Hey Graeme, I like to tweak the CI into a big question and post it on the wall. Just another idea. I love the WHY idea. I keep telling my students that if anyone walks into the room, they should be able to tell the visitors why they are learning something Hi Naini, I'd love to see some of your big question ideas.
When you get a chance, could you email me a couple of examples? I'm a new PYP teacher and at my school we function off one unit planner that is supposed to encompass all subjects- but I love this idea of making one for maths only I was an MYP maths teacher before this- I miss having a planner!
Thanks so much! Hi Helen, My from understanding some PYP schools will create Maths Planners if it is stand alone maths maths that cannot be integrated into the Units of Inquiry and they may choose to embed maths into the Units of Inquiry planners if the maths can be integrated. The maths learning needs to documented somehow. Hope this helps. That helps a ton! I love the idea and it makes a lot of sense. I love finding more online platforms sharing real, personal, classroom experience with this- we can all learn from each other!
Thanks for the reply. Thanks for sharing Graeme. For some teachers there is a real struggle to teach inquiry based maths. Does your school use an 'anchor' text of any sort e. I am against the idea of a 'text' but also don't want teachers new to inquiry and new to inquiry maths to feel unsupported. Would appreciate your thoughts! Hi Graeme, Thanks for sharing your wonderful maths inquiries. I have found them super useful in my own classroom, and I am really grateful for your blogThe way we plan PYP units of inquiry is different from the way many other teachers plan.
The planner is designed to make teachers think deeply about the learning, before planning a single learning experience. We are trialling Managebacan integrated management system for IB schools. As always, we start from the learning. The PYP unit of inquiry planner in Managebac simplifies the planning process.
Everyone loves the ease of use. We can pull up the definitions of the concepts to help choose the lens for our inquiry and we can access the curriculum with a click to ensure we are addressing the necessary skills and knowledge. But the more experienced teachers, who have a deep understanding of the way the planner is designed and why, are a little disturbed by the linear format.
At the end, you click a button and the program generates a comprehensive PDF of the PYP planner, in the familiar non-linear format to which we have grown accustomed. The staff is delighted! I hope the teachers can see the Managebac planning process as a metaphor. If only that was as easy as clicking a button! With thanks to my thoughtful online PLN, with whom I like to think and bounce ideas.
Hi Edna, great post. Managebac sounds like a useful tool. I thoroughly enjoy the collaboration involved in planning UOIs and the correspondng dialogue which occurs but the actual documentation of this process is frustrating and becomes rather fractured over numerous planners, weekly plans, unit plans and stand alone plans.
Is it possible to share your model? Like Like. Hi David, Thanks. Managebac is worth investigating. We have a free trial and they give online tours to demonstrate. So far we like it and they have responded quickly to support requests. These sessions are facilitated by either myself or the PYP coordinator or occasionally both, which we love!
This might be from after lunch and include an hour after school.Reflect, connect, question and share ideas — we certainly did this two days ago at our Modern Foreign Languages collaborative planning meeting attended by Vini IndonesianGilles FrenchMichelle Chinese and myself. Our current curriculum map for Grade 5 MFL includes conceptual understandings and learning outcomes; however, the teachers often found it difficult to align this with the topics, structures and vocabulary they were teaching in their relatively short courses — less than 30 hours each with each foreign language being taught for a third of the year three times a week.
So we decided to develop a stand-alone planner with a central idea and lines of inquiry that would be used by all three teachers in turn. Once we had decided to focus on effective interaction and multilingualism the whole process was straightforward.
We asked each other lots of questions about the language items and skills taught in each of the programmes, reflected on our practices and made lots of connections with other concepts of particular relevance in our community, especially multilingualism and cross-cultural understanding which later led to the decision to focus on PYP attitudes such as empathy and tolerance.
However, once we were happy with our central idea the concepts seemed more obvious we settled on connection, form and function.
Filed under PYP. Mary Great to see the specialists working together and being supported by admin to plan collaboratively the whole day and have a sub teacher cover classes. Time is such a big investment but you can see the fruits of your labour in the end. Well done to all! Thanks, Jay! Thank you for all your help!
Hi can you please post your planner? I need to read an example of a standalone language planner since I never saw one so I can plan all my units. Hello Mary and thanks a million! I hope you keep language teachers in mind and post more planners in the future.
It was really almost impossible to find examples online.
Tag: IB Music Unit Planners
Thanks again. Hi again Mary, I would like to know how to integrate language in the units of inquiry and still cover what is required to teach to students? Would this weaken the English program for students learning it as a second language? Hi, Maha We try to do as much language work integrated with the units of inquiry. If you make use of the PYP language scope and sequence for all language work whether the students are learning English as a mother tongue or as a foreign language this will really help.
Also I recommend using First Steps from Australia for homeroom language work. Hope this helps. I am struggling a lot to draft assessment for the language planner. Besides that I am not able to locate Modern Foreign Languages planner.
Stand-alone planners can be used across different grade levels with the same central idea but different learning engagements; however we only have three foreign languages in Grade 5 so this planner is only intended to be used with one grade level.
I wld be grateful if you mail me the sample stand alone planner. We are developing one for Hindi and French. Hi, can i have some sample planner regarding french language. Thank you for your post on our blog.
I hope you are able to find a school that can help you.Nov Posted by Gareth Jacobson. Written by Nadine Kitto-Switzer.
Mathematics in the Primary Years Program (PYP): Negotiating Transdisciplanary Vs. Stand Alone
Our workshop leaders said that very few Units of Inquiry have integrated Math Units because they are difficult to make connections to. Here is what I took from the workshop for integrated vs. Use the conceptual understandings and skills. Start with what students should be expected to know and choose from that level, then move up and down to complete the rest of your rubric. They said that…. Do not stress if you cannot fit everything in to the degree you wish to teach it.
Do not be afraid to drop your math teaching down when students do not understand basic skills. It is better for them to go back two, three grade-levels in order to understand the basis for multiplying, adding, subtracting or dividing so they have that skill to move on with in the next year.
Post the Math strands on the white board and have students check themselves as they work through a Math unit. This way they are independently assessing themselves and able to see who can help them who may have already covered the strand.
The PYP Planner: A Shift in Our Approach to Planning Inquiry (#enhancedPYP )
Playing games and then writing in their journals. Reflections gives students a chance to confirm their thinking and explain their reasoning.
When we truly understand we can; explain, interpret, apply etc. You might introduce it as such:. What symbol do you identify with…What image. Bookmark the permalink. Could you please share it if you happen to have it in English?Tuesday, April 2, Creative Adaptations- an integrated unit.
What does Mickey Mouse the Monster Pirate have to do with a unit on adaptation? Labels: ceramicsclayGrade 3Sharing the Planet. ATL's are the skills and attitudes that permeate everything we do both in a PYP classroom and in our daily lives. When noticing and naming the ATL skills, I find that it's helpful to have specific examples so that students can easily make the connection between their behavior and the ATL.
This is helpful for a reflection at the end of class or for goal setting. Full size posters are available here. Sunday, February 17, Self portraits as a barometer of student agency. It all started in with aesthetically pleasing and very much teacher directed Pop Art style portraits. They were poster sized and when hung together they were stunning. I even blogged about them. But after the big art exhibition was over, I was distressed to find many of them were left behind by the students. After lots of reflection, the message was clear: this my art project, not theirs.
I had chosen the Pop Art style, the size, the media. All the students needed to do was show up and follow instructions step by step.
There was no emotional investment on their part, no trial and error and no ownership.
How much of the art was theirs and what did they really learn? Fast forward to and I feel like I am finally getting the hang of a choice based approach. My favorite question to ask the students about their completed work is, "What inspired you? Since I have taught these children for the last 3 years, they have never had to create art to conform to someone else's aesthetic and their portraits are a testament to the confidence that a few years of a student centered approach can bring.
Central Idea: Self portraits communicate who we are or who we want to be What materials did this year's 5th graders use? Lots of mixed media, a fair bit of embroidery, various iPad apps, watercolor and colored pencil work. These talented artists worked on these for 90 minute blocks for about 10 weeks from start to finish. So proud of what they were able to accomplish. Labels: Grade 5self portraitsWho We Are.
Monday, November 12, Artists Observe and Tantamounter. Labels: Artists ObserveGrade 3. What effect does creative expression have on well being?We have been learning about short vowel sounds and are starting our transition into digraphs.
With my new found knowledge in mind I taught the below lesson. I gave each table group 21 words to sort. Each group had the same list of words. They could decide how they do it but they had to have a reason. Below are some pictures of how they sorted the words.
It was very interesting to see what they came up with. I took pictures and then projected it onto the board. Each group took turns sharing their thinking with the class. This also gave other students and me the opportunity to ask questions about their thinking. The next day, I challenged them to organize the words into only two groups.
This is what they came up with. We then discussed what they all had in common. Almost all the groups saw the ck ending. This led us right into our discussion of what a digraph is. The class worked together to build a zoo for their animals. I had road signs from the car center, and sticky notes for the kids to make signs for the different animals. I helped them sound out the words but they came up with the letters. In our 2nd grade classroom, my spelling program has moved from mandated spelling tests to a student driven list of words which eventually appear on an active word wall.
During writing time in the classroom, students may ask how to spell a word. I first write the new word on a big white board in our classroom. When students complete a task early, I charge a few kiddos with copying words down onto colorful paper, using neat well, neatish handwriting. The students erase the words off of the wall as they go. This is usually a four person job. Heck, I see some right now, but it is a bit closer to having the students drive the need for words that they are using in their writing.
Since I started doing this at the beginning of the year, students seem more likely to use the word wall than when I chose spelling words.
They seem to know what is up on the wall and send each other to find the words they are using. I suppose I could go a step further and have them choose a spelling list from words used in class each week.
Maybe next year! This groups sorted using the first letter. This group sorted using the ck ending and vowels. This group used vowels to sort and one group had ck ending. This group organized their words by ck ending and c beginning. They were unsure what to do with the other words. This group did ck ending and the rest of the words. This group organized their words using the ck ending and the rest of the words. This groups did words that had a c in it and the rest of the words.
Last, a few more students tape the new words onto our word wall.Imagine beginning day one of a unit of inquiry with nothing but a blank planner. Learn how two grade 5 teachers pushed the limits of inquiry-based design by planning, communicating and implementing a completely student-developed unit of inquiry event with collaborative input from parents, students and administration. For our third unit of inquiry How we express ourselves, we wanted to push the limits of inquiry-based design: develop a truly student-created unit with input from parents, teachers and administrators.
We carefully balanced each group so that parent and student ideas were equally represented. Student engagement level rose as they started to see the unit developing as we progressed from central idea to lines of inquiry to the summative project.
In the end, we blended the best of the ideas from each of the three groups and came up with the following, completely from scratch:.
As the unit began, we emphasized the student-created activities from the planning session, which led to a level of student ownership previously unprecedented in our experience.
At the end-of-unit open house, we created a video highlighting all of the learning experiences throughout the unit and students shared their summative projects, bringing the entire experience full circle. Our Blank Planner Project had been a success and everyone involved was able to identify a positive takeaway. We used this experience to scaffold the necessary skills for the PYP exhibition at the end of the year.
The Blank Planner Project allowed parents and students to develop one unit of inquiry for the entire grade. During the exhibition, our students worked under the theme Who we arebut developed many small group units of inquiry. Last year, we had 27 students who divided into 11 groups based on different central ideas and each child focused on one line of inquiry. Our students used this scaffolding to prepare for a successful, independent and inquiry-based exhibition process.
During the eight-week exhibition, students completed 83 community-based action steps and displayed mindfulness of their growth as learners throughout their PYP experience! In the end, there were clear, positive outcomes for everyone involved in the Blank Planner Project.
Students enjoyed the opportunity to create their very own unit, displaying previously unseen pride and ownership in their learning experience, and were set up for success in the exhibition later in the year.
Parents participated in the planning process of a unit and witnessed the successful end results, while gaining a deeper understanding and appreciation for the Primary Years Programme and student-led, inquiry-based learning. Even our administration gained a new appreciation for what our students are capable of and the many ways we can continue to strengthen the connections between all constituents in our school community. Finally, we as teachers found this to be an incredible opportunity to stretch our own understanding of what is possible in inquiry-based instruction.
We hope that sharing this experience and our story inspires you to try new adventures and experiments with your own Blank Planner Projects in the future! Trevor Lindsay has fourteen years of experience teaching in independent schools, including eight years of PYP. Between both teachers, they have taught all PYP grades, Kindergarten through grade 5. As a current grade 5 team, they have strived to create meaningful inquiry-based opportunities to prepare students for the PYP exhibition.
They are passionate about differentiation, innovation and mastery-based education. Collectively, they are motivated to empower students to take ownership of their learning through inquiry and raise student achievement and engagement.
This experience sounds like the ideal Exhibition unit where students are given the opportunity to take ownership of their own learning. An inspiration to other IB schools and Teachers. Thank you for sharing it.
Thanks for sharing. The links to the resources to help others try out a Blank Planner Project of their own are not functional! Would love to see some of the documents you used to make this happen! Hi Lovely approach apt for the td theme of how we express ourselves. I was just having one question, about the summative assessment. Did the students get to create anything that would be ongoing for example the blog or website is still active and ongoing or computer programme was tested to see if it was working?