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Primary Years Program

about 1 year ago



Primary Years Program (PYP)

Overview

 Dillon Valley Elementary School became an authorized International Baccalaureate Primary Years Programme (PYP) School in March 2007. Dillon Valley offers its program in a dual language setting (Spanish-English). The Primary Years Program (PYP) is for all students ages 3-12. It focuses on the development of the whole child, guiding them to develop their intellectual, personal, emotional and social skills as well as academics.

Students at Dillon Valley are taught using an inquiry based curriculum. This approach to learning empowers students by becoming aware of how they learn so they will become more confident and responsible life-long learners. The IB reflects real life events by encouraging children to apply learning beyond the classroom walls. Students explore meaningful, in-depth issues that have local, national and international relevance. As a result of students’ studies, children at Dillon Valley are continually encouraged to engage in meaningful action” to create a better and more peaceful world”.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

History of IBO

The International Baccalaureate Organization (IBO) was established in 1968 as a non-profit educational foundation based in Geneva, Switzerland. There are 1,182 authorized IB world schools in 101 countries. The IBO offers a wide range of services to the schools authorized to administer its programmes, such as curriculum and assessment development, teacher training and seminars.

 

I.B.O. Educational Philosophy

Through comprehensive and balanced curriculum coupled with challenging assessments, the International Baccalaureate Organization aims to assist schools in their endeavors to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside. Beyond intellectual rigor and high academic standards, strong emphasis is placed on the ideals of the international understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, life-long learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life.

-International Baccalaureate Organization
From the mission statement of I.B.O.

 

 

PYP Visión General

La Escuela Primaria Dillon Valley llegó a ser un autorizado Bachillerato Internacional Programa de Primario Años (PYP) en el 2007 de marzo. La escuela Dillon Valley ofrece su programa en una posición de doble idiomas (español-inglés). El Programa de Los Años Primarios (PYP) es para todos los estudiantes de edad 3-12. Se centra en el desarrollo del niño entero, para guiararlos en el desarrollar de sus habilidades intelectual, personal, emocional y la aptitud para el trato social así como académicos.

Los estudiantes en la escuela de Dillon Valley son enseñados utilizando una currículo basado en la investigación. Este enfoque de aprendizaje permite a los estudiantes hacer concientes a cómo aprenden para que llegen a ser estudiantes más seguros y responsables de toda la vida. El IB refleja acontecimientos de la vida diaria por animar a niños para aplicar aprendiendo más allá de las paredes de aula. Los estudiantes exploran asuntos significativos y profundos que tienen aplicabilidad local, nacional e internacional. Como resultado de los estudios de los estudiantes, los niños en Dillon Valley son favorecidos continuamente a comprometerse en una acción significativa" para crear un mejor mundo y mundo más pacífico". (Declaración de Misión del IB)



Assessment Policy English

about 1 year ago

 Dillon Valley Elementary Assessment Policy

 & Essential Agreements about Assessment 2015-2016


The purpose of this document is to clarify teachers’ understanding of the assessment process within our school setting. Our Assessment Policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators.

PHILOSOPHY  (WHY)

Why do we assess the way we do at Dillon Valley Elementary School?

ACTIONS (WHAT)

What assessment actions do we take because of our philosophy?

EXAMPLES (HOW)

How does assessment look at our school specifically?

We assess in order to guide instruction.  We do this so that we can enhance, support, and drive the points of inquiry we will develop.

Because assessment guides our planning and instruction, we make sure it is frequent, on going, and varied. This can be through formative and/or summative assessments.

  • Rubrics
  • Checklists
  • Benchmarks/exemplars
  • Continuums
  • Observations/discussions
  • Standardized and non-standardized assessments

Using a backward design allows us to effectively plan instruction and evaluate our students’ progress.

We assess frequently to find out what the student already knows and can do in order to discover what the next best teaching/learning steps would be.  

  • Pre-assessments before all units
  • Anecdotal records and checklists. See above.

We believe that teachers are professionals with the ability to create and evaluate student performance.

We collaborate regularly with other teachers to design, discuss and reflect on student learning.

The Coordinator helps develop the summative assessments through discussions and during collaborative weekly meetings.

Weekly Response to intervention team meetings

Students are guided to self – assess, and to reflect on learning in order to grow and change as life-long learners.

We actively teach our students to self-assess in both academic and behavioral areas.  

On an ongoing basis, students are asked to self assess their experiences and make contributions to their portfolios. Portfolios are developed PK-5 and students contribute to them throughout their DVE career.

We believe our students can demonstrate their conceptual knowledge in a variety of ways.

Our goal is to allow students to showcase their learning in a variety of ways.

Teachers use multiple means of assessing students’ learning such as written responses, oral presentations (including video), plays, action and making models. The element of choice is provided within the structure of the assessment.

We believe assessment data is important for teachers, parents, students, administration, and the community.

We regularly communicate this data to students, teacher, parents, administration, and the community.

We share assessment data, successes and/or concerns on an ongoing basis.  For example: assemblies, RTI, conferences,  and phone calls

 

Teachers and students will assess, record and report learning through:

Transdiciplinary Learning


Units of Inquiry

Learner Profile

Student Portfolios

Conferencing (including student-led)

District/State Assessments (including PARCC, NWEA)


Units of Inquiry     

Using a transdiciplinary approach for assessing student learning, teachers will assess all the elements of the PYP; knowledge, concepts, skills, attitudes and action. Teachers will use both formative and summative assessments and the purpose and means of assessment will be clearly explained to the students. Each Unit of Inquiry will include both formative and summative assessments. The purpose and means of assessment will be clearly explained to the students.  Assessments may include one or any combination of the following: synthesis of information, application of knowledge and process.

Formative Assessments are interwoven throughout the day.  Formative assessments will determine a student’s prior knowledge as well as their progress in order to plan the next stages of learning.  Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other.  

Summative Assessment takes place at the end of each unit of study and is an opportunity for students to demonstrate what has been learned; highlighting the knowledge, concepts, skills, attitudes and action acquired over a period of time.  

Student self assessments are ongoing. It is understood that self assessments will happen throughout the unit.  This reflective process will be evident in student portfolios.  Self assessments may look like any of the following: written, drawings, photos, student graded rubrics etc.


Learner Profile

Purpose: At Dillon Valley Elementary all teachers, staff, students and parents are expected to model the attributes of the Learner Profile.  Students are expected to self reflect and set goals on their development of these attributes.

Tools / Strategies:

  • Preschool through fifth grade will introduce the Learner Profile attributes.
  • All Units of Inquiry have focus attributes that will be revisited during the duration of the unit.
  • Students are recognized for demonstrating the Learner Profile by all teachers with which they work.
  • 5th grade will reflect their personal growth/journey through demonstration in the exhibition.

 

Student Portfolios

What is a Portfolio?  Portfolios are collections of student work that reflect and provide a picture of each child’s learning throughout their years of study at Dillon Valley Elementary.  

Purpose

What is the purpose of a Portfolio?

Selection

How items are selected for the Portfolio?

  • A Portfolio is a continuous collection of student’s work that demonstrates and celebrates growth and learning over time.  
  • It documents the process of active learning.  It allows students to reflect and communicate with parents, teachers and peers.      
  • Portfolios are comprised of self selected pieces of student work from each unit of inquiry every year including goals and reflections.
  • Portfolios will contain a variety of evidence of student learning, encompassing all five IB essential elements. This evidence may include formative and summative assessments, reflections, photos, videos, learner profiles, attitudes, actions and leadership across subject areas including specials.

 

Central Agreements

How Portfolios are organized and managed?

  • Portfolios are kept in three inch binder and can be easily accessible in their current grade level teams’ classrooms.
  • Beginning in Preschool, teachers support children by selecting pieces of work.  If a child did not attend Preschool, then this process begins in Kindergarten.  Students that enter after Kindergarten begin a portfolio.  
  • The PYP coordinator is responsible for supporting classroom teachers by providing the paper for their cover and spine, two printed name labels, as well as the POI table of contents.  
  • The office will provide teachers with student photos to be placed on the front cover.
  • Kindergarten will put dividers on the beginning of the year school supply lists.
  • Students’ artifacts chosen for portfolios must include; name & date.
  • Items in the portfolios should be in sequential order behind the appropriate tab.  Therefore with the current grade on top.  
  • Teachers are responsible for passing on students’ portfolios to their new classroom.  Within the first quarter of school, teachers will provide time for students to revisit their portfolio.  
  • Portfolios will include a writing sample, a work sample from each unit of inquiry and quarterly reflections on students’ growth as a learner (Learner Profile). Other samples of work may be included. Preschool will provide self-portraits from beginning and end of year, cutting sample with name writing sample and a drawing of child’s family
  • A short reflection will be included with each piece of work
  • Work will be filed with the most recent work on top
  • Each piece of work will be dated.




For New Students

To make a portfolio for students entering the school after Kindergarten, obtain from the PYP coordinator:

Cover page, spine label, grade cover sheet

 

Conferences

Philosophy:  Parent-Teacher conferences will be conducted in the fall. Winter conferences will be student led with teacher support.  The purpose of conferences is to establish and maintain a relationship with families and set student goals.

Purpose of Student Led Conferences:

  • For students to gain confidence with explaining their learning and thinking
  • For students to plan and execute the conference with teacher support
  • To have student’s reflect on their own growth and take ownership for their own learning
  • To set goals with the student and parent to insure the student’s continued success.

 

District/State Assessments

As with all assessment at Dillon Valley, formative assessment is required to inform instruction and student progress.  The chart below lists required district assessments consistent in all Summit Schools.

District/State Assessment

Students

TS Gold

Kindergarten - Fall

WIDA Screener

For Kindergarten and newly enrolled students

NWEA Measures of Student Progress  (MAPS) Math

Grades 2-5

DRA – Developmental Reading Assessment

Grades K – 5

Sept. – Dec. – May   

i-Ready

On-going for students on a read plan

PARCC (state required assessment)

March-May

CMAS

4th grade Social Studies/5th Grade Science

WIDA

January ELL only

COGAT

February

 


 

Language Policy English

about 1 year ago

Language Policy Dillon Valley

 

Fall 2015

 

Philosophy Statement

Language is fundamental to learning, thinking and communicating, and it permeates the whole curriculum. It is necessary not only to learn language, but also to learn about language through language. Learning best takes place in authentic contexts, and in a transdisciplinary manner. The strands of oral, written and visual communication are learned across and throughout the subject areas. Each aspect is only relevant in relation to the whole.Therefore, all teachers in a PYP school are language teachers and contribute to children's’ language learning.

(Making the PYP Happen, 2007)

Dillon Valley Dual Immersion Program

To meet the needs of an ever increasing population of Spanish speaking children in Summit County, and to enrich the language opportunities of non-Spanish speaking children, Dillon Valley began a Dual Immersion Program  (Spanish and English) in 2005. Grade levels K-5 at Dillon Valley are taught in both English and Spanish. Teachers at Dillon Valley believe that learning that takes place in the mother tongue is more easily acquired and then transferred into a second language. This program allows students to maintain and increase their usage of their first language while at the same time acquiring a second language. The ability to communicate in both Spanish and English promotes a deeper understanding amongst students, staff, parents and the community. It also promotes inquiry and respectful attitudes towards other cultures. By valuing and giving status to Spanish language and culture, children are encouraged to maintain their cultural identity while assimilating to life in the United States.

Currently Dillon Valley offers the following services:

  • English/Spanish Dual Immersion program for K-5 students
  • ELD/SLD instruction and support for students with little or no understanding in English or Spanish
  • Bilingual support staff beginning in Pre-K to enhance and support first language instruction in mother tongue (English or Spanish) and to introduce a second language

 

Common Core State Standards and PYP Scope and Sequence  for Language Arts

At Dillon Valley, PYP Scope and Sequence documents for Language Arts and the Common Core Standards have been aligned. During the 2012 school year, grade level representatives revised our local Literacy Curriculum. Throughout the planning process, every effort is made to integrate Language Arts Standards within unit planners to provide students with meaningful learning experiences. This work will be on-going.

Student outcomes identified by the Common Core Standards apply to each student in both languages (English and Spanish). However, the expectations and pace of them may vary depending on individual needs. Students will progress through the different stages of language development at their own pace with consideration to developmental stages and learning styles.

 

Academic Support:

Multiple interventions are in place at Dillon Valley to assist children with their language needs. Each child participates in a 30 minute intervention/extension block to differentiate instruction and focus on individual language needs. These are fluid groupings that are determined based on a child’s needs and strengths. The support includes language development, remedial reading strategies and extensions in language arts in both Spanish and English.

Many systems are in place to track student progress in the Language Arts area. Monthly Response to Instruction (RTI) meetings are held with each team of grade level teachers, principal, Literacy Resource and English Language Teachers to plan for the needs of each group of students. An individualized plan is formalized to help each child be successful and make adequate gains in academic and behavioral areas.

 

ELD English Language Development

Students who enroll at DVE speaking a language other than English are given a Home Language survey and are provided with appropriate assistance depending on their needs. Annually English Learners are assessed to monitor progress in Speaking, Listening, Reading and Writing on the WIDA ACCESS.  Services include direct instruction for those children who need instruction in English on a daily basis, as well as a modified program within the classroom.

 

Language Acquisition:

Students acquire language through integrated transdisciplinary units using comprehensible input, TPRS and explicit transfer of language.

Strategies that have been identified as best practice are used throughout the day as children navigate between English and Spanish include:

  • Identifying essential vocabulary and language structures to focus on during instruction
  • Use of TPRS methodology - Teaching Proficiency* through Reading and Stories

*Proficiency is being able to use the language spontaneously and create your own meaning.  The ability to say what you want when you want to say it. (Language acquired)

  • Coaching time with classroom teachers to assist with appropriate language objectives and structures as well as teaching literacy skills and strategies
  • Providing resources at the students’ language level
  • Focus on language acquisition versus language learning         

Language Acquisition

Language Learning

subconscious

conscious

natural order

simple to complex

focused on meaning

focus on form

attitude dependent

aptitude dependent

sounds right

rule based


Technology

Teachers use technology at Dillon Valley to enhance students language acquisition as well as to provide students with tools to collaborate and learn within and beyond their classroom doors. Teachers use technology to reinforce concepts, create, communicate, collaborate and connect with the world.

Professional Development

On-going professional development for best strategies to support language development.

Assessment of Language Learning

Formal assessments of Language Arts Skills are assessed according to NCLB (Read Act) guidelines using a variety of tools including DRA2, NWEA and PARCC. In addition, WIDA is given yearly to students whose home language is not English. SOPA (Student Oral Proficiency Assessment) is administered in second grade and AAPPL in fifth grade to native English speakers to assess their proficiency in Spanish.

Communication With Parents

Parents of all learners are encouraged to participate in school activities and to help their children in a variety of ways:

  • All information (newsletters, P/T conferences, parent meetings) are conducted in both Spanish and English). Translators are sought for other communication with parents of other languages.
  • Mandatory involvement for parents of preschoolers
  • Monthly all school assemblies
  • Open House in the Fall
  • El Grito Fun Run and Cultural Event in the Fall
  • Mother Tongue Day
  • Title 1 meetings
  • PTSA and Building Accountability meetings
  • Parenting Classes provided to support children
  • 5th grade exhibition parent mentors
  • Read Act participation for identified students

Resources

The school district provides each classroom with materials to teach the state standards. In addition, staff and school community members sponsor a variety of events to raise additional funds for programs and materials. These events include El Grito Fun Run, Halloween Carnival, Book Fairs and Movie Nights. Special grants through the Summit Foundation, Summit School District Technology, and a variety of local businesses can be applied for.


Normas del Lenguaje en Dillon Valley

Otoño, 2015

Declaración de la Filosofía:

El Lenguaje es fundamental para aprender, pensar y comunicarse y esto se difunde en todo el programa. Esnecesario no solamente aprender el lenguaje, pero también aprender acerca del lenguaje a través del lenguaje. Elaprendizaje toma lugar en contextos auténticos y de una manera transdisciplinaria. Las ramas de la comunicaciónvisual oral y escrita son aprendidas a través y por todas las áreas de las materias. Cada aspecto es solo relevanteen relación al todo. Por lo tanto, todos los maestros en una escuela PYP (Programa de los Años Primarios) sonmaestros del lenguaje y contribuyen al aprendizaje del lenguaje de los niños (Haciendo que pase el PYP, 2007)


Programa de Concentración Doble en Dillon Valley

Para reunir las necesidades de una población siempre creciente de niños de habla española en el Condado Summity para enriquecer las oportunidades del lenguaje de los niños que no hablan español, Dillon Valley comenzó unPrograma de Concentración Dual (español e inglés) en el año 2005. Los niveles del grado K-5 en Dillon Valley eranensenados en inglés y español. Los maestros en Dillon Valley creen que el aprendizaje que toma lugar en la lenguamadre es adquirido más fácilmente y entonces transferido a un segundo lenguaje. Este programa permite a losestudiantes que mantengan y aumenten el uso de su primer lenguaje mientras, al mismo tiempo, adquieren unsegundo lenguaje. La habilidad para comunicarse tanto en español como en inglés, promueve un entendimiento másprofundo entre los estudiantes, el personal, los padres y la comunidad. También promueve análisis y actitudesrespetuosas hacia otras culturas. Al valorar y dar un estatus a la cultura y el lenguaje español, los niños sonanimados a mantener su identidad cultura mientras asimilan la vida en los Estados Unidos.

Actualmente, Dillon Valley ofrece los siguientes servicios: 

  • Un Programa de Concentración Dual Inglés/Español para estudiantes de K al 5º grado. 
  • Instrucción y apoyo de ELD/SLD (Desarrollo del Lenguaje Inglés/Desarrollo del Lenguaje Español), para losestudiantes con poco o ningún entendimiento en inglés o español. 
  • El personal de apoyo bilingüe, comenzado desde preescolar, aumenta y apoya la instrucción del primerlenguaje en su lengua madre (Inglés o español) y para introducir un segundo lenguaje.

Apoyo Académico: 

Intervenciones múltiples están colocadas en Dillon Valley para ayudar a los niños con las necesidades de su lenguaje. Cada niño participa en un bloque de intervención/extensión de 30 minutos para diferenciar la instrucción y enfocarse en las necesidades individuales del lenguaje. Estos son grupos fluídos que están determinados basados en las necesidades y talentos del niño. El apoyo incluye el desarrollo del lenguaje, extensiones y estrategias de lectura correctiva en arte del lenguaje tanto en inglés y español. Muchos sistemas son colocados para encauzar el progreso del estudiante en el área de Arte del Lenguaje. Mensualmente, las reuniones de Respuesta a la Instrucción (RTI), son sostenidas con cada equipo de los maestros del nivel del grado, el director y los maestros del Lenguaje Inglés y Recursos de Alfabetización para planear las necesidades de cada grupo de estudiantes. Un plan individualizado está formalizado para ayudar a cada niño a tener éxito y tener las ganancias adecuadas en las áreas académicas y de conducta.


Desarrollo del Lenguaje Inglés (ELD) 

Los estudiantes que se inscriben en DVE hablando un lenguaje diferente del inglés, se les da un Estudio del Lenguaje en Casa y se les da la asistencia apropiada dependiendo de sus necesidades. Anualmente, los Aprendices del Lenguaje Inglés, son evaluados para monitorear el progreso al hablar, escuchar, leer y escribir en el programa ACCESO WIDA. En los servicios incluyen la instrucción directa para esos niños que necesitan la instrucción en inglés en una base diaria, así como un programa modificado dentro del salón de clase. 


Adquisición del Lenguaje: 

Los estudiantes adquieren el lenguaje a través de unidades transdisciplinarias integradas usando una opinión comprensible, TPRS (Respuesta Física Total al Decir Historias), y transferir explícitamente el lenguaje. Las estrategias que han sido identificadas como la mejor práctica son usadas en todo el día como los niños se guíen entre el inglés y el español; éstas incluyen:  

  • Identificar el vocabulario esencial y las estructuras del lenguaje para enfocarse durante la instrucción.  
  • Uso de la metodología TPRS – Enseñando con competencia* a través de la lectura y las historias. * Competencia es poder usar el lenguaje espontáneamente y crear su propio significado. La habilidad para decir lo que ustedes desean cuando ustedes deseen decirlo (Lenguaje adquirido).  
  • Tiempo de entrenamiento con los maestros del salón de clase para ayudarles con los objetivos y estructuras del lenguaje apropiado, así como enseñar las habilidades y estrategias de alfabetización.  
  • Proveer los recursos en el nivel del lenguaje del estudiante.  
  • Enfocarse en la adquisición del lenguaje versus el aprendizaje del lenguaje. 

Adquisición del Lenguaje                                         Aprendizaje del Lenguaje 

Subconsciente                                                               Consciente 

Orden natural                                                                Simple a complejo 

Enfocarse en el significado                                          Enfocarse en la forma 

Dependiente de la actitud                                           Dependiente de la aptitud 

Suene Bien                                                                     Basado en la regla


Tecnología 
En Dillon Valley, los maestros usan la tecnología para aumentar la adquisición del lenguaje de los estudiantes, así como proveerles las herramientas para colaborar y aprender dentro y más allá de las puertas del salón de clase. Los maestros usan la tecnología para reforzar conceptos, crear, comunicar, colaborar y conectarse con el mundo.

Desarrollo Profesional 
On-going professional development for best strategies to support language development.

Evaluación de Aprendizaje del Lenguaje 
Las evaluaciones formales de las Habilidades de Arte del Lenguaje, son evaluadas de acuerdo a las pautas NCLB (Acta de Lectura), usando una variedad de herramientas incluyendo DRA2, NWEA y PARCC. En adición, WIDA es dado anualmente a los estudiantes quienes su lenguaje en casa no es el inglés. SOPA (Evaluación de la Competencia Oral del Estudiante), es administrada en el segundo grado y AAPPL en el quinto grado para los niños que s lenguaje nativo es el inglés para evaluar su competencia en español.

Comunicación con los Padres 
Los padres de todos los aprendices, son animados a participar en las actividades escolares y para ayudar a sus niños en una variedad de maneras:

  • Toda la información (Boletines, Conferencias Padres/Maestros, reuniones con los padres, etc.) son conducidas tanto en inglés como en español. Los traductores son vistos para otras comunicaciones con los padres que hablan otro lenguaje.  
  • La participación es obligatoria para los padres de los niños de preescolar.  
  • “Casa Abierta” en el Otoño. 
  •  “El Grito” es una kermesse y un evento cultural en el otoño.  
  • Día de la Lengua Madre.  
  • Reuniones del Título I  
  • Reuniones de Responsabilidades del Plantel y PTSA.  
  • Clases para Padres dadas para apoyar a sus niños.  
  • Exhibición de Padres Mentores del 5º grado.  
  • Participación de estudiantes identificados del Acta de Lectura

Recursos 
El Distrito Escolar proveé a cada salón de clase los materiales para ensenar los criterios estatales. En adición, el personal y los miembros de la comunidad escolar, patrocinan una variedad de eventos para recaudar fondos adicionales para los programas y los materiales. Estos eventos, incluyen: El Grito, Carnaval de Halloween, Feria del Libro y Noches de Cine. Otros subsidios especiales a través de la Fundación Summit, Tecnología del Distrito Escolar Summit y una variedad de negocios locales que pueden ser aplicados.












Student Attitudes

about 1 year ago


PYP Student Attitudes

In addition to the student profile, the PYP focuses on the development of positive attitudes towards people, towards the environment, and towards learning. We want students to develop:

 

Appreciation-appreciating the wonder and beauty of the world and its people

 

Commitment-being committed to their learning, persevering and showing self-discipline and responsibility

 

Confidence-feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices

 

Cooperation-cooperating, collaborating and leading or following as the situation demands

 

Creativity-being creative and imaginative in their thinking and in their approach to problems and dilemmas

 

Curiosity- being curious about the nature of learning and of the world, its people and cultures

 

Empathy-imaginatively projecting themselves into another's situation, in order to understanding his/her thoughts, reasoning and emotions

 

Enthusiasm- enjoying learning

 

Independence-thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments

 

Integrity-having integrity and a firm sense of fairness and honesty

 

Respect-respecting themselves, others and the world around them

 

Tolerance-feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others

Actitudes de los Estudiantes PYP

 

En adición al perfil del estudiante, el PYP se enfoca en el desarrollo de actitudes positivas hacia la gente, el ambiente y el aprendizaje. Nosotros deseamos que los estudiantes desarrollen:

Apreciación – Apreciar  la belleza y maravillas del mundo y de su gente. 


Compromiso – Estar comprometido con su aprendizaje, perseverancia y mostrar auto-disciplina y responsabilidad.

Confianza – Sentir confianza en su habilidad como aprendices, tener el coraje de tomar riesgos, aplicar lo que ellos aprendieron y tomar decisiones y elecciones apropiadas.

 

Cooperación – Cooperar, colaborar y guiar o seguir como lo demande la situación.

 

Creatividad – Siendo creativo e imaginativo en su pensamiento y en su enfoque con los problemas y dilemas.

 

Curiosidad – Siendo curioso acerca de la naturaleza de aprendizaje y del mundo, su gente y su cultura.

 

Entendimiento – Ellos mismos proyectarse imaginativamente en otra situación, en orden de entender sus pensamientos, razonamiento y emociones.

Entusiasmo – Disfrutar del aprendizaje.

 

Independencia – Pensar y actuar independientemente, hacer sus propios juicios basados sobre los principios razonados y poder defender sus juicios.

 

Integridad – Tener integridad y un firme sentido de justicia y honestidad.

 

Respeto – Respetarse a sí mismo, a otros y al mundo a su alrededor.

 

Tolerancia – Sentimiento de sensibilidad hacia las diferencias y variedad en el mundo y siendo responsivo a las necesidades de otros.

 



Last Modified on January 22, 2016

 

Transdisciplinary Themes

about 1 year ago

Transdisciplinary Themes

At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. According to Nancy Cecil in The Art of Inquiry, "When children see to ask or answer questions about things for which there are many potentially correct answers, they begin to develop an attitude of appreciation for the immensity and complexity of the natural world." Teachers at each grade level develop units of study that center around the six transdisciplinary themes.

Six Themes:

These themes help guide teachers as they plan and design transdisciplinary (combining two or more subject areas) units of inquiry which make up the Program of Inquiry. Within these units, children are encouraged to ask questions, are taught how to use a variety of resources to seek answers and led to a deeper understanding of the topic being studied. The PYP seeks to create students who are not bounded by the physical borders of their community. Instead it works to study broad topics that can have an application in any part of our world.


Who We Are

An inquiry into the nature of self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Sharing the Planet

An inquiry into our rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and of the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Where We Are in Place and Time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local to global perspectives

How We Organize Ourselves 

An inquiry into the interconnectedness human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the esthetic.

How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human sciences; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

QUIENES SOMOS

Un cuestionamiento dentro de la naturaleza del ser; sus creencias y valores; salud personal, física, mental, social y espiritual; las relaciones humanas incluyendo familias, amigos, comunidades y culturas; derechos y responsabilidades; que es lo que significa ser un humano.


COMPARTIENDO EL PLANETA.

Un cuestionamiento dentro de nuestros derechos y responsabilidades en la lucha por compartir los recursos finitos (limitados) con otras gentes y con otras cosas vivas; las comunidades y las relaciones dentro y entre ellos, el acceso a iguales oportunidades; resolución de paz y conflicto.


DONDE ESTAMOS EN LUGAR Y TIEMPO

Un cuestionamiento dentro del lugar y del tiempo; historias personales; casas y jornadas; descubrimientos, exploraciones y migraciones del género humano; las relaciones interconectadas entre los individuos y las civilizaciones, de las perspectivas locales y globales.


COMO NOS ORGANIZAMOS NOSOTROS MISMOS

Un cuestionamiento de las interconexiones de los sistemas y comunidades de origen humano; la estructura y función de las organizaciones; tomar decisiones sociales; actividades económicas y su impacto en el género humano y en el ambiente.


COMO NOS EXPRESAMOS

Un cuestionamiento dentro de las maneras en las cuales nosotros descubrimos y expresamos las ideas, sentimientos naturales, cultura, creencias y valores; las maneras en las cuales nosotros nos reflejamos, nos extendemos y disfrutamos de nuestra creatividad; nuestra apreciación de la estética.


COMO TRABAJA EL MUNDO

Un cuestionamiento dentro del mundo natural y de sus leyes; la interacción entre el mundo natural (físico y biológico), y las ciencias humanas; como los humanos usan su entendimiento de principios científicos; el impacto de los avances científicos y tecnológicos en la sociedad y en el ambiente.






 

PYP/Learner Profile PEP/Perfil de estudiante

4 months ago

PYP

Dillon Valley is authorized to provide the Primary Years Program (PYP) of the International Baccalaureate (IB). This program “aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect” (IB Mission Statement). The core components of this program include a Program of Inquiry (POI), inquiry based learning, reflection, and the action cycle.

 

The Learner Profile

Principled, Risk-takers, Open-minded, Thinker, Knowledgeable, Caring, Communicator, Inquirer, Well-balanced, Reflective

 

Primary Years Program:

The aim of the Primary Years Program is to develop internationally minded young people who will help create a better and more peaceful world.  Our students strive to be:

 

Inquirers who develop their natural curiosity

Knowledgable who acquire in depth knowledge

Thinkers who are able to approach complex problems

Communicators who can express their ideas in more than one language

Principled who show integrity and honesty

Open-Minded who seek and evaluate a range of points of view

Caring who show empathy, compassion and respect towards others

Risk-Takers who are courageously independent as they explore new ideas

Balanced who understand the importance of balancing their intellectual, physical and emotional lives

Reflective who give thoughtful evaluation to their learning and experiences

 

PEP

Dillon Valley es una escuela autorizada para proporcionar el Programa de la Escuela Primaria (PEP) del Bachillerato Internacional (IB). Este programa “tiene como meta desarrollar jóvenes pensadores, solidarios que ayuden a crear un mundo mejor y más pacífico a través del entendimiento intercultural y el respeto” (Declaración de principios del IB). Los componentes claves de este programa incluyen el programa de indagación (PDI), aprendizaje basado en la indagación, reflexión, y el ciclo de acción.

 

El perfil del estudiante

Íntegros, equilibrados, solidarios, buenos comunicadores, indagadores, informados e instruídos, de mentalidad abierta, audaces, pensadores, reflexivos.

 

Programa de la escuela primaria:

La meta del programa de la escuela primaria es desarrollar jóvenes con mente internacional que ayuden a crear un mundo mejor y más pacífico. Nuestros alumnos se esfuerzan en ser:

 

Indagadores- desarrollan su curiosidad natural

Conocedores-  adquieren conocimientos profundos

Pensadores- tienen la capacidad de enfrentar problemas complejos

Comunicadores- pueden expresar sus ideas en más de un lenguaje

Íntegros- demuestran integridad y honestidad

De mentalidad abierta-  buscan y evalúan varios puntos de vista

Solidarios- demuestran empatía, compasión y respeto hacia los demás

Audaces-  exploran nuevas ideas con coraje y de forma independiente

Equilibrados- entienden la importancia de equilibrar su vida, intelectual, física y emocional

Reflexivos- evalúan su aprendizaje y experiencias