PYP Resources
<div><b>Brainstorming/Rocket Writing </b>- Given a prompt or topic students a given a short period of time to write about a topic. Encourage the idea of writing like a rocket to get as many thoughts down as possible. This allows students to freely generate ideas about topics /phrases /problems.<b>Bundling</b> – From a brainstormed list of things students look for patterns or groups that can be made within the list. This allows students to make connections between ideas that are generated.<b>Butts Up Brainstorm </b>– students write their own ideas about a topic in a section of a brainstorm chart and then another student selects the best idea from their peer’s ideas that is presented to the group.<b>Finish the sentence / Sentence starters </b>– Students are given a range of sentence starters that they complete. This reveals prior knowledge and feelings about a unit. Can also be used at the end as a reflection activity.<b>Four Corners </b>– students are asked to stand in the corner (agree, strongly agree, disagree, strongly disagree) based on their thought and feelings about different</div>
<div><b>Ask an Expert </b>– Inviting an expert develops skills of listening, speaking, questions and recalling.<b>Excursions </b>– students get to experience a completely new environment, gather information first hand and extend their wonderings.<b>Experiments -</b> activities where students engage to explore a particular phenomenon.<b>Knowledge Trades </b>– students from different classes trade knowledge and ideas about the topics being explored.<b>Jigsaw Reading Activities </b>– students read different part of a text and share the information that they read<b>Multi-media </b>– provides sound and image to engage the students in the topic.<b>Interviews/ Surveys </b>– students can gather first-hand information (ideas/feelings/opinions) whilst developi</div>
<div><b>Dance and Drama – </b>using free movement, mime, role plays, plays, talk shows and simulations, students respond to experiences and further develop their schema.<b>Gather, Enhance and Communicate </b>–provides a framework for teachers and students to negotiate what will be investigated, as well as how it will be investigated and presented.<b>Media/Visual Art –</b> Using collage, models, fabrics, drawings, painting, making videos, multi-media presentations and radio plays/podcasts.<b>Mathematics –</b> classifying, graphing, mapping, problem-solving, scale-models, timelines and venn-diagrams<b>Music-</b> soundscapes, composing and musical stories<b>Languages –</b> Building stories, comparing, contrasting, data chats, directed thinking and reading activities, oral presentations, translations, written conversations, wall stories, poetry, reader’s theatre.</div>
<div><b>Individual Projects </b>– students chosen inquires in the context of what is being studied.<b>Contracts </b>– small group or individual inquiries<b>Cooperative Group Tasks </b>– small groups build collective knowledge<b>Connect It</b> – students create a human concept web using wool/string whilst justifying their reasons for connecting to the next person.<b>Consensus 1-3-6</b> – Students formulate generalizations by discussing, modifying and justifying. They start with an individual list, then move to a group of 3 and finally group of 6. The final list can be displayed for future discussions.<b>Cross-impact Grid </b>– Students explore the relationships between trends / events of a topic.<b>Diamond Display </b>– students must consi</div>
<div><b>Carousel Sharing </b>– Allows all groups to share at once.<b>Class Meetings </b>– Held regularly and suing a formal meeting structure enables the students to work through issues and make decisions. Also known as ‘circle time’.<b>Concentric Circles </b>– Students share ideas with a range of partners. Moving of different topics and sharing ideas.<b>Cumulating Listing </b>– streamlines the reporting-back process and enables the students to develop generalization from the data collected.<b>Discussion Dissection </b>– Allocated students observe chosen points and report their findings back for discussion.<b>Whole Class Diary </b>– A learning log for the whole class.<b>Group Work Pie Chart </b>– After completing tasks the student create a pie&amp;</div>
<div><b>Advertising Campaigns </b>– students use persuasive techniques to encourage others to take action.<b>Annotated Exhibitions</b> – students share their work throughout the unit in order to inform others about the central issues to the topic. This also includes elements of reflection.<b>Community Arts</b> – Visual or performing art works in and around the local community in order to share information and/ or to persuade others to act.<b>Designing Self-walks</b> – Student create a self-guide which others participate by reading and following.<b>Developing a School Action Plan </b>– bring about change within the school context. This immediate and relevant from of action enables students to experience the problems associated with implementing change in the wider community.<b>From Here to There</b> – Provides a format for students to create an action plan.</div>
<div><span style="font-size:16px;">Visible Thinking Routines (My favorite resource!) from Harvard Project Zero</span></div> Visible Thinking
<div>Source:</div><div>Murdoch, K 2015, <i>The Power of Inquiry</i>, Seastar Education, Melbourne, Australia.</div><div><br></div><div><br></div>
<div>Module 1 Resources:</div><div>For module 1, these are the key (IB) and complimentary resources:</div><div><br></div><div><b>Key resources</b></div><div><br></div><div>Making the PYP happen: a curriculum framework for international primary education (2009)IB programme standard and practicesSharing PYP practice: classroom doors videos and resources: learner profile video and information: of new programme models (Nov. 2012)Learner profile</div><div><br></div><div><b>Complementary resources</b></div><div><br></div><div>Singh, N. (1999, Nov.) “Becoming international.” Educational Leadership 60(2) p. 56-60.PYP Chat: http://pypchat.wikispaces.comPYP Library on Facebook: PYP Educators on L</div>

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