But, lately I feel slightly dissatisfied because with the PYP planner format for maths stand alone because it makes a unit too teacherdriven and this makes inquirybased maths learning difficult to achieve. For maths stand alone, unless you are willing to go the extra mile and complete all the profiles etc etc, it becomes a mammoth amount of documenting when it shouldn't be for maths.
So, I've been playing around with different ways we could create a PYP planner for maths that is perhaps more practical for teachers to use and more importantly to make maths unit more student driven and inquirybased.
The sample below isn't completed as we are still in the midst of our enquiries.
What I like about it is that it ensures the provocations and preassessment wonderings give the students voice in what they will enquire into. It values the student wonderings and ensures those wonderings drive our unit.
Tapping into student curiosities is the bedrock of inquirybased classrooms and this should also happen with mathematical learning. When the children explore what they really want to know rather than what a scope & sequence document dicates what they have to know, the learning instantly becomes authentic, inspiring and meaningful. I like to think those conceptual and skill understandings will have far more longevity in their memories too for when they revisit those maths concepts in later years.
Sample format:
Google doc link to planner
Maths Planner Year Level: 6
Strand /Topic: 2D Shapes & Measuring Angles
(Needs to be done postarea unit due need to understand quadrilaterals can be 2 triangles)
Duration: 3 weeks approximately depending on studentinitiated enquiries
Links to UOI etc: Visual Arts Cubist art making: angles used
Central Idea:

PYP Phase 4 Conceptual Understanding:

When angles coexist, connections and relationships are formed.

Geometric tools and methods can be used to solve problems relating to shape and space.

Provocation/s

PreAssessment:

° Which are angles?
Draw types of lines on board:
Discuss which are angles why/why not?
° Can an angle exist alone?
Look at an acute and obtuse angle on board.
Write theory on post it note and share with class on continuum
° Angles hunt at home
Students predict the types of angles they would find the most and the least at home. Home learning: find examples of types of angles in objects at home and draw. Think why right angles are most commonly found and revolution least.
° Why is a circle 360°? Discussion
° Give assorted triangles, quadrilaterals and polygons.
Explore types of angles and connections / relationships found.

° 10 minute openended preassessment. Record your understandings of angles What are angles, types of angles and their sizes, angles in shapes etc.
° With partner, draw and discuss the sizes of different angles known
(acute? obtuse? right? straight? reflex? revolution?)
Observation assessment.
° Ability to measure angles with a protractor

Student Wonderings From Provocation/s & PreAssessments to Explore:

Student Wonderings During Unit That Were Explored:

° FORM: Are there other types of angles other than acute, obtuse, right, straight, reflex and revolution?
° CAUSATION: Why are right angles the most commonly found?
° FORM: Can an angle be larger than a revolution (360°)?
° CONNECTION: What connections exist between the angles of triangles and quadrilaterals?
° CONNECTION:What patterns exists when we add all the angles of 2D shapes?
° CONNECTION: What relationships exist between the angles of regular and irregular polygons?
° CONNECTION: When lines or parallel lines intercept, what connections between the angles form?
° CONNECTION: Do relationships and patterns exist between interior and exterior angles?

° Is there a pattern for the exterior angles of polygons?
° Is a 100 sided shape called a centagon?
° If we make one angle in a triangle larger, what effect does it have on the other angles? How do they coexist? With quadrilaterals?
° What do all the angles of a hectagon equal?
° What do all the angles of 3D shapes equal? Is there a pattern?
° Why are angles of a triangle 180° and a straight angle also 180°? Connection?
° What is the connection between quadrilaterals adding to 360° and a circle being 360°?
° If the 3 angles on a corner of a cube equal 270°, will the angles of a pyramid also equal 270? Why or why not?

Outcomes:

Lines of Inquiry & Learning Experiences:

° Describe, measure and construct types of angles: obtuse, acute, straight, reflex, right
° Understand that geometric ideas and relationships can be used to solve problems in other areas of mathematics and real life.
identifying and naming rightangled triangles
• manipulating, identifying and naming isosceles, equilateral
and scalene triangles
• comparing and describing side properties of isosceles,
equilateral and scalene triangles
• exploring by measurement angle properties of isosceles,equilateral and scalene triangles by measuring
• exploring by measurement angle properties of squares,
rectangles, parallelograms and rhombuses

° FORM: Are there other types of angles other than acute, obtuse, right, straight, reflex and revolution?
° CAUSATION: Why are right angles the most commonly found?
° FORM: Can an angle be larger than a revolution (360°)?
° CONNECTION: What connections exist between the angles of triangles and quadrilaterals?
Going further:  Can we use this new understanding with pentagons or hexagons etc?
° CONNECTION:What patterns exists when we add all the angles of 2D shapes?
° CONNECTION: What relationships exist between the angles of regular and irregular polygons?
° CONNECTION: When lines or parallel lines intercept, what connections between the angles form?
° CONNECTION: Do relationships and patterns exist between interior and exterior angles?

Summative Assessment:

PYP Learner Profile or Attitudes used to Assess Maths Learning

Students continually reflect throughout the unit about their new discoveries and understandings of our central idea.
Reflection on learning:

Teacher & Self Reflection Feedback Criteria:
° Thinker / Reflective:
Connecting learning experiences to deepened understanding of our central idea
° Communicator:
Effectively explaining understandings visually and /or in writing
° Curiosity:
Takes learning further by asking questions to enquire into
° Committed:
Making good use of learning time, participating actively in discussions, showing evidence of taking learning further

Resources:

Reflection:
What worked well for next time?
What didn’t work well for next time?
Ways to improve how to differentiate for next time?

Lower/mid group:

° Maintaining wonder wall of questions helped raise curiosity and allowed for easier studentowned investigations
° Not leading students to cut angles off triangles to find connection with straight angle and ditto for quadrilaterals with circle at own pace of discovery made it more authentic and meaningful for those students
° open enquiry into the central idea amazing!
° doing studyladder protractor on data screen helped a lot in showing how to use a protractor for those who didn’t know!

What do you think?
Is it missing something?
Should some sections be moved around?
I'd love to hear your thoughts so please do post below:
I hear you Graeme  However, at out last evaluation we were given non negotiable MTBA for using non IBO PYP planner formats.
ReplyDeleteWishing thinking then? :) Word on the street is that the IB is thinking of changing the PYP planners format altogether. Could be exciting if so, but then is it just a rumour? Years ago there was a strong rumour that the IB was going to include sustainability as a PYP key concept which would have been amazing. Makes me think though how do I really come across these rumours and do they actually come from the IB? :P
DeleteIt's very concept driven and addresses all the lines of inquiry which lead to the central idea! What is there not to like? It's FANTASTIC!! Thank you for making the modifications.
ReplyDeleteI agree that the current PYP Planner is not especially conducive to planning for mathematics learning and teaching. However in fairness it was not designed for this. An alternative planning format such as yours would be a breath of fresh air  and far more supportive of genuine, conceptually based student centred inquiry. Love your work Graeme!
ReplyDeleteIts great, I just discover it!
ReplyDeleteBut what is conclusion, can IB school use type of this format for stand alone units?