IB Exhibition Workshop
PYP The Exhibition Category 3 in English
IB PYP Exhibition Workshop
October 15th- 17th 2011
Leader: Traci Salter and Luke Whitehouse
Day 1, Saturday, October 15th 2011
Session 1
1. Who We Are : Classifying personal identity to recognize other’s characteristics based on self prediction. The speakers were giving us some statements that related about their hobbies and achievements.
2. State of Mind : Choose an image that represent what we are thinking about the exhibition. The pictures are:
a. Moving around in the mountain
b. Leading forward to the sunlight
c. Volcano erupting
d. Cars fulls of observing passenger
e. Bicycle on the ramp
3. There are three main aims of the workshops:
a. Explore the function of exhibition and discuss its role and function in the PYP schools
b. Highlight the place and value of authentic action within the PYP with specific references to the exhibition.
c. Create an action plan to support the upcoming exhibition.
4. Discuss the result of the survey that speakers sent before the workshop.
Each group was discussing different topic questions:
A. Yellow paper: Tell us about who we are. There are 75 % of participant has ever done Exhibition two or three times.
B. Orange: Tell us what people can share
C. Green: Cutting up questions based on the concepts.
Session 2 : The role of inquiry in the exhibition.
1. The common problem that school use to have. Oneof the examples from a school (from student’s perspective) about teacher’s criteria are:
a. Focus on independence
b. Need to give more concern to the students feeling, thoughts, and action.
c. Focus on facts
d. Experience is important
e. Different strategies
f. Work in pairs
g. Reflect on different ways
h. Listen to these criteria
i. Focus on inquiry
2. CSI thinking (Colour, Symbol, Image) about Inquiry process.
3. Statement of inquiry. Find a pair of statement about Inquiry based on Kath Murdoch.
4. Inquiry indicators. There is a new strategy to apply inquiry in the learning process.
Session 3: What is the fundamental of doing exhibition?
1. Safari partner talk was one of the way to group students
2. Putting the pieces together. There are ten questions that a group has to answer from Exhibition Guidelines.
a. How are the emphases changing with regards to inquiry? P. 8
b. What may teachers develop a modified version of to help students plan and participate? P. 9
c. What does the example of planner say about what central idea demonstrates and how it is created? P.12
d. What is the role of the teacher in assessing the Exhibition process?
e. Choose the three most important roles of other techers in the school?
f. What does it say the mentor’s primarily role is?
g. What different exhibition grouping strategies are shared?
h. What is the role of stdents in developing the inquiry?
i. What assessment will the students carry out
j. What is the role of the students in collaborative planning?
3. Top 8 key components. Each group has to discuss about the 8 most important things to do exhibition.
a. 5 essential elements
b. Profiles
c. Recent Issues/problem
d. Action
e. Process
f. Staging the exhibition
g. Assessment
h. Reflection
4. W chart (sense). We choose one element from 8 key elements to be discussed.
Session 4: Action in at the hall
1. Watching video about a girl named Severn Suzuki talk to UN about children’s life in the future.
2. Five Action Shoes for the tool box
a. Sensible shoes for responsible action as the global citizen
b. Soft slipper for kindness and caring
c. Tought Boots for doing some hard work
d. Sneakers to speed along and find out information.
e. Special shoes for a once off or unique action to make a difference.
3. TAP. Think All Possibilities about action that we ever did. And choose three actions to be classified based on the Action Ladder
Day 2: Sunday, October 16th 2011
Session 5: Concepts and ideas
1. After sticking all the questions, we have to answer some questions based on the concept.
2. Dissecting Trans-disciplinary theme. We can start to get ideas from the transdisciplinary theme. For example, Where We Are in Place and Time. In this transdisciplinary theme, the group discuss about human migrates over time.
3. The ideal time to conduct exhibition is 8-9 weeks. It is suggested that the unit of inquiry before the exhibition has relation or link with the exhibition unit. So there is no surprise.
4. Collaborative planning with the specialists teachers from the beginning about how they contribute their expertise to support the exhibition day.
Session 6 (Exhibiton)
1. Concept boxes based on the central ideas.
2. We choose one idea to be our central idea and design lines of inquiry using the concepts.
3. We do Carousel to give tips and solution of the exhibition things which are:
a. Managing the time table
b. Staging the exhibition
c. Visiting expert/community
d. Involving specialists teachers with their expertise in some areas
e. Supporting and dealing with supporting students
f. Using technology as a tool (preze, ppt,animoto, e-folio, blogs, wikis)
g. Mentors
4. Teachers resources meeting
5. The speaker (Rebecca) shared a movie of exhibition in her school. She spoke about:
- Ideas drom POI
- Students do research
- Students get the result
- Students do differet action
- Students prepare the presentation
Session 7 : Working within school group
1. Look at the POI and discuss unit of te exhibition.
2. Transdisciplinary theme Sharing the Planet with the central idea Biodiversity relies on maintaining the interdependent balance of organisms within systems.
3. Listing down the strategy and action plan for the upcoming exhibition
- Interview zookeeper
- Thinking out the box why is there no biodiversity in jakarta
- List down Biodiversity in Indonesia
- The effect of biodiversity to tourism in Jakarta
- What is the impact to society, and community about biodiveristy.
- Think regionally and not locally in Jakarta and Indonesia.
Session 8: Looking at the local issues
1. Looking at the map and brochures of Jakarta.
2. Taking a look at local resources issues that can be used for exhibition.
3. Creating PMI (Positive, Minus, Interesting).
Session 9 and 10: Collaborating and sharing exhibition among participants
1. Sharing the exhibition processes:
- Learning supports for students
- Record/documents all the process
- Research based on age appropriate.
- Involve the feedback from parents,
- Product vs process
2. Ensure the PYP as celebration
a. Mike Bailey
- Trouble: to ensure we all documented it.
- More digital pictures
- Use more computers, less colour printing because of the cost
- How to choose whether through computer or display
- Turn class into chaos and anywhere else.
- The skills to recognize aesthetic, teachers need to help
- Stage preparation just a night before
- Noise issue because it was held in the gym
- Use the techonolgy to document
- Use question clips
- Video reflection afterwards
- A half hour reflection after cleaning up time.
- Deeper reflection in few days after
- Record the students reflection
b. SWA – Marion Macqueen
- Dont have time to do reflection
- Presentation officers
- Deadline manager
- Misgrouping the students
- Adina’s goal is to be more confident
- Put the mentor’s picture in the display
- Prepare the students pictures from now on
- Prepare the studetns groups pictures by the time they have groups with their mentors cooperated with Mr isman
- Prepare the decoration from now on = learner profiles, attitudes, concepts, what inquiry looks likes
- Display the students quetions
- MEMORY BOOKS
- BEGINNING OF THE JOURNEY
- Choose two teachers for documentation and each group must have a documenting PIC and have to submit it to those documenting teachers.
c. Bruce Ashton – SinasMas World Academy
- T shirt for exhibition day
- Sign exhibition display boards
- What are the meaning of the goody in their tables.
- Rubber duck, memory games
d. CDNIS
- Have two exhibitions about the total of the students
- It’s all in the wiki
- G7 do the the exhibition last year
- The students reply: we choose it because it is a big problem in Hong Kong
- Present the testing theory pictures
- Interview the studnets during the exhibition day
e. High digital format
Each student makes a video of what they have found of
So the products are the video
f. Chris
- Use the EVERNOTE: smartphone, mac. To communicate with the mentors and teachers. We can see what is going on
- To see what we have done already
Session 11: Discuss action plan within school group
1. Make an action plan for the upcoming
2. Interview zookeeper
3. Thinking out the box why there is no biodiversity in jakarta
4. Lists down Biodiversity in Indonesia
5. The effect of biodiversity to tourism in Jakarta
6. What is the impact to society, and community about biodiveristy.
7. Think regionally and not locally in Jakarta and IndonesiaThe possible format for 2012
Session 12 Wrap up/Summary
1. Symbol of footprint that Small makes change
2. STOMP, gr.3 and g4.mpg (from youtube)
3. Groups discussion about assessment:
Assessing the exhibition? A photo album.... not a snap shot
Who:
1. Self
2. Peer
3. Teacher
4. Mentor
5. Parents
How, when, where, why
Based on:
1. MPYPH .45
2. Exhibition guidelines
3. Standard and practices
1. Watching video of quotes
2. Recap of three days workshop (group discussion by using 6 thinking hats)
IB PYP Exhibition Workshop
October 15th- 17th 2011
Leader: Traci Salter and Luke Whitehouse
Day 1, Saturday, October 15th 2011
Session 1
1. Who We Are : Classifying personal identity to recognize other’s characteristics based on self prediction. The speakers were giving us some statements that related about their hobbies and achievements.
2. State of Mind : Choose an image that represent what we are thinking about the exhibition. The pictures are:
a. Moving around in the mountain
b. Leading forward to the sunlight
c. Volcano erupting
d. Cars fulls of observing passenger
e. Bicycle on the ramp
3. There are three main aims of the workshops:
a. Explore the function of exhibition and discuss its role and function in the PYP schools
b. Highlight the place and value of authentic action within the PYP with specific references to the exhibition.
c. Create an action plan to support the upcoming exhibition.
4. Discuss the result of the survey that speakers sent before the workshop.
Each group was discussing different topic questions:
A. Yellow paper: Tell us about who we are. There are 75 % of participant has ever done Exhibition two or three times.
B. Orange: Tell us what people can share
C. Green: Cutting up questions based on the concepts.
Session 2 : The role of inquiry in the exhibition.
1. The common problem that school use to have. Oneof the examples from a school (from student’s perspective) about teacher’s criteria are:
a. Focus on independence
b. Need to give more concern to the students feeling, thoughts, and action.
c. Focus on facts
d. Experience is important
e. Different strategies
f. Work in pairs
g. Reflect on different ways
h. Listen to these criteria
i. Focus on inquiry
2. CSI thinking (Colour, Symbol, Image) about Inquiry process.
3. Statement of inquiry. Find a pair of statement about Inquiry based on Kath Murdoch.
4. Inquiry indicators. There is a new strategy to apply inquiry in the learning process.
Session 3: What is the fundamental of doing exhibition?
1. Safari partner talk was one of the way to group students
2. Putting the pieces together. There are ten questions that a group has to answer from Exhibition Guidelines.
a. How are the emphases changing with regards to inquiry? P. 8
b. What may teachers develop a modified version of to help students plan and participate? P. 9
c. What does the example of planner say about what central idea demonstrates and how it is created? P.12
d. What is the role of the teacher in assessing the Exhibition process?
e. Choose the three most important roles of other techers in the school?
f. What does it say the mentor’s primarily role is?
g. What different exhibition grouping strategies are shared?
h. What is the role of stdents in developing the inquiry?
i. What assessment will the students carry out
j. What is the role of the students in collaborative planning?
3. Top 8 key components. Each group has to discuss about the 8 most important things to do exhibition.
a. 5 essential elements
b. Profiles
c. Recent Issues/problem
d. Action
e. Process
f. Staging the exhibition
g. Assessment
h. Reflection
4. W chart (sense). We choose one element from 8 key elements to be discussed.
Session 4: Action in at the hall
1. Watching video about a girl named Severn Suzuki talk to UN about children’s life in the future.
2. Five Action Shoes for the tool box
a. Sensible shoes for responsible action as the global citizen
b. Soft slipper for kindness and caring
c. Tought Boots for doing some hard work
d. Sneakers to speed along and find out information.
e. Special shoes for a once off or unique action to make a difference.
3. TAP. Think All Possibilities about action that we ever did. And choose three actions to be classified based on the Action Ladder
Day 2: Sunday, October 16th 2011
Session 5: Concepts and ideas
1. After sticking all the questions, we have to answer some questions based on the concept.
2. Dissecting Trans-disciplinary theme. We can start to get ideas from the transdisciplinary theme. For example, Where We Are in Place and Time. In this transdisciplinary theme, the group discuss about human migrates over time.
3. The ideal time to conduct exhibition is 8-9 weeks. It is suggested that the unit of inquiry before the exhibition has relation or link with the exhibition unit. So there is no surprise.
4. Collaborative planning with the specialists teachers from the beginning about how they contribute their expertise to support the exhibition day.
Session 6 (Exhibiton)
1. Concept boxes based on the central ideas.
2. We choose one idea to be our central idea and design lines of inquiry using the concepts.
3. We do Carousel to give tips and solution of the exhibition things which are:
a. Managing the time table
b. Staging the exhibition
c. Visiting expert/community
d. Involving specialists teachers with their expertise in some areas
e. Supporting and dealing with supporting students
f. Using technology as a tool (preze, ppt,animoto, e-folio, blogs, wikis)
g. Mentors
4. Teachers resources meeting
5. The speaker (Rebecca) shared a movie of exhibition in her school. She spoke about:
- Ideas drom POI
- Students do research
- Students get the result
- Students do differet action
- Students prepare the presentation
Session 7 : Working within school group
1. Look at the POI and discuss unit of te exhibition.
2. Transdisciplinary theme Sharing the Planet with the central idea Biodiversity relies on maintaining the interdependent balance of organisms within systems.
3. Listing down the strategy and action plan for the upcoming exhibition
- Interview zookeeper
- Thinking out the box why is there no biodiversity in jakarta
- List down Biodiversity in Indonesia
- The effect of biodiversity to tourism in Jakarta
- What is the impact to society, and community about biodiveristy.
- Think regionally and not locally in Jakarta and Indonesia.
Session 8: Looking at the local issues
1. Looking at the map and brochures of Jakarta.
2. Taking a look at local resources issues that can be used for exhibition.
3. Creating PMI (Positive, Minus, Interesting).
Session 9 and 10: Collaborating and sharing exhibition among participants
1. Sharing the exhibition processes:
- Learning supports for students
- Record/documents all the process
- Research based on age appropriate.
- Involve the feedback from parents,
- Product vs process
2. Ensure the PYP as celebration
a. Mike Bailey
- Trouble: to ensure we all documented it.
- More digital pictures
- Use more computers, less colour printing because of the cost
- How to choose whether through computer or display
- Turn class into chaos and anywhere else.
- The skills to recognize aesthetic, teachers need to help
- Stage preparation just a night before
- Noise issue because it was held in the gym
- Use the techonolgy to document
- Use question clips
- Video reflection afterwards
- A half hour reflection after cleaning up time.
- Deeper reflection in few days after
- Record the students reflection
b. SWA – Marion Macqueen
- Dont have time to do reflection
- Presentation officers
- Deadline manager
- Misgrouping the students
- Adina’s goal is to be more confident
- Put the mentor’s picture in the display
- Prepare the students pictures from now on
- Prepare the studetns groups pictures by the time they have groups with their mentors cooperated with Mr isman
- Prepare the decoration from now on = learner profiles, attitudes, concepts, what inquiry looks likes
- Display the students quetions
- MEMORY BOOKS
- BEGINNING OF THE JOURNEY
- Choose two teachers for documentation and each group must have a documenting PIC and have to submit it to those documenting teachers.
c. Bruce Ashton – SinasMas World Academy
- T shirt for exhibition day
- Sign exhibition display boards
- What are the meaning of the goody in their tables.
- Rubber duck, memory games
d. CDNIS
- Have two exhibitions about the total of the students
- It’s all in the wiki
- G7 do the the exhibition last year
- The students reply: we choose it because it is a big problem in Hong Kong
- Present the testing theory pictures
- Interview the studnets during the exhibition day
e. High digital format
Each student makes a video of what they have found of
So the products are the video
f. Chris
- Use the EVERNOTE: smartphone, mac. To communicate with the mentors and teachers. We can see what is going on
- To see what we have done already
Session 11: Discuss action plan within school group
1. Make an action plan for the upcoming
2. Interview zookeeper
3. Thinking out the box why there is no biodiversity in jakarta
4. Lists down Biodiversity in Indonesia
5. The effect of biodiversity to tourism in Jakarta
6. What is the impact to society, and community about biodiveristy.
7. Think regionally and not locally in Jakarta and IndonesiaThe possible format for 2012
Session 12 Wrap up/Summary
1. Symbol of footprint that Small makes change
2. STOMP, gr.3 and g4.mpg (from youtube)
3. Groups discussion about assessment:
Assessing the exhibition? A photo album.... not a snap shot
Who:
1. Self
2. Peer
3. Teacher
4. Mentor
5. Parents
How, when, where, why
Based on:
1. MPYPH .45
2. Exhibition guidelines
3. Standard and practices
1. Watching video of quotes
2. Recap of three days workshop (group discussion by using 6 thinking hats)
PYP Assessment Category 2 in English
Facilitators Alyson Reese, Rachel Morgan
What is an assessment?
An assessment is a final process of learning to identify what students know, understand, can do, and feel at different stages. As a teacher, we should be mindful in preparing and planning the assessment for our students. There are some primary purposes of assessing students, such as:
1. To evaluate and reflect what we have taught
2. To measure students’ understanding of the learning.
3. To plan next step if the result of assessment were not satisfying
What and how do we assess?
The acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action are five essential elements that students need to have during teaching and learning process. An assessment is one way to measure whether five essential elements are achieved or not. There are two types of assessment. First, summative assessment which defines as a final assessment of teaching and learning process in a unit and it is done to demonstrate their understanding of the central idea that applies five essential elements. Second, formative assessment refers to the process to evaluate students’ knowledge and determine what steps will be taken to ensure students’ learning.
The major questions that many teachers wonder are how can we give assessment to special needs students? Or how do However, every student is unique with their own strengths and weaknesses. As educator, we should treat them differently. There are some factors which need to be considered before designing the assessment.
1. Accommodate different learning styles and multiple intelligences.
2. Differentiate background knowledge and skills of students
3. Maximize the potential of special needs students
4. Appreciate students’ perspective
How can I apply what I have learned?
Joining this workshop has given me so many new experiences and knowledge. There are some new ways that can be implemented in the classroom, for example, shopping star, differentiation in presenting, being responsible of giving comment when doing inquiry mat. I applied the last one when students were learning about Biodiversity. Students were given a chance to give their opinion and other friends can be agree or disagree of it. It was an engaging experience as students learnt to give a reasonable comment or opinion as well as assess others student’ opinion.
An assessment is a final process of learning to identify what students know, understand, can do, and feel at different stages. As a teacher, we should be mindful in preparing and planning the assessment for our students. There are some primary purposes of assessing students, such as:
1. To evaluate and reflect what we have taught
2. To measure students’ understanding of the learning.
3. To plan next step if the result of assessment were not satisfying
What and how do we assess?
The acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action are five essential elements that students need to have during teaching and learning process. An assessment is one way to measure whether five essential elements are achieved or not. There are two types of assessment. First, summative assessment which defines as a final assessment of teaching and learning process in a unit and it is done to demonstrate their understanding of the central idea that applies five essential elements. Second, formative assessment refers to the process to evaluate students’ knowledge and determine what steps will be taken to ensure students’ learning.
The major questions that many teachers wonder are how can we give assessment to special needs students? Or how do However, every student is unique with their own strengths and weaknesses. As educator, we should treat them differently. There are some factors which need to be considered before designing the assessment.
1. Accommodate different learning styles and multiple intelligences.
2. Differentiate background knowledge and skills of students
3. Maximize the potential of special needs students
4. Appreciate students’ perspective
How can I apply what I have learned?
Joining this workshop has given me so many new experiences and knowledge. There are some new ways that can be implemented in the classroom, for example, shopping star, differentiation in presenting, being responsible of giving comment when doing inquiry mat. I applied the last one when students were learning about Biodiversity. Students were given a chance to give their opinion and other friends can be agree or disagree of it. It was an engaging experience as students learnt to give a reasonable comment or opinion as well as assess others student’ opinion.
PYP Making the PYP happen Category 1 in English
|
MAKING THE PYP HAPPEN
Al Jabr Islamic School
11-12 October 2013
Workshop leaders: Colleen DeCeukelaire and Andrew Bradtke
“Learning through inquiry is empowering”
“The process of inquiry develops natural curiosity together with the skills needed to enable learners to become autonomous lifelong learners”
Day 1
1. Talking like a PYP practitioner by reflecting on what I know by creating TH? (T: I understand and could teach someone else, H: I have heard of this but I’m not sure I could explain it to someone else, ?: I have forgotten what this means or don’t think I have heard this term before) Chart about PYP vocabulary.
2. Essential agreement
Should involve
Should be
Cooperative
Few in numbers
Respect
Concisely written
Participation
Positively phrased
Open mindedness
Discussed
Responsibilities
Binding by all members
3. CLAIM-SUPPORT-QUESTION
Make a CLAIM about the topic
Identify SUPPORT for your claim
Ask a QUESTION related to your claim
An explanation or interpretation of some aspect of the topic
Things you see, feel, and know that support your claim
What’s left hanging? What isn’t explained? What new reasons does your claim raise?
4. International mindedness is encompassed in the IB Learner Profiles. It is further developed by practices under PYP standards.
- Reading article “Becoming international” by Niki Singh
PYP really helps students to focus on what really matters. It has central idea which extends students’ prior knowledge and be complex enough to provoke inquiry. E.g. on Valentine’s day, PYP students won’t make any Valentine’s card but they will explore more about other festivals/celebration.
5. At the heart of the curriculum cycle is the learner constructing meaning.
We learn to make constructing meaning finding similarities and differences among people, objects and others
6. T chart about Inquiry and not inquiry
- Glow stick observation
Day 2
1. Landform to see where is my position in PYP. (Mountain, valley, river, plateau(desert), volcanic island, field.
2. Connect-Extend-Challenge about article “What Education as inquiry is and isn’t” by Jerome C Harste
Connect
Extend
Challenge
How did the video connect to what you already know?
How did the video extend or push your thinking in new directions?
What is still challenging or confusing for you to get your mind around? What questions, wondering, or puzzles do you now have?
3. The five essential elements resonate throughout the entire curriculum. Expert and mixed groups.
4. The PYP curriculum is concept driven and transdisiplinary. E.g. I phone picture
5. Topic or concept.
6. Attitudes: Caine’s Arcade video. Attitudes displays are varied (Bricks, different language)
7. Action: Quaker shake/popcorn. Action pictures should be displayed in classroom throughout year. Video: Above and beyond.
8. Assessment is integral to planning, teaching and learning and needs to be varied and purposeful. E.g. Clapping.
9. The important book
Al Jabr Islamic School
11-12 October 2013
Workshop leaders: Colleen DeCeukelaire and Andrew Bradtke
“Learning through inquiry is empowering”
“The process of inquiry develops natural curiosity together with the skills needed to enable learners to become autonomous lifelong learners”
Day 1
1. Talking like a PYP practitioner by reflecting on what I know by creating TH? (T: I understand and could teach someone else, H: I have heard of this but I’m not sure I could explain it to someone else, ?: I have forgotten what this means or don’t think I have heard this term before) Chart about PYP vocabulary.
2. Essential agreement
Should involve
Should be
Cooperative
Few in numbers
Respect
Concisely written
Participation
Positively phrased
Open mindedness
Discussed
Responsibilities
Binding by all members
3. CLAIM-SUPPORT-QUESTION
Make a CLAIM about the topic
Identify SUPPORT for your claim
Ask a QUESTION related to your claim
An explanation or interpretation of some aspect of the topic
Things you see, feel, and know that support your claim
What’s left hanging? What isn’t explained? What new reasons does your claim raise?
4. International mindedness is encompassed in the IB Learner Profiles. It is further developed by practices under PYP standards.
- Reading article “Becoming international” by Niki Singh
PYP really helps students to focus on what really matters. It has central idea which extends students’ prior knowledge and be complex enough to provoke inquiry. E.g. on Valentine’s day, PYP students won’t make any Valentine’s card but they will explore more about other festivals/celebration.
5. At the heart of the curriculum cycle is the learner constructing meaning.
We learn to make constructing meaning finding similarities and differences among people, objects and others
6. T chart about Inquiry and not inquiry
- Glow stick observation
Day 2
1. Landform to see where is my position in PYP. (Mountain, valley, river, plateau(desert), volcanic island, field.
2. Connect-Extend-Challenge about article “What Education as inquiry is and isn’t” by Jerome C Harste
Connect
Extend
Challenge
How did the video connect to what you already know?
How did the video extend or push your thinking in new directions?
What is still challenging or confusing for you to get your mind around? What questions, wondering, or puzzles do you now have?
3. The five essential elements resonate throughout the entire curriculum. Expert and mixed groups.
4. The PYP curriculum is concept driven and transdisiplinary. E.g. I phone picture
5. Topic or concept.
6. Attitudes: Caine’s Arcade video. Attitudes displays are varied (Bricks, different language)
7. Action: Quaker shake/popcorn. Action pictures should be displayed in classroom throughout year. Video: Above and beyond.
8. Assessment is integral to planning, teaching and learning and needs to be varied and purposeful. E.g. Clapping.
9. The important book
Approaches to Learning
Yokohama International School, Japan
29 Sept-01 October 2017
IB ASIA PACIFIC REGIONAL WORKSHOP AGENDA
Yokohama International School, Yokohama, Japan
September 29 - October 1, 2017
Workshop Leader: Curtis Beaverford
Goals of this workshop
During the course of the workshop, the following key understandings will be addressed :
SESSION 1
SESSION 2
Triangulated vision.
Style of teacher-regulation of learning
Strong teacher:
SESSION 3
The continuum of ATL is meant to be built by school. Ask for the resources.
In the PYP ATL should be embedded into the assessment and curriculum that school has developed.
Why PYP has less must because it is not really the rule but also what is to be done.
SESSION 4
How do students know what tools they have and don’t have? Know what they have
SESSION 5
Growth and fixed mindset
There are two core mindsets, or beliefs, about one’s own traits that shape how people approach challenges: fixed mindset, the belief that one’s abilities were carved in stone and predetermined at birth, and growth mindset, the belief that one’s skills and qualities could be cultivated through effort and perseverance.
Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait.
Activity: I Can and I Cant: Developing affective skills; Practice managing self-talk
Individually make list of 20 things that you can do
Individually make list of 20 things that you cannot do
SESSION 6-7
Determining the Best
Skill: Collect, Record, Verify
In group of 5, collect information about your category, record information using multiple sources, based on your data; select the best for your category and verify your choice with collected evidence.
Resources: Trip Advisor, Google maps, Google translate
SESSION 8
Thinking skills
It is a bumpy road
I was deaf and blind and know
It is roller coaster
I was lost and now I found.
In short, that skills can be adjusted, merged, dropped, or even manipulated to meet the needs of your school.
SESSION 9
Resources for ATL
Weaknesses:
Strengths is
SESSION 10
Yokohama International School, Yokohama, Japan
September 29 - October 1, 2017
Workshop Leader: Curtis Beaverford
Goals of this workshop
During the course of the workshop, the following key understandings will be addressed :
- Develop a deeper understanding of Approaches to Learning (ATL) as a way for students to acquire and use skills developed over time in order to access learning.
- Consider contemporary research in order to apply metacognitive strategies throughout the learning process, with an emphasis on assessment as learning.
- Design the curriculum to encourage students to build these skills.
- Reflect on how developing cognitive, effective and meta-cognitive skills using a variety of strategies may increase the capacity of learners to become self-regulated and intrinsically motivated.
SESSION 1
- ATL skills in IB docs have no number so it may cause the confusion of the teacher
- ATL skills will be introduced in PYP without any documents that teacher can read as guidance.
- The word of reflection is used a lot in workshop and classroom. But there is a question about whether teachers give clear expectation to students or not.
- However, there are level criteria as suggestion for making reflection by elaborating and reconstructing
- Constructivism
What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves. Each learner individually (and socially) constructs meaning as he or she learns. - Competency based education What is the role of skills and knowledge? Knowledge is much easier to measure because it can use like test in UN. And it will be easier to be checked by the government in national schools. In IB means it is about what you can do with the knowledge and not what you know about specific subjects (knowledge).
SESSION 2
Triangulated vision.
Style of teacher-regulation of learning
Strong teacher:
- Full control
- Regulates students processing
- Student thinking at a minimum, and teacher as maximum support
- Skill training
- Problem solver
- Provides access to resources
- Student thinking engaged and teacher as guide and support
- Teacher’s only functions are supplying the learning objectives
- Student thinking at a maximum, teacher not involved in student thinking or learning.
SESSION 3
The continuum of ATL is meant to be built by school. Ask for the resources.
In the PYP ATL should be embedded into the assessment and curriculum that school has developed.
Why PYP has less must because it is not really the rule but also what is to be done.
SESSION 4
How do students know what tools they have and don’t have? Know what they have
- By modelling, asking, introducing about what strategies and skills that you used for doing and completing such activities.
- Controlled failure
- Encourage independent
- Inventory checklist
- Explicit tool box (metacognition)
- Giving name for each student so they have the same language
- Provide reference like anchor chart (graphic organizer) and ask which strategies that you choose and why you would choose that.
- Model, Practice
- Provide reinforcing and corrective feedback
- Structured reflection
- Grades means when assessment, the students are encouraged to use the skills.
- Choosing appropriate tool for doing such activity.
- Clear learning objective
- Explicit Fact
- Fact: A teacher might first need his/her students to explicitly learn a specific skill in order for his/her students to maximize their learning when employing it within the curriculum.
SESSION 5
Growth and fixed mindset
There are two core mindsets, or beliefs, about one’s own traits that shape how people approach challenges: fixed mindset, the belief that one’s abilities were carved in stone and predetermined at birth, and growth mindset, the belief that one’s skills and qualities could be cultivated through effort and perseverance.
Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait.
Activity: I Can and I Cant: Developing affective skills; Practice managing self-talk
Individually make list of 20 things that you can do
- I can cook
- I can sew some clothes
- I can read
- I can Qur’an Arabic
- I can drive a car
- I can speak English
- I can speak Indonesian
- I can Javanese
- I can type quite fast
- I can teach
- I can ride bicycle
- I can go on my own in the city
- I can run
- I can play Badminton
- I can sleep earlier when I am too tired
Individually make list of 20 things that you cannot do
- I cannot bake
- I cannot speak French
- I cannot ride motor cycle
- I cannot sing
- I cannot do hard mathematics
- I cannot swim
- I cannot play soccer
- I cannot eat sea food
- I cannot play piano
SESSION 6-7
Determining the Best
Skill: Collect, Record, Verify
In group of 5, collect information about your category, record information using multiple sources, based on your data; select the best for your category and verify your choice with collected evidence.
- We look for hotel with best location and price
- Shin-Yokohama Kokusai Hotel 7400 Yen, 20 minutes (14km) 3.5
- Hotel Jal Kannai Yokohama, 8000 Yen , 8 minutes, 3.8 km
- Yokohama Sakuragicho Washington Hotel 6900, 10mis 7.3km
Resources: Trip Advisor, Google maps, Google translate
- Research skill category
- There • Make informed choices about personal viewing experiences Some of criteria were redundant
SESSION 8
Thinking skills
- How to differentiate between explicit and implicit teaching of skills. In explicit is like attention and all students were introduced about the names and also how to do it. Most IB profiles were taught implicitly but for PYP there are some explicitly taught to students.
- Creating metaphors
It is a bumpy road
I was deaf and blind and know
It is roller coaster
I was lost and now I found.
- Thinking skill is a key feature of the constructivist approach that influences all programs.
- Later feedback: Ask question, value from the work, and also concern that they think.
- Critical thinking skills: There are some that can be merged and also redundant
- Creative thinking skills: Some of the items are too specific just like learning engagement.
- Transfer skills: It is important.
In short, that skills can be adjusted, merged, dropped, or even manipulated to meet the needs of your school.
SESSION 9
Resources for ATL
- Australian Curriculum covers K-10. It is relatively new document that has already gone through several revision. If IB says that every IB teacher is language teacher then Australian teacher should be able to teach all competences in different subjects
- Literacy
- Numeracy
- ICT capabilities
- Critical and creative thinking
- Personal and social capability
- Ethical understanding
- Intercultural understanding
Weaknesses:
Strengths is
SESSION 10
- To do research about which curriculum that also have connection with ATL
- http://centralsquarefoundation.org/issue/school-systems/life-skills/
- PYP teachers should read and explore about DP extended essay or Personal Project and vice versa.
- The shape game (square, circle, spiral, triangle)
- ATL and self assessment
- The role of teacher: teach explicitly
- The role of learner: understand and comprehend the
- The role of school
- ATL and Self Assessment strategies
- Lower performing and less experience students tend to overestimate their achievements. As with peer assessment, students’ ability to self assess accurately must be developed over time and with subtaioal guidance. It is not definitely a time saving exercise for the teacher iniatiallu.
- What information that self assess-
- Give example
- Set ATL assessment criteria using rubric/checklist.
- In the planner, the teachers should identify what skills that they want to teach and inform about the expectation and the most important things to do is HOW students can do the skills.
Creating Inclusive Classrooms, Category 3 Workshop
In house workshop at Al Jabr Islamic School
10-11 February 2018
Facilitator/s: Sean Watt and Richel-Langit Dursin
KNOWLEDGE
What knowledge did I get?
- Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.
- 4 keys of differentiation (Powell)
- Know our students: Readiness, interest, learning profile
- Know your curriculum: Not only subject mastery, KUD (Know (Content), Understand= conceptual, Do= skills)
- Develop a repertoire (variety) of strategies (flexible grouping technique)
- Keep it simple and social (set realistic and manageable goals, start smalls: achievable, collaborate)
- Barriers to learning.
- School organization and resources
- Cultures and policies
- Approaches to teaching and learning
- Building and physical obstacles: Inclusive corner
- Relationships among the community.
- Visible learning occurs when teachers see learning through the eyes of students and help them become their own teachers.
- Teachers have a great impact to develop students’ learning at school. Data showed that Collective Teacher Efficacy that refers to “The perception of teachers in a school that the faculty/team as a whole will have a positive effect on the students” (Goddard, Hoy, &Woolfolk Hoy, 2000)
What skills were learned?
- Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.
- 4 keys of differentiation (Powell)
- Know our students: Readiness, interest, learning profile
- Know your curriculum: Not only subject mastery, KUD (Know (Content), Understand= conceptual, Do= skills)
- Develop a repertoire (variety) of strategies (flexible grouping technique)
- Keep it simple and social (set realistic and manageable goals, start smalls: achievable, collaborate)
- Barriers to learning.
IB PYP EVIDENCING LEARNING WORKSHOP
Al Jabr Islamic School
January 10 – January 11, 2020
Workshop Objectives:
• Engage with the latest developments in educational assessment, its purpose and characteristics
• Explore how to monitor, document, measure and report on learning to inform the learner, learning and teaching and the learning community throughout the learning process
• Strengthen assessment capabilities by analysing data and evidence to inform decision-making for learning and teaching, providing meaningful feedback to feedforward for next steps, and supporting students to become assessment capable
Session 1 The assessment capable teacher
- Ice breaker:
- To reflect about what we do at school then we started by having concentric circle which help to build relationship is important when we learn
- Name, role at school
- Describe what is a good learner? Disposition of learners (willingness to learn)
- What is your passion an educator?
- What are you best known for?
- Find a partner using 4 seasons (autumn, winter, spring, summer)
- How many teachers have influenced in your learning? Global research stated that there are 3 teachers (total teachers 54) have impacted to student learning.
- Engage: What are innovation in our education?
- Media and technology
- Teaching strategies and methods (Teacher centered- Student centered), 80 percent of student who work in groups are not successful compare to students who work individually.
- Teacher’s roles have changed.
- Resources, Tools and materials used
- Characters and culture of learners and community
- Metacognition: I am thinking about my thinking.
- Success criteria example: I can demonstrate through my practice that I integrate assessment
- Watch video about student’s perspective about what is a good learner? However, the result was sad enough since they thought that students who are good learner are the one that sit properly, follo the rules and etc. Actually it is supposed to be more like that. Good learning will be happened when students own and choice learning, are given challenges, make connection, can do self-evaluating their success criteria. In addition, students understand they are the driver of their learning. Teachers should use different languages that students understand.
- Visible Learning: An effect size: 0.40
- Collective efficacy: Teacher work together collaborate Accelerate learning
- Assessment capable learner Accelerate learning
- Classroom discussion Accelerate learning
- Teacher clarity Accelerate learning
- Feedback Accelerate learning
- Scaffolding (Step by step to help students) Accelerate learning
- Teacher student relationship Accelerate learning
- Mentoring (Guiding) Negative impact
- Mobility: Students go to different school Negative impact
- Lack of sleep Negative impact
Session 2 The position of assessment
Yellow: Somewhat I understand
Green: Fully understand and can explain to others.
- Teacher clarity: Checking understanding: Traffic light
Yellow: Somewhat I understand
Green: Fully understand and can explain to others.
- Grouping strategy: Clock partner
- Pop Quiz using 5 questions that makes students did not realize that they were being assessed. It was fun an engaging learning. We assess what we value
- In IB we not only assess the lesson but also assess skills and attitudes.
- KUD: Acquisition of knowledge, Understanding, and Do
- What role does assessment play in your learning and teaching practice?
- What is your school assessment philosophy?
- Government policy
- School diary page 25
- IB standards and practices
- What does assessment look like in your context?
- What is the role of the student in assessment in your school?
- For whom, when, how and why is assessment conducted?
- What do you assess?
- What are the assessment tools and strategies commonly used at your school?
- How do you describe and define assessment?
- Consider assessment with these terms
- Evidencing learning
- Monitoring
- Documenting
- Measuring
- Reporting
- Assessment capable teachers, students, learning communities
- Self adjusters
- Self assessment
- Peer feedback
- Feedback
- Feed forward
- Learning goals
- Success criteria
- Backward by design
- Forward by design
- Readings
- Development, not deficit; skills, not scores; evidence not interfere
- More than tests; a focus on students
Session 8 Self assessors to self-adjusted
SSession 3 Evidencing learning
Session 4 Assessment design
Session 5 Feedback to feedforward
Session 6 Data and moderation
Session 7 Assessment capable students
Success criteria: Language that student understands, Is it going to be used as their feedback?
Example: I am learning to count. (Learning intention), I can count using finger (Success criteria)
Develop learning intention
Unit of inquiry (Science): Energy
Learning intention: Identify energy sources around the school
Success criteria:
Green: easy question/tasks I got right
Blue: hard questions/that I got wrong
Red: Easy question/that I got wrong
Session 8 Self assessors to self-adjusted
SSession 3 Evidencing learning
- Four dimension of assessment
- Monitoring learning is the biggest part that we do in assessing
- Documenting learning
- Measuring learning
- Reporting leaning
- Video watching: Achievement and Progress
- Teacher showed diagram of the achievement and progress level
- Teacher encourage student to do self-assess
- Student reflect about their strengths and weakness
- An effect size: A common scale for measuring progress in student achievement
Session 4 Assessment design
- Memorable moment: Recall an assessment task you were involved in as a student. And describe the task and your feelings about it, during and after.
- Effective assessment taken from p. 67 learning and teaching
- Authentic
- Clear and specific
- Varied
- Development (Individual progress)
- Collaborative
- Interactive (on-going dialogue)
- Feedback to feedforward
- GRASP (Goal , Role, Audience, Situation, Product/Performance
- Backward by design
- Identify the desired result
- Determine acceptable evidence (how will we know if students have achieved the desired result?)
- Plan learning experiences and instruction
- Encourages teachers to think like assessor before designing
- Range of assessment methods
- Are you more of an assessor than an activity designer?
- T-A-G Reflection
- Three things you have learnt
- Ask questions
- Give suggestion for tomorrow’s workshop
Session 5 Feedback to feedforward
- List how many systems we have at school
- Attendance
- Curriculum
- School bus
- Logistic
- Administration
- Language
- Assessment
- Enrolment
- Class duty
- Line of communication
- If you have habits, then if you want to have a change of the system then it will be hard to do. Key points: If you want to change the system, then start to influence other and make the innovation.
- Backwards by design: You know where you are going and then plan to get there
- Forwards by design: What else has been learned that wasn’t planned or expected. It is more to approaches to skills.
- When designing assessment then consider these questions:
- Tools strategies
- Data to be gathered
- How students are involved to design assessment.
- Evidence look for
- Learning goals
- How evidences are monitored, documented and measured
- How result will be shared to feedback the students
- Learning target (student friendly- understood by them)
- Describe what students will learn
- Derived from an instruction objective
- Written from students perspective
- Shared with student
- Guide students learning
- Make student friendly learning target
- Using the first person point of view
- We or I e.g We are learning that … , I will…, I can… learning
- Feedback: Looking back how I am doing.
- Feed forward: What I am going to do next
- What is feedback?
- Toolkit: World café, 2 stars and 1 wish, 321 (three questions, two responses, one question)
- Some ways of gathering feedback from your students
- Reflection in school diary
- 6 thinking hats
- Think-Pair -Share
- Feedback continuum/Rate
- Record using padlet
- Feedback checklist (questionnaire)
- Graphic organizer (321, PMI)
- Direct feedback
- Success criteria assessment tools
- Emoji feedback
- Thinking routines (critical feedback)
- 4 types of instructional feedback
- Task: How well has the task been performed? What is the correct answer? New material. Homework will not give big impact to students learning, unless it is brief, relevant and teacher has to give feedback.
- Process: Strategies. Explicitly learning. Strategies when learning. What is the relationship?
- Self-regulation: Self monitoring to achieve goals. Create internal feedback and self-assess. Review work to decide if an answer is correct. Monitor, evaluate, reflect and teaching
- Self-level – praise. Be careful of what we said, for example, good job. Because prise is different with feedback.
- Does your student get effective feedback that is targeted at their instructional level?
- Reflection: Connect (What is your connection to what you already know?)-Extend (What are new ideas that extended your thinking in new directions?)- Challenge (What is still challenging or confusing)
Session 6 Data and moderation
- TAG (Tell, Ask question, Give suggestion) feedback video
- Assessment capable practitioner p. 72 learning & teaching. Choose one that you are good at and needs to improve
- Data (facts but nothing on their own) and Evidence (Relevant data that furnished proof that support a conclusion)
- Gather and collect (Observations, learning tasks, feedback, self-reflection)
- Collaborative analysis (Identify working strategies, teacher moderation, quality and depth of learning, possible changes to teaching practice)
- Reflect and act (Consider: teaching strategies, data collection, decision for time and material resources
- Moderation effective is when done collaboratively and regularly. Part of the planning.
- Teaching methods:
- Observation
- Performance assessment
- Process focused (multiple observation,
- Selected response (Quiz, test)
- Open ended task (drawing, diagram)
- Exemplars (sample of student work)
- Teaching tools
- ABC Summarizes (Alphabet chart). Think of any letter. L: Learning target is important for students so they are friendly with the learning outcomes that teachers want to achieve
Session 7 Assessment capable students
- what extent are our students assessment-capable? Do they..?
- Use assessment to plan next steps
- Know what progress looks like in all curriculum area
- Work with peers
- Self-assess
- SMART+ER (Attainable- Ambitions, Evaluate and reevaluate)
- Learning goals:
- Where am I going (learning targets, intention, success criteria). Clarity using well understood learning intentions and success criteria.
Success criteria: Language that student understands, Is it going to be used as their feedback?
Example: I am learning to count. (Learning intention), I can count using finger (Success criteria)
Develop learning intention
Unit of inquiry (Science): Energy
Learning intention: Identify energy sources around the school
Success criteria:
- I can observe sources of energy applied at school
- I can collaborate with my group to seek for information
- I can organize information that I get
- I can conclude the most energy used at school
- I can classify sources of energy
- How are we going to?
Green: easy question/tasks I got right
Blue: hard questions/that I got wrong
Red: Easy question/that I got wrong
- Where to next? Progression
- Students demonstrate their assessment capability by
- Learning goals and success criteria
- Self assess
- Selecting evidence
- Feedback
Session 8 Self assessors to self-adjusted
- How many of your students are able to?
- Check own work
- Reflect
- Document and monitor learning
- Seek help
- Adapt and invent learning strategies
- Set goals and success criteria
- Self-adjusters -Assessment capable students. students so they will learn much better
- Rubric is one of tool to assess. Here are some reasons are…
- Give criteria when we want to assess
- Classify the scoring from highest to smallest
- Common problems when creating rubric
- Traits of quality rubric
- Criteria are clear
- Checklist usually applies yes no question
- Anecdotal record. Short note of what a child says or does within the context of classroom activities and routines. Based on observation.
- Why use it? Capture child’s behaviour and track child progress.
- Guidelines: keep it simple; be objective, evidence not inference. Example: Write about what happen
IB ONLINE PYP WORKSHOP Concept-Driven Learners by Diana Sumadianti
Coffee Corner - Meet your partner
Coffee Corner - Affirming experiences
Learning engagement 2 - 3-2-1 Bridge
Learning engagement 2 - Working in cohorts
Learning engagement 3 - Connect-Extend-Challenge
Learning engagement 3 - The 3 circles
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