Forum
Added on: 2014-06-25 01:49:38
Welcome to Making the PYP Happen
Dear Participants,
Welcome to this Making the PYP Happen workshop which begins June 25. It is a four week course
designed for teachers who are relatively new, or even very new, to the program. As you will find out, the PYP is a constructivist program and therefore this course will offer you the opportunity to also engage in a constructivist, inquiry based learning experience. As facilitators, our role is not to “teach” you, but rather to encourage and guide you on your learning journey. You will see us responding intermittently, but not to every post. However, we do follow all the forums and cohorts and you will see at least one of us in each activity thread. The workshop itself contains a lot of information in the form of documents and media, and it is up to you as an independent adult learner how deeply you engage with the various offerings. You know best what your own prior experience and needs are. It is hoped that there is enough diversity of
materials to meet everyone’s needs at different stages of learning.
The workshop is built on the premise that we learn best by learning together, so you will find many
discussion forums and group activities (cohorts). It is expected that you post your thoughts and responses to these forums in a timely manner so that your group can have a “conversation”. Please do check in daily. By subscribing to the forums you will receive a feed as an email., which is a great way to manage the conversation. We read through these daily and can respond to the recent postings without having to go into the forum itself to figure out what the latest posts were. This can be overwhelming! Please use good social media skills when posting responses to others, but feel free to push others in their thinking through your questions and comments.
Another element of the workshop is called “Going Deeper” Here you will find suggested readings and activities if you are interested in finding out more about a certain topic. These activities are in no way compulsory. If you don’t have time to engage in them now, feel free to make a note for yourself and download the files or bookmark the sites so that you can refer to them at a later date. You will also find that there are options to integrate the use of technology into your learning. Again, these are optional suggestions which include keeping a blog of your postings and resources. Keeping a blog might be useful, as at some point you will no longer have access to the workshop, but you will always have access to your own blog. Again, where there are optional activities or options of how to complete a task, make the choice that works best for you and your needs.
As you get started, download the course checklist, as this will be a simple way for you to monitor your own progress. The time allocations are approximations, but if are you are spending significantly more time on a given activity then consider adjusting the level of your engagement accordingly. You should also allow about 30 minutes for reading the module notes. The first module is a longer as it contains a lot of introductory material.
We hope you have an engaging learning experience. Please make sure to contact us with questions or let us know if you are struggling to keep up due to personal circumstances. And finally, make sure to refer to the workshop criteria for what is expected in order for you to receive a certificate.
All the best,
Lama and Debbie
Forum
Added on: 2014-06-25 01:52:05
Tips for getting started
Here are a few tips for getting started if you are new to these workshops:
1. Start by reading through all the materials on the Workshop Homepage. Post any general questions
you may have to the Coffee Shop forum.
2. Go to Module 1 and read the ‘Welcome to Module 1: General Forum’ post. Reply to this post if you
have comments or questions.
3. Download the Workshop Syllabus and Checklist and keep them handy in order to track your own
progress.
4. Carefully read through the Module 1 Notes in their entirety in order to get an overview of the module.
5. As you are ready, work through the activities and post your responses according to the instructions.
6. When you are done, self-assess yourself with the Level of Engagement quiz.
7. Be prepared to move the next Module which will begin the following Wednesday (our further
instructions will be posted Tuesdays).
8. Repeat, starting at step 4, with Module 2, 3, and 4.
You may of course read ahead, but please do not start posting responses until the week assigned to a
Module. This way we can stay together and focused on one topic. It also helps to post earlier in the week,
as then your fellow participants will have time to respond before we move on.
Module 1: June 25-July 1
Module 2: July 2-July 8
Module 3: July 9-July 15
Module 4: July 16-July 22
You will have another few days after this to catch-up with anything if you need to.
Forum
Added on: 2014-06-26 03:35:15
Re: Salutations
G'day,
My name is Luke, I am Australian and I have been teaching mostly Primary for over 5 years in Indonesia,
the UK, Australia and Japan.
I have also taught a bit of Kindergarten and High School.
I am now returning to teach in Indonesia and my first experience in the PYP which I am very much
looking forward to.
Ooroo
Forum
Added on: 2014-06-26 10:28:07
Re: Art and Film
Andres,
Your role in Art and Film sounds very exciting and enjoyable.
From what you have written it seems your school promotes knowledgeable learners; 'transdisciplinary
and concept driven' This is important to learning because students will engage with local and global
issues.
It seems you are an open-minded learner; 'art based in historic, cultural and scientific subjects' This is
also important because it teaches us to value our own and other traditions.
Forum
Added on: 2014-06-26 11:03:45
Activity 1: The Learner Profile and You
Hello,
I am returning to Indonesia to teach Early years primary in my first experience in the PYP.
Being an Early years educator my capacity for empathy, compassion and respect is vital for me to make a
positive difference to the life of my students.
In Early years, and all education I understand the importance of balancing intellectual, physical and
emotional aspects of our students and our own lives.
I am hoping to gain more knowledge of the PYP in this course, from what I have seen I think I will fit well
into the Internationally minded approach to learning.
Forum
Added on: 2014-06-27 08:03:11
Re: Cohort group 2:Luke Woods – Andres Duque – Leticia Costa – Kellie Kazmer – Jennifer Harris Lowe
Hello cohort group 2,
My first suggestion for the two practices we think most support a school in developing the learner profile
attributes and international-mindedness is Standard C1 practice 8:
Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
I think this practice supports the diversity of the PYP learner profiles.
My second suggestion is Standard C2 practice 7:
The written curriculum promotes students’ awareness of individual, local, national and world issues.
I think this practice promotes International-mindedness.
I understand there is no right answer and it may be hard for us 5 to agree on only two practices so please
let me know your thoughts.
Regards,
Luke.
Forum
Added on: 2014-06-28 06:10:01
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello again,
Andres,
The document is on the 'Making the PYP happen in the classroom' homepage, in the 'Resource library'
section, titled; 'Programme standards and practices 2014'
Kellie,
I got the name of the first practice wrong:
Standard C1 practice 6; Collaborative planning and reflection incorporates differentiation for students’
learning needs and styles.
I titled it standard 8 by mistake, so we agree on that one.
As for the second one, well we can already see how there is no right answer so I'd be happy to use either
depending on what the others say.
Regards,
Luke.
Forum
Added on: 2014-06-29 04:32:18
Re: Salutations
Debbie,
I will be in Bogor teaching reception. I have taught reception before and the development you see in one
year is amazing. I have been to Bogor briefly before and it is a beautiful place in the mountains about an
hour from the hustle and bustle of Jakarta and an 1 1/2 - 2 hours from the beach. Different type of beauty
to where you live of course! My wife and I are very much looking forward to it.
Forum
Added on: 2014-06-29 05:10:50
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello again, again;
So shall we lock in Standard C1, 6? It has been the one most consistently agreed upon so far.
As for Standard C2; Letticia and I have both identified 7 and Kellie and Andres have identified some
others. I guess we will see what Jennifer thinks?
In the activity description it says it's up to us to share responsibility so when it comes to the final post who
should publish it?
In a generic email from Lama at the beginning of the workshop it says this module goes until July 1 so we
should probably get a final post sorted soon?
Here is a possible post for
Standard C1 Practice 6:
Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
We believe this standard supports the learner profiles and International-mindedness. Kellie's experience
as a special education teacher has taught her that not every student learns the same ways and it takes a
variety of beliefs and values to teach to all the learning needs.
Please add to this or make any changes let me know what you think.
Thanks,
Luke
Forum
Added on: 2014-06-29 09:00:34
Re: Activity 1: The Learner Profile and You
Hello all,
Alizar, I had been to Indonesia on holiday and fell in love with it for a number of reasons. A simpler and
more natural life, genuinely happy people, beautiful scenery and great food and I'm a surfer.
Debbie, no this is my first position at this school and in the PYP. I've been trying to get into an IB school
for some time now so I'm very happy.
Lama, I'm enjoying it already and yes you're right. There are a lot of simliarities in the PYP and previous
Early years learning I've experienced.
Regards,
Luke
Forum
Added on: 2014-06-29 10:39:24
Activity 3: Sharing Resources
Hello,
I am choosing Option 1 and my first resource is a new one for me, Blendspace; from the resources
suggested:
https://www.blendspace.com/
Blendspace is a collaborative site where teachers and students can create lessons and classes and
share them with their peers. It is a great example of Standard C1: Collaborative planning, which is
important to learning because as stated in 'Making the PYP happen' When teachers plan collaboratively
"they will be modeling the skills and attitudes that have been identified as essential for students” (p.59). It
relates to my Early years teaching because I have found great interactive resources such as sight word
games that I can use with my class.
My second resource is one I have used for some time now called Studyladder:
https://www.studyladder.com.au/
Studyladder is a site with lots of interactive resources that are a great example of Standard B2 Resources
and support, which is important to learning because as stated in 'Making the PYP happen' "It is
recommended that all staff be trained to learn how to use any technologies provided for them by the
school, and that the use of the available technologies be integrated into student inquiries"(p.43) It relates
to my Early years teaching because I have used many interactive resources such as reading units from
there in my classes.
Forum
Added on: 2014-06-30 08:31:07
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
As Debbie also pointed out in the email to us all this module is due tomorrow so I have made a draft for
the final post using Standard C2, 7 after Kellie and Andres aso agreed on it. Please feel free to add to or
change any of it or let me know if I should or somebody else wants to post it.
Standard C1 Practice 6:
Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
We believe this standard supports the learner profiles and International-mindedness. Kellie's experience
as a special education teacher has taught her that not every student learns the same ways and it takes a
variety of beliefs and values to teach to all the learning needs.
Standard C7 Practice 7:
The written curriculum promotes students’ awareness of individual, local, national and world issues.
We believe this standard supports the learner profiles and International-mindedness. My experience
teaching in International schools has taught me that students who investigate local and global topics
become open minded to a broad range of world issues.
Forum
Added on: 2014-06-30 08:38:30
Re: Sharing Resources
Hi Niketa and Debbie,
Brainpop and Turtlediary are both new to me so I will check them out and let you know what I think.
Thank you,
Luke
Forum
Added on: 2014-06-30 09:59:43
Activity 4: Theories of Learning
Hello,
I have been fortunate enough to experience teaching within the Australian Curriculum, the British National
Curriculum, the Japanese Ministry of Education Standards and I am now looking forward to teaching
within the PYP. I have taken some things with me from each of these and I have been hoping to teach in
the PYP for some time now as teaching internationally, I can see the widespread esteem held for this
program.
Some theories I most adhere to in my practice include Gardner's theory of Multiple Intelligences and
Vygotsky's socio-cultural theory. With what I have learnt from these theories, different curriculums,
colleagues and my students; I see my role as providing a supportive and caring environment for students
to take control of their own learning in a variety of ways related to their learning styles. I believe my
developing teaching/learning philosophies align in someways to the multi-faceted PYP already and they
will continue to grow as I learn more about the program.
Forum
Added on: 2014-06-30 10:11:35
Re: How do my beliefs and practices about
teaching and learning align with the PYP
Hello Georgina and Alizar,
I too have worked in the British Curriculum and at first as a relatively new teacher I found the structure of
it helpful after being thrust straight into a loosely developed curriculum in the beginning of my career.
I have since came to more of a conclusion that while a structure and purpose is great, we need to have
the freedom to let our own and our students ideas steer where our lessons go which I think will be
achieved though the PYP.
Forum
Added on: 2014-06-30 23:12:53
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
Thanks Andres for finding that, I will change and post it. We still haven't had anything from Jennifer but
we need to get it done.
Regards,
Luke
Forum
Added on: 2014-06-30 23:23:43
Re: Final Posts Cohort group 2
We have agreed on the following practices, whilst acknowledging that there is no right answer as we all
had differing ideas:
Standard C1 Practice 6:
Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
We believe this standard supports the learner profiles and International-mindedness. Kellie's experience
as a special education teacher has taught her that not every student learns the same ways and it takes a
variety of beliefs and values to teach to all the learning needs.
Standard C2 Practice 7:
The written curriculum promotes students’ awareness of individual, local, national and world issues.
We believe this standard supports the learner profiles and International-mindedness. My experience
teaching in International schools has taught me that students who investigate local and global topics
become open minded to a broad range of world issues.
Unfortunately we have posted this without input from Jennifer, we waited until the final date of this module
to post.
Forum
Added on: 2014-07-03 05:45:18
Re: The PYP curriculum model
Kellie,
Very sleek, may I ask what program you used?
Regards,
Luke
Forum
Added on: 2014-07-03 09:20:01
Activity 1 - The PYP curriculum model
Hello,
Please see attached.
Regards,
Luke
Forum
Added on: 2014-07-03 13:01:06
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
I have chosen the ‘Sharing the planet’ unit:
The central idea: ‘Animals and people interact in different ways in different contexts’ reflects the concepts:
‘Connection’- between animals and people and their surroundings, ‘perspective’- differing between that of
both groups, ‘responsibility’- in the struggle to share finite resources with other people and with other
living things.
The central idea reflects an aspect of the transdisciplinary theme: ‘characteristics’- of people and
animals, ‘relationships’-between both groups, ‘needs identified?’- of both groups and their surroundings’
identified?
The unit provides opportunity to explore multiple subject-related concepts and knowledge through
multiple perspectives through lines of inquiry such as: The different roles animals play in peoples’ lives,
Suitability of particular animals for specific functions, Our responsibility for the well-being of animals.
The subjects I think are most relevant to exploring the central idea are social studies, science and
technology, and personal, social and physical education.
Forum
Added on: 2014-07-03 13:22:17
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Andres,
I agree with your post that art is a fundamental subject in exploring the idea. You sound very passionate
and knowledgeable about it. Your example of the French Impressionist world is a great reflection of the
central idea and an interesting take on the development of technology and art. What are your thoughts on
the impact of instant photography and the internet on art? In your post you point out the advantages on
critical discussions etc. but are there also negative implications for modern artists in getting their work
recognised and purchased?
Forum
Added on: 2014-07-04 01:54:08
Re: Activity 1 - The PYP curriculum model
Lama and Debbie,
Thank you for the opportunity to do something different!
Regards,
Luke.
Forum
Added on: 2014-07-04 02:31:16
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
Andres, I agree that the internet is a real challenge and as teachers we have a great potential to use it as
a huge benefit for ourselves and our students. The environmental issues we are facing today are ever
expanding and thankfully it is becoming an integral part of education. Only through learning ourselves and
with our students will we have a chance of seeing changes in attitiudes and practices.
Leticia, I think this whole module is time consuming! I am enjoying it though and your unit is very
comprehensive. Empowering students to have a strong sense of self is important in any context, perhaps
particularly in the often isolated environment of International schooling.
Lama, Thank you. Yes of course, Sustainability would be an ideal addition to the unit. In terms of animal
species, crops and forestry and even the delicate subject of human population?
Regards,
Luke
Forum
Added on: 2014-07-04 02:31:25
Activity 3: A coherent program
Hello,
I have chosen Option 1; I am looking at age 5-6 as that will be the class I am teaching this year. The
program of inquiry is coherent horizontally along the grade level in terms of concepts for example ‘form’ is
a constant in almost all the units of inquiry. The subject areas can all be covered in this unit, while not
explicitly mentioned there are plenty of opportunities to explore them;
Language -Homes reflect cultural influences and local conditions. Mathematics- Patterns of growth.
Science- People interact with, use and value local environments in different ways.
Social studies- Celebrations and traditions are expressions of shared beliefs and values.
Personal, Social and Physical Education- Physical, social and emotional characteristics.
Arts- Symbolic representations of celebrations and traditions.
Information Communication Technology- How systems of transportation respond to changing needs.
Forum
Added on: 2014-07-06 13:11:51
Re: Activity 3: A coherent program
Hello,
Letticia, You're welcome. I don't mind at all, I think you could use maths linked to your science. Maybe
using some equations to determine whether energy use is sustainable?
Debbie, I will certainly keep that in mind. I like the way the PYP seems to encourage students to think
conceptually at a young age as they are more than capable of doing.
Forum
Added on: 2014-07-07 04:56:06
Re: Cohort Group 2: Luke Woods – Andres Duque –
Leticia Costa – Kellie Kazmer – Jennifer Harris Lowe
Hello,
I have chosen Sample unit of Inquiry 21 from the e-library in the Online Curriculum Centre as I am not yet working at the IB school I will be at this year. The unit is for the age group 6-7, which is close to what I will be teaching and it is from a school in the Asia-Pacific region where I will also be working so it chose it because it is relevant to my coming position.
Evaluation: The central idea is clearly stated; ‘Our body systems work together when we exercise’.
Appropriate connections have been made between the central idea and the transdisciplinary theme; ‘An inquiry into the nature the 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’ They are certainly learning about what it means
to be human in physical terms and they explore this in the group discussions for example; ‘
discuss these results making connections to the body systems’. There could have been more of a connection to spiritual health and cultures which I will explore in my proposal after this evaluation.
The teacher questions and provocations reflect the purpose and are clear, open-ended and precise for example; ‘How do our bodies change once we start exercising?’ encourages a range of answers which relate do the different body systems of the central idea. The lines of inquiry are appropriate to the development level and interests of the students for example; ‘The muscles at work during exercise’ is interesting and appropriate for that level with the assessment task; ‘Using colour they must describe how their muscles felt at each level of intensity (for example, red means hot, yellow or orange may mean warm, blue would be a cooler muscle not working hard’. There is a direct link between the concept-based questions and the activities for example; ‘What type of choices to we have for exercise?’ Is linked to the activity; ‘Draw a picture of the exercise that they created’.
The inquiry provides opportunities for: Exploring significant knowledge; ‘Students will know about different muscle groups and able to identify 3 different body systems’. Understanding key concepts and related concepts; ‘Students will have to demonstrate their understanding of the three different body systems introduced at beginning of unit and be able to name basic muscles in the body’. Acquiring and applying relevant skills; ‘Students will work on different gross motor skills during this unit while doing different activities each class’ Developing responsible attitudes; ‘There must be an honest effort to try one's best and not just speed through activities in order to get as many points as possible’ Reflection and taking action; ‘Which body systems were at work’.
The lines of inquiry and learning experiences in my opinion missed some chances to promote international-mindedness which will explore in my proposal.
The learning experiences reflect a variety of appropriate teaching and learning strategies; they had Yoga classes, running and athletic activities, discussions, drawing and more.
The availability and range of resources supports inquiry for all students I would assume, they seem to be all for able bodied students who are literate. If there were disabled or illiterate students I’m sure appropriate resources would have been mentioned.
The students be actively engaged, and challenged; there are a variety of activities to engage in the challenges in their ‘Sportfolio’.
There is room for student-initiated inquiry for example: ‘Why can’t we do PE when we have a cold?’
Proposal: The Yoga classes could be an ideal opportunity to explore spiritual health. This could also lead into cultural investigation in different sports/exercises from different countries for example: Tai Chi, Capoeira, Hurling etc. This could promote international mindedness more if they researched different sports and exercises and possibly even learnt different ones to show the class as whole with an explanation about their origins, spiritual significance and physical benefits.
Regards,
Luke.
Forum
Added on: 2014-07-07 05:12:16
Re: Cohort Group 2: Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Kellie,
I wish I had seen yours before I did mine, yours is very clear and obviously the reader can see the whole
planner in one document. I can totally understand that you didn't include any open ended questions as
the students were autistic and that shows your understanding of their needs. Maybe in a perfect job
where you have the budget and the school lets you do what you want with your class you could use Earth
hour as a chance to make your own solar system with glow in the dark stars and planets. Even have
some science and make a rocket?
Regards,
Luke.
Forum
Added on: 2014-07-07 05:50:24
Re: Activity 3: A coherent program
Hello,
Nighat, I'm definitely learning to look at other people's posts as there are some great ideas.
Debbie, you're exactly right. We jsut have to learn to ask the right questions.
Regards,
Luke
Forum
Added on: 2014-07-11 09:48:21
Activity 1 part 1
Hello,
Please see attahed.
Regards,
Luke,
Forum
Added on: 2014-07-11 09:49:23
Re: Activity 1
Uzma,
I like the mind map you have posted, it is very slick and well presented. Yours is obviously much more
detailed than mine and I hope I haven't read the instructions wrong. I thought this part 1 was our own
thoughts on assessment as opposed to part 2 is what we think after reading MPYPH and receiving
feedback from a peer. All I could really suggest for your post is that there are more forms of assessment,
e.g. video, photo and voice records.
Regards,
Luke
Forum
Added on: 2014-07-13 04:51:28
Activity 1 part 2
Hello,
Please see attached. I have altered and kept some of my post from activity one after Christopher's
comments and yes, I'm sure a lot of us come from educational backgrounds of a similar ethos. The PYP
and some other more current curriculums are challenging the old didactic ways which is exciting.
My thinking has changed/been reminded that pre-assessment preparation is particularly important.
Establishing a clear rubric for students to familiarise themselves with before the assessment gives them
more opportunity for success and may alleviate some of the stress that can be involved.
I have learnt much about summative and formative assessment, I had read about it several times before
but until putting it into practice I wasn't really sure.
My thinking is quite similar to that of others. As I mentioned above in response to Christopher's comments
about the feelings assesment brings about. Another thing I learned/was reminded of is that assessment
brings about these feelings for parents and teachers too, not just students.
Yes, It was helpful to activate my prior knowledge before the reading. I have decided to build on that
knowledge in part 2 of this activity as I think it is valuable within the PYP context.
Regards,
Luke.
Forum
Added on: 2014-07-13 04:57:11
Re: Mindmap on Assessment
Christopher,
Yes you do have a lot of thoughts running around on that mindmmap but they are well organised into their
categories. Thanks for your comments about part 1, I have incorporated them into part 2.
Regards,
Luke.
Forum
Added on: 2014-07-13 05:41:30
Activity 2: Assessment in the PYP
Hello,
Please see attached.
Regards,
Luke
Forum
Added on: 2014-07-13 08:28:08
Re: Activity 2 : PowerPoint on Assessment
Niketa,
I think your power point is great. The presentation and graphics are engaging for parents and perhaps
students too. I particularly thought the 'Mind map review' would be good for students to use. Can I ask
what age group it is aimed at? I will add some examples to mine after seeing how well it worked with
yours.
Thank you,
Luke.
Forum
Added on: 2014-07-13 08:34:17
Re: Activity 2: Assessment in the PYP
Thomas,
Your powerpoint is very well thought out and I think parents could relate to the concepts covered. I
particularly liked the non-teaching examples as they are definitely a way for parents to relate without
required educational knowledge. I will make some additions to mine after viewing yours.
Thank you,
Luke
Forum
Added on: 2014-07-13 09:01:00
Re: Activity 2: Assessment in the PYP
Hello again,
Here is my new and improved powerpoint after viewing Thomas and Niketa's. I have attached it as an
actual powerpoint as once again I interpreted differently that it was to be a PDF of the presentation.
Regards,
Luke
Forum
Added on: 2014-07-13 09:37:44
Activity 3: Devising assessments
Transdisciplinary theme: How we express ourselves
Central idea: Celebrations and traditions are expressions
of shared beliefs and values.
Goal: To create an instrument from another culture.
Role: You are a musician who is going to represent your chosen cultare and perform at a celebration.
Audience: The audience is the class initially, then the school as a whole including parents and the
community.
Situation: You need to explain the origins of the instrument and it's cultural significance.
Product/Performance and Purpose: The product will be the instrument itself and the student's knowledge
of the instrument.
Standards and Criteria for Success: The following self assessment contains a rubric that shows the
standards and criteria for success.
Self Assessment of Instrument and knowledge:
How well did I research the culture my instrument is from?
Fantastic: I found at least three sources of information and used them in my explanation
Great: I found more than one source of information and use some of it in my explanation
Good: I found some information to make my instrument
How much effort did I put into my instrument?
Fantastic: I made sure my instrument played and looked the way it sounded when I researched it
Great: I made sure my instrument made a sound and looked the way it did when I researched it
Good: My instrument looked a bit like the picture I found of it
How well did I present my instrument?
Fantastic: I researched how to and played my instrument, told the audience about the origins of it and the
culture it was from and answered questions they had about it.
Great: I played my instrument and told the audience about the origins of it and the culture it was from
Good: I told the audience about the origins of my instrument
Forum
Added on: 2014-07-13 09:45:46
Re: Devising assessments
Nighat,
This is a great task. I did similar things several times in my first teaching position. It empowers the
students to educate one another. Sometimes in Private/International schools where resources can be
stretched and there are not the same regulations as in Government schools. Social responsibility issues
can be overlooked so allowing the students to take action themselves is a good way to bring about a
change from within.
Forum
Added on: 2014-07-14 12:12:36
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello Cohort group 2;
Student versus teacher control: To support students’ development as Thinkers, student control should be increased; ‘viewing students as thinkers with emerging theories of the world’ (MPYPH, fig19, p60). By decreasing teacher control teachers have more time to act as Caring facilitators; ‘They carefully listen to students’ ideas, comments, and questions, in order to help them develop their skills and thought processes’ (Identifying Inquiry in the K-5 classroom, p83).
Grouping strategies: Increasing group work whether in pairs, small or large groups or as a whole class supports students’ development of International mindedness; ‘Students become part of a “community of learning,” supporting and affecting each other’s thinking’ (Identifying Inquiry in the K-5 classroom, p84).
Use of physical space: By offering more than just the constructivist ‘classroom’ in the physical sense
students’ will develop as Balanced learners; ‘The school environment needs to have a range of clearly
defined areas to encourage inquiry, investigation, exploration and play, both in and out of doors’ (MPYPH p43).
Strategies for language teaching: To support students’ development as Communicators there should be a decreased emphasis on; ‘planning that assumes a single level of language competency’ (MPYPH p61).
Assessment practices: To support teachers’ development as Inquirers a variety of assessment practices should be adopted; ‘They talk to children, ask questions, make suggestions, share, and interact’ (Identifying Inquiry in the K-5 classroom, p82).
Classroom management: To support student’s development as Principled learners, ’Teachers Model
Behaviours and Skills’ (Identifying Inquiry in the K-5 classroom, p82).
What do you think?
Forum
Added on: 2014-07-14 12:16:17
Re: Activity 3: Devising assessments
Debbie,
Yes of course, I should have put that in also. It keeps them honest!
Thanks,
Luke
Forum
Added on: 2014-07-14 12:21:39
Re: Activity 2: Assessment in the PYP
Thank you Irina and Debbie. Once again it's been a great help to see what others are doing.
Regards,
Luke
Forum
Added on: 2014-07-14 12:24:38
Re: Activity 1 part 2
Debbie,
Yes, it can be difficult explaining it to student's, even adults sometimes but once they understand what
they are looking at it gives a very clear idea of what its expected.
Regards,
Luke
Forum
Added on: 2014-07-15 04:05:40
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
Sorry I have just got back on and didn't see the questions about the article. I just searched it and saved it
as a PDF but as you can see Lama has now posted it.
Andres, I also agree strongly with what you were saying about students lacking enough playtime and
interaction in favour of being in front of a screen. Could you please let me know what study you are
referring to?
Kellie, again you're experience in teaching special needs differs to a lot of what we are exploring here. As
you have said though you can give them control and it sounds like you do. I spent a short amount of time
early in my career with early years special needs and I admire anyone who does it for a long term. I was
fortunate enough to work with an amazing lady who allowed the students to control their learning. I have
been in other positions where that has not been the case and I think these kinds of articles and the PYP
could be of great benefit to these situations.
Regards,
Luke
Forum
Added on: 2014-07-15 04:12:30
Re: Activity 3: Devising assessments
Hello,
Debbie, OK gotcha.
Alizar, Thank you.
Regards,
Luke
Forum
Added on: 2014-07-16 10:32:45
Activity 1: Reflecting on Collaborative
Planning
Hello,
Please see attached image of bone diagram.
I am not currently working full time in a school so I have written about a previous full time position.
I have ranked the negative forces as such:
1. Heavy handed discipline:
It was common for the local teachers to pull and push students. This was extremely hard to witness but we were told that we are in their country and that is the way they do it.
1. This culture’s traditional ethos:
This brought up many issues for foreign teachers e.g. There was more concentration on teaching students to sit upright and bow properly than encouragement to voice their own opinions and their learning. When mistakes were made students were yelled at and often asked: ‘Why did you do this wrong?’ This is obviously hard for anyone to answer let alone a kindergarten aged child. Fresh ideas from foreign teachers that didn’t fit in with the way it has been done for years were quickly discarded which eventually wore teachers down to say: ‘Don’t bother, let them do it their way because they will anyway’
1. An inconsistent curriculum:
As I wrote in the bone diagram a positive force was that there was an enthusiastic team working to better the curriculum. Unfortunately this was also a negative because this team was not experienced or qualified and the curriculum was not completed. Different classes were learning different things which is great if there is a commonality in their outcomes but not if there isn’t enough communication about the objectives that were or weren’t being reached.
Issues 1 and 2 will need to be worked on if there is going to be better learning outcomes for the students and the school will be able to retain staff which at this point unfortunately they do not. As I wrote in the bone diagram there is great potential in many areas. As for the heavy handed discipline, my personal opinion is that it should be stopped immediately but as I have written it is in their culture so perhaps some education about alternatives may be achievable.
The focus on discipline had its’ benefits; they were the most polite students I have ever taught but they were also some of the least imaginative because they weren’t given the chance. Maybe a compromise between where they are at now and some foreign influence could work. A small amount of their approach in some of the other schools I’ve worked in may help also.
Forum
Added on: 2014-07-17 10:39:32
Re: Activity 1: Reflecting on Collaborative
Planning
Hello
Letticia, Thank you for pointing that out! I don't know how I got it mixed up.
Lama, I have reposted the bone diagram with the changes to the standards. It is smaller but a bit unclear
now. I threw away the paper copy unfortunately.
Regards,
Luke
Forum
Added on: 2014-07-17 13:06:14
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
I have coloured my previous suggestions to the planner in red and the new ones in green. Please see
attached.
Forum
Added on: 2014-07-18 01:36:21
Re: Cohort group 2:Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
Letticia, Your planner is great, the central idea is clearly stated and your point that it is broad and that
promotes inquiry is a good one. Appropriate connections been made between the central idea and the
transdisciplinary theme and yes change and self-image could be related to many. The teacher questions
and provocations reflect the purpose and the teacher questions are clear, open-ended and precise yes
the question you used is clear and will bring a range of answers. The lines of inquiry are appropriate to
the development level and interests of the students, yes they are at the age where they are beginning to
think about fitting in.
The summative assessment strategies and tools - GRASPS links to the central idea and allow for
individual differences and allows the teacher to give feedback to the students and parents
Debbie, the age for this unit is 6-7 years old and as we have spoken about before I think students at this
age are more than capable of relating to such a concept.
Lama, yes the GRASP summative assessment would fit in very well.
Regards,
Luke
Forum
Added on: 2014-07-18 03:29:09
Activity 3: Consolidating your learning
Hello,
I have chosen to write a personal reflection. I learnt that the PYP caters to a broad range of educational
styles and needs. I made connections with my facilitators and peers and between the PYP and parts of
other curriculums I have worked within e.g. Making a rubric available to students before an assessment
so they know exactly what is expected of them. I have shown evidence of my understanding of what
international-mindedness means in my reviewed planners in Module 2 and 4 e.g. Students exploring
sports and exercises from other cultures. These planners included and implemented the PYP curriculum
model and its associated elements. I addressed how learners construct meaning e.g. In module 2 I
showed that I believe students at a young age are capable of conceptual thinking if given the opportunity.
In module 3 I designed a task in which Inquiry principles and practices are evident. The roles of
collaboration and reflection can be identified all through my participation in this course. I have enjoyed
working with others and have reflected on their suggestions and input and learnt from it.
Regards,
Luke
Forum
Added on: 2014-07-18 06:05:27
Re: Cohort group 2: Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello Cohort group 2,
Please see attached.
Regards,
Luke
Forum
Added on: 2014-07-19 04:11:36
Re: Activity 3: Consolidating your learning
Lama and Debbie,
Thank you both. You have been very helpful and tactful about getting more out of me when I wasn't quite
hitting the targets. This course has been very informative and enjoyable.
Regards,
Luke
Forum
Added on: 2014-07-19 04:49:50
Re: Activity 1: Reflecting on Collaborative
Planning
Letticia,
Your bone diagram and refelction was interesting. I spend a lot of time teaching high school between
positions when I work casual in Australia. I see how some schools work collaboartively in the staffroom
and sometimes across staffrooms. Other times I see an us and them mentality which is hard to combet
when you're a casual teaher who wants work. Being the sole teacher is a shame that you don't get face to
face collaboration but perhaps through the IB you can collaborate online?
Alizar,
That sounds horrible! I spent one day in a school overseas that sounds similar to your description.
Fortunatley for me I was working casual at the time and when they asked me to come back I turned them
down. It's the only time I've ever done it but I just didn't feel safe. I hope the experience hasn't turned you
off, from my experience there are more good than bad schools!
Regards,
Luke
Forum
Added on: 2014-07-19 04:56:32
Re: Activity 3
Nadia,
Your reflection is a great way to look at this course. Do you feel that it was effective? It seems as though
you do from the summary you have given,
Regards,
Luke
Forum
Added on: 2014-07-20 01:10:29
Re: Cohort group 2: Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Andres,
No worries, I actually got the template from the workshop homepage in the Resource library. It shows that
you are looking at other people's work which is a big part of this course anyway. Your plan looks good
and achievable, I like the sound of your hundred languages unit and I may try to use a version of it in my
upcoming position if you don't mind? The links you put on are good too, I've been teaching PE recently on
a casual basis at High schools and I can definitely see that it is not fun for all students. In primary school
using it across other subject areas is a great way to fit it in when there isn't always time. It also can
reduce the stigma attached with it and make it more accessible to those students who don't enjoy it so
much.
Regards,
Luke
Forum
Added on: 2014-07-20 01:17:06
Re: Cohort group 2: Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Hello,
I will be uploading my work from this course to my newly created Blogger site at;
http://mrlukewoods.blogspot.com.au/
There is nothing there yet, I will wait until the end of this course.
Regards,
Luke
Forum
Added on: 2014-07-21 01:51:44
Re: Cohort group 2: Luke Woods – Andres
Duque – Leticia Costa – Kellie Kazmer –
Jennifer Harris Lowe
Lama,
Yes, I begin teaching at my first IB school next month. I am looking forward to bringing what I have learnt
so far to the table.
Regards,
Luke
Forum
Added on: 2014-07-22 23:47:06
Re: Final Reflection
Kellie,
Thank you for your collaboration in our group tasks. Good luck this year!
Regards,
Luke
Forum
Added on: 2014-07-22 23:47:34
Final reflection
Hello and goodbye for now,
I enjoyed this course, I knew a little about the PYP before beginning but now I understand more about the
program. I was fortunate to work with people who shared my enthusiasm and I learnt from our different
experiences and points of view. Again I would like to thank Debbie and Lama for their guidance and
understanding. I am now very much looking forward to beginning my first PYP teaching experience.
Cheerio!
No comments:
Post a Comment