POI
Name the 6 transdiciplinary themes
Who we are, Where we are in place and time, How the world works, how we express ourselves, How we organise ourselves, sharing the planet
Thinking, Social, Research, Self management, Communication
Concepts help to:
explore the essence of a subject
add coherence to the curriculum
deepen disciplinary understanding
build the capacity to engage with complex ideas
build understandings across, between and beyond subjects
integrate and transfer learning to new contexts.
Concepts are powerful, broad and abstract organizing ideas that may be transdisciplinary or subject-based. They represent the vehicle for students’ inquiry into the opportunities and challenges of local and global significance. Concepts are concise; they are usually represented by one or two words.
In the IB, How many key concepts are there?
7
____________ is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching
Assessment is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching
Which theme is this?
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
How we organise ourselves
What ATL are these sub skills of?
Information-literacy skills (formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)
Media-literacy skills (interacting with media to use and create ideas and information)
Ethical use of media/information (understanding and applying social and ethical technology)
Research skills
Which key concept is this?
How does it work
Function
What are the 4 dimensions of assessment?
Monitoring learning, documenting learning, measuring learning, reporting on learning
What is statements that define the potential scope of an inquiry?
Lines of inquiry
Give an example of what a student can do to show
Organization Skills
-Managing time and tasks effectively
Plan short- and long-term tasks.
Set goals that are challenging and realistic.
Use time effectively and appropriately.
Bring necessary equipment and supplies to class.
Keep an organized and logical system to document learning.
Name the 7 concepts
Form, function, causation, change, connection, perspective, responsibility
What are 2 features of effective assessment?
Authentic: It supports making connections to the real world to promote student engagement.
Clear and specific: This includes desired learning goals, success criteria and the process students use to learn.
Varied: It uses a wider range of tools and strategies that are fit for purpose in order to build a well- rounded picture of student learning.
Developmental: It focuses on an individual student’s progress rather than their performance in relation to others.
Collaborative: It engages both teachers and students in the assessment development and evaluation process.
Interactive: Assessment encompasses ongoing and iterative dialogues about learning.
Feedback to feedforward: It provides feedback on current learning to inform what is needed tosupport future learning (Hattie, Timperley 2007) and raises students’ motivation.
What is the primary conceptual lens that frames the transdisciplinary unit of inquiry and support students’ conceptual understandings of the transdisciplinary theme under which it is situated?
Central idea
Give an example of how a teacher can develop
Communication skills.
Plan opportunities for students to practise and apply these skills in meaningful contexts.
Provide time for students to plan and prepare communication activities.
Encourage students to consider potential challenges and opportunities arising from shared ideas.
Encourage physical cues.
Encourage communication using different languages.
Ask open-ended questions.
Put thinking ahead of knowing.
Have informal conversations.
Encourage students to explore a variety of perspectives and modalities.
Related concepts explore key concepts in greater detail and also add depth to the programme. In contrast to the broad key concepts, related concepts are more narrowly focused.
Give some related concepts for "responsibility"
Rights, Citizenship, Values, Justice
_________ is the power to take meaningful and intentional action, and acknowledges the rights and responsibilities of the individual, supporting voice, choice and ownership for everyone in the learning community.
_________ is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn. This provides opportunities to demonstrate and reflect on knowledge, approaches to learning and attributes of the learner profile.
Transdisciplinary theme: How we express ourselvesKey
concepts: function, perspective, responsibility
Related concepts: media, advertising, propaganda
Lines of inquiry
-How images, text and music are used to influence behaviour of target audiences
-Critical evaluation of messages presented in the media
-How people respond to messages
Create a central idea for this unit of inquiry.
Does it offer students opportunities to explore the commonalities of the human experience?
Does it promote the associated conceptual understandings?
Is it broad enough to offer multiple lines of inquiry?
Is it underpinned by concepts (for example, key and related concepts)?
Is it relevant to students in all cultures and contexts?
Will it engage students in thinking critically and creatively?
Does it present an opportunity for students to co-construct meaning of the conceptual framework being explored?
Is it open to a range of student responses?
Example:
People create messages to target or influence specific audiences.
By combining ATL and the attributes of the learner profile, PYP students become self-regulated learners. Self-regulated learners are agents of their own learning. They know how to:
Give on example of what a student may be able to do.
set learning goals
ask open-ended questions
generate motivation and perseverance
reflect on achievement
try out different learning processes
self-assess as they learn
adjust their learning processes where necessary
Consider a unit under the transdisciplinary theme “How the world works” with the central idea “Over time, living things adapt to their unique environments”
Give an example of how you could use one of the following ket concepts: form, connection, or perspective
The key concept of “form” could focus the unit on classification and geographical descriptions.
The key concept of “connection” could focus the unit on how the characteristics of the species connects to features of the environment to ensure survival.
The key concept of “perspective” could focus the unit on the theories of evolution and adaptation.