1. PYP Induction September - December 2010
CONTENT OR
CONCEPTS /
TIMING PROCESS RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
UNDERSTANDINGS
AREA
SESSION ONE
Getting to know What do we want to MTPYPH Whole group
ourselves and know, finding out prior AISD ES Binder • Introduce self
others knowledge and setting a • Share goals, central idea & inquiry points of the workshop on chart paper
climate for learning. • Introductions and getting to know each other – Wander and Wonder sheets-
LP Trait photos wander around the room and ask a different participant one of the following
Learner Profile questions – write their names and replies in each box on the grid – no one should
Chart paper be asked twice. What color do you feel like today and why? What is your strongest method of
• goals learning (give examples). What are you passionate about? What makes you go quiet? Name someone
• CI/LoI you admire and why? What are you most proud of? What questions do you have about the PYP?
Name something you long to do but have not yet managed this. What has been a tough learning
• toolbox experience for you and why? What do you love about teaching? I feel as comfortable with the PYP
Stationary as…
Stickies • Return to seats (regroup by sticker on the back of booklet) and look back over the
answers collected. What does this info tell us about this group? How might this
impact our learning during these workshops? What can we do about this?
What is international
(What’s what?; So what?; Here’s what!
Monday, education?
• Model and establish Essential agreements – what can we do to ensure that this
2 August, International -
Mindedness What do we want our workshop is a success?
1:00-3:00
The learner students to be? • Working in those same pairs, use one of the 6 headings, “Respect, cooperation,
pm
profile is the Learner Profile reflection, curiosity, creativity, responsibility “ to focus for diff. groups (relate to
expression of the classroom use).
philosophy of the There are 12 attitudes • Assessing prior knowledge. What do you already know about the PYP?
PYP and which the PYP seeks to Participants can use KWL sheet in booklet or mindmap it.
contributes to the develop in students. What do you want to know?
development of • Knowledge continuum – AISD/PYP “Tree”; Pair & Share how you feel about the
international Linking values and PYP at this moment
awareness beliefs of AISD to PYP
Introduce Emily (LP story; to be revisited over course of the induction)
Developing the attributes
in school: share practical • Visualize the ideal learner; identify attributes teachers want in their students or
ideas of how to make this children.
happen • Make relationships between the mission statements using the definitions of the
Learner Profile (teachers are expected to actively display the profile
Kassandra Boyd / AISD PYP Induction Program 2009-2010

2. SESSION TWO
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
What strategies The PYP defines MPYPH Whole group - Regroup using colored dots (3 colors, 5 each)
have we used so curriculum the ES Binder
far and how school takes POI The Learner Profile in action at AISD: actively display in the classroom.
could we responsibility for. Yearly planners Brainstorm ways to integrate the LP in your classroom
The curriculum is Sample planner
transfer these to
written, taught and Visit the toolbox and list through the strategies used so far in the workshop.
our practice? learned. Have participants share some of the ways that they can transfer these into
their classroom practice.
The PYP At the heart of the
Curriculum curriculum cycle is Standards and Practices: Compare/contrast AISD mission statement with IB statement. How do they
Framework the learner Standard A1 and A2 reflect the learner profile?
Tuesday, (The learning constructing
3 August, cycle; 5 essential meaning. PYP movie on main website
8:30 – 9:30 elements)
am The five essential Standards and Practices: Mini lecture on the PYP, its curriculum model and how it fits together
elements of the Standard C1 and C2 • (arrows cyclical & double ended; learners constructing knowledge;
curriculum Key areas of curriculum - written, taught, learned;
are interdependent PYP framework made up of 5 essential elements)
components of a
balanced curriculum. Half-Jigsaw 5 essential elements: number off 1-5 at table groups; 1-
knowledge p11, 2-concepts p15, 3-skills p20, 4-attitudes p24, 5-action p25;
expert groups read relevant section in MPYPH then find a way to share
what they’ve learned to whole group.
POI What does this look like at AISD? Look at the Programme of Inquiry (POI)
Yearly planners and yearly planner.
Share in table groups. Record questions and place on wall. (organize into ‘planning, teaching, assessment, other’)
Kassandra Boyd / AISD PYP Induction Program 2009-2010

3. CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION THREE
Inquiry & PYP is committed to MPYPH Whole group – grade level/single subject groups
Assessment structured purposeful ES Binder Inquiry:
inquiry POI Reflection – Take a moment to think of something that you feel you
Yearly planners understand really well. It might be something that you can explain to others
In order to conduct Sample planner or something you have applied to solve a range of problems.
purposeful inquiry and be Write down or draw as much as you can about the learning experiences that
equipped for life-long you had, which contributed to this understanding.
learning, students need to
master a range of skills Share your experience with your table group and together make a list of the
that transcend the experiences that assisted you in developing this understanding:
individual disciplines.
The IB perspective on inquiry: pp28-30 – read individually/highlight
Inquiry, collaboration
and reflection are Sort the methodology chart
Tuesday,
fundamental to the
3 August,
teaching learning Reggio pictures
10:00 am-
process.
12:00 pm
Develop an understanding of the teacher driven activities and learning
engagements (slides); Review stage 4 of sample planner, looking for
teacher driven versus inquiry based activities. Jot down ideas you have.
Assessment:
Review assessment calendar: tech skills chart, essential agreements for
portfolios, p/t conferences,
Look at planner and identify formative and summative assessments; job
down ideas you have.
Look at report cards, Q & A
Meet with 6 o’clock partners to reflect on ideas/learning’s about inquiry
and assessment.
TIMING CONTENT OR CONCEPTS / RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
Kassandra Boyd / AISD PYP Induction Program 2009-2010

4. PROCESS AREA UNDERSTANDINGS
SESSION FOUR
Collaborative Whole group - Regroup using colored dots (3 colors, 5 each)
Planning The role of classroom teachers, ta’s and single subject teachers in planning;
essential agreements at team levels (start keeping a list of some things that
encourage or hinder your participation in meetings)
Blank planner Introduce planner
Pair up with 3 o’clock and discuss your expectations regarding
collaborative planning (roles at each planning stage, etc); debrief as a
whole group (call on Rob & Nadine - perspective as a single subject or
class teacher)
Tuesday,
3 August, Review the steps of the collaborative process (who, what, where, when,
1:00-3:00 how)
pm
Introduce Atlas Rubicon as documenting tool; log in & explore; browse vs
develop;
Revisit the toolbox and list through the strategies used.
Give a brief overview of the three IB websites (general/public;
IBIS/IBNET;
OCC jigsaw– go over the purpose, etc. The jigsaw takes participants
through each website to learn more about them, what can be found on
them, how they can be used as a resource.
Mad V video – Thanks, good luck, perspectives, enjoy the next few weeks
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION FIVE
Kassandra Boyd / AISD PYP Induction Program 2009-2010

5. Online Expert group task sheets OCC Jigsaw-Expert groups meet to discuss and consolidate what they
Curriculum learned about the area they investigated. They need to work out what’s
Centre Blank paper in WB to take important to share with others and how they will share that with their home
notes groups.
Area to investigate on OCC Expert Groups
Forums Lara, Melissa, Ranu
E-library & News Eromie, Adrienne, Susie
PYP Exhibition Lia, Nadine, Robert
Resources Peter, Laila, Arunima, Maria
Support Areas Briana, Karen, Amy, Rebecca
Wednesday Home Groups
25 August Nadine, Amy, Laila, Maria, Melissa,
2010 Adriennd
3:00-4:15
Ranu, Susie, Robert, Arunima,
Rebecca
Lara, Eromie, Lia, Peter, Briana, Karen
Anna Bravo’s classroom
Field trip to view Anna’s classroom (suggested from participant) to ‘see’
what we’ve learned so far ‘ in action’. Anna suggested showing them the
students black action passports in their work boxes and their inquiry folders
to look at unit work.
Ask participants to identify displays, etc that represent some of the things
we’ve learned so far. What would they like to take away? What would they
like to think about a little more?
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION SIX: Inquiry
Kassandra Boyd / AISD PYP Induction Program 2009-2010

6. Knowledge & Reflection – Take a moment to think of something that you feel you
Concepts understand really well. It might be something that you can explain to others
or something you have applied to solve a range of problems.
Write down or draw as much as you can about the learning experiences that
you had, which contributed to this understanding.
Share your experience with your table group and identify commonalities’
between your experiences. Ask table to share commonalities and chart
their ideas.
8 Donut discussion: Participants form two circles, each with the same
September number – one circle inside the other. Participants face each other. Each
2010 student tells their facing partner something they learned or would like to
3:00-3:45 reflect on about the article “Unpacking Inquiry”.
(day before
Eid) Participants should bring their article with them.
-What is something you highlighted in the article?
-What is something you learned from the article?
-What is something you’d like to learn or think more about?
Article reflection – Participants use sentence strips to write down one thing
they heard from a partner that they want to remember from the article.
Revisit the toolbox and list through the strategies used.
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION SEVEN
Kassandra Boyd / AISD PYP Induction Program 2009-2010

7. Inquiry . The IB perspective on inquiry: pp28-30 – read individually/highlight
Create Wordle
Mini lecture discussing the continuum-like slide between discovery
learning and teacher led classroom; introduce models of inquiry
Teacher groups: Using their most recent planner, planning teams go
through the activities planned for the unit and cut them up and place
them under headings of the different stages of inquiry (K Murdoch
model). Discuss as a group the strengths that they have in their
planning and the areas that they need to focus on further. Group
reflection on how they have covered aspect of inquiry.
22 Done in year level groups and specialist groups.
September
2010 Admin group: Use the cycle to think about bringing innovation to
3:00-3:45 the school and how it could be used as a process for exploration.
Video: Immanuel Primary College Video
Matching activities to the stages of the inquiry cycle – 6’oclock
partners
Due by end of Sept:
Develop an analogy for inquiry
“Inquiry is like…”
Write any questions that have arisen on post it notes and place on a
question wall.
Next session is 13 October
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION EIGHT
13 October Attitudes/ Learner Slideshow Who is the most internationally minded?
2010 Profile Present participants with photographs of 10 internationally known people
3:00-4:00 and ask them to rank them in order from 1-10, with the most internationally
pm International minded person as number 1 and the least internationally minded person as
Kassandra Boyd / AISD PYP Induction Program 2009-2010

8. mindedness number 10. (Mother Teresa, Barack Obama, Liu Xiaobo, Angelina Jolie,
Mohamed Yunis, Sacha Baron Cohen, Kofie Annan, Pope Benedict XVI,
Osama bin Laden, Princess Diana)
Compare lists with table mates, see where you agree and disagree. Based
on your lists, how did you define international mindedness?
Whole group discussion of main points.
Connecting international mindedness to Learner Profile/Attitudes.
Show the video “Miniature Earth” or “Meet the World”
Taking Action – what are some ways we can highlight or explicitly teach
the learner profile or attitudes in our classrooms? What can this look like in
single subject classrooms, the library, in pull out classes?
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION NINE
8 Assessment How do students retain, transfer and understand knowledge?
November
2010 MPYPH p 8,9 PYP definition of curriculum
3:00-3:45
Traditional versus concept driven curriculum
Kassandra Boyd / AISD PYP Induction Program 2009-2010

9. Knowledge vs concepts
Transdisciplinarity
Questions – envelopes; categorize the questions
Emily
HW – Please read The Educated Person and or the Futility (will be emailed
to you),
What burning issues do you still have? Brainstorm ideas for next session on
8 December
• assessment
• attitudes
• transdisciplinarity
CONTENT OR CONCEPTS /
TIMING RESOURCES LEARNING ENGAGEMENT OR EVENT: FACILITATOR NOTES
PROCESS AREA UNDERSTANDINGS
SESSION TEN
Action
10
December
2010
3:00-3:45
Kassandra Boyd / AISD PYP Induction Program 2009-2010

10. • What is constructivism? – look at definition and how it links to PYP understanding.
• Produce graphic organizer to illustrate the note sheet from Constructivism quotes, in groups of 3
o What do learners do when they construct meaning?
o What helps a child learn well?
o What hinders a child in their learning?
Share other group’s graphic organizers
• What are they? Why are they called Transdisciplinary?
• Participants to work in pairs with A3 sheet to look deeper into one of the main areas of TS. Choose 2 – 3 of the specific skill areas under main heading – refer
to AISD TS Standards and Benchmarks – find a grade level to focus on. Identify ways/examples those particular skills present themselves in different
aspects of our teaching.
• Brief reference back to Learners constructing meaning diagram - The Taught Curriculum.
• Article discussion as participants come in; group into those that read the same article; discuss main focus, links/relevancy to PYP/best practice, notable
quotes
Introduce and determine which Attitudes support each of the learner profiles (brings it back full circle to international mindedness and learner profile)
Kassandra Boyd / AISD PYP Induction Program 2009-2010