Day Two

  • Recap group turned their presentation into a quiz show... Fun
  • Working with other presenters
  • Big, scary topics (Standards & practices...): Give participants the chance (5 minutes even) 

Evaluation Visit, actually, now a VERIFICATION Visit
  • Small group puzzle activity
  • Ashish explained the process after we tried to piece together the process
  • Looking for documents? See Coordinator ----> School Services Coordinator
  • Questions may well be asked in Category 1 Workshops 
  • Answer as best you can and then defer to School Services manager in the regional office


IB Professional Development Model
What are the differences between the Categories of PYP workshops (1-3)?
I liken them to different parts of the inquiry cycle.
Category 1: Tuning In
Category 2: Sorting Out
Category 3: Going Further


Imagine you are a school professional development coordinator. How do you determine where to send who?
  1. Make a table listing where you are at as a staff.
  2. Form into focus groups.
  3. Send off based on years of experience and school determined focus.
  4. Focus groups run sharing sessions raising the practice of the whole school.

Can go to Category 2 if you feel you have strong enough background.

Workshop Requirements
IB PD must be 6 hours contact time / day.
Workshop Leader Resources & Guidelines are available.
There is a PYP Workshop Handbook.
There are workshop guidelines for most PYP workshops.
Submit agendas to Stuart Jones who will confirm and THEN start planning.
Most workshops will have a field representative present for support.
Regional Workshop Sessions are 90 minutes.


Best PD Experience: The Networked Educator 
This was the best PD I have ever experienced because of the immediacy of usefulness. I was putting new tools and ideas into my planning or starting to create new things constantly.

As an adult learner I know that seeing the relevance of study an being able to put new skills and ideas into practice immediately is the most effective way for me to learn. The temperature and layout of the physical environment is important as well.

I am hindered by tasks that do not seem relevant to me or working in groups with inflexible people.

Essential Elements for Effective Professional Development
  • Opportunity for putting it into practice (integrating theory and practice)
  • Balance of sitting/moving
  • Safe, challenging environment
  • Clear relevance
  • Planning informed by check for prior knowledge

Here are some summary notes on good practices in adult education...
  • Every learning activity needs to have a meaningful purpose and adults need to know what that purpose is.
  • Trainers must find out the needs of the learners.
  • Find out what the participants know, value this and then build on it.
  • Adults need to find relevance in the course material.
  • Trainers must identify and meet the needs of the participants. 
  • Adults learning will be maximized if the environment is positive and they feel valued.
  • Encourage participation.
  • Facilitate learning rather than lecture.
  • Arouse curiosity
  • Use a sense of humor to disarm and help create an enjoyable learning atmosphere
  • Create small discussion groups to encourage participation.
  • Respect all participants. 
Thanks to John Whalley for these notes

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