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Inventions With Reflection

This document outlines a template for planning a PYP unit. It includes sections for defining the unit's purpose and central idea, identifying lines of inquiry and driving questions, planning assessments, selecting learning experiences, resources, and reflections. The goal is to design a transdisciplinary unit that helps students understand key concepts and develop IB learner profile attributes through inquiries, skills practice, and student-initiated actions.

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Declan Chen
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
34 views

Inventions With Reflection

This document outlines a template for planning a PYP unit. It includes sections for defining the unit's purpose and central idea, identifying lines of inquiry and driving questions, planning assessments, selecting learning experiences, resources, and reflections. The goal is to design a transdisciplinary unit that helps students understand key concepts and develop IB learner profile attributes through inquiries, skills practice, and student-initiated actions.

Uploaded by

Declan Chen
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Class/Grade: 

                                                                            Age group:                                                  
 
School:  World Foreign Language Primary School            School code:  
 
Teacher(s):  
 
Date:   
 
Proposed duration:    

1.  What is our purpose? 
To inquire into the following: 
 
Transdiciplinary theme 
 
 
 
Central Idea 
 
 
 
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? 
 
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? 
 
 
 
 
 
 
 
 
 
 
 
 
What lines of inquiry will define the scope of the inquiry into the central idea? 
 
 
 
 
 
 
 
 
 
 
 
 
 
What teacher questions/provocations will drive these inquiries? 
 
 
 
 
 
 
 
 
 
 
 
 
3.  How might we know what we have learned? 
What are the possible ways of assessing students’ prior knowledge and skills? 
What evidence will we look for? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
What are the possible ways of assessing student learning in the context of the lines of inquiry? 
What evidence will we look for? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
What opportunities will occur for Transdiciplinary skills development and for the development 
of the attributes of the learner profile? 
 
 
 
 
 
 
5.  What resources need to be gathered? 
What people, places, audio‐visual materials, related literature, music, art, computer software 
etc, will be available? 
 
 
 
How will the classroom environment, local environment and/or the community be used to 
facilitate the inquiry? 
 
 
6.  To what extend 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 should be included. 
 
 
 
 
 
 
 
 
 
 
How could you improve on the assessment task(s) so that you would have a more 
accurate picture of each student’s understanding of the central idea. 
 
 
 
 
 
 
 
 
 
 
What was the evidence that connections were made between the central idea and 
the transdiciplinary theme? 
 
 
 
 
 
 
 
 
 
7.  To what extend 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 transdiciplinary skills?
Develop particular attributes of the learner profile and/or attributes? 
In each case explain your selection. 
 
 
 
 
 
 
 
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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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. 
 
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. 
 
 
 
 
 
 
 
 
 
 
 
9.  Teacher notes: 
 

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