DAY+1

The first day is over! Here is a summary of what happened today.


 * SESSION 1**

Linda Winch, IBEN manager, presented an overview of the IB and the IB Americas and explained what the role of IBEN is.

In cross programme groups participants read the goals/session guidelines forthe Academy and discussed what evidence would show that an educator has achieved these goals.


 * As IB educators, we represent the IB and as representatives it is important that we understand the mission statement, the articulation of the continuum of IB education and the structure of the organization.
 * As workshop leaders, it is our responsibility to understand the IB workshop architecture.
 * As site visitors / consultants it is our responsibility to understand the process of authorization and evaluation
 * Programme standards and practices drive the programme development and implementation
 * As workshop leaders, it is our responsibility to develop a deep understanding of the relevant documents used in the workshops.
 * As site visitors/consultants it is our responsibility to develop a deep understanding of the relevant documents used in the authorization and evaluation process.
 * A range of resources are available for use in workshops.
 * Adult learners have needs that are similar to, but also different from children – andragogy vs pedagogy.
 * Working with adults may require a different range of organizational and social skills.
 * Workshops in different settings may require different organizational and social considerations.
 * Workshop leaders model a deep understanding of the pedagogy of the IB programmes through clear articulation of standard C: curriculum.
 * Smooth operation of workshops depends on a range of policies and procedures.
 * Workshop leaders have a responsibility to ensure that the materials they use are current, relevant, engaging, challenging and sustainable.
 * Workshop leaders have a responsibility to ensure that the materials they use are of a consistent high quality.
 * Site visitors/consultants have a responsibility to ensure that the materials they use are current.

__** ANDRAGOGY - PEDAGOGY **__
 * SESSION 2 **

We asked participants to think about their own personal experiences as a learner and participant in workshops. What helps and hinders you as a learner?

==What helps us can be something that hinders someone else. As workshop leaders we tend to deliver and do things that we like. However, others learn in different ways this must be considered in workshop planning. ==
 * How are adult learners the same as/different from student learners? **

__THE LEARNER PROFILE __

“To what extent do our philosophy, our school structures and systems, our curriculum and units of work enable students, and the adults who implement the programmes, to develop into the learner described in the profile?” LEARNER PROFILE BOOKLET

After lunch we got into programme groups. We all introduced ourselves and discussed what would happen if we have big group......would we spend most of a session on introductions?
 * SESSION 3 **

Using the PYP attitudes participants developed agreements about how we will work together over the next 5 days.

//Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance //


 * For example: **

Confidence : We want to feel confident as we challenge ourselves to try new things and think in new ways about teaching and learning.

The learning environment:


 * TOOL-BOX chart to be completed during the course of the five-days;
 * PARKING LOT;
 * ESSENTIAL AGREEMENTS;

What made you apply for this Academy?

What are your expectations?

What are you bringing to the role of site visitors/workshop leaders?

So………………..where are you on this journey?


 * SESSION 4 **

What is the PYP? Create a visual which shows your current understanding of the PYP: the different components, any relationships between them, and their relative importance in your opinion.

The whole group will then present to the other groups.

Reflection:


 * Do all the models agree on the relationships? What tensions or disagreements are there?

We then went back to the document MAKING THE PYP HAPPEN (December 2009) and compared the visuals presented with the table of contents.

Go into IBDOCS []
 * FOR TOMORROW: **

and under PYP English - Consultation process you will find Guidelines for consultation (2011)......please read it!
 * Username: **academy**
 * Password: **academy**