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Primary Years Program (PYP) International Mindedness - Coggle Diagram
Primary Years Program (PYP) International Mindedness
THE LEARNER
Action
Student initiated
Authentic, meaningful, mindful
Creates responsibility
Takes many forms
Agency
voice
choice
ownership of learning
LANGUAGE AND TEACHING
Language
Learn language
Learn about leanguage
Learn through language
Student as COMMUNICATOR
Important in developing international mindedness
A transdisciplinary approach to learning
Themes integrate subject knowledge
balance of subject-specific knowledge and conceptual understanding
Require central idea, concepts, lines of inquiry
Concepts
Connections between prior and new knowledge
Used to organize subject content
Inquiry develops around concepts
transition points not endpoints
Developing a programme of inquiry
central idea-gives structure to concepts
Concepts develop ideas
Approaches to Learning (ATL)
learning how to learn
helps students to become self-regulated learners
teachers must model skills
complement the learner profile
Inquiry in the PYP
purposeful and authentic
nurtures curiosity
incorporates problem-solving
requires sustained time in time table
learning spaces should extend student thinking, research and communication skills
Assessment
to inform teaching and learning
identifies what students know and can do
student aim is to monitor and adjust accordingly
backwards by design
4 dimensions-not weighted the same
THE LEARNING COMMUNITY
International-Mindedness
central to the IB mission
awareness of the global community, interrelatedness
learner profile builds development
journey not endpoint
focus on things humans have in common
Learning Environment
context in which learning happens
should promote collaboration, shared sense of purpose and belonging
inspires creativity and innovation
Keep play in mind
student and community should have input
must learn to use technology in ways that are socially and ethically responsible