The planning process, The POI and the PYP planner

Conceptual understanding:

Collaborative relationships support well-being.

Line of inquiry:

• The collaborative planning process and the role of the planner

The programme of inquiry (An IB school's curriculum)

In grade-level teams look at your programme of inquiry. 

What is the same with all of them? What is different? 

What connections can you make between the grade levels? 

Other examples: https://docs.google.com/document/d/1DKaIy1XXzq5epxsX3pm3_5VCxySX44cGaaN4N3AbNWs/edit?usp=sharing 

https://docs.google.com/document/d/1BtJwwtFi9GBVCvz-dSV-oikejyOlcFZ8_LsFoAfejNk/edit?usp=sharing

What do ALL of these have in common? 

Build a checklist!

“A collaborative approach involves sustained dialogue and reflection among and between all members of the learning community. This approach helps all members of the learning community to grow as learners and as professionals to improve student outcomes, health and well-being.”

PYP: From principles into practice, 2018 (Learning community/Collaboration)

For your reference: 

PYP: Principles into practice/Learning and teaching/A transdisciplinary programme of inquiry/Developing a transdisciplinary programme/Collaboratively designing a programme of inquiry/Collaboratively developing units of inquiry

Central Ideas

Central ideas are to be globally significant and guide the scope of a unit along with the lines of inquiry. They are written to invite and provoke student inquiry. 

What do you think is meant by these terms?

• broad

• timeless 

• universal

• abstract

Checklist: 

1. Does it offer students opportunities to explore the commonalities of the human experience? (Avoid proper and personal nouns)

2. Does it promote the associated conceptual understanding through the stated key and related concepts?

3. Is it broad enough to offer multiple lines of inquiry and generate in-depth inquiries?

4. Will it engage students in thinking critically and creatively?

5. Does it present an opportunity for students to co-construct meaning and yet is open to a range of student responses?

6. Is it written concisely in one complete sentence using a neutral voice?

7. Does it challenge and extend students’ prior knowledge and understanding of the transdisciplinary theme?