Greetings, All!
Over the next few weeks, I will be creating the Tour Guide to accompany the IB school visits that you all agreed to do.
I would very much appreciate your help and feedback before I begin this project.
Please consider: what should the Tour Guide include that would make your visit most beneficial to you in learning about IB? What background information should be included? What kinds of things do you think you should look for? What questions should you be asking? Would a guided reflection help you synthesize your thought after you visit?
Just jot down your ideas in the comments. Thank you very much for taking time to help make the Tour beneficial for you and your classrooms.
Subscribe to:
Post Comments (Atom)
8 comments:
Definition of IB. Is IB woven into the entire curriculum on a daily basis or only in certain ares? How do you use IB as a foundation when planning lessons? Just a few thoughts to help me (and others) learn about IB.
I'm wondering if it will be possible to visit with the team you are working with. That will make it easier to discuss, figure out what will work in our own room, and plan a direction for our kids. After coming back from NAEYC with a zillion ideas that I'm trying to pass on, it would be very helpful to get all the information together and work from there.
My parent population is asking how preschool IB is different than regular preschool curriculum. The prevailing opinions are that there isn't a difference and that it is a marketing ploy to retain families in SLP. Another opinion is that IB at the preschool level is too academic for 3/4 year olds. So what does it mean to have your child attend a IB preschool? What kinds of learners would do better in this environment? What might parents observe in a preschool IB classroom that signifies this approach?
I had an opportunity to attend an IB summer meeting, so I am familiar with IB and the whole world lesson planning and some of the materials presented in K. I agree with Stacy and Trish in their need to have information to pass on to our current families as we write curriculum for the PE piece this year. I look forward to attending more informational meeting about IB. Peggy
One more thing....What questions? What is visible to you as a teacher in the classroom, what do you see as opportunity or work stations for the children to learn from, Are the children teacher led? or are they open to trying many areas of the room that promote learning skills in the standards? How is the learning recorded, do you see it in the room?
Ditto to what other parent eds had to say - I also find it difficult to explain IB PYP.
Cindy
I'll be interested to see if I notice a difference from this type of classroom versus my RSK classroom from one visit. I would love to see examples of lesson plans that are used as well. This might help me to see WHAT is being taught as well as HOW it is being taught. I would also like feedback from the parents of the IB students...what do they think of the program, and do they see a difference?
Background information: A brief summary of the history of IB in SLP. How and why the district chose to pursue the PYP program. The big ideas - what characterizes an IB preschool program. The steps to accreditation and where our classrooms are in the process. A little about the staff and children in the classrooms.
Some things to look for: How is the environment set up to maximize children's inquiries? What questions are the children asking? How are their questions answered? Are activities child initiated or more teacher directed? How do children interact with one another? Are the classroom activities signifiant to the children's lives (centered around themselves, friends, families, and communities)?
Context: How is learning about world languages and cultures woven into the classroom? What are the similarities and differences you notice as you compare the IB classroom to your own? What is something that you might bring back you your own classroom?
Post a Comment