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    PYP Unit Planner Sample

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    melania.m.224359
    This document outlines the planning process for a PYP inquiry. It includes sections on determining the central idea and lines of inquiry, learning experiences, assessment, and resources. Teachers are to use this document to plan an inquiry for their students and later reflect on its outcomes.

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    Download as DOC, PDF, TXT or read online from Scribd

    PYP Unit Planner Sample

    Uploaded by

    melania.m.224359
    2K views4 pages
    This document outlines the planning process for a PYP inquiry. It includes sections on determining the central idea and lines of inquiry, learning experiences, assessment, and resources. Teachers are to use this document to plan an inquiry for their students and later reflect on its outcomes.

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    This document outlines the planning process for a PYP inquiry. It includes sections on determining the central idea and lines of inquiry, learning experiences, assessment, and resources. Teachers are to use this document to plan an inquiry for their students and later reflect on its outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    2K views4 pages

    PYP Unit Planner Sample

    Uploaded by

    melania.m.224359
    This document outlines the planning process for a PYP inquiry. It includes sections on determining the central idea and lines of inquiry, learning experiences, assessment, and resources. Teachers are to use this document to plan an inquiry for their students and later reflect on its outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    At a glance
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    The key takeaways are planning an inquiry-based unit, assessing student understanding of central ideas, and reflecting on the effectiveness of the learning experiences.

    The key concepts being emphasized are form, function, causation, change, connection, perspective, responsibility and reflection.

    Student learning and understanding will be assessed through prior knowledge assessments, evidence in the context of lines of inquiry, and assessing students' understanding of the central idea through summative assessment tasks.

    Planning the inquiry

    1. What is our purpose?


    To inquire into the following:

    Class/grade:

    Age group:

    School:

    School code:

    transdisciplinary theme
    Title:
    PYP planner

    Teacher(s):

    central idea

    Date:
    Proposed duration: number of hours

    over number of weeks

    Summative assessment task(s):


    What are the possible ways of assessing students understanding of the central
    idea? What evidence, including student-initiated actions, will we look for?

    2. What do we want to learn?


    What are the key concepts (form, function, causation, change, connection,
    perspective, responsibility, reflection) to be emphasized within this inquiry?

    What lines of inquiry will define the scope of the inquiry into the central idea?

    What teacher questions/provocations will drive these inquiries?

    International Baccalaureate Organization 2007

    Planning the inquiry

    3. How might we know what we have learned?

    4. How best might we learn?

    This column should be used in conjunction with How best might we learn?

    What are the learning experiences suggested by the teacher and/or students to
    encourage the students to engage with the inquiries and address the driving
    questions?

    What are the possible ways of assessing students prior knowledge and skills?
    What evidence will we look for?

    What are the possible ways of assessing student learning in the context of the
    lines of inquiry? What evidence will we look for?

    What opportunities will occur for transdisciplinary skills development and for the
    development of the attributes of the learner profile?

    5. What resources need to be gathered?


    What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

    How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

    International Baccalaureate Organization 2007

    Reflecting on the inquiry

    6. To what extent did we achieve our purpose?

    7. To what extent did we include the elements of the PYP?

    Assess the outcome of the inquiry by providing evidence of students


    understanding of the central idea. The reflections of all teachers involved in the
    planning and teaching of the inquiry should be included.

    What were the learning experiences that enabled students to:

    How you could improve on the assessment task(s) so that you would have a
    more accurate picture of each students understanding of the central idea.

    What was the evidence that connections were made between the central idea
    and the transdisciplinary theme?

    International Baccalaureate Organization 2007

    develop an understanding of the concepts identified in What do we want to


    learn?

    demonstrate the learning and application of particular transdisciplinary skills?

    develop particular attributes of the learner profile and/or attitudes?

    In each case, explain your selection.

    Reflecting on the inquiry

    8. What student-initiated inquiries arose from the learning?


    Record a range of student-initiated inquiries and student questions and highlight any
    that were incorporated into the teaching and learning.

    At this point teachers should go back to box 2 What do we want to learn? and
    highlight the teacher questions/provocations that were most effective in driving the
    inquiries.

    What student-initiated actions arose from the learning?


    Record student-initiated actions taken by individuals or groups showing their ability to
    reflect, to choose and to act.

    International Baccalaureate Organization 2007

    9. Teacher notes

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