Learning Intentions; -develop sufficient confidence and knowledge to plan concept based units for term 1 and 2 of 2010

-approach IB trial with openness about concept based learning

Learning Intentions; -develop sufficient confidence and knowledge to plan concept based units for term 1 and 2 of 2010

-approach IB trial with openness about concept based learning

GuyAnne McS

LouiseRachelGregGrace

HeatherCarrieCarina

WillIan DCarol

DenisPete

StaceyKarynKeithAaron

KerryStuKimDi F

Katrina

ShirleyBob

WhitneyMelissaAnne B

Ed

JohnoAlanahDawnPhebe

LynRonnie

IB Groups

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LEVERAGE

Systemic Structures

Vision

Patterns of behaviour

Events

Mental Models

5

CurriculumCurriculum

AssessmentAssessment

PedagogyPedagogy

The ‘Avocado’ Model of Powerful Learning

Scratching the surface;-Knowledge and understanding is limited-Based on facts and received information

-Low level understanding and thinking about issue

-Limited or no application of learning other than ‘cosmetic’

-Hides the gaps/ cracks

Scratching the surface;-Knowledge and understanding is limited-Based on facts and received information

-Low level understanding and thinking about issue

-Limited or no application of learning other than ‘cosmetic’

-Hides the gaps/ cracks

Digging Deeper;-More useful to know, can be

synthesised-Provokes some thought or

emotion-Worth sharing

Scratching the surface;-Knowledge and understanding is limited-Based on facts and received information

-Low level understanding and thinking about issue

-Limited or no application of learning other than ‘cosmetic’

-Hides the gaps/ cracks

Digging Deeper;-More useful to know, can be

synthesised-Provokes some thought or

emotion-Worth sharing

The seeds of something new;-Can be put into action, grows

into something bigger and more productive

-(Its legacy) Lasts the longest-Takes the longest to expose

Who we are

An exploration of the nature of the self; our beliefs and values; personal, physical, mental, social, and spiritual health; of our families, friends, communities, and cultures; our rights and responsibilities; of what it means to be human.

Where we are in time and placeAn exploration of our orientation in place

and time; our personal histories; history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind;of the contributions of individuals and civilizations

How we express ourselves

An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

How the world works

An exploration of the physical and material world; natural and human-made phenomena; of the world of science and technology.

How we organise ourselves

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us.

Sharing the planet

An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things; of communities and of the relationships within and between them.

Moving from topical to conceptual

An Inquiry Learning Approach

_______________

Transportation

The Anzacs

NZ Parliament

Kiwiana

Healthy Eating

The Rainforest

Topical-Thematic

Movement

Conflict and Peace

Governance

What makes us who we are

Nutritional Change

Conservation of Habitats

Conceptual

Movement

Conflict and Peace

Governance

What makes us who we are

Nutritional Change

Conservation of Habitats

ConceptualForm-Change-Perspective-Function-Causation-Responsibility-Connection-

Reflection

Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection

ConceptualForm-Change-Perspective-Function-Causation-Responsibility-Connection-

Reflection

Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection

Form

Causation

Function

Change

Connection

Responsibility

Perspective

Reflection

ConceptualForm-Change-Perspective-Function-Causation-Responsibility-Connection-

Reflection

Form-Change-Perspective-Function-Causation-Responsibility-Connection-Reflection

Form

Causation

Function

Change

Connection

Responsibility

Perspective

Reflection

What is it like?

How does it work?

Why is it the way it is?

How does it change?

How is it connected to other things?

What are the points of view?

What is our responsibility?

How do we know?

Topic/Thematic Based Units

Integrated/Inquiry Based Units

often selected at random

are based on topics of substance and

significance

activities often loosely linked to topic

emphasise the connectedness of

knowledge and unify the curriculum

based more on factual knowledge

assist the learner in understanding ‘big ideas’

student input is limited- teacher often selects from bank of related activities

values the experiences, prior learning and

interests of the learner

no necessary sequence of learning- activities often

discrete

creates sustained learning experiences rather than

one-off lessons

Topic/Thematic Based Units

Integrated/Inquiry Based Units

largely driven by curriculum areas-

these become focus

emphasises open ended activities which offer learner some choice

often attempt to include every area of the

curriculum

empowers the learner to act on his/her understanding

allow teacher to ‘step-out’ of the unit to focus on

another curriculum area

considers the needs and interests of students in

planning

Head Be aware Knowledge

Heart Be moved Compassion

Hand Be involved Action

Other models; Levels of engagement

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IB UNITS OF INQUIRY

1 2 3 4 5 6

TERMS/ BBI EVENTS

T1 T2 T3 T4

Where we are in time

and place

T1W2 - T1W7

Sharing the planet

T1W7 - T2W3

How the

world worksT2W3 - T3W2

Who are we?

T3W2 - T3W7

How we express

our-selvesT3W7 - T4W3

How we organise our-selvesT4W3 - T4W7

W1-4 TestingSchool swimming

sportsLloyd Elsmore: Water SafetyCamp W7-8

Water Safety W5-6

Science Fair exhibition

Life EducationProduction?

Arts festivalPubert

y

Micro

Meso

Macro

Micro

Meso

Macro

Student collects facts and information on a subject

Student’s learning prompts thoughts about wider issues

Student feels empowered into personal and social action

Micro

Meso

Macro

Student collects facts and information on a subject

Student’s learning prompts thoughts about wider issues

Student feels empowered into personal and social action

To social action

Micro

Meso

Macro

Student collects facts and information on a subject

Student’s learning prompts thoughts about wider issues

Student feels empowered into personal and social action

To social action

Micro

Meso

Macro

Student collects facts and information on a subject

Student’s learning prompts thoughts about wider issues

Student feels empowered into personal and social action

To social

action

Micro

Meso

Macro

Social action touches local/ immediate community

Social action does not have impact beyond student

Social action reaches beyond student’s community- inspires others

to take action

Micro

Meso

Macro

Locally based issue

Issue impacts immediately on

student’s life

Nationally based issue

Student recognise

s that issue has

an impact beyond

their own communi

ty

Student recognises their issue is part of a wider, globally affecting concept