Planner
Planner:
1. What is our purpose?
To inquire into the following:
Transdisciplinary theme :
How we express ourselves
Central Idea :
Visual art may represent feelings, emotions and cultures.
Summative Assessment task (s)
What are the possible ways of assessing students' understanding of the
central idea? What evidence, including students-initiated actions, will we look for?
PYP Exhibition (1st and 2nd of June)
2. What do we want to learn?
What are the key concepts to be emphasized within this inquiries?
Form, Causation and Connection.
What lines of inquiry will define the scope of the inquiry into the central idea?
- Different styles ( Form )
- Connection between feelings and visual art ( Connection )
- Reasons for creating visual art ( Causation )
What teacher questions / provocations will drive these inquiries?
1) What is visual art?
2) What are the different forms of art?
3) Can feelings and visual art be connected to each other?
4) What are the functions of visual art?
5) What are the causations of visual art?
3, How might we know what what we have learned?
This column should be used in conjunction with " How best might we learn? "
What are the possible ways assessing students' prior knowledge and skills?
What evidence will we look for?
We could ask them questions or give them a quiz/test about the topic.
What are the possible ways of assessing student learning in the context of the line of inquiry?
What evidence will we look for?
We can ask them to look at it and we could tell them what it means. We could ask them to look at the pictures
and we could explain them..
4. How best might we learn?
What are the learning experiences suggested by the teacher and/or students to encourage the students to engage
with he inquiries and address the driving questions?
We could research, share ideas, observe and interview people.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
We used communication skills, research skills, thinking skills and self - management skills.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music,art, computer software, etc, will be available?
People: We interviewed Ms. Irma and the 3 girls at the National Museum.
Places: In front of the art room at the 2nd floor ( Ms, Irma ) and At the National Museum ( the 3 girls ).
Audio: visual materials: The sound of our visual art movie was a sad song.
Related literature: There was a poem that was related to Visual art. We also saw many books.
Music: Our music was related to deforestation in the movie that we made.
Art: We saw many art works in National Museum and at the art gallery. Actually, we see art everyday!
Computer software: We did alot of research at the computer. We found out the answer to our questions.
How will the classroom enviroment, local environment, and/or the community be used to facilitate the inquiry?
The community can help us raise awareness about deforestation, so we decided to set up a community canvas in our school.
6. To what extent did we achieve our purpose?
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.
We got to learn the information we wanted to learn by researching, interviewing people and sharing ideas. People participated in our activity.
How you could improve on the assessment task (s) so that you would have a more accurate picture of each student's understanding of the central idea.
We could spend more time researching and staying focused with the task(s) we need to finish.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
The evidence that connections were made between the central idea and the transdisciplinary themes that the central idea needs to be related to the transdisciplinary theme. The central idea focuses on one art form, thus addressing the theme.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
- 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.
- About our LOIs and question that were written down.
- We researched most of the time (Skill = Research)
- Trying to apply more learner profiles and/or attitudes
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 teaching and learning.
We found out the LOIs (LOI #1 , LOI #2 , LOI #3)
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.
Most effective :
"How can we raise awareness?"
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.
We took action in our community canvas by communicating, respecting and more.
By : Ha Young, Jolly, Cherilynn, Sun Ho and Mischa
1. What is our purpose?
To inquire into the following:
Transdisciplinary theme :
How we express ourselves
Central Idea :
Visual art may represent feelings, emotions and cultures.
Summative Assessment task (s)
What are the possible ways of assessing students' understanding of the
central idea? What evidence, including students-initiated actions, will we look for?
PYP Exhibition (1st and 2nd of June)
2. What do we want to learn?
What are the key concepts to be emphasized within this inquiries?
Form, Causation and Connection.
What lines of inquiry will define the scope of the inquiry into the central idea?
- Different styles ( Form )
- Connection between feelings and visual art ( Connection )
- Reasons for creating visual art ( Causation )
What teacher questions / provocations will drive these inquiries?
1) What is visual art?
2) What are the different forms of art?
3) Can feelings and visual art be connected to each other?
4) What are the functions of visual art?
5) What are the causations of visual art?
3, How might we know what what we have learned?
This column should be used in conjunction with " How best might we learn? "
What are the possible ways assessing students' prior knowledge and skills?
What evidence will we look for?
We could ask them questions or give them a quiz/test about the topic.
What are the possible ways of assessing student learning in the context of the line of inquiry?
What evidence will we look for?
We can ask them to look at it and we could tell them what it means. We could ask them to look at the pictures
and we could explain them..
4. How best might we learn?
What are the learning experiences suggested by the teacher and/or students to encourage the students to engage
with he inquiries and address the driving questions?
We could research, share ideas, observe and interview people.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
We used communication skills, research skills, thinking skills and self - management skills.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music,art, computer software, etc, will be available?
People: We interviewed Ms. Irma and the 3 girls at the National Museum.
Places: In front of the art room at the 2nd floor ( Ms, Irma ) and At the National Museum ( the 3 girls ).
Audio: visual materials: The sound of our visual art movie was a sad song.
Related literature: There was a poem that was related to Visual art. We also saw many books.
Music: Our music was related to deforestation in the movie that we made.
Art: We saw many art works in National Museum and at the art gallery. Actually, we see art everyday!
Computer software: We did alot of research at the computer. We found out the answer to our questions.
How will the classroom enviroment, local environment, and/or the community be used to facilitate the inquiry?
The community can help us raise awareness about deforestation, so we decided to set up a community canvas in our school.
6. To what extent did we achieve our purpose?
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.
We got to learn the information we wanted to learn by researching, interviewing people and sharing ideas. People participated in our activity.
How you could improve on the assessment task (s) so that you would have a more accurate picture of each student's understanding of the central idea.
We could spend more time researching and staying focused with the task(s) we need to finish.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
The evidence that connections were made between the central idea and the transdisciplinary themes that the central idea needs to be related to the transdisciplinary theme. The central idea focuses on one art form, thus addressing the theme.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
- 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.
- About our LOIs and question that were written down.
- We researched most of the time (Skill = Research)
- Trying to apply more learner profiles and/or attitudes
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 teaching and learning.
We found out the LOIs (LOI #1 , LOI #2 , LOI #3)
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.
Most effective :
"How can we raise awareness?"
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.
We took action in our community canvas by communicating, respecting and more.
By : Ha Young, Jolly, Cherilynn, Sun Ho and Mischa