Princess Margaret IB Day
On September 29th, the PMSS staff met to learn and develop our understanding of the International Baccalaureate framework for teaching.
Mrs. Bevington distributed two helpful handouts that assisted the staff as they navigated the day. They are available below.
Mrs. Bevington distributed two helpful handouts that assisted the staff as they navigated the day. They are available below.
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To start the session, we viewed a video by Sir Ken Robinson meant to frame our day. The film, asked teachers to discuss paradigm shift in education. After viewing the video, we discussed how the RSA animate changed or validated our thinking about education. Next, we examined the IB mission statement and discussed how it fit with our teaching philosophies. |
Next, we examined the IB learner profiles as a group. We then did an activity where we examined in groups which learner profiles we felt most strongly about and then wrote down what are some of the attributes of each one of the profiles. Then, wrote down indicators of what it looked like and examples of if it was occurring in our classrooms.
Here are examples of our thoughts on the learner profiles, what they mean to us and what they might look like/ do look like in our classes. We wrote them on large paper and put on the walls. Below is a slideshow of pictures to scroll through that shows our examples.
Midway through the day we developed an understanding of why the "I" in IB. Indeed, why should we have an international component to our education. Groups were tasked with sharing their views on large pieces of paper, then we reported out as a staff. Scroll through the pictures below.
Next, we engaged in an activity where staff were given an iPad and a chance to look at their resource guide for their subject. We also looked at how some guides contained similar concepts.
We then looked at different strands (Knowledge, skills, understanding, attitudes, etc)
Below are easy to access versions of each of the resource guides for each of our subjects.
We then looked at different strands (Knowledge, skills, understanding, attitudes, etc)
Below are easy to access versions of each of the resource guides for each of our subjects.
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Next we examined how to create a unit plan based on the IB Philosophy. Attached are copies of the template in PDF and Word for your convenience, you may download. If you print the PDF, you can write in it the old fashioned, tried tested and true way. If you download the planning template in word, you can type into the template if you are into digital resources... and sometimes being angered by technology which can frustratingly delete all your hard work at 2am when you are already stressed.
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At 1:30 Pm we began to look at "Construction of Conceptual Understanding" which means that we needed to go to our "Principles into Practice Document" on page 56 and we looked at IB key concepts. We began to construct a unit plan by choosing one Key Concept Then, we went to our subject specific documents and looked around page 53 and took one or two "related concepts" (usually in the appendices of each document) and decided to create a unit that merged a Key concept with some related concepts
Then, we made a statement of conceptual understanding. For instance, in Language and Literature, we wanted to explore they key concept of "Perspective" and decided to explore it though the Related Concepts of "Character, Setting and Theme." And example from science is below.
Then, we made a statement of conceptual understanding. For instance, in Language and Literature, we wanted to explore they key concept of "Perspective" and decided to explore it though the Related Concepts of "Character, Setting and Theme." And example from science is below.
We also looked at a document called "Principles into Practice" which helped support our understanding of MYP. We linked it to our Subject Specific Guides.
principles_to_practice.pdf | |
File Size: | 2751 kb |
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We spent some time in our groups and examined key concepts, related concepts and statements of understanding. This is the underpinning or overarching ideas behind each unit. They are not subject specific. But provide key large learnings that are transferable.
Individuals and Societies
Key Concept: Revolutions, key concept is change
Related Concepts: causality and ideology
Statement of conceptual Understanding: Causes of ideological shifts result from significant change
Health:
Key Concept: Relationships
Related Concepts: Interaction and choice
Statement of conceptual Understanding: Interaction and choice lead to successful relationships
Sciences
Key Concept: Change
Related Concepts: Interactions and patterns
Statement of conceptual Understanding: Patterns in interactions can result in change
We also created Statements of Inquiry
Language and Literature
Key Concept: Perspective
Related Concepts: Self Expression, Theme, Point of View
Statement of conceptual Understanding: Examine perspectives of the theme of resilience through Point of View and Self Expression
"Statement of Inquiry":
1. How does one demonstrate resilience
2. What ways do characters develop resilience
3. How can students apply lessons learned about resilience to their own lives, community and global context.
Individuals and Societies
Key Concept: Revolutions, key concept is change
Related Concepts: causality and ideology
Statement of conceptual Understanding: Causes of ideological shifts result from significant change
Health:
Key Concept: Relationships
Related Concepts: Interaction and choice
Statement of conceptual Understanding: Interaction and choice lead to successful relationships
Sciences
Key Concept: Change
Related Concepts: Interactions and patterns
Statement of conceptual Understanding: Patterns in interactions can result in change
We also created Statements of Inquiry
Language and Literature
Key Concept: Perspective
Related Concepts: Self Expression, Theme, Point of View
Statement of conceptual Understanding: Examine perspectives of the theme of resilience through Point of View and Self Expression
"Statement of Inquiry":
1. How does one demonstrate resilience
2. What ways do characters develop resilience
3. How can students apply lessons learned about resilience to their own lives, community and global context.