Thursday, 4 February 2016

Different Format for a PYP Maths Planner

I used to be a strong advocate for creating PYP planners for stand alone maths and can still see a lot of merit in them.

But, lately I feel slightly dissatisfied because with the PYP planner format for maths stand alone because it makes a unit too teacher-driven and this makes inquiry-based 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 inquiry-based.

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 pre-assessment 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 inquiry-based 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:

Maths Planner Year Level:  6
Strand /Topic:  2D Shapes & Measuring Angles
(Needs to be done post-area unit due need to understand quadrilaterals can be 2 triangles)
Duration:        3 weeks approximately depending on student-initiated enquiries
Links to UOI etc:  Visual Arts- Cubist art making: angles used

 Central Idea: PYP Phase 4 Conceptual Understanding: When angles co-exist, connections and relationships are formed. Geometric tools and methods can be used to solve problems relating to shape and space.

 Provocation/s Pre-Assessment: ° Which are angles?   Draw types of lines on board:  Discuss which are angles- why/why not? Establish understanding angles are formed when straight lines intercept ° 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 establish understanding that angles always co-exist ° 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 Establish understanding that 360 was chosen because it has many factors and therefore easy to divide.  What would a 480° circle look like?  A metric circle to align with our base 10 number system?  Students design and share findings. ° Give assorted triangles, quadrilaterals and polygons.   Explore types of angles and connections / relationships found. ° 10 minute open-ended pre-assessment. 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 Draw 3 lines across an A4 page at different angles vertically and another 3 horizontally to create angles. Observe students ability to measure the angles. Extension: naming the shapes and types of angles created.

 Student Wonderings From Provocation/s & Pre-Assessments 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 co-exist? 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?

 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? Book: What’s Your Angle Pythagoras? studyladder protractor activities to display on data screen           Lower/mid group: large printed copies of triangles, quadrilaterals and regular polygons for enquiries ° Maintaining wonder wall of questions helped raise curiosity and allowed for easier student-owned 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?

1. I hear you Graeme - However, at out last evaluation we were given non negotiable MTBA for using non IBO PYP planner formats.

1. Wishing 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

2. It'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.

3. I 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!

4. Its great, I just discover it!

But what is conclusion, can IB school use type of this format for stand alone units?

What do you think? ...........