1、Class/grade: Year 6 Age group: 11-12School: Beijing Huijia Private School School code:001006Title:Teacher(s): Date: Proposed duration: 6 weeks over number of weeksPYP planner1. What is our purpose? 我们的目的是什么？To inquire into the following: 为了探究下列： transdisciplinary theme 超学科主题： 我们如何表达自己 How we express
2、 ourselves central idea 中心思想 创造力加强了反思的机会和个人成长Creativity enhances opportunities for reflection and personal growthSummative assessment task(s): 总结性评价任务以小组的形式，按照不同的节拍，频率和高低音，不同物质或乐器发出规律的声音，最后组成和声，创造一段音乐，表达个人感受，需要能够显示出来个人成长和创造力，并能够做出一定的反思。Students are asked to create a short music with different types
3、of materials and it could be composed of regular beats, frequencies or bass and pitch. Students could also express their personal feelings, personal growth, reflection and creativity.用艺术创作表达自我感觉，发挥创造力。Using creative art-making to express personal feeling with free creativity.2. What do we want to le
4、arn?主题探究强调的关键概念(形式、功能、因果关系、变化、联系、角度、责任、反思)是什么？What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?Key concepts: form, reflection, connection 重要概念：形式、反思、连系Related concepts: creativity, opportunity, per
5、sonal growth, 相关概念：创造力、机会、个人成长What lines of inquiry will define the scope of the inquiry into the central idea? 依据中心思想，老师设置什么探究内容？（探究线索）1. 反思的机会 Opportunities for reflection2. 我们如何使用创造力去表达我们的个人感觉 How we can express our personal feelings using creativity3. 个人成长会在有创造性的表达过程中以不同的形式发生 Ways personal growt
6、h can occur from creative expressionWhat teacher questions/provocations will drive these inquiries? 教师依据探究内容提出哪些问题?提前做什么准备来促进探究内容?Questions: 1. 什么是创造力？What is creativity?2. 反思的机会都有哪些？ What are the opportunities for reflction?3. 我们如何使用创造力去表达我们的个人感觉？ How we use creativity to express our personal feeli
7、ngs?4. 创造力与个人成长有什么联系？ Whats the connection between creativity and personal growthProvocations 激趣活动： 随着音乐的旋律和自己随之而来的心情变化，在一张纸上涂鸦，并在结束之后，自己反思但是的心情和情绪变化，并与涂鸦想联系。In a certain length of music, students started to do graffiti. After the music stops, students could make connections between graffiti and the
8、ir own change of mood. 上网做创造力的心理测试，并尝试查找判断创造力的标准，区分创造力和发散性思维的区别。Students could do online creativity test and try to find out the criteria of judging the creativity in these tests. Planning the inquiry International Baccalaureate Organization 2007Planning the inquiry3. How might we know what we have
9、learned? 我们如何知道我们已经学会了什么？This column should be used in conjunction with “How best might we learn?”What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for?运用什么方式和方法来评价学生已有知识和技能？我们将寻找什么证据来证明学生已有的知识和技能？-前经验画一个作品并解析（色彩、线条、结构、思想）使用 Frayer Model 来测试学生对创造
10、力的理解，在活动进行过程中，教师观察学生显示出来的前经验的情况Using Frayer Model to test students understanding of creativity. During the activity, teachers observe and record students reactions and participation of their prior knowledge.What are the possible ways of assessing student learning in the context of the lines of inqui
11、ry? What evidence will we look for? 运用什么方式和方法来评价学生是怎样参与探究内容的学习？我们将寻找什么证据来证明学生的学习？围绕三条探究线索展开1. 反思的机会学生能说出几种反思的机会？学生在每做一个活动时都进行创造力的反思和个人成长的反思。2. 我们如何使用创造力去表达我们的个人感觉创造力的表现形式能看到孩子们用各种不同形式表达个人感觉。说明作品的创作意图，所表达的感觉，以及如何使用创造力的。3. 个人成长会在有创造性的表达过程中以不同的形式发生学生能用不同的创作方式4. How best might we learn? 我们如何学得最好?What ar
12、e the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? 有哪些教师活动及学生活动来推进围绕中心思想展开的探究活动，并解决之前提出的问题？活动支持-理解概念Provocations 激趣活动： 随着音乐的旋律和自己随之而来的心情变化，在一张纸上涂鸦，并在结束之后，自己反思但是的心情和情绪变化，并与涂鸦想联系。In a certain len
13、gth of music, students started to do graffiti. After the music stops, students could make connections between graffiti and their own change of mood. 上网做创造力的心理测试，并尝试查找判断创造力的标准，区分创造力和发散性思维的区别。Students could do online creativity test and try to find out the criteria of judging the creativity in these t
14、ests. 创造力：CreativityFrayer Model（下定义）：什么是创造力 The definition of creativityMind map: personal growth 思维导图：个人成长Brainstorming 头脑风暴：创造力的表现形式 different forms creativity could showLecture about creativity and personal thinking styles 创造力和个人思维方式讲座Creativity activities 创造力活动：1.物品的非传统用途：曲别针的用途（测试思维的广度：流畅度、原创性
15、、灵活性、详细程度）Unusual uses-clip2.不完全图形：把不完整图形补充完整（测试创造力）incomplete figures taskdrawing completion test3.猜谜语：收敛性思维 Riddlesconvergent thinking4. Picture construction task or shapes task 图画建造In this task the children are given shape of a triangle or a jelly bean and a sheet of white paper. The children are
16、 asked to think of a picture in which the given shape is an integral part. They should paste it wherever they want on the white sheet and add lines with pencil to make any novel picture. They have to think of a name for the picture and write it at the bottom.5. Product improvement task 产品提高使用方式任务In
17、this task common toys are used and children are asked to think of as many improvements as they can which would make the toy more fun to play with. Subjects are then asked to think of unusual uses of these toys other than something to play with.6. 用杂志中的各个部分粘贴一个人，并解释自己的创意，可以通过，原创性，颜色对比，复杂度，美观，详细程度等方面进
18、行评价 Cut pieces from the magazine to creative a human form and explain its creativity, and it would be assessed by its originality, contrast of colors, complexity, beauty and others.7. 数字画，通过孩子们运用的不同的数字，和颜色来自我分析一下其创造力的展现情况 Students using numbers with different shapes and colors to create a picture. 用
19、艺术创作表达自我感觉，发挥创造力。8、阅读 占世界人口十分之一的左撇子为何能人辈出的资料，完成数学探究单。反思机会：Opportunities for reflection蜘蛛图：反思的机会有哪些？Spider web: opportunities for reflection讨论：创造力如何增强反思的机会？Discussion: how creativity enhances opportunities for reflection红帽子（感觉）绿帽子（创意）：欣赏名画，表达自我的理解 Red hat (sense) Green hat (creativity), appreciate fa
20、mous paintings and express your own creative understanding个人成长：Personal growth搜集具有创造力的名人故事，做成小报 Collecting famous peoples stories with strong creativity, and make a poster维恩图：具有创造力人的共同特质 Venns diagram: common traits of the people who has strong creativity讨论：创造力与个人成长有什么联系？Discussion: whats the connec
21、tion between creativity and personal growthWhat opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 探究活动发展了哪些跨学科技能？发展了十大培养目标的哪些特质？培养目标：反思者：学生在各项创造力测试的活动中，不断反思自己的成长与进步；学生在各项探究活动中，反思自己的作品及个人成长。敢于冒风险的人：学生敢于尝试脱离固定思维，进行创新。态度:
22、创造:学生在探究中理解“创造力”的概念，并进行各项创作，发挥自己的创造力。欣赏：在探究中，与同伴学习交流，欣赏他人的作品技能：思考技能：在探究中，不断思考和解读自己的作品，反思自己的成长。态度： 5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?TED talk (2) 如何教出創造力？ All you need to do is t
23、o believe yourself. - James Chen TEDxTainanTEDTalk Adora Svitak：大人能向小孩學到什麼？（中英字幕）How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? International Baccalaureate Organization 2007Reflecting on the inquiry6. To what extent did we achieve our p
24、urpose? 我们多大程度实现了预定目标？Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. 提供学生理解中心思想的相关证据来评价学生的探究内容学习成果。所有参与计划、教授探究内容的教师的反思都应该包括在内。. How you cou
25、ld improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea. 为了更精确地了解学生对于中心思想的理解程度，你如何改善评价任务？What was the evidence that connections were made between the central idea and the transdisciplinary theme? 有哪些证据证明中心思想和超学科主题之间的联系?7.
26、 To what extent did we include the elements of the PYP?What were the learning experiences that enabled students to: develop an understanding of the concepts identified in “What do we want to learn?” 发展对于“我们需要学习什么”一栏中指明的概念的理解？ demonstrate the learning and application of particular transdisciplinary s
27、kills? 展示对具体超学科技能的学习和应用？ develop particular attributes of the learner profile and/or attitudes? 发展学习这培养目标所描述的品质和/或者小学项目所要培养的态度？In each case, explain your selection 请针对具体情况解释你选择的教学例子。培养目标：反思者，敢于冒风险的人态度：创造，欣赏技能：思考技能 International Baccalaureate Organization 2007Reflecting on the inquiry8. What student-
28、initiated inquiries arose from the learning? 学习过程中学生提出了哪些自发的探究？Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. 记录一系列学生发起的探究活动和学生提出的疑问，特别是那些已经被整合到教学合学习中的问题。At this point teachers should go back to box 2 “What
29、 do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries.这时，教师应该回顾栏目 2“我们的教学内容是什么？ ”，并特别突出那些能够最有效的驱动探究的教师提问和激趣活动。What student-initiated actions arose from the learning?在学习过程中产生了哪些学生自发行动？Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 记录有学生个人或小组自发开展的行动，显示他们的反思/选择和采取行动的能力。9. Teacher notes 教师笔记Writing: Reading：MathPEESLLibraryMusicArt International Baccalaureate Organization 2007
