Thursday, September 1, 2016


This blog will be used to support the IB PYP Regional Workshop Making the PYP Happen in the Classroom which will be held in Mumbai from 20th to 22nd October 2016.

We hope you will find the information in the blog posts useful and that you will join our learning community by adding your comments and reflections.

In the 3 days of this workshop we will be looking at 3 big questions:
On Day 1 we will be looking at the Why? - this is the philosophy behind the PYP
On Day 2 we will be looking at the What? - this is the theory behind the curriculum.  We will be looking at the written and the assessed curriculum.
On Day 3 we will be looking at the How? - this is our practice and how we bring the curriculum alive.  We will be looking at planning for inquiry, teaching and learning.

Transdisciplinary Theme:  How We Organize Ourselves
Central Idea:  The PYP is a philosophy and curriculum framework for an international education
Lines of Inquiry:
  • the essential elements of an international curriculum
  • inquiry as a stance
  • teaching and learning of the whole child
  • planning and assessing to inform and transform teaching
Key Concepts:  form, function, causation

Wednesday, August 31, 2016

Session 1: Beliefs

Individual teachers' beliefs about the experiences related to teaching and learning impact on the way they teach.

Aim: Reflect on own beliefs and practices within a community of learners
No learning occurs in a vacuum We construct meaning personally and uniquely, building on our prior knowledge, feelings and engaging within the context of our current learning environment.

We will be using the Concentric Circle Model to explore our own beliefs and values and to discuss commonalities for the group.

This session will also give you a brief introduction to the IB and its history. You will be able to highlight the links between the various aspects of the PYP on the diagram as we cover them.

Finally in this session we will be establishing essential agreements for the workshop using the PYP attitudes. These are the dispositions which are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
Refer to Making the PYP Happen page 24

Our Essential Agreements:

To be completed during the workshop

Tuesday, August 30, 2016

Session 2: International Mindedness

International mindedness is encompassed in the IB Learner Profile.

We will start this session with Burning Questions which you will categorize using the Key Concepts Cards.  Organizing your questions will tell us about you and teach you the power of questions.  Questions can be posted at any time during the workshop for consideration.

Key Concepts:
Form - What is it like?
Function - How does it work?
Causation - Why is it like this?
Change - How is it changing?
Connection - How it is connected to other things?
Perspective - What are the points of view?
Responsibility - What is our responsibility?
Reflection - How do we know?

Thinking Keys
Stephanie Martin - International School of Amsterdam

Who are you as a cultural being?
Save the Last Word for Me

Explore and develop understanding of internationalism

International Mindedness - What is it?
Quadrant Brainstorm with a definition at the centre that all share.

International Mindedness, the IB Mission Statement and the PYP

From the IB Mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Our definitions of International Mindedness:

Will be added during the workshop

Monday, August 29, 2016

Session 3: The Learner Profile

The Learner Profile is the expression of the PYP and contributes to being an international person.

What do we want our students to be?
Diamond ranking in table groups.

Persuasive presentation with visuals on which attribute of the Learner Profile is most important to international mindedness - within a school, within a class and within a subject area.

Our Visuals

Will be added during the workshop

from Making the PYP Happen

What, then, is a PYP school? It is a school that, regardless of location, size or constitution, strives towards developing an internationally minded person. What is an internationally minded person? It is a person who demonstrates the attributes of the IB learner profile.

This is the kind of student we hope will graduate from a PYP school, the kind of student who, in the struggle to establish a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish.

The school promotes international-mindedness on the part of the adults and the students in the school community.

The school provides students with opportunities for learning about issues that have local, national and global significance, leading to an understanding of human commonalities.

To summarize, when seeking evidence of international-mindedness in PYP schools, teachers need to look at what the students are learning, how they are demonstrating that learning, and how to nurture students within the school community. They need to consider whether students are making connections between life in school, life at home and life in the world. By helping students make these connections and see that learning is connected to life, a strong foundation for future learning is established. In striving to make it happen, and in looking for indicators of success, teachers, principals and/or heads of schools need to look everywhere, since all aspects of the school, from overarching philosophy through to policies and their ensuing practices, will reflect either the presence or the absence of a sensitivity to the special nature of PYP schools.

Think-Pair-Share with someone from your school:  How does the IB Mission Statement compare with your own school's mission statement?

Reflection and Action - please add comments to the blog later.
Reflect on the Learner Profile and yourself - which attributes are well developed and which are challenging for you?  What can you do to develop these during the course of the workshop?  How does your school develop international mindedness.  What will change on your return to school?

Tuesday, August 9, 2016

Session 4: Learners Constructing Meaning

At the heart of the curriculum cycle is the learner constructing meaning.

Summative Assessment Task and Criteria
You will be working in your multiple intelligences groups. Show understanding of and connections between the 5 Essential Elements.

What does an environment for constructivist learning look like?
During this session you will be thinking about an effective/not effective learning experience that you had. What contributed to the success/failure of the experience. On post-its list these and display on Promotes Learning/Hinders Learning posters.

Feedback from the group:
Promotes Learning:

Will be added during the workshop

Hinders Learning:

Will be added during the workshop

This is a Visible Thinking routine for connecting new ideas to prior knowledge.

Use this Visible Thinking routine as you read Kathy Short's Inquiry, Curriculum and Standards.

Children's Literature that promotes International Mindedness

Monday, July 11, 2016

Session 5: The Five Essential Elements

The five essential elements resonate throughout the entire curriculum

In this session we will explore the essential elements using the Jigsaw strategy.

Saturday, July 9, 2016

Session 6: Transdisciplinary Themes

The PYP curriculum is concept-driven and transdisciplinary

Knowledge is reflected in the Transdisciplinary Themes and Scope and Sequences. Knowledge is the significant, relevant subject matter we wish the students to explore and know about. The construction of knowledge requires skills.

We will investigate how the individual disciplines support the transdisciplinary themes using a Carousel activity.

Our Transdisciplinary Themes and how the are supported by the subjects

We will discuss the issue of balance between transdisciplinary and stand-alone teaching and how this applies to classroom teachers and specialists.

We will look at our own programme of inquiry and the concepts that are supporting student understanding.