International Baccalaureate and Primary Years Programme: Discussion of Module Activities

You MUST be familiar with IB and especially PYP.

You need to complete all 4 activities (details and templates in attached file).

Please check all sample answers too in the ‘Important Guide Line module 4’.

Please read attached file VERY carefully (Important Guide and 2 pdf documents) and if you are unsure, please ask me.

And you can use/visit the IB website www.ibo.org.

Module 4 – Managing change in a PYP learning environment

About this module

Overview

This module considers:

 

• the implications of teaching, learning and assessing in the PYP
• the ways in which schools are required to align their practices with IB expectations
• the changes required to successfully implement the PYP

 

The following IB standards and practices (2010) are particularly relevant to this module:

 

• Standard C3: Teaching and learning reflects IB philosophy
• Standard C4: Assessment at the school reflects IB assessment philosophy
• Standard C1: Collaborative planning and reflection supports the implementation of the IB programme(s)
• Standard C2: The school’s written curriculum reflects IB philosophy

 

When addressing the activities in this final module, participants should also consider standards and practices explored in previous modules.

Activities

Activity 1: What do we believe about how children learn?

 

• Examine the significance of beliefs about teaching, learning and assessing in the PYP.

 

Activity 2: Management of change

 

• Explore the significant aspects required for successful management of change and identify possible challenges.

Activity 3: Reflections- Personal Priority Plan

Activity 4: Summative assessment: Personal priority plan

 

• Reflect on your own learning and establish personal priorities.

What do we believe about how children learn?

Read below about how our approach to teaching is determined by how we believe children learn.

 

“As educators, our professional practices reflect our beliefs about how children learn. These beliefs evolve over time, influenced by a range of factors including cultural aspects, personal experiences and professional learning.

The aim here is to examine the significance of beliefs about teaching and learning and the implications of putting these ideas into practice in relation to your own beliefs and practices, noting similarities and differences and identifying potential challenges.”

 

Activity 1: What do we believe about how children learn?

 

1. Read Standards C3 and C4 and the associated practices in Guide to authorization: Primary Years Programme(2010).

 

2. Re-read pp.6-7 from Making the PYP happen: A curriculum framework for international primary education(2009): “What do we believe about how children learn” and examine Figure 2, p.9: “Learners constructing meaning: The PYP definition of curriculum”. Note the connection between Vygotsky’s definition of curriculum as “the creation of meaning that occurs when an individual links new knowledge with existing knowledge” and the constructivist approach of the PYP.

 

3. Read Making the PYP happen: A curriculum framework for international primary education(2009) p.44:  “What is the PYP perspective on assessment?”

 

4. In the forum Activity 1: What do we believe about how children learn?:

 

• Consider the implication of this statement: “Assessment is integral to all teaching and learning.” Discuss the connection between our beliefs about how children learn and the PYP approach to assessment.

 

5. In this forum, discuss the connection between your beliefs about how children learn and the PYP approach to assessment.
6. Make a good comment/feedback for 2 Sample Answers below
   

Sample Answers (You CANNOT use or rephrase them as they have already used for this activity)

 

 Sample 1:

Leaving the UK and working internationally opened my vision from student-centred to inquiry-based learning. A key part for me of children’s learning on top of knowledge, understanding and skills is the extra dimensions of “the development of attitudes and the decision to take action” as well as international mindedness. These aspects often don’t exist explicitly in many national systems.

 

Children learn best by doing and by making meaning from real situations and the importance of their understanding of the learning process has been an important part of what we do. I credit the development of having and using learning outcomes as a significant aspect in raising achievement.

 

The construction of meaning is borne out in the PYP’s approach to assessment. My own learning journey with assessment took a major step with the Assessment Reform Group and in particular the groundbreaking work of Black and William. The explicit focus on assessment for learning and assessment as learning is key here in the PYP’s approach. The importance given to prior knowledge as a starting point from which to construct meaning from new input clearly underpins everything. For me a key jump was the assessment of inquiry in that the use of problem solving scenarios applies the knowledge, understanding and skills and then attitudes and may lead to action. This was beyond the (black) box if you will pardon the pun. It is for me the most vital part and the basis of everything I’ve tried to do here in Turkey for many years where the national assessment structure is utterly unfit for purpose.

 

It is vital that teachers use formative assessment to influence and direct planning and delivery of teaching & learning and that the students take ownership of the process and can self/peer-assess confidently understanding and using the criteria, aware of the purpose.

 

The process of writing an assessment policy for a school and its community is a tremendously challenging and rewarding aspect of the IB’s process to articulate exactly how and why we do it, and to value what is useful data and evidence to help the students and their families continue the learning process.

 

Sample 2:

 

Making learning meaningful is the link between how children learn and the pyp approach to assessment. I strive to help children find their own connections to learning primarily through inquiry-based and problem-based learning because students are so much engaged and motivated to learn. When a child comes to me and excitedly tells me they found a connection to a character or a scenario we just read about and an activity we did 3 months ago shows me clearly the learning is real/measurable and dynamic.

 

My whole approach to assessment changed after my pyp training because I saw how it could guide the learning that was occurring in the classroom and how I could better facilitate it on a daily basis rather than just see a final product at the end of a unit. I could see the children grow as learners everyday and see how they uniquely applied their learning in a variety of ways. I could also see quite clearly the students that struggled with different types of learning situations and could better design more supportive and scaffolded instruction that fit their needs.

Management of change

Read below about how to manage school improvement.

 

“Successful implementation requires a close examination of current beliefs and practices in order to establish processes for continuous school improvement and ongoing development in the PYP.

You will develop your understanding of the systemic change that is necessary in order to successfully implement the PYP and identify appropriate actions and responses to assist in managing the process of change.”

Activity 2: Management of change (Guided by the bullet points on p.58, discuss the implications of this statement for school leaders)

 

1. Read standards and practices C1, Collaborative planning, and C2, Written curriculum in Guide to school authorization: Primary Years Programme(2010), noting practices which must be in place at the time of authorization and those which must be in progress.

 

2. Read pp.58-59 of Making the PYP happen: A curriculum framework for international primary education(2009): “What changes will

this mean for the school?” and “What changes will this mean for teachers?”

 

3. Examine the table in Making the PYP happen: A curriculum framework for international primary education(2009), figure 19, pp.60-61

PYP Practices: Planning, Teaching, Assessing

 

4. In the forum Activity 2: Management of change, guided by the bullet points on p.58, discuss the implications of this statement for school leaders.

 

“The degree of change required to implement this approach at the school-wide level will, obviously, depend on conditions within the school at the time of implementation.”