- The world is changing. Knowledge is changing. The ability to view the world with a more flexible mind is invaluable.
- Concept based learning is about big transferable ideas that transcend time, place, situation.
- Content just focuses on facts while concept focuses on making sense of those facts and the world around us.
- Content based teaching may not get beyond information transmission/superficial learning.
- Concepts are a way to organize and make sense of learning.
- We can't possibly teach everything that is important, but we can teach the big ideas.
- Concept based learning is a framework to study everything. So much information. Content can change, concepts stay the same.
- Information is useless unless you can do something with it.
(From WhatEdSaid's #pypchat on Twitter) - Source
Eight Key Concepts
PYP Written Curriculum
The Primary Years Programme (PYP) has identified six areas of knowledge, called transdisciplinary themes that are considered to be of lasting significance for students in PYP schools anywhere in the world. These themes provide a framework for teachers to design units of inquiry that incorporate provincial content area standards as well as opportunities for students to develop the skills, attitudes, concepts and knowledge needed to become internationally-minded people and life-long learners. A PYP school organizes units under the transdisciplinary themes through a curriculum map called a Programme of Inquiry (POI).
The six transdisciplinary themes are addressed at each grade level, even though the individual units of inquiry based upon them are all unique, exploring different aspects of the knowledge contained under each theme. In addition to six yearly transdisciplinary units of inquiry based upon the PYP transdisciplinary themes, students also receive focused daily instruction in Numeracy and Literacy to ensure that they continue to develop their skills in those foundational subject areas.
Inquiry-based learning is a process whereby students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of
(Focus on Inquiry, Alberta Learning, 2004
Action in the PYP
Taking action is an important part of the PYP. Action is something students choose to do as a result of their learning and experiences, because it is important to them. Action can happen at any time during the learning process. Initially, adults will guide students towards taking action, but the goal is for students to initiate action independently. Action does not have to be a big project. Often, smaller acts are a better indication that a real shift in thinking has taken place.
Students, staff, and families are encouraged to use a cyclical process, called the Action Cycle. By reflecting on learning, social situations, and behavioural issues, students can make a choice and take action. With practice, students will begin to naturally and automatically use the Action Cycle.