planner

Here are my previous ones.

Reading Suggestions from IB Readings

Inquiry in Kindergarten by Joanna Villavicencio - 2000 What Is a Good Guiding Question? by Rob Traver - 1998 (Is this age appropriate?) Others The Plan, Building on Student Interests (copyright?)
 * Making Thinking Visible by Ron Ritchart & David Perkins - 2008
 * The Child in Community: Constraints from the Early Childhood Lore by John Nimmo - 1998
 * The object of their attention by Shari Tishman - 2008 (provocations with objects)
 * Revisiting play analyzing and articulating acts of inquiry by Joan Youngquist and Jann Pataray-Ching - 2004 (Inquiry, Early Learning Inquiry Cycle)
 * The Wonder of Learning by Howard Gardner on Constructivism (2 pages but worried about copyright, might have to use excerpts)


 * I really like these.

Knowledge-Skills-Attitudes-Concepts-Action || ** Resources ** ||
 * ** Day 1 ** ||
 * ** Time ** ||  ** Content **  ||  ** Understandings/Concepts **  ||  ** Engagements/Facilitators Notes **
 * ** 8:15-8:45 **


 * Session 1 **
 * 8:45 -10:00 **

75 minutes || ** Introduction ** Who we are

Reflection

Establishing common and prior knowledge about teaching and learning

Individual teachers’ beliefs and experiences related to teaching affect the way they perform. || Workshop leaders are guides who model the role of teachers in the inquiry process

In order to work and learn effectively, we need to establish a community of learners

Individual teachers’ beliefs and experiences related to teaching affect the way they perform

Our understanding begins with our own prior knowledge.

Asking questions and inquiring personally helps us to grow and develop

The PYP has overall requirements to be reached by all schools to maintain the standard of the programme || Coffee & Chat

Mixed seating not with grade level Welcome – Introduce ourselves

Organisation – session times and themes

Workbook

Essential Agreements using the Learner Profile-Pass out LP cards and have groups agree and write an essential agreement

Share agreements with the IB for the Teaching and Learning Workshop and Standards and Practice


 * Workshop Focus
 * Toolbox

Let teachers know the workshop will end with and action plan they create with their colleagues.

__//Your Superpower Badge//__ //Our turn to get to know you. Design a Superpower Badge. For us put your name, grade or age you teach, country you are from and at least one of your Superpowers that your colleagues may not know about.// Give full credit to Monna McDiarmid for her Superpower work to be shared more later.

Ex. Leanne Erickson, Drama K-8, US, Superpower to grow common house plants to unbelievable sizes and keep pets living into old age as in her cat 20 years and her goldfish that is now 8 years old.

//"The question we most commonly ask is the 'what' question-what subjects shall we teach?// //When the conversation goes a bit deeper, we as the "how" question-what methods and techniques are required to teach well?// //Occasionally, when it goes deeper still, we ask the "why" question-for what purposes and to what ends do we teach?// //But seldom, if ever, do we ask the "who" question-who is the self that teaches? how does the quality fo my selfhood form-or deform-the way I relate to my students, my subject, my colleagues, my world?"// //The Courage to Teach,// Parker Palmer (1998)

Metaphors help to clarify and illuminate our thinking. Young children often use metaphoric language as they play and represent their world through art and symbolic play.

Should we change this to the four corners or something else that lets us know where they are with PYP since we haven't got much response from teachers. //Create a metaphor for where your understanding of Teaching and Learning and the PYP is at right now. This could be drawn in your journal. It could be written or...// //Invite some to share.//

//A workshop leader friend uses the airport. He thinks about where he is in the airport. Getting ready to board with his tickets, taking off or landing. The PYP tree is also a metaphor.//

Questions Invite participants to write down the **questions** ** (if any) ** that they have about inquiry/concept-driven curriculum / differentiation, PYP and Reggio Questions can be added throughout the day

If time... Read through the IBO Mission Statement (PP) - which areas refer to teaching and learning – are you meeting them – can you improve? – discuss in groups What do you want to gain from this workshop? Come up with a group representation || LP cards Journals in workbook

Chart paper of session times

A4 or card would be better that could be folded

samples of our badges || 90 mins || Inquiry-based learning directly supports the personal construction of meaning; effective learning is collaborative and social
 * BREAK ||
 * Session 2 ** 10:30-12:00 **

Inquiry-based learning directly supports the personal construction of meaning; effective learning is collaborative and social || Constructivism

Building a community of learners

Constructivism

Inquiry and the PYP || //Where are you learning from? How are you learning? How do you construct your own knowledge?// Activity- Think of a time when you used inquiry/discovery to learn something new …what were your thinking processes, motivation and the result - share with a partner

//Where are your children in your classroom learning from? How are they learning? What are their motivations?// Discuss with partner and group

//"Does learning begin with questions or answers? Schools always give answers and very often these answers are given to people who haven't even asked a question. (he quotes Frenet) 'Schools give water to a horse who is not thirsty.' If students have no curiosity or any desire to know then there is no point to giving answers. As educators we need to give this thirst of knowledge - the desire to learn,"// //-Sergio Spaggiari (through translator)//

Inquiry-based learning is foundation of the PYP and goes hand in hand with the Reggio Emilia Approach.

ZPD

What does it look like when a child is inquiring?

Inquiry Cycles-Share some inquiry cycles, then share Play Inquiry cycle from reading p. 30 of readings.

Play Inquiry Cycle and article on Play and Inquiry

Transmediation and The Hundred Languages

//What focus should I choose of the many possibilities unfolding?// //What guides this decision? Your UOI, values, your desire to integrate meaningful experiences into the standards for your school...//

Types of Inquiry-Open, Guided, Structured Inquiry

Could do this... Engagement A: Types of inquiry, and Teacher / Student control Each of 4 groups gets toothpicks and playdough §(No directions) §Create §Use the toothpicks and playdough to make 3-D shapes §Use the toothpicks and playdough to make a square based pyramid, a cube and a rectangular prism. One group acted as learners and the rest made Fish Bowl. Teaching styles: Discuss with the whole group: teacher ‟ s control – high/low; student initiative – high/low. Look at different activities from the perspective of who has control over learning.

When would you use the different types of inquiry?

Read play and inquiry article || Play and the Early Childhood Inquiry Cycle ||

90 minutes || Inquiry based learning leads to active responsible learning, where students choose-act-reflect
 * Lunch 12:00-12:45 ||
 * ** Session 3 **
 * 12:45– 2:15 **

An inquiry based curriculum facilitates and promotes the use of a range and balance of teaching strategies to meet individual specific learning needs. || Inquiry

Examining objects closely is and excellent way to motivate and sharpen student thinking

Questioning || Provocation-Object-Present an object (kitchen timer, wind up toy..) and guide a discussion about the object. Discuss theories about how the object works. Make individual drawings of how the object works. Compare your drawings. Decide on another material to use to make a collaborative representation of your theory of how it works. Develop a list of questions about your object. -adapted from Deb Curtis and Margie Carter
 * Exploring to learn (physical knowledge)
 * Hypothesizing to learn (theory making)
 * Drawing to learn (symbol thinking and consolidating knowledge)
 * Collaborating to learn (social constructivism)
 * Making thinking and learning visible through multiple representations (multiple intelligences)

//What would this look like in your classroom?//

//Read The Object of Their Attention-This focuses on creating questions//

Share The Explanation Game video-Pictures of Practice from Project Zero //What questions did the teacher in this video use?//

Good Guiding Questions-Read through the article and highlight the characteristics of good guiding questions. //This article is written for high school students. Do the characteristics help guide the teacher of young children?// Activity-In your group, come up with characteristics for good guiding questions for young children. //Are they the same? Do they just need rewording? Are there different criteria?// Bring the questions together on one chart if possible or share and add to their chart. //Activity-Look at your questions on your planners and see how the measure to your characteristics of a good guiding question. Find a planner that needs a better question and write a good guiding question. Be prepared to share your question with the group.// || The Object of Their Attention-Tishman

objects materials for representation

Good Guiding Questions

Planners || 75 mins ||  || Provocations || **Bring Everyone Together**
 * Break ||
 * ** Session 4 **
 * 2:30-3:45 **

What are the 5 essential elements of PYP?

Define provocation from dictionary. Highlight words we can use. Ask groups to come up with words in both languages to describe a provocation and put them on the chart.

Provocation for us-Chinese 5 elements

//Use the Chinese 5 elements as provocation, think and discuss about how the PYP elements are interconnected within the group. How these elements help to foster the growth of an international-minded life-long learner?//

Review Multiple Intelligences

//Find your weakest intelligence and present how 5 essential elements are interconnected in your weakest intelligence.//

(Can we link this one to their current UOIs? How about mathematics? This was a request from Victoria Can we use UOI on day 2? Let's spend more time on it) Homework-//Design a provocation to share with the group based on a mathematical strand and multiple intelligence. This provocation will be set up for the next morning's session.// Give 20 minutes to meet and discuss any need for materials to gather for tomorrow's session.

A Star and a Wish || Slides introducing elements

Math strands and MI Cards ||


 * ** Day 2 ** ||
 * ** Time ** ||  ** Content **  ||  ** Understandings/Concepts **  ||  ** Engagements/Facilitators Notes **  || ** Resources ** ||
 * ** 8:15-8:45 **
 * ** 8:15-8:45 **


 * Session 1 **
 * 8:45 -10:00 **

75 minute || The learning environment and classroom culture are collaboratively created to support and promote student inquiry

Flexible grouping and scheduling strategies support student learning || Provocations and Environment || Coffee & Chat

Review Questions and feedback from previous day

Take time to walk around provocations. Time for discussion of provocations.

Consider your view of children and how it is influencing the materials you offer. Make a list of five materials that you regularly provide to children. What values and images of children do these material suggest?

Choose a UOI to focus on. Look at your provocations and environment.

//Aligning your daily routines with your philosophy and values is an ongoing process. To access where you are in this work, spend some time analyzing your daily schedule. Jot down the daily schedule you follow right now. The assign one of three colors for each of the following categories and use them to color-code your schedule.// //1st Color-Teacher chooses and directs what happens// //2nd Color-Children and teachers negotiate the focus of what happens// //3rd Color-Children choose and engage in self-directed activities.// //Is the schedule balanced or is dominated by one kind of time far more than the others?// //What portion of the time used in transitions?// //What chores and tasks could children be invited to take more ownership over?// //What ideas do you have for routines to introduce so that your daily life with children is compatible with your values?// //-Deb Curtis & Margie Carter// || Video of Nia pounding lemongrass || 90 mins || //I// || Reggio and PYP-TD Skills and LP
 * BREAK ||
 * Session 2
 * 10:30-12:00 **

Documentation || Slides from ECC of YIS. (is it your school Leanne?) How PYP and Reggio go hand in hand.

The Planner

//The Planner-This is a tool for you to record and document your unit. Let's walk through the sections of the planner and talk about how to make it work for a Reggio approach.// //Central Idea & Summative Task-Broad description. It needs to be open enough that it can go in many directions. You want to choose a long term documentation piece for a UOI. Provocations, environment, resources and prior learning can be laid out. You would have Learning Experiences you plan on introducing and also leave room for student initiated inquires. LP and TD Skills choose.//

Key Concepts-Using the key concepts as lenses to focus our inquiry.

//Including LP and TD Skills on documentation can ground your work. By recognizing and documenting when children are exhibiting a LP, you are teaching your children and parents about the LP. We also need to interpret the LP for our context. What does the Learner Profile look like in your school in your classroom?// Share 'Balanced' documentation. In my context now, I look for students that perform and can plan and work collaboratively with others. //Choose a LP and think about your classroom. Write about how students in your classroom display this LP. Think about what you could do with this. Put them together to show the LP. Create a video for example.//

Example of Visible listening. How to do visible listening and what to look for in the documentation.

//What focus should I choose of the many possibilities unfolding?// //What guides this decision? Your UOI, values, your desire to integrate meaningful experiences into the standards for your school...//

//Read documentation of conversation-In groups discuss-What directions would you choose? Why did you choose this direction? What materials would you introduce next?//

Teacher collaboration and Documentation //Sharing documentation with others can give you valuable perspectives as to next steps. In your grade level groups share a piece of documentation. What interpretations do your colleagues have? What are the next steps? What materials do they suggest?// || 90 minutes ||  || Misconceptions, Prior Knowledge and Inquiry
 * Lunch 12:00-12:45 ||
 * ** Session 3 **
 * 12:45– 2:15 **

Using ICT || //How do we use our student's misconceptions to drive inquiries?// //Documentation serves an important purpose in uncovering students' thinking. By asking students to share their theories of the world we delve deeper into their thinking and share their prior knowledge. Following this with an inquiry gives value to their theories. Continued documentation helps to reveal and restructure their thinking.//

//The Circle of Days-Analyze Text//

The important work of learning how to learn "//Making students' thinking visible serves a broader educational goal as well. When we demystify the thinking an learning process, we provide models for students of what it means to identify with ideas, to think and to learn. In doing so, we dispel the myth that learning is just committing the information in the text book to one's memory. School is no longer about the 'quick right answer' but ongoing mental work of understanding new ideas and information,"// -Making Thinking Visible-Ron Ritchart, Mark Church, Karin Morrison

This comes back to you as the teacher and who you bring to teaching. How do you view misconceptions children have? Do you see it as an opportunity to investigate or a correction to be made or something in-between?

ICT- example of Mr. Tumba's links at WAB. How ICT is integrated. http://jtumba.com/ Share Clair Westons blog post-Early Dialogues with Digital Media [] ||  || 75 mins ||  ||   || **Bring Everyone Together**
 * Break ||
 * ** Session 4 **
 * 2:30-3:45 **

Question-Finding Out-Resources

__A letter to yourself__ Teachers write a letter to themselves with a personal goal and a teaching goal. The teaching goal is made in collaboration with one more teachers. -Share your goal with 5 other people What are you going to pursue? Resources Who could help us to learn more? How will we get started? What will it look like when we have worked on this? Timeline ||  ||