Home > Conference, International Baccalaureate, Opportunity, Relationships, Rigor > Reflections on Keystone #ibarms Conference #pypchat

Reflections on Keystone #ibarms Conference #pypchat

I waited to long to write this post. I apologize if this is not flowing, these are scrabbled notes. A few weeks ago I attended the IBARMs conference in Keystone, Colorado with 4 co-workers. The session I attended was “The Written Curriculum” . I am a new PYP coordinator. Our review will be in about two years. I need to learn as much as I can about the PYP model. I signed up for the Written Curriculum and I am glad I did. I had Mary Waugh and Randy Koch who taught us about the different aspects of the “Programme of Inquiry” also referred to as the POI. The Written curriculum includes and reflects the essential elements of PYP, which enable individuals to collaboratively construct and create curriculum.

The PYP model has students constructing meaning in a relevant, significant, and engaging way. A new idea in the PYP is that we must have AIR or you will die; air= Action Inquiry and Reflection. But really it is about ASACK  Action, Skills, Attitudes, Concepts, Knowledge – 5 essentials elements. Some ideas that stemmed from the basic PYP discussion are using lanyards to display the learner profile and when students display an attribute, they can wear the lanyard.; students may also create a book with the attitudes or learner profile and illustrate what those terms mean. Attitudes are a way  to become the learner profile; and other schools have developed a IB Creed to recite at the beginning of each day.

When creating your central idea in your Plan of Inquiry the basic verbs to use are: affects, influence, impacts, are, have and is. The difference between topics and concepts is like the difference between Thanksgiving and Holidays. Concepts are more general and can be used anywhere in the world. Facts and concepts are locked into time and space, but concepts are timeless, universal, transferrable, 2 degree, and usually only 1 or 2 words. Teachers must make sure that the central ideas contain the descriptors from the themes. Every unit should have 3-4 lines of inquiry that match your concept. Each Line of Inquiry should link to one of the concepts. Students and teachers must ask the questions of “How do we know?” and “So What?”

Chimamanda Adichie: The danger of a single story: http://youtu.be/D9Ihs241zeg 

http://youtu.be/fW8amMCVAJQ?a  First Follower: Leadership Lessons from Dancing Guy

When creating assessments you could use the Understanding by Design concept of GRASP:

G Real-world Goal
R Real-world Role
A Real-world Audience
S Real-world Situation
P Real-world Products or Performances
S Standards

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