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Primary Years Programme Workshops


Category 1 workshops

An introduction to the IB programme standards for administrators new to the PYP

An introduction to the PYP curriculum model

Making the PYP happen in the classroom

Category 2 workshops

Action

Assessment

Assessment in the early years

Collaborative planning

Pedagogical leadership

Pedagogical leadership in the early years

Programme of inquiry: A strategy to support school’s self-assessment

Teaching and learning

The written curriculum

Category 3 workshops

3- to 5-year-olds

Concept-based learning

Creating inclusive classrooms: Access for all students in the PYP (special needs)

Encouraging children’s creative instincts in the classroom

Inquiry

The learning environment and inquiry

Personal, social and physical education—Well-being

Play-based learning

Reading and writing through inquiry

The role of the arts

The role of the coordinator

The role of information and communication technology (ICT)

The role of language

The role of mathematics

The role of physical education

The role of science and social studies

Science throughout the programme of inquiry

Science discoveries: Exciting ways to weave science into the programme of inquiry

Sustainability as international-mindedness

Teachers as researchers: From planning to publication

Transdisciplinary learning

Category 3 Continuum (PYP) workshops

Category 3 Continuum workshops


Category 1 workshops

Note: All workshops are facilitated by trained workshop leaders experienced in teaching in IB programmes. All category 1 workshops are available in English, French and Spanish.

The following workshops meet the requirements for authorization. Please note that each has a different audience and focus.

An introduction to the IB programme standards for administrators new to the PYP

Recommended audience: Administrators new to the Primary Years Programme (PYP). Participants may be from non-IB schools as well as from schools that have identified themselves as interested, candidate or authorized. This workshop is for members of educational leadership teams (school directors, primary principals and assistant principals and designated PYP coordinators) who:

  • are in schools conducting a feasibility study with a view to implementation of the PYP
  • work in non-IB schools but are interested in learning about the programme
  • are new to the PYP and/or are about to join an authorized or candidate school.

This workshop will provide a basic understanding of the PYP for members of educational leadership teams who are either considering the implementation of the PYP or joining an authorized or candidate school. The sessions will focus on internationalism from the PYP perspective; the IB standards and practices; an overview of the written, learned and assessed curriculum; and the verification process, including the services provided by the IB and the significance and role of leadership in an IB World School offering the PYP.


An introduction to the PYP curriculum model

Recommended audience: Teachers from non-IB schools as well as from schools that have identified themselves as interested, candidate or authorized. Participants:

  • may not be currently working in an IB World School
  • may be in schools conducting a feasibility study with a view to implementation
  • may be about to join an authorized or candidate school
  • may have just commenced teaching in an authorized or candidate school.

This workshop will introduce the PYP as a systemic and all-encompassing curriculum through the study of Making the PYP happen: A curriculum framework for international education (2007, updated 2009). Participants will look at the implications of the learner profile as an expression of the philosophy of the IB and its contribution to the development of international-mindedness. They will review the standards and practices that are crucial in preparation for verification. The workshop will present an overview of the written, taught and assessed curriculum as it pertains to concepts, knowledge, skills, attitudes and action—the five essential elements of the PYP that are integral to classroom practice.


Making the PYP happen in the classroom

Recommended audience: This workshop is for administrators, coordinators and teachers who:

  • are working in schools where the programme is being implemented and have had an induction by their PYP coordinator, have taught approximately six months in an IB World School offering the PYP, and have collaboratively planned at least one unit of inquiry
  • have been working with the programme for some time but feel the need to revisit the basic philosophy and framework of the programme.

This workshop assists teachers who are currently in an IB World School offering the PYP but did not have the opportunity to receive category 1 training before commencing their responsibilities. It assumes a familiarity with the planning process and the philosophy of the PYP. Participants will develop their personal knowledge and understanding of the essential elements of the programme; deepen their understanding of internationalism and the learner profile; prepare themselves for planning, teaching and assessing students; and develop skills to analyse and refine the school’s programme of inquiry. The workshop environment supports educators as lifelong learners through reading and discussing current pedagogy and research. It supports teachers with their insights and questions on their journey to implement the PYP.


Category 2 Workshops

All category 2 workshops are available in English, French, and Spanish.

All category 2 PYP workshops are for administrators, coordinators and teachers who:

  • have been working with the programme for at least one school year
  • have previously attended a category 1 PYP workshop (regional, in-school or online) facilitated by PYP workshop leaders organized by or through the IB global centre.

 

Action

Recommended audience: PYP teachers and coordinators.

In this workshop, teachers critique the environments and provocations they provide for action to take place. Every element of the PYP supports the individual’s engagement in action through knowledge, skills, attitudes, problem-posing and problem-solving. Participants will discuss how students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of the community and the environment. Teachers will appreciate that action takes many different forms with a range and balance of teacher and student initiative. Strategies to assess action will also be considered.


Assessment

Recommended audience: PYP teachers and coordinators.

This workshop offers opportunities to explore the latest developments in assessment processes and their applications. Identifying what students know, understand, can do and feel at different stages in the inquiry process requires careful gathering and analysis of information about student performance. Participants will explore the purpose of assessment, a range of assessment practices, record keeping and communication, and school-wide policy development. In addition to being highly relevant to classroom practices, participants have the opportunity to explore thinking in a supportive environment where facilitators and fellow participants mentor and coach each other in the true sense of collegial support and learning.


Assessment in the early years

Recommended audience: Teachers, administrators and coordinators who have attended a category 1 PYP workshop.

Participants are required to have an in-depth understanding of the philosophy and curriculum framework of the PYP programme as well as a sound understanding of constructivism and inquiry in the context of early childhood development.

This workshop helps participants develop understandings about the role of assessment within an early years constructivist classroom, learn about the connection between assessment and concept-driven learning, and explore the relationship between assessment and documentation. Workshop sessions cover the purpose, function and process of assessing young children as well as strategies and tools for assessment of play-based inquiry learning in authentic contexts.


Collaborative planning

Recommended audience: PYP teachers and coordinators.

This workshop provides PYP teachers with the chance to learn more about themselves and others as they work together in school situations. Effective collaborative practices are explored through analysing and sharing of flexible systems and structures, role play, practical, collaborative learning experiences and investigating the use of technology to promote collaboration. The collaborative process supports the transdisciplinary nature of the PYP. The power of this is demonstrated through a simulation of the planning process highlighting ways to include the whole teaching team in developing units of inquiry. Collaborative planning in the PYP is about learning to build positive professional relationships that lead to improved student learning.


Pedagogical leadership

Recommended audience: PYP administrators and coordinators.

This workshop deepens the understanding of the transdisciplinary and inquiry-based pedagogy of the PYP. It looks at how assessing schools against the standards and practices supports the planning, implementation and improvement of the programme. It explores the partnership between administrators and PYP coordinators, determining the responsibilities of the pedagogical leadership team. Leaders are encouraged to examine how the diverse ways people think, learn and work affect how their learning communities function. Change is complex and there are many factors that impact its effectiveness. The workshop assists leaders to more effectively manage change, particularly as it relates to the ongoing implementation of the PYP.


Pedagogical leadership in the early years

Recommended audience: Coordinators, administrators and pedagogical leaders in early years settings.

Leadership is the continuous improvement of instructional practice and student learning over time. This workshop explores the fundamental requirements for effective leadership in the unique context of the early years. Participants will investigate leadership styles, the conditions and systems that support the learning and development of young children, research-based practice and facilitation of change in kindergartens and early learning centres. The workshop emphasizes the links between the IB standards and practices and effective practices, structures and policies in the early years environment.


Programme of inquiry: A strategy to support school’s self-assessment

Recommended audience: This workshop would be most beneficial for PYP coordinators, year-level leaders and area-level leaders. It is geared towards people who may be involved in leading the collaborative process of reviewing and refining a school’s programme of inquiry. Schools are encouraged to consider sending two people from their staff.

This workshop addresses the PYP requirement that there is a system for regular review and refinement of the programme of inquiry. It will provide participants with clear criteria for evaluating a programme of inquiry document and a suggested process to carry out a school-wide self-assessment, which is central to the written curriculum in a school. The programme of inquiry transcends the subject areas in order to explore issues that are relevant, significant, engaging and challenging. Participants will gain a deeper understanding of the criteria for developing central ideas and lines of inquiry as well as understanding the need for balance and articulation within the programme of inquiry. In addition, participants will develop the following understandings: Building capacity for teachers to give feedback to and support one another in further developing their understanding of the programme is an important part of a collaborative culture in a PYP school; Basing review processes on clearly defined and shared criteria that is understood by all allows changes to be made in the context of a shared and collaborative effort; and Consideration of the horizontal and vertical alignment within a programme of inquiry supports the development of a coherent and rigorous written curriculum.


Teaching and learning

Recommended audience: PYP teachers and coordinators.

This workshop focuses on the “taught curriculum” component of the PYP model and seeks to provide some answers to the question “How best will we learn?” Participants are introduced to a variety of practical teaching strategies that will assist in facilitating differentiated inquiry learning in their classrooms. The participants will examine the links between an inquiry-driven curriculum, inquiry-process models, construction of meaning and active responsible learning. Areas covered include questioning tactics, differentiation, grouping and learning styles, underlined by the principles of backwards by design and effective assessment for learning.


The written curriculum

Recommended audience: PYP teachers and coordinators.

The PYP definition of curriculum includes the written, the taught and the learned curriculum and the interdependent relationship of the three. Curriculum development is a responsibility shared by teachers and students. It provides for the study of the home/home country, the culture of individual students and the culture of others. This workshop focuses on the layers of the written curriculum—the programme of inquiry, unit planners and scope and sequence documents—and the direct impact they have on each other and student learning. Participants will collaboratively examine the role of key concepts, related concepts and curriculum mapping techniques to ensure a balance between disciplinary and transdisciplinary teaching and learning.



Category 3 workshops

 

Category 3 workshops shift from implementation and programme delivery to impact and influence. The overall purpose of workshops in this category is to provide a forum for experienced educators to build on and enhance their professional development portfolios. Participants will engage in in-depth investigation into specific areas of interest and expertise and detailed discussions around topics such as learning theory, pedagogy, assessment and other scholarly interests. They also cover changes to the IB curriculum, subject-specific content, administrative leadership and pedagogical leadership. These workshops are appropriate for both IB and non-IB teachers.

3- to 5-year-olds

Recommended audience: Teachers and coordinators in the early years.

Inquiry extends beyond asking and answering questions. It is provoked through a stimulating environment, where the teacher acts as guide, facilitator and co-learner. Participants will further explore the importance of environment through considering how it shapes learners, how the way we structure space and time reflects what we believe about children’s learning, and what learning is “important”. Teachers will develop an understanding of how mathematics and language concepts can be taught in creative, playful and meaning-making ways in which children learn at their own rates. The written, taught and assessed curriculum is also considered within the context of young children.


Concept-based learning

Recommended audience: PYP teachers and coordinators.

In the PYP, concepts and conceptual questions drive the way we teach and learn in a transdisciplinary context. This workshop will explore concepts in greater depth. Participants will review the theory behind conceptual thinking, develop a better understanding of key and related concepts and analyse the programme of inquiry and units of inquiry through different conceptual lenses. Participants will also explore practical ways of assessing a learner’s conceptual understanding within a unit of inquiry.


Creating inclusive classrooms: Access for all students in the PYP (special needs)

Recommended audience: Participants are encouraged to register as team partners—a classroom teacher, learning consultant specialist or teacher specialist supporting students with special needs paired with the school’s IB coordinator or a teacher with general education responsibilities.

Internationally minded schools celebrate diversity, but how do IB World Schools provide an inclusive learning environment ensuring student differences are seen as a means to enrich learning for all? This workshop enables participants to extend their knowledge, skills and understanding of how to provide access and support for all students, focusing on student strengths, capabilities and challenges. Participants will examine how inquiry, as promoted in the PYP, allows each student’s understanding of the world to develop in a manner and at a rate that is unique to that learner. Discussion will focus on educational labels such as “gifted and talented”, “SEN (special educational needs)” and “individual learning needs”. Participants will have the opportunity to reflect on classroom practices and units of inquiry through the lenses of differentiation and the use of ICT to remove barriers to learning. Participants will explore models of collaborative teams that facilitate support for all learners and will create an action plan to develop school policy documents that consistently support access and inclusion for all students.


Encouraging children’s creative instincts in the classroom

Recommended audience: Classroom and specialist teachers.

More than two decades ago, psychoanalyst Dr Silvano Arieti (1976) identified that, regardless of the viewpoint or societal effects, creativity is a subject to be studied, cherished and cultivated. Now, more than ever, educationalists are agreeing with him. The questions “What competencies will be required for the future?” and “What should be taught in schools?” are becoming increasingly important as education shifts from the acquisition of knowledge to the promotion of a set of 21st-century competencies. Creativity features prominently on the list. Although creativity itself is a vast and elusive concept, we can look at tangible ways to promote creativity in the classroom and equip children for the future. In this workshop, participants will develop the following understandings.

  • The nature of creativity
  • Models and approaches to creativity
  • The role of creativity in education
  • Creativity in the curriculum (teaching creatively and promoting creativity in children)
  • Ways to promote creativity in ourselves and in our teaching practice
  • Building learning communities that promote creativity

Inquiry

Recommended audience: PYP teachers and coordinators.

Inquiry is the pedagogy that underpins all programmes in the IB. This workshop looks at how the PYP framework provides opportunities for all learners to engage in relevant and significant inquiries through the transdisciplinary themes and in single-subject classes. Participants will critique a range of inquiry models emphasizing that inquiry is an ongoing process that leads to reflection, new inquiries and deep understanding. Inquiry is true differentiation, supporting the personal construction of meaning and meaningful action regardless of language competency or learning style.


The learning environment and inquiry

Recommended audience: Teachers, administrators and architects who are considering changes to their physical school environment.

This workshop moves beyond the classroom environments. Although the participants will critically look at that space and its impact on learning, they will also consider the wider meaning of “environment” as all that surrounds a student. It supports the premise that “the environment is the third teacher.” Teachers, administrators, business administrators and architects in the process of exploring learning environments, planning new building projects or refurbishing older structures develop tools using a collaborative process to develop a vision targeting school improvement by considering the uses of space, pedagogical advancement and access to current practice and thinking.


Personal, social and physical education—Well-being

Recommended audience: PYP teachers and coordinators.

Well-being is intrinsically linked to all aspects of a learner’s experience at school and beyond. Personal, social and physical education is integral to teaching and learning in the PYP; it is embodied in the learner profile and represents the qualities of internationally minded learners and effective, lifelong learners. This workshop explores the responsibility that all members of the school community have for the well-being of their students—not just the classroom teacher or the physical education teacher alone—and how the PYP concepts are a vehicle for developing physical, emotional, cognitive, spiritual and social well-being. Participants will look at how the PSPE scope and sequence directly supports the development of the transdisciplinary skills and highlights the transdisciplinary nature of the PYP.


Play-based learning

Recommended audience: PYP teachers and coordinators with a particular interest in the early years and lower primary.

From birth, play is the way children inquire and learn about the world around them. This workshop looks at the importance of time, space, materials and relationships in inquiry. Participants will explore their own political and cultural images of the child and the impact that has on the learning environment. The workshop will look at theoretical as well as practical considerations and the research into children’s physical, social and emotional development.


Reading and writing through inquiry

Recommended audience: PYP teachers and coordinators.

This workshop enables participants to extend their knowledge, skills and understanding relevant to the teaching of reading and writing using an inquiry approach. The workshop invites participants to evaluate their own beliefs about the teaching of reading and writing, and how these beliefs affect pedagogical approaches offered in the classroom. Participants have the opportunity to reflect on their own units of inquiry through the lenses of learning language, learning about language and learning through language to establish a balance between each one.


The role of the arts

Recommended audience: Arts specialists and PYP teachers.

Experience the strength of collaborative practice with passionate and like-minded educators. “The role of the arts” is a workshop designed to empower passionate and like-minded arts specialists and educators interested in the arts by gathering them together as one to engage in opportunities for deeper inquiry and reflective practices, and to continue to build upon their arts knowledge. The workshop will offer a forum for an honest, in-depth discussion about learning theory, pedagogy, assessment, the significant role of the single-subject teacher and the challenges associated with this. It will offer time to explore the authentic integration of the arts through the lenses of the essential elements, documentation and the role the arts have within the curriculum of a school offering the PYP.


The role of the coordinator

Recommended audience: Coordinators who are new to the role.

Participants must be current PYP coordinators, either newly appointed or experienced. This workshop looks at the role of the PYP coordinator in documentation, organizing professional development opportunities, and managing complex relationships, resource management and communication with a range of stakeholders. All of these responsibilities are integral to the successful implementation of the programme. The workshop will provide opportunities for reviewing new and existing publications, curriculum mapping, policy writing and reviewing the guidelines for verification and evaluation. Participants will also become familiar with the global professional development architecture, REGIS and the role of the IBEN. The workshop will model collaborative leadership strategies and explore ways to effectively manage change.


The role of information and communication technology (ICT)

Recommended audience: Classroom teachers and administrators.

Information and communication technology (ICT) is a vital resource that PYP schools must use to help students and staff develop the learner profile, apply the understanding, knowledge, skills and attitudes of the PYP curriculum, become lifelong learners and take positive action as members of our information- and technology-driven global society. This workshop will assist teachers and administrators to develop a deep understanding of how ICT can be used to transform teaching and learning practices rather than as a stand-alone subject area. This workshop also aims to be the first truly paperless face-to-face IB workshop that engages all participants in active use of internet and electronic resources to support teaching and learning over the course of the entire workshop.


The role of language

Recommended audience: Classroom teachers.

All teachers are teachers of language. The PYP views all languages as equally important. This includes the language of instruction, mother tongue, English as a Second Language (ESL), English as an Additional Language (EAL) and host-country language. This workshop explores the fluid nature of language learning as a continuum, not developmentally tied to an age or stage. Teachers will examine the varying roles of language teachers in advising, supporting or integrating language in the programme of inquiry or in single subjects. They will look at the importance of learning language, learning about language and learning through language. Participants will be guided on the development of a language policy.


The role of mathematics

Recommended audience: Classroom teachers.

How is mathematics taught using an inquiry approach? How is mathematics addressed within and outside of the context of the programme of inquiry? How do learners construct and transfer meaning and then apply with understanding? The aim of this workshop is to provide participants with the skills, knowledge and ideas needed to successfully address the teaching and learning of mathematics within the context of their educational setting. Teachers will have an opportunity to discuss the teaching and learning of mathematics, share resources and work on relevant curriculum documentation.


The role of physical education

Recommended audience: Classroom teachers.

This workshop explores the scope, purpose and meaningful integration of physical education in the PYP. In a balanced physical education programme, students learn, learn about, and learn through movement. Physical education skills are developed in an inquiry context where students can pose problems, solve problems and understand new ideas. Participants will also consider the role of physical education in the transdisciplinary programme and how their subject-specific content can help students understand the world, themselves and each other. Teachers will look at how planning, teaching and assessing in physical education reflects all the essential elements of the IB learner profile.


The role of science and social studies

Recommended audience: Classroom teachers.

Many issues of personal and social relevance to students in the PYP require both science and social studies understanding, yet transcend the boundaries of these traditional subject areas. Their interdependent relationships, together with other disciplines, assist students in understanding the transdisciplinary themes. This workshop explores the key and related concepts and the development of skills within the context of science and social studies. It supports the development of a balanced programme of inquiry that addresses a breadth and depth of both.


Science throughout the programme of inquiry

Recommended audience: Classroom teachers and coordinators.

Many schools feel pressured to teach science as a stand-alone subject. This workshop aims to extend teachers’ understanding of science knowledge and skills so that they can be incorporated in any unit of inquiry. Teachers will also consider the research regarding the range of science knowledge and skills that students need for success in secondary school studies. Participants will examine how concepts and transdisciplinary skills can lead to deep science understandings through every transdisciplinary theme. Sessions will involve science experiments or visits to external science environments to support inquiries. The workshop will also explore the rich and creative variety of scientific writing styles and the use of children’s literature to provoke scientific thinking and inquiry.


Science discoveries: Exciting ways to weave science into the programme of inquiry

Recommended audience: Classroom teachers.

Science as inquiry can be a part of the PYP curriculum every day and in many ways! Explore the fundamental concepts of PYP science while experiencing the wonders within the American Museum of Natural History (AMNH) in New York City (the site where the hit movie Night at the Museum was filmed). Three areas of focus for the workshop include:

  • exploring the fundamentals of inquiry-based teaching and learning, with a focus on understanding what scientists do
  • connecting science to every transdisciplinary theme in the PYP, using object-based learning and the museum to generate creative and innovative ideas for making those connections
  • appreciating transdisciplinary skills as science
  • bringing tools and resources back to the classroom, including ideas for new hands-on activities, educational websites and children’s books that focus on the process of science.

Participants will use their experiences at AMNH to make connections to museums, parks and resources in their local communities to implement relevant and engaging units and learning experiences for their students, as well as exploring how to engage students in scientific inquiry.

Note: Three hours of this 15-hour workshop will be held online in the two weeks before the on-site dates. Participants will receive information about accessing and using the online space from their workshop leaders and staff at AMNH. Online participation is required in the form of reading responses and forum discussion.


Sustainability as international-mindedness

Recommended audience: Classroom teachers and coordinators.

We are now more than halfway through the “Decade of Education for Sustainable Development”. What has your school contributed? Sustainability is more than “reduce, reuse and recycle”. It is international-mindedness when it considers the environment in context of personal, natural, sociocultural, urban and technological sustainability. Participants will explore ways that sustainable thinking can be developed through all of the transdisciplinary themes. The workshop also looks at school and student leadership, the role of critical thinking and inquiry and the motivational factors that influence action and global engagement.


Teachers as researchers: From planning to publication

Recommended audience: Educators considering further studies or looking to enhance their professional portfolios.

Inquiry is a stance that educators can take as professional learners. Researching practice is also considered one of the most powerful professional development tools, leading to significant improvement in student learning. It is becoming a regular part of teacher performance reviews and a valued addition to a comprehensive résumé or CV. Participants will study a range of methodologies and analysis techniques for valid and reliable research. They will leave the workshop with a plan for a specific professional inquiry and opportunities to develop, share and publish their findings in the peer-reviewed IB Journal of Teaching Practice. By looking at themselves as inquirers, participants may also develop further insights into inquiry as the pedagogy of the IB.


Transdisciplinary learning

Recommended audience: PYP teachers and coordinators.

Meeting the demands of national and state curriculums can be a challenge for PYP schools. This workshop looks at tools to map local curriculums against the PYP scope and sequence documents. It analyses the transdisciplinary themes and examines how effective, concept-based central ideas and lines of inquiry can be designed to address the curriculum in a way that is relevant, challenging and engaging. Participants will also look at how the transdisciplinary skills are an essential element of curriculum mapping.


In addition to the Category 3 workshops listed above, there are additonal offerings listed under Continuum workshop for the Primary Years Programme (PYP).

  • Beyond symbolism—Indigenous ways of knowing
  • Creating inclusive classrooms: Access for all students in the PYP/MYP/DP (special needs)
  • Education for international-mindedness
  • EF Tours—Inquiry into Germany and Prague - June 24-July 3, 2013
  • EF Tours—Inquiry into Peru - July 8-July 18, 2013
  • Governance: Introduction to the IB for school owners and board members
  • Inquiry and the librarian across the three programmes
  • Lead the way: How to develop and sustain IB programmes
  • Leadership for school improvement
  • Learner profile
  • Music and inquiry
  • Your district, your IB

Please click here for more information about these workshops.