong Kong, a student in my classroom. She is now 15 years old and will soon need to narrow down all the things she wants to do to just three subjects. Emily is thinking of Art, English Lit., and Sociology. She is already making plans to spend her gap year teaching English in China while she continues to improve her Mandarin in a local context. We’ll be learning more about Emily as we move through the induction program.\n
• #10: Think about a child, a student you know, your own child, niece or nephew, a former student or Emily and visualize what qualities that individual is going to need in order to take his or her place in the world. What qualities are going to help them succeed? Take a moment to think about this yourself; you can use p6 in your booklet to help if needed. Then share your ideas with your table group and create a visual representation of the ideal learner. Please choose someone from the group to share that with everyone.\n
• #11: These are attributes that an internationally minded person demonstrates. Notes the similarities between their ideal learners and the Learner Profile. \n\nFind a sticky and note it on page 4 in your MPYPH.\n\nTake a moment to reflect on the Learner Profile and yourself, which attributes are well developed? Which are challenging for you? What can you do to develop this further during the first year at a new school?\n\nTeachers at AISD are expected to actively display the Learner Profile in their classrooms. One of our Bangla teachers has spent some time translating the attributes into Bangla, as displayed here. These are available in Tagore, the school’s faculty server.\n
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• #13: These are attributes that an internationally minded person demonstrates. Note the similarities between their ideal learners and the Learner Profile. \n
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• #17: Teachers at AISD are expected to actively display the Learner Profile in their classrooms. These are available in Tagore, the school’s faculty server. \n\nIf you’d like a starter set printed for you, let me know.\n\n\n
• #18: Take a moment to brainstorm ways you can use or integrate learning about the Learner Profile into your classroom. Use one of the blank sheets in your booklet to record your ideas.\n
• #19: wander & wonder\nWhat’s what? So what? Here’s what!\nEssential Agreements\nAISD ‘tree’\n
• #20: Compare the mission statements for the IB and AISD. How does the Mission reflect the Learner Profile or vice versa?\n\nThe learner profile is the expression of the philosophy of the PYP and contributes to the development of international awareness.\n
• #21: Introduce the IB Standards and Practices document. A1 & 2\n\nThe PYP Standards & Practices describe a PYP school and provide focus for ongoing self-improvements in schools. It is the primary reference for school visits (pre-authorization, authorization, evaluation).\n
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• #24: Key features: Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action \n\nRather than designing a fixed syllabus, the PYP has set out to identify transdisciplinary themes – areas of knowledge – which:\n\nhave significance for all students, all cultures\n\noffer students the opportunity to explore knowledge which is of genuine importance in understanding the human condition\n\naddress the fields which form the traditional disciplines but present these in a way which transcends these disciplines, therefore facilitating transdisciplinary planning and teaching\n\nwill be revisited throughout the student’s years of schooling, the end result being an articulated curriculum content, from pre-kindergarten to secondary school\n
• #25: The PYP definition of curriculum comprises three interrelated componenets and can be expressed in the form of three open-ended questions. \n\nThe figure represents this model. The double headed arrows indicate that developing, implementing and assessing the school’s curriculum is an iterative process, whereby each component informs the other two. This is not a linear model that ends with assessment. \n
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• #36: Go through the ES Binder: Assessment section - look at the assessment calendar; review a report card, etc\n
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• #41: wander & wonder\nWhat’s what? So what? Here’s what!\nEssential Agreements\nAISD ‘tree’\n
• #42: What were some things that could be particularly helpful?\n Keep the people in your home group in mind, looking for things that might be helpful\n Note any questions that arise, where can I find planners? etc if there are pressing questions\n Bookmark or record the url of pages that are particularly helpful, identify ways to return to places you found useful (to show others)\n
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• #50: Reflection – Take a moment to think of something that you feel you understand really well. It might be something that you can explain to others or something you have applied to solve a range of problems.\nWrite down or draw as much as you can about the learning experiences that you had, which contributed to this understanding.\n\n
• #51: Reflection – Take a moment to think of something that you feel you understand really well. It might be something that you can explain to others or something you have applied to solve a range of problems.\nWrite down or draw as much as you can about the learning experiences that you had, which contributed to this understanding.\n\n\n
• #52: Give time for participants to work.\n\nShare your experience with your table group and together identify any commonalities in your experiences then.\n\nAsk participants to share these commonalities and chart them while they share.\n
• #53: Reflect on ideas/learning’s from Chapter 1 “Unpacking inquiry”\n
• #54: Write down one thing you heard from one of your partners that you want to remember about the article.\n
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• #70: Mother Teresa - Indian nun, founded Missionaries of Charity in Calcutta, internationally known as a humanitarian and advocate for the poor and helpless, 1979 Nobel Peace Prize winner\nMohammed Yunis - Bangladeshi banker and economist who developed the concepts of microcredit and microfinance, advocating loans for entrepreneurs too poor to qualify for traditional loans, Nobel Peace Prize winner 2006 \nBarack Obama - American politician, President of United States, Winner of the Nobel Peace Prize 2009\nLiu Xiaobo - Chinese writer, human rights activist and political prisoner/dissident, just won the 2010 Nobel Peace Prize\nPrincess Diana - English aristocrat, campaigned against the use of landmines due the injuries they end of causing to children in war torn countries\nKofi Annan - Ghanaian diplomat who served as secretary general of the UN, 2001 Nobel Peace Prize, founded the Global AIDS and Health Fund to support developing countries in their struggle to care for their people\nPope Benedict XVI - Italian, Head of the Catholic church, founder and patron of the Ratzinger Foundation, a charitable organisation, which makes money from the sale of his books and essays in order to fund scholarships and bursaries for students across the world\nAngelina Jolie - American actress known for promoting humanitarian causes, and is noted for her work with refugees as a Goodwill Ambassador for the United Nations High Commissioner for Refugees\nSacha Baron Cohen-English comedian/actor best known as an agent provocateur in his portrayal of unorthodox characters.\nOsama bin Laden-Saudi Islamist extremist and founder of al-Qaeda.\n
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• #74: These are attributes that an internationally minded person demonstrates. Notes the similarities between their ideal learners and the Learner Profile. \n\nFind a sticky and note it on page 4 in your MPYPH.\n\nTake a moment to reflect on the Learner Profile and yourself, which attributes are well developed? Which are challenging for you? What can you do to develop this further during the first year at a new school?\n\nTeachers at AISD are expected to actively display the Learner Profile in their classrooms. One of our Bangla teachers has spent some time translating the attributes into Bangla, as displayed here. These are available in Tagore, the school’s faculty server.\n
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• #122: Sticking with “just the facts” is intellectually shallow and it fails to engage higher-order thinking.\nMemorization=lower-level cognitive work\n\n
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• #131: To stimulate more sophisticate, complex thinking, we need to create a synergy between the simple and more complex processing centers in the brain. This synergy means that information will be processed on two cognitive levels (factual and conceptual)\n\n
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• #145: Students retain the factual info longer because the use of the lens requires them to process what they know at a deeper level. Further, because students are invited to bring their own thinking to the facts at hand, they are better able to make personal meaning. The invitation involves them emotionally and the motivation for learning increases.\n
• #146: Thinking reflectively (metacognitively), are you aware of how the lens invites you to bring your personal intellect to the study? Does the engagement of your personal intellect increase your motivation and interest in this study?\n
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• #149: The Futility of Trying to \n
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