Mod 4.3- Consolidating your learning
- 1. Overview of the PYP Objectives O Development of the whole child O Relevant, engaging and challenging for learners 4 pillars of the PYP O -Profile: To promote international-mindedness O -Based on Inquiry O -Constructivism O -Transdisciplinarity
- 2. IB learner Profile Learners strive to be:
- 3. Some differences between traditional teaching and the PYP Traditional Classroom PYP Classroom Curriculum begins with parts of the whole and emphasizes on basic skills. Curriculum emphasizes big concepts, beginning with the whole and expanding to include parts Learning is based on repetition Learning is interactive, building on what the child already knows Teacher’s role is directive Teacher’s role is interactive Assessment is through testing, correct answers Assessment includes student work, observation, points of view and is student initiated. Process is as important as product Materials are mainly textbooks and workbooks Materials include primary sources and manipulatives Information is ‘spoon-fed’ to students and students are recipient of knowledge Teachers have a dialogue with students, helping them construct their own knowledge Students work alone Students mainly work in groups
- 4. Five essential Elements – Focus on skills, attitudes and concepts O A basis for life both academically and socially -(Developing the whole child) O Life-long learners – (Necessary skills to continue learning) O Concept based learning focuses on understanding O Promotes action O Knowledge used as a tool to reach understanding
- 5. Mind Map of the Essential Elements
- 6. Units of inquiry -When working on these units, we learn about other countries, cultures, ways to take action, and ways we can share the planet with other people and other living things. Through the transdisciplinary themes, we also learn ways to express ourselves, we learn about who we are, how our world works, and how our world is organized.
- 7. How is it done? Inquiry -Questioning, reasoning, analysing, thinking, producing and taking action O Role of the teacher -Guiding and facilitating, learning with the process O Differentiation -Different needs and levels
- 8. Some examples of we assess children’s learning O Students are involved in setting goals and criteria for assessment O Students perform, create, produce, or do something. O Tasks require students to use higher-level thinking and/or problem solving skills O Tasks often provide measures of metacognitive skills and attitudes, collaborative skills and interpersonal skills as well as the more usual intellectual products O Assessment tasks measure meaningful instructional activities O Tasks are contextualized in real-world applications