Required Materials for PYP Category 3 Workshops
Participants are required to bring certain documents and materials to the workshop (either download to their laptops or bring a hard copy). Please review the requirements for the workshops listed below:
Teachers as Researchers in the PYP
The Role of Language in the PYP
Reading and Writing through Inquiry in the PYP
The Role of Science and Social Studies in the PYP
The Role of Mathematics in the PYP
The Role of Physical Education in the PYP
The Exhibition
In this workshop participants will further develop their understanding of the following:
- the requirements of the exhibition
- what action means in the context of the exhibition
- what are relevant issues/topics
- what constitutes guidance each phase of the process
- the role of formative feedback throughout the process
- the importance of involving the whole school community
Participants in this workshop are requested to bring:
- Evidence of student/teacher process and products from their schools’ exhibitions
Teachers as Researchers in the PYP
This workshop is designed for administrators, coordinators, and experienced practitioners who have been to Level 1 and preferably Level 2 workshops. School teams are welcome and encouraged to sign up for this workshop. The workshop will present a portable professional development model to provide ongoing, focused professional development in ones' own school. Participants will learn how to develop effective internal groups based on their schools' specific goals and areas in need of improvement related to the PYP. The seminar will walk through the process of designing, initiating, and facilitating a teacher research group while simultaneously modeling an inquiry cycle for the adult learner to further enhance inquiry based teaching and learning.
The Role of Language in the PYP
This workshop is suitable for administrators, coordinators and teachers interested in exploring the role of languages, other than the main language of instruction of the school, in student learning and the role of language teaching in PYP schools. ESL or EAL teachers, foreign language teachers, mother tongue teachers, host country language teachers and classroom teachers interested in language issues are welcome to register.
In this workshop, participants will develop understanding in:
- Language is language (irrespective of which language/languages we are talking about, language of instruction, mother tongue, EAL, ESL, host country, foreign).
- We are PYP teachers of language(s), not language teachers in PYP schools: what makes one a PYP teacher.
- When we look at the balance of: learning language, learning about language and learning through language, we are looking at the child’s whole language experience: ‘language learning is experience, not age or stage of development’. (Harste).
- What the PYP says about language applies to all language and learning.
- Language acquisition is a continuum, not the sum of discrete parts.
- Children learn language when it is meaningful to them.
- Children learn language by hypothesizing about rules and structures.
- A language teacher can have an advisory, supportive or integrated role in teaching and learning in a transdisciplinary unit of inquiry.
- The role of the language teacher changes according to the amount of time with the students’ and their levels of competence.
- A language policy is better seen as a process rather than a product.
Participants in this workshop are requested to bring:
- One completed planner with samples of assessment tasks/rubrics
- One copy of their school’s Programme of Inquiry
- One copy of their school’s language scope and sequence documents
- One copy of their school’s language policy, or language policy related documents (if available)
- Samples of student reports which include examples of reports on the language of instruction, ESL/EAL, host country/mother tongue/foreign language
Reading and Writing through Inquiry in the PYP
This workshop is suitable for administrators, coordinators who are responsible for the teaching or supervision of, reading and writing. It is also suitable for teachers who teach reading and writing including classroom, mother tongue, host country/foreign language, and EAL/ESL teachers.
In this workshop participants will further develop their understanding of the following:
- Teachers’ personal experiences, beliefs and practices as readers and writers influences how they teach
- Children have beliefs about what good reading/writing is which affects how they learn.
- Inquiry is a philosophical stance that underlies everything we do in school.
- The PYP holds a specific philosophy and belief system about the teaching of reading and writing to which we have a responsibility to adhere.
- Reading and writing are tools for thinking about the self and the world.
- A balanced literacy curriculum comprises of the three interdependent aspects:
- learning the language
- learning about the language
- learning through the language
Participants are requested to bring:
- Age-appropriate scope and sequence documents related to the teaching of reading and writing
- One copy of their school’s Programme of Inquiry
- Relevant grade level programme of inquiry/unit planners
- Photographs of classroom literacy environments and photographs of children engaged in these literacy environments.
- One or two writing samples from various stages in the writing process, preferably first drafts, from across the curriculum, (narratives, stories, poems, letters or other creative work)
- Two children's books they have found particularly powerful with students
- One professional resource regarding reading or writing through inquiry (professional book, journal, teacher resource)
- Their class or teaching schedule for 1 week (current, previous or proposed)
The Role of Science and Social Studies in the PYP
This workshop is suitable for administrators, coordinators and teachers who have experience developing a programme of inquiry and writing and teaching planners. All those involved in teaching the transdisciplinary programme of the school, including single subject teachers (e.g. language teachers, teachers of the arts and physical education), and ‘classroom’ teachers are encouraged to register.
In this workshop, participants will develop understanding in:
- Science and social studies are unique ways of thinking about the world.
- An inquiry-based curriculum lends itself to addressing the disciplines of science and social studies in a meaningful ways.
- The written curriculum is a transdisciplinary/concept driven curriculum
- The PYP curriculum is concept-driven and transdisciplinary in nature. In both science and social studies we are striving for conceptual understanding, which transcends discrete content knowledge and skills.
- Scope and Sequence documents
- The subject scope and sequences are also components of the curriculum, and when used with the Programme of Inquiry define a coherent curriculum
- The taught curriculum:
- The Programme of Inquiry
- The planning for and teaching of science and social studies takes place within the programme of inquiry
- The Unit of Inquiry
- Units of inquiry illuminate the transdisciplinary themes under which they are placed, through the concepts, knowledge and skills of science and social studies
- The learned curriculum
- Assessment
- Reporting on learning in science/social studies
Participants in this workshop are requested to bring:
- One copy of their school’s Programme of Inquiry
- sample planners
- scope and sequence documents for science and social studies
The Role of Mathematics in the PYP
This workshop is suitable for administrators, coordinators and teachers interested in exploring the role of mathematics across the curriculum.
In this workshop participants will further develop their understanding of the following:
- Individual teachers’ beliefs about and experiences related to mathematics impact on the way they teach math
- Mathematics is a way of thinking, a language for making-meaning: the strands of data-handling, measurement, space and shape are best taught-learned in authentic meaning making contexts such as in units of inquiry
- Students construct their understanding of mathematics, through ever increasing levels of abstraction
- Effective math teaching-learning is achieved through the selective use of a broad range of strategies and tools to meet particular learning needs
- Learners need math tasks which cater for a broad range of mathematical understandings
- A wide range of resources, including manipulatives, supports the development of mathematical understanding
- Inquiry, reflection and collaboration are fundamental to the teaching and learning of mathematics
- How we teach-learn mathematics should be influenced by research
- Putting teachers in the situation of learners assist them in identifying conditions which can support or hinder student learning in general
- Assessment tools and strategies must address understanding of math concepts as well as skills and knowledge
- Change in attitude and understanding of mathematics and of primary students’ learning of mathematics requires effective communication across the school community.
Participants are requested to bring:
- One copy of their school's Programme of Inquiry
- One copy of a unit planner that they have been involved in teaching or in developing
- One copy of their school's math scope and sequence documents or benchmarks and standards
Early Childhood in the PYP
This workshop is suitable for administrators, coordinators and teachers who are responsible for the teaching-learning of 3-5 year olds.
In this workshop participants will further develop their understanding of the following:
- Our individual histories affect who we are as learners and teachers: our beliefs and values influence how and what we teach
- Our understanding of ‘inquiry’ has evolved over time, and is still evolving: asking and answering questions are but two of the ways children inquire
- In the PYP inquiry is guided through the provision of a stimulating environment and by the teacher acting as guide and facilitator.
- While we shape the learning environment , it also shapes us as learners: the way we structure space and time reflects what we believe about how children learn and what learning is ‘important’
- Inquiry is democratic- it gives learners choices.
- Before we design learning experiences we need to be aware of our own dominant learning style and kind of intelligence.
- Good units of inquiry are refined by sharing our practice.
- Literacy and numeracy can be achieved in creative, playful meaning making ways by individual children learning at their own rates
- Assessment is integral to planning, teaching and learning: the intention of authentic assessment is to involve learners in engagements that require them to apply concepts, knowledge, and skills in real world situations.
- In authentic assessment there is: personal intent, a reason to engage and a genuine audience beyond the teacher.
Participants are requested to bring:
- A copy of the IB Academic Honesty document (this document is presently being developed and participants will be sent a copy before the workshop)
- A finished PYP planner from a unit of inquiry which they have planned jointly with class teachers
- Any exemplary work / photos / worksheets / displays/ picture book etc. which they would like to share and/or display during the workshop.
- One copy of their job description, and a statistical analysis of their school’s library
The Role of Physical Education in the PYP
This workshop is suitable for authorized and candidate school administrators, coordinators and teachers (generalist and single subject, classroom and support) who are interested in investigating the role of physical education within the PYP.
In this workshop participants will further develop their understanding of the following:
- In PE inquiry the teacher and the student share control and initiative over what is learned, how it is learned and how it is assessed
- In a balanced programme, students learn, learn about and learn through movement
- In the PYP skills are learned for solving problems and understanding new ideas
- Inquiry models can help planning, learning and assessment in physical education.
- Physical education can be planned, taught and learned around key concepts
- The PYP transdisciplinary themes are a means to understanding the world, ourselves and each other
- In a transdisciplinary curriculum students learn and apply content from subjects in different places and with different people
- Coaching is a form of guided research
- For learning to be maximized learners have to be able to evaluate themselves.
Participants are requested to bring:
- One copy of their school’s Programme of Inquiry
- The school’s curriculum document
- scope and sequence documents
