Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade:

Age group: 9 to 12 School code: 300189 PYP Planner

School: Sekolah Victory Plus - Bekasi Title:

transdisciplinary theme

How We Organize Ourselves: An Inquiry into the interconnectedness of humanmade system and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Teacher(s):Ibu Tulus, Ibu Tyas, Ibu Nelda, Ibu Grace, Ibu Diyan, Pak Ardi Date: 12th July 25th Aug 2011 Proposed duration: 48 hours over number of 6 weeks

central idea

Leadership has impacts on the society Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for? Audience: grade 3-4 students Situation: in a group of 5, students will form an organization to create an activity and execute it to the audience. Standard: Goals and structure of the organization Role and responsibility of each member Leadership skill of each role The impact of the each role to the group members and to the audience Assessment Tools: Using anecdotal records (teachers) and checklist (peers) Assessment Strategies: Observation and process-focused assessments
Criteria Goals and structure of the organization Role and responsibility of each member Leadership skill of each role Anecdotal records

2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Form, connection & perspective Related concepts: structure and opinion What lines of inquiry will define the scope of the inquiry into the central idea?
Characteristics of leaderships How leadership impacts society The interpretation of effective leadership

1. 2. 3. 4.

What teacher questions/provocations will drive these inquiries?

What is leadership? What are the characteristics of leadership? How does leadership impact society? How could you show the characteristics of leaderships as the member of

society?

Provocations: Teacher leaves the class with tasks given in the class for the students to do
in 30 minutes. Students will need to organize themselves to finish the tasks given and decide the job description for each student

**Peer checklist: The impact of the each role to the group members and to the audience **Self checklist: My leadership skills
International Baccalaureate Organization 2007

Planning the inquiry

3. How might we know what we have learned? This column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for?
After provocation, teacher will ask the students to fill in the reflection sheet. How did you feel? How did you manage to do the task? Did you find any problems? If yes, what are they? How did you solve 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 the inquiries and address the driving questions? After pre-assessment, teacher will lead the class discussion about the students experience of organizing the class to achieve the goal. (until the ss come up with leadership) Students watch movie Law for Kids to find out about leaderships Students interview about leadership from the school community Students read an autobiography of famous people to find out about the leadership styles, characteristics and the impacts Watch Kids Nation to analyze the leaderships impacts Students research on the impacts of leaderships in society Students are given a task in groups to identify appropriate leaderships style based on certain situation What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary Skills: Self-management skills: Organization: planning and carrying out activities effectively Codes of behaviour: knowing and applying appropriate rules or operating procedures of groups of people Communication skills: Writing: recording information and observations Speaking: expressing ideas clearly Learner Profiles: Risk-taker: Students have the independence of spirit to explore new roles, ideas and strategies Principled: Students act with integrity and respect for the dignity of the individual and groups. Attitudes: Integrity: Being honest and demonstrating a considered sense of fairness Independence: Thinking and acting independently, making their own judgments based on reasoned argument.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
Students Learning Concepts to understand the characteristics of leaderships Skills to be able to write an explanation writing about impacts of leaderships in society (LA) Skills To be able to interview others (BSI) Skills To be able to write a script about decision making (BSI) Skills to be able to explain the effective leaderships Successful Criteria . Define what leadership is . Listing the characteristics of leadership . Mention leadership style and each quality/characteristics . follow the structure of explanation writing Tools and Strategies Selected responses Checklist Process-focused Rubrics

- Form good structured questions using proper words. - Posing questions with sensible voice and eye-contact. Follow the structure of script writing. - Show the topic and content of the script (decision making) . identify the appropriate leaderships style based on certain situation . give reasons why they choose that style

Observation Checklist Process-focused Rubrics Open-ended tasks Anecdotal records

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Movie (youtube), books, expert from school community (Ms. Esti)

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Class will be set up for the tuning in

International Baccalaureate Organization 2007

Reflecting on the inquiry

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. Most students understood that the leaderships have impact on the society. They organized an event to analyze the impact of their leadership skills. All students were able to identify the characteristics of leadership by discussion, visual displays (comic, poster, mindmap) Some of the students were able to explain the impact of leadership in details, but some only on the surface. They showed their understanding in debate, reflection on the leadership, journal, and table. Some students were able to apply how an effective leadership in their learning, but some students found it difficult. They organized an event to apply it and wrote explanation writing about effective leadership.

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? PYP Elements Evidence
Students interviewed some leaders in the school community (communication skills, risk-taker, independence) Students conducted a research from any resources using their research skill (self-management and communication skills, principled, independence)

In each case, explain your selection.

Form

Connection

Students reported their research into paper work (communication skills, independence) Students organized an activity/event to lower grades (integrity, principled, independence, self-management, communication skills)

How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea. Organizing an event was a good summative task, but we have to make sure that each student writes a really good reflection about the impact of the effective leadership.
Perspective

Students interviewed some leaders in the school community (communication skills, risk-taker, independence) Students were able to reflect their learning by writing a journal (principled, integrity, independence) Students watched Kids Nation to analyze the leaderships impacts, then discussed it (communication skills, independence)

What was the evidence that connections were made between the central idea and the transdisciplinary theme? The students identified the role and responsibilities in organizing the event to show their understanding of leadership; in relation to societal decision-making. The students interviewed some leaders at school to know about leadership has impacts on the society; in relation to the interconnectedness of human-made system and communities.

International Baccalaureate Organization 2007

Reflecting on the inquiry

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 the teaching and learning. 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.

9. Teacher notes In doing the interview to find out the impacts of leadership, some students found difficulties to interview the target since they have not made any appointment with the target. In executing the summative assessment, some groups also found difficulties since there was Pesantren Kilat while the students had made appointment to the class target.

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.

Students chose and executed their activity for their summative assessment. Students prepared and organized the things needed for the activity.

International Baccalaureate Organization 2007