I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.

1. PYP INDUCTION
American International School Dhaka
August-December 2010

2. ABOUT ME...

3. INTRODUCTIONS AND GETTING
TO KNOW ONE ANOTHER
You need your Wander & Wonder grids + a writing implement
Rules of play
Wander around the room and ask a different participant one of the following questions:
(be sure to write their names and replies in each box on the grid.) No one should be asked twice.
What color do you feel like today and why?
What are you passionate about?
What makes you go quiet?
Name someone you admire and tell why.
What are you most proud of and why.
What is your strongest method of learning (give some examples)
What questions do you have about the PYP?
Name something you long to do but haven’t quite managed to do yet.
What has been a tough learning experience for you and why?
What do you love about teaching?

4. USE THE STICKER ON THE FRONT OF YOUR
BOOKLET TO REGROUP; MEET WITH THOSE
OF THE SAME COLOR STICKERS. DISCUSS.
What’s what?
So what?
Here’s What!

5. ESSENTIAL AGREEMENTS
Respect Reflection
Responsibility Curiosity
Cooperation Creativity

6. WHERE ARE YOU?

8. MEET EMILY

9. THE IDEAL LEARNER

10. THE LEARNER PROFILE
Look at the Learner Profile
in your MPYPH p4

11. SESSION 2 - IBPYP AND AISD
CONT’D
Be sure to grab a number tag and sit at that table

12. The
Learner
Profile in
action at
AISD

17. ACTIVE LEARNER PROFILE
Brainstorm ways you can think to use or
integrate learning about the learner
profile into your classroom.
Share in your group.

18. TEACHER’S
TOOLBOX

19. THE MISSION & VISION
AISD IB
How is the learner profile reflected in these statements?

20. IB Standards
& Practices

21. Programmes: What are IB Programmes?
The three IB Programmes each contain four core elements
Page 6 © International Baccalaureate Organization 2007

22. Definition: How is the PYP defined?
 The IB Primary Years Programme, for students aged 3 to 12
focuses on the development of the whole child as an inquirer, both
in the classroom and in the world outside. It is a framework guided
by six transdisciplinary themes of global significance, explored
using knowledge and skills derived from six subjects areas, as well
as transdisciplinary skills, with a powerful emphasis on inquiry-
based learning.
© International Baccalaureate Organization 2007

23. Overview of the PYP
Page 7 © International Baccalaureate Organization 2007

24. Learners constructing meaning: How is the PYP curriculum
defined?
Three interrelated components expressed in the form of three open-ended questions.
 Written curriculum
 Taught curriculum
 Assessed curriculum
This is a model whereby all three
components inform each other.
Page 8 © International Baccalaureate Organization 2007

25. WHAT IS CURRICULUM?
PYP defines curriculum as ‘broad and inclusive’
– The Written Curriculum – commitment to continuous
school improvement
– The Taught Curriculum – equal emphasis to
methodology
– The Learned Curriculum – assesses the actual
learning and reminds us of our original purpose
The PYP definition of curriculum includes all three
components

26. THE WRITTEN CURRICULUM
5 Essential Elements
Knowledge
Concepts
Skills
Attitudes
Action

27. (HALF) JIGSAW
1-Knowledge - p11
2-Concepts - p15
3-Skills - p20
4-Attitudes - p24
5-Action - p25

28. 10:00 am

29. SESSION 3 - INQUIRY &
ASSESSMENT
Please sit in grade level or single subject groups

35. Assessment
at AISD

36. 1:00 pm

37. SESSION 4 -
COLLABORATIVE PLANNING
Please regroup using the colored dots on your workshop
booklets. (Red, Yellow, Blue)

38. Who will I be working with?
Collaborative planning at
AISD

39. ATLAS RUBICON
Open browser (Safari, Firefox, etc)
Click on Rubicon link on toolbar
Login using your name (letter of last name trick); password is “culture”
Follow the prompts to change your password; don’t forget this!
Your Atlas main page
Start exploring in browse mode
Can you find your units (inquiry, math, etc); can you find any attached/linked
documents?; try downloading one of them

40. TEACHER’S
TOOLBOX

41. OCC JIGSAW
1-Forums
2-E-library & News
3-PYP Exhibition
4-Resources
5-Support areas

42. ALL TEACHERS/ADULTS
Promote – Internationalism Through
Model – Learner Profile inquiry
Teach – 5 essential elements
Programme of Inquiry Stand Alone Inquiry
The PYP Curriculum Matrix
Mathematics
6 Trans-disciplinary units
Languages
of work based on:
Performing Arts
Science, Social Studies
Visual Arts
Personal and Social
Physical Education
Education
Celebrations
Local Topics
Incidental

44. SESSION 5 - IB’S ONLINE
CURRICULUM CENTER
Please sit in your ‘expert’ group: Forums, E-library/News,
Exhibition, Resources, Support Areas

45. EXPERT GROUPS
Discuss your findings, what What do you want to share
you learned about that with your home group?
area.
Decide how best to share
What were some things that information to your
that could be helpful? home group.
Keep the people in your How much time
home group in mind.
do you need?

46. SHARING WHAT WE
LEARNED
Return to your home group
Take turns round the table to share the
area you explored on the OCC
Take notes on each section as your
group mates share what they learning;
something you could refer back to.

47. Now you should have some of the pieces to the
puzzle of the OCC!

48. SESSION 6 INQUIRY
Sit anywhere you like...

52. Donut
Discussion

53. Article reflections

54. The IB
perspective on
inquiry
Read pp 28-30
and pp 41-43
MPYPH for next
session

55. Enj
Eid Mubarak oy
ho you
lida r
y!

56. SESSION 7 INQUIRY
Sit anywhere you like...

58. MODELS OF INQUIRY
Direct the inquiry
Help justify learning tasks
Build on experiences
Makes sense of learning to reach understandings

59. TEACHING &
LEARNING CYCLE
Laying the
groundwork
Branching out Exploration
Making connections

60. KATH MURDOCH
Tuning In
(To gauge prior knowledge and immerse students in the
inquiry)
Finding Out
(Collecting and gathering information)
Sorting Out
(To organize, represent and present collected data)

61. KATH MURDOCH
Going Further
(Extend or broaden experiences and consider other perspectives;
investigate areas of personal interest)
Making Connections
(Analyzing and linking to themselves and their world)
Reflection
(To reflect on understandings and the process of learning; To draw
conclusions and make connections between ideas)
Action
(To apply or act on what has been learned.)

62. Grade 3 Multiplication Facts
Teacher Driven Inquiry
• Memorize each fact • Body maths – rows in a
• Testing cinema which is best?
• Mad minutes 1x20, 20x1, 2x10, 10x2,
5x4 or 4x5? Is it the best
• Fact families – moving for a bus?
towards inquiry but allow • Arrays – visual /
for discovery first. manipulatives
• Emphasis on the answer • Finding connections
rather than understanding
between 3x5 and 5x3
• Different strategies to find
the answer

63. Infants lesson on Floating and Sinking
Teacher Driven Inquiry
• Emphasis on books to • Free exploration of
collect facts objects in water tray
• Complete worksheet • Prediction
with task • Open ended
• Closed sentences classification
and fill in missing • Record findings and
words decide on new inquiry

64. Grade 5 Recycling
Teacher Driven Inquiry
• Read about items that • Sort objects they think
can be recycled on page can be recycled
37 and complete • Use 2-3 guiding
comprehension questions to keep focus
• Complete worksheet on on field trip
field trip to find numerous • Collect all paper that is
facts not put into recycled bin
and analyse data

65. Grade 1 Reading / Circle
Teacher Driven Inquiry
• Read silently and answer a list • After reading chapter think of a
of factual questions e.g. who is question and pass to next group to
Leena’s friend? answer
• Recount, relate and reflect
• Complete worksheet on the
read chapter – comprehension • After completion of book decide a
way to present it to rest of class
with superficial questions
e.g role play, interview with author
• After complete of book • Compare characters points of
complete test view
• Choosing book from selection with
similar theme e.g friendship

67. 6 o’clock partners

68. SESSION 8 -
INTERNATIONAL MINDEDNESS

69. INTERNATIONALLY MINDED?
RANK FROM 1-10
Mother Muhammad Barack
Liu Xiaobo Princess Diana
Teresa Yunus Obama
Kofi Annan Angelina Sacha Baron
Pope Benedict XVI Osama bin Laden
Jolie Cohen

70. BEYOND FOOD,
FESTIVALS AND FLAGS
How internationally minded is AISD?
How aware are our students locally?
How aware are they globally?

71. MEET THE WORLD

72. MINIATURE EARTH

73. THE LEARNER PROFILE
Look at the Learner Profile
in your MPYPH p4

74. ATTRIBUTES &
ATTITUDES, OH MY!
What are some ways you
explicitly teach the learner
profile/attitudes in your
classroom?

75. SESSION 9 - CONCEPTUALLY
DRIVEN CURRICULUM

76. HOW DO STUDENTS RETAIN,
TRANSFER AND UNDERSTAND
KNOWLEDGE?

77. WHAT IS CURRICULUM
PYP defines curriculum as ‘broad and inclusive’
– The Written Curriculum – commitment to continuous
school improvement
– The Taught Curriculum – Equal emphasis to
methodology
– The Learned Curriculum – assessing the actual
learning and reminds us of its purpose
The PYP definition of curriculum includes all three
components

78. THE WRITTEN CURRICULUM
5 Essential Elements
Action
Concepts
Knowledge
Skills
Attitudes

79. Traditional Curriculum... is Topic Based
AMERICAN HISTORY: American Revolution, Westward
Movement, the Constitution, our Government, the Civil War, the
60’s, Franklin D. Roosevelt, Colorado leaders, Native
Americans…
SCIENCE: Plants, snakes, fish, the human body, genes,
volcanoes, the Earth, space travel, machines, water, mountains,
streams…
ENGLISH: Grammar, syntax, essays, Edgar Allan Poe, The
Cay, Romeo and Juliet, Poetry, Fiction, Non-fiction, Skills…
ART: Van Gogh, Picasso, drawing, crafts, art appreciation…

80. Two Dimensional Curriculum Model-
Topic-based
Processes & Skills
Factual
Content

81. Three Dimensional Curriculum Model-
Concept-based
Concepts
&
Principles
lls
Fa
S ki
ctu
ses&
a
es
lC
oc
Pr
on
ten
t

82. Key Points
Two-dimensional vs. Three-dimensional

83. Key Points
Two-dimensional
Coverage-centered
vs.Idea-centered
Three-dimensional
“inch deep, mile wide” -facts provide a foundation to
understand conceptual, transferable
ideas.

84. Key Points
Two-dimensional
Coverage-centered
vs.Idea-centered
Three-dimensional
“inch deep, mile wide” -facts provide a foundation to
understand conceptual, transferable
ideas.
Intellectually shallow Intellectual depth
- lacks a conceptual focus -a “conceptual lens,” or focus,
to create a factual/ requires mental processing on
conceptual brain synergy the factual and conceptual levels--
producing intellectual depth in
thinking and understanding.

85. Key Points
Two-dimensional
Coverage-centered
vs.Idea-centered
Three-dimensional
“inch deep, mile wide” -facts provide a foundation to
understand conceptual, transferable
ideas.
Intellectually shallow Intellectual depth
- lacks a conceptual focus -a “conceptual lens,” or focus,
to create a factual/ requires mental processing on
conceptual brain synergy the factual and conceptual levels--
producing intellectual depth in
thinking and understanding.
Inability to transfer Concepts and Generalizations Transfer
factual knowledge -allows the brain to make connections
- facts do not transfer; and see patterns.
locked in time, place, or
situation.

86. Key Points
Two-dimensional
Coverage-centered
vs.Idea-centered
Three-dimensional
“inch deep, mile wide” -facts provide a foundation to
understand conceptual, transferable
ideas.
Intellectually shallow Intellectual depth
- lacks a conceptual focus -a “conceptual lens,” or focus,
to create a factual/ requires mental processing on
conceptual brain synergy the factual and conceptual levels--
producing intellectual depth in
thinking and understanding.
Inability to transfer Concepts and Generalizations Transfer
factual knowledge -allows the brain to make connections
- facts do not transfer; and see patterns.
locked in time, place, or
situation.
Fails to meet the intellectual Develops the intellect to handle a world
demands of the 21st century of increasing complexity and
accelerating change.

87. Barry’s clipart.com
The Structure
of Knowledge

88. KNOWLEDGE
Is it possible to identify
a particular body of
knowledge for
international schools?
The PYP recognizes that it would be
inappropriate to attempt to define any narrow,
fixed body of knowledge as essential content
which every student should know. Accepting
this, the task has been approached from a
different perspective.

89. Rather than designing a fixed syllabus, the PYP
has set out to identify transdisciplinary themes –
areas of knowledge – which:
• have significance for all students, all cultures
• offer students the opportunity to explore knowledge which is of
genuine importance in understanding the human condition
• address the fields which form the traditional disciplines but
present these in a way which transcends these disciplines,
therefore facilitating transdisciplinary planning and teaching
• will be revisited throughout the student’s years of schooling, the
end result being an articulated curriculum content, from pre-
kindergarten to secondary school

90. The Structure of Knowledge
Westward Movement
Early American
Early American
settlers looked for
settlers migrated
new opportunities.
west.

91. The Structure of Knowledge
• Migration • Opportunity
Westward Movement
Early American
Early American
settlers looked for
settlers migrated
new opportunities.
west.

92. The Structure of Knowledge
• Migration • Opportunity
• Needs • Freedom
Westward Movement
Early American
Early American
settlers looked for
settlers migrated
new opportunities.
west.

93. The Structure of Knowledge
People migrate to meet a variety
of needs.
• Migration • Opportunity
• Needs • Freedom
Westward Movement
Early American
Early American
settlers looked for
settlers migrated
new opportunities.
west.

94. The Structure of Knowledge
People migrate to meet a variety
of needs.
Migration may lead to new
opportunities or greater freedom.
• Migration • Opportunity
• Needs • Freedom
Westward Movement
Early American
Early American
settlers looked for
settlers migrated
new opportunities.
west.

95. The Structure of Knowledge
The Great Depression
At which levels does knowledge transfer?

96. The Structure of Knowledge
Scarcity Supply & Demand
Economic Depression Leadership
The Great Depression
At which levels does knowledge transfer?

97. The Structure of Knowledge
•Economic depression in one country can
significantly impact other nations.
Scarcity Supply & Demand
Economic Depression Leadership
The Great Depression
At which levels does knowledge transfer?

98. The Structure of Knowledge
•Economic depression in one country can
significantly impact other nations.
•In times of crisis, individual leaders can
exert power and shape the course of
events.
Scarcity Supply & Demand
Economic Depression Leadership
The Great Depression
At which levels does knowledge transfer?

99. The Structure of Knowledge
•Economic depression in one country can
significantly impact other nations.
•In times of crisis, individual leaders can
exert power and shape the course of
events.
Scarcity Supply & Demand
Economic Depression Leadership
The Great Depression
At which levels does knowledge transfer?

100. The Structure of Knowledge
•Economic depression in one country can
significantly impact other nations.
•In times of crisis, individual leaders can
exert power and shape the course of
events.
Scarcity Supply & Demand
Economic Depression Leadership
The Great Depression
At which levels does knowledge transfer?

101. Concept
A concept is an organizing idea;
a mental construct...

102. Concept
A concept is an organizing idea;
a mental construct...

103. Concept
A concept is an organizing idea;
a mental construct...
• Timeless

104. Concept
A concept is an organizing idea;
a mental construct...
• Timeless
• Universal

105. Concept
A concept is an organizing idea;
a mental construct...
• Timeless
• Universal
• Abstract

106. Concept
A concept is an organizing idea;
a mental construct...
• Timeless
• Universal
• Abstract
• Represented by 1 or 2 words

107. Concept
A concept is an organizing idea;
a mental construct...
• Timeless
• Universal
• Abstract
• Represented by 1 or 2 words
• Examples share common
attributes

108. Theory
Building
Generalizations
Expressions of the relationship
Between two or more concepts
Concepts
Classified/ categorized
groups of related facts
Facts
From: Focus on Truths about specific events, objects, people.
Inquiry by Joni
Wilson and Lesley These are easily investigated
Wing Jan

109. Te
g
d in
ac
h
an
er’
rst
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
nt
g
de
-classified/categorized groups of related
Stu
facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

110. Theory
Te
g
Building
d in
ac
h
an
er’
rst
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
nt
g
de
-classified/categorized groups of related
Stu
facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

111. Theory
Te
g
Building
d in
ac
h
an
er’
rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
nt
g
de
-classified/categorized groups of related
Stu
facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

112. Theory
Te
g
Building
d in
ac
h
an
er’
rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
Concepts
nt
g
de
-classified/categorized groups of related
Stu
facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

113. Theory
Te
g
Building
d in
ac
h
an
er’
rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
Concepts
nt
g
de
-classified/categorized groups of related
Stu
facts
Facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

114. Organizing Themes Theory
Te
g
Building
d in
ac
h
an
er’
rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
Concepts
nt
g
de
-classified/categorized groups of related
Stu
facts
Facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

115. Organizing Themes Theory
Te
g
Building
d in
ac
h
an
er’
rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
Concepts
nt
g
Key Concepts
de
-classified/categorized groups of related
Stu
facts
Facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

116. Organizing Themes Theory
Te
g
Building
d in
ac
h
an
er’
rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
Concepts
nt
g
Key Concepts
de
-classified/categorized groups of related
Stu
facts
Knowledge Facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

117. Organizing Themes Theory
Te
g
Building
d in
ac
h
an
er’
Central Ideas rst Generalizations
sp
-expressions of
de
lan
reflections between two
Un
or more concepts
nin
’s
Concepts
nt
g
Key Concepts
de
-classified/categorized groups of related
Stu
facts
Knowledge Facts
-truths about specific events, objects, people
These are easily investigated
From - Focus on Inquiry - Jeni Wilson and Lesley Wing Jan

118. To develop the intellect and increase motivation for
learning, curriculum and instruction must create a
“synergy” between the lower (factual) and higher
(conceptual) levels of thinking.

119. The Conceptual
Mind
engages the
Personal Intellect

120. It is the conceptual mind that…

121. It is the conceptual mind that…
 creates connections to prior experience and
finds relevance;

122. It is the conceptual mind that…
 creates connections to prior experience and
finds relevance;
 synergistically works with factual level knowledge
to develop the intellect;

123. It is the conceptual mind that…
 creates connections to prior experience and
finds relevance;
 synergistically works with factual level knowledge
to develop the intellect;
 creates deeper understanding at the factual and
conceptual levels;

124. It is the conceptual mind that…
 creates connections to prior experience and
finds relevance;
 synergistically works with factual level knowledge
to develop the intellect;
 creates deeper understanding at the factual and
conceptual levels;
 recognizes the transferablity of knowledge.

125. It is the conceptual mind that…
 creates connections to prior experience and
finds relevance;
 synergistically works with factual level knowledge
to develop the intellect;
 creates deeper understanding at the factual and
conceptual levels;
 recognizes the transferablity of knowledge.
 creates the motivation for learning

126. Coordinated, Multidisciplinary
Topic Organizer:
A Little Art
A Little Math
Use of
The
Language Human Body
Processes
A Little Science
The “Potpourri Unit”
of facts & activities
A Little Literature

128. This cognitive processing
requires an integrating,
“conceptual lens” such as
Interdependence or System to s
up the intellectual synergy
between the factual and
conceptual levels of the mind.

129. Integrated, Transdisciplinary
Literature
Conceptual Lens: System The Human Body
(Science concepts)
The Scarlet Ibis (J. Hurst)
(limits of the human body)
Health To the Top: Annapurna (Blum)
Wellness (endurance, respiratory system)
Nutrition Physical Education
Eating Disorders The Body Control
Weight Management Movement
Substance Abuse Human Body Coordination
Diseases Musculatory System
Fitness
Endurance
Science
Circulatory System
Math Art
Calculations: heart rate, body mass, Draw a body:
Respiratory System
Statistics symmetry, line, shape
Digestive System, etc.
Measurements: height, weight Human forms - art
Function & structure
Ratios realism, abstract,
Interdependence
Charts; graphs cubist

130. Open the envelope on your table and have a
look at the questions inside.
What do you notice about them?
How could you categorize them?

131. Factual Questions:
Why was the holocaust a significant event in world history?
What beliefs did Hitler hold that drove his actions?
Why is Hitler’s persecution of the Jewish people considered
inhumane?
Conceptual Questions:
What examples of humanity can you cite from our world today?
What acts of humanity can you cite from our present-day world?
How are beliefs, values, and perspectives related to views of
humanity and inhumanity?
Provocative (Debate, or Essential) Question:
Can one be inhumane and civilized at the same time?

132. 1. Think of two specific topics you teach.
2. Choose potential lenses for each topic (you can use the list on the
table)
Do the lenses change the focus or add a dimension for thinking about
the topic?
Which lens do you find most engaging (or challenging) for your topic?

133. When we teach to the levels
of concepts and
generalizations we are
teaching for deep
understanding and the transfer
of knowledge.

134. MEET EMILY

135. READINGS
P 11 OR 12

137. Inquiry is like...