CISB PYP Parent Presentation

Please note:

No Korean translations come from official IBO documents.

한국어 번역은 공식적인 IBO 문서에서 온 것이 아닙니다 .

PYP at CISB – Making Changes

What do you already know?

Your ideas about the PYP Your questions about the PYP

Discuss, write and share.

International Baccalaureate

The International Baccalaureate (IB) began in 1968 in Geneva, Switzerland

국제 IB 조직은 1968 년에 스위스 제네바에서 시작되었습니다 .

IB began its Diploma Program (DP) for internationally mobile students who were preparing for university.

IB 는 대학진학을 준비하는 국제 학생들을 위해 학위 프로그램을 제공하는 것에서 시작되었습니다 .

A non-profit educational and non-governmental organization (NGO)

Funded by fees from IB World Schools

IB has expanded and now consists of 3 programs.

1. Primary Years Programme IB 초등프로그램3-12 year old studentsPreK3 – Grade 5 at CISB

2. Middle Years Programme IB 중등프로그램11-16 year old studentsGrade 6 – 10 at CISB

3. Diploma Programme IB 학위 프로그램16-19 year old studentsGrade 11 -12 at CISB

IB 의 사명과 선언 문화적 상호 이해와 존중을 통해 더 나은 , 더 평화로운

세상을 만드는 호기심 많고 지식이 풍부하며 배려하는 마음을 가진 젊은이로 발전시키려는 목표를 갖고 있습니다 .

이것을 위하여 IB 는 국제적 교육과 엄격한 평가제도를 갖춘 진취적인 프로그램 개발을 위해 학교 , 정부 , 국제 기관 서로 협력하고 있습니다 .

이런 프로그램들은 전 세계적으로 학생들로 하여금 , 차이점을 가진 다른 사람들도 옳을 수 있다는 것을 이해하는 적극적이며 어진 마음을 가진 평생학습자가 되도록 합니다 .

What does it mean to be “internationally minded” and

why is it important?

It is a thoughtful, critical perspective that applies to who we are and what we do.

It includes how we communicate, our political awareness, cultural understanding, celebrating diversity, global awareness of global issues

It is a reflection on how knowledge is constructed and applied. At CISB, we would like to focus on moving students toward becoming people who reflect the characteristics of the “Learner Profile.”

International Mindedness

“The learner profile is central to the PYP definition of what it means to be internationally minded, and it directs schools to focus on the learning. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.”

Making the PYP Happen, p. 2 ©IBO 2007

Teaching and Learning in the PYP

“Commitment to structured, purposeful inquiry that engages students in their own learning.”

“inquiry… is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry allows each students’ understanding of the world to develop in a manner and at a rate that is unique to that student.”

How does PYP differ from “traditional” methods? Work in groups and share.

Traditional Teaching Methodology

Teacher

Students

Teachers, Students and Other Adults

Constructivism theory/methodology

The Learner Profile

Inquirers 탐구하는 사람

Knowledgeable 지식을 갖춘 사람

Thinkers 생각하는 사람

Communicators 의사소통을 하는 사람

Principled 원칙을 지키는 사람

Open-minded 열린 생각을 가진 사람

Caring 남을 배려하는 사람

Risk-takers 위험을 감수하는 사람

Balanced 균형잡힌 사람

Reflective 사려 깊은 사람

Which of these best describes your child?

PYP Curriculum

Written Curriculum 학습과정

What do we want to learn?

Taught Curriculum 교수과정

How best will we learn?

Assessed Curriculum 평가과정

How will we know what we have

learned?

Essential elements: How are they described in the PYP curriculum?

Knowledge 지식

Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding

학생들이 이전경험과이해력을통해 탐구하고알고자하는명확하고관련성

있는내용 .

Concepts 개념

Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

과목과관련있으며그것이상을배우는 , 그리고일관성있고깊이있는이해를위한

끊임없는탐구를필요로하는강력한사고력

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Skills 기술

Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

학생들이변화하고도전적인세상에서 성공할수있도록함양할필요가있는

능력 – 학과와관련성이있거나범학과적임

Essential elements: How are they described in the PYP curriculum?

Attitudes 태도

Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people

근본적인가치관과믿음의표현 , 학습과 환경과사람에대한느낌을표현하는개성

Action 행동

Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements

책임감있는행동을통하여책임감있는 행위를하는데있어서심층적인학습의

표현 ; 다른핵심적인요소의실행의표현Page 17

Knowledge: What are the PYP transdisciplinary themes?

Who we are 우리는누구인가

인간이된다는것은무엇인가에대한탐구

Where we are in place and time 시간과공간에서우리는어디에있는가

시간과공간의근원에대한탐구 – 지역과지구촌에대한 조망

Page 18

Knowledge: What are the PYP transdisciplinary themes?

How we express ourselves 우리는어떻게자기를표현하는가

우리는어디에서이상을발견하고표현하는 길을찾는가에대한탐구

How the world works 세상은 어떻게움직이는가

자연과그법칙들 , 자연과인간사회의 상호작용에대한탐구

How we organize ourselves 우리는자기자신을어떻게

조직화하는가

인간이만든조직과공동체의상호 연관성에대한탐구

Sharing the planet 지구에대한공유

다른사람들과다른생명체와의유한한 자원의공유를위하여노력함에있어서 권리와책임에대한탐구 .

.

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Concepts 개념 Form – What is it like?

형식 – 무엇과 같은가 ?

Function – How does it work?

기능 – 어떻게 작용하는가 ?

Causation – Why is it like it is?

원인 – 왜 그러한가 ?

Change – How is it changing?

변화 – 어떻게변하는가 ?

Connection – How is it connected other things?

연관성 - 다른 것들과 어떻게 연관되는가 ?

Perspective – What are the points of view?

관점 – 관점이 무엇인가 ?

Responsibility – What is our responsibility?

책임 – 우리의 책임은 무엇인가 ?

Reflection – How do we know?

숙고 – 우리가 어떻게 아는가 ?

Social Skills사회적 기술

Thinking Skills사고적 기술

Communication Skills의사소통 기술

Research Skills연구기술

Self Management Skills자기관리 기술

Accepting Responsibility

Acquisition of knowledge

Listening Formulating Questions

Gross /Fine Motor

Respecting others

Comprehension

Speaking Observing Spatial Awareness

Cooperating Application Reading Planning Organization

Resolving Conflict

Analysis Writing Collecting Data Time Management

Group decision making

Synthesis Non-Verbal Recording Data Safety

Adopting a variety of group roles

Evaluation Organizing Data Healthy Lifestyles

Dialectical Though

Interpreting Data Codes of Behaviour

Metacognition Presenting Research findings

Informed Choices

Attitude Changes Everything

Appreciation 감상

Commitment 참여

Confidence 자신감

Cooperation 협력

Creativity 창의력

Curiosity 호기심

Empathy 동정심

Enthusiasm 열정

Independence 독립성

Integrity 성실

Respect 존중

Tolerance 관용

Action 행동 성공적인 질문은 학생에 의해

유발된 책임있는 행동을 이끈다 .

경험을 해 본 사람과 행동을 취한 과정이거나 그렇지 않은 과정 모두 각 학생이 개인적 가치관을 세우는 데 기여하도록 의도된다 .

반영하십시오 선택하십시오

행동

Inquiry is the leading pedagogical approach of PYP

Exploring, wondering and questioning

Experimenting and playing with possibilities

Making connections between previous learning and current learning

Making predictions and acting purposefully to see what happens

Collecting data and reporting findings

Clarifying existing ideas and reappraising perception of events

Deepening understanding through the application of a concept

Making and testing theories

Researching and seeking information

Taking and defending a position

Solving problems in a variety of ways.

There is a place for drill and practice in the classroom, but IB believes that concept based teaching is the most substantial form of learning.

Planning is done collaboratively using the PYP planner which is structured around a central idea and lines of inquiry.

Planning in and out of the units of inquiry should be done on the PYP planner.

The Assessed Curriculum

Program standards and practices, overall learning outcomes and subject-specific overall expectations are assessed

프로그램의 표준과 실행 , 전체 학습 결과물과 특성화된 과목의 전체적 기대치가 평가된다 .

The process of inquiry and the products of inquiry are also assessed

탐구의 과정과 탐구의 결과물도 평가된다 .

Summative Assessment and formative assessment will be used

총괄평가와 형성평가를 사용할 수 있다 .

Methods of Assessment

Many methods of assessment will be used to provide a

balanced view of the child such as:

Observations

Performance assessment of tasks with established criteria that are authentic challenges and problems

Selected response assessments such as tests and quizzes

Open-ended tasks in which children are presented with a stimulus and asked to communicate an original response

Portfolios of children’s work.

Authorization Phase

Consideration

PhaseCandidate Phase

IB World School

6 Months

12-18 Months

12-18 Months

3 Years

5 Years

Candidate School

Interested School

January 2011

February 2012

April 2013

Why is PYP important at our school?

CISB students

• Will be taught WHY they should know something

• Will learn HOW it connects to other subjects and the world around them

• They will experience high quality teaching and learning

• Will have great opportunities to study for college/university worldwide, and opportunities to make friends with other students at IB schools around the world.

Structured inquiry as the vehicle for learning

Six transdisciplinary themes provide the framework for exploration and construction of knowledge

Students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action.

International standards for measuring teaching and learning

Challenging academic programs

A global professional network for educators to learn effective classroom practices and teaching strategies

Curriculum framework, program evaluation and mentoring

Smoother transition to the Middle Years Programme (MYP

Why PYP for CISB?

Let’s Reflect

What worries do you have about the programme?

What strengths do you see in the programme?

Sources used in compiling this presentation

www.ibo.org

Mrs. Jade Harrold – PYP Presentation

Making the PYP Happen- A curriculum Framework for an International education

Making the PYP Happen- Pedagogical Leadership in the PYP

Primary Years Programme A Basis for Practice

Western Academy of Beijing – Curriculum Framework

Dubai International Academy – PYP Presentation