Building for the Future

2

A deep understanding of the programme enables us to better support others with

implementation.

CONCEPTUAL UNDERSTANDINGS

A deep understanding of the programme enables us to better support others with implementation.

● An inquiry into the enhancements to the PYP● An inquiry into the revised IB Programme

Standards and Practices● An inquiry into teacher practices framework and

new workshops● An inquiry into possible implications for

programme implementation

Identifying where you & your stakeholders are

Digging for meaning and purpose, & reframing your thinking

Developing new ideas

Trying out new ideas

Moving forward

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8

Group 1: What now provides a deeper focus or more explicit guidance than before?

9

Group 2: What elements are new & different than before?

10

Group 1: What now provides a deeper focus or more explicit guidance than before?

11

● Learning Environments● Community of Learners● Inquiry● Concept-based● Transdisciplinarity● Learner Profile (& no attitudes) ● Approaches to learning

Group 2: What elements are new & different than before?

12

● Agency● Early Learner● Play● Exhibition● Assessment● Leadership

13

Connect: This is a lot like what we are already doing… I am an expert on these things and would be willing to support others learning about...

Challenge: I’m still not sure I get these things...

My next steps: I would like to inquire into… by...

Group 1: What now provides a deeper focus or more explicit guidance than before?

14

● Learning Environments● Community of Learners● Inquiry● Concept-based● Transdisciplinarity● Learner Profile (& no attitudes) ● Approaches to learning

Group 2: What elements are new & different than before?

15

● Agency● Early Learner● Play● Exhibition● Assessment● Leadership

INDIVIDUALLY:

Connect: This is a lot like what we are already doing…

I am an expert on these things and would be willing to support others in their learning...

..

INDIVIDUALLY:

Challenge: Name:

These ideas are challenging my thinking - I’d like the support from others to find out more...

Name: INDIVIDUALLY:

Connect: This is a lot like what we are already doing…

I am an expert on these things and would be willing to support others in their learning...

..

Name:

INDIVIDUALLY:

Challenge: Name:

These ideas are challenging my thinking - I’d like the support from others to find out more...

INDIVIDUALLY OR AS A TEAM:

Challenge: Name: These ideas are challenging my thinking - I’d like the support from others to find out more...

INDIVIDUALLY OR AS A TEAM:

Connect: Name: This is a lot like what we are already doing…

I am an expert on these things and would be willing to support others in their learning...

..

INDIVIDUALLY OR AS A TEAM:

Connect: Name: This is a lot like what we are already doing…

I am an expert on these things and would be willing to support others in their learning...

..

INDIVIDUALLY OR AS A TEAM:

Challenge: Name: These ideas are challenging my thinking - I’d like the support from others to find out more...

Videos to Principles to Practice

THE LEARNING COMMUNITY

18

THE LEARNER

LEARNING AND TEACHING

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The transdisciplinary characteristics of the PYP

The PYP framework indicates the iterative relationship between the learner, learning and teaching and the learning community.

The framework is broad, balanced, conceptual and connected and emphasises the importance of learning about the world and making connections that reach beyond the scope of individual subjects.

22

The programme of Inquiry

The programme of inquiry is developed through a collaborative planning process, and is organised with six transdisciplinary themes being the starting point for student inquiries. It is important to note that the programme of inquiry, while planned, is also dynamic, to take account of the uniqueness of each learner through his or her creative inquiry into the concepts.

23

The programme of Inquiry

The six transdisciplinary themes capture human commonalities that are significant and relevant.They:

● encapsulate our shared commonalities● indicate the complexity and the connectedness of the

human condition globally● invite students to engage in dialogues about real issues in

the world● allow for authentic embeddedness of subject areas● contribute to the uniqueness of the PYP by ensuring that

authentic and meaningful connections are made across, between and beyond subjects.

26

For the learner, transdisciplinary learning takes into account the uniqueness of each student and that no two inquiries will likely be the same.

Transdisciplinary learning provides opportunities for student Voice, Choice & Ownership.

The transdisciplinary themes provide a learning experience that is learner-centric and more accessible to students, with knowledge as a socially constructed process.

A transdisciplinary experience provides opportunities for the learner to reflect and take action on their learning.

Transdisciplinary Learning & the LearnerTransdisciplinary learning and the Learning Community

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Schools will be able to devise sub-skills; as a leader which ones do you see as a priority to be developed?

ATL skills

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How can you, as a leader Empower change? Change for learners and educators alike, provide opportunities to embrace agency.

Being true to the aim of the learner profile attributes to develop a global mindset, is all part of the process of encouraging agency and empowering change.

● What change has happened in your context recently?

● How did you manage it?● What were the challenges?● What were the successes?

Agency

“Agency is a philosophical, sociological and psychological idea that acknowledges humans as active participants in their lives with the capacity to initiate intentional action.” Source - PYP: From principles into practice

“enable[s] people to play a part in their self-development, adaptation, and self-renewal with changing times”. (Agency section in PYP: From principles into practice) (Bandura 2001)

34Me t

o W

e

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SELF TASK IMPACTZERO

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SELF TASK IMPACTZERO

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1 2 3 4 5 6 7 Next Steps

Learning Environments

Community of Learners

Inquiry

Concept-based

Transdisciplinarity

Learner Profile (& no attitudes)

Approaches to learning

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1 2 3 4 5 6 7 Next Steps

Agency

Early Learner

Play

Exhibition

Assessment

Leadership

● Students ● Teachers (EY, LP & UP)● Teacher Assistants● Parents and legal guardians● Board / Governance / Owners

The Learning Community

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SELF TASK IMPACTZERO

44

1 2 3 4 5 6 7 Next Steps

Students

EY Teachers

LP Teachers

UP Teachers

Specialists

Teacher Assistants

Parents & Guardians

Board / Governance

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o W

e

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Concerns Based Adoption Model (CBAM) assumes:● Change is a process not an event● Is made by individuals first, then organisations● Is a highly personal experience● Entails developmental growth in feelings and skills● PEOPLE first● INNOVATION second...

To affect change inside an organization we must remember

why people resist change.

People don't fear change, people like comfort.

The status quo is more comfortable than the unknown. (Sinek)

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MYSTM - MeY - YouS - SpaceT - Time

CHANGE MODELS to

further Explore

50

Michael Fullan Andy BuckPendleton KotterKnoster

Leadership Models to

further Explore

51

Michael Fullan Andy BuckGeorge KourosSimon Sinek

Change management - planning forward

52

53

Kotter’s 8 Step

Change Model

54

Knoster Model

55

Knoster Model

Change management - planning forward

56

Change management - planning forward

57

Change Management

1. Failure to make a compelling case for change – People need to make sense of the change before they change

2. Not involving the employees – Leaders believe top-down still works

3. Ignoring current organizational culture – Failure to understand and shape the informal organization

4. Real change happens at the bottom of the organization – It does not happen at the town hall meeting or through the intranet

5. Not dealing proactively with resistance6. Failing to celebrate small wins – Change

management is a dolphin, not a whale

www.torbenrick.eu

If you get the culture right, most of the other stuff will just happen naturally on its own.

—Tony Hsieh, CEO, Zappos.com

OWhat is my objective?(Think SMART

objectives: specific, measureable,

achievable, realistic, timely)

SWhat steps need to be taken to achieve

the objective?

CWhat is the

timeframe for completion?

(Consider breaking the timeframe up into smaller

milestones)

AWhat evidence

will indicate that the objective has been achieved?

RWhat resources will be needed?(Consider: people,

time, hard/soft resources)

NEXT WEEK:

NEXT MONTH:

ON-GOING:

Name: OSCAR (please name your slide or make your own copy)