Curriculum Night 2011

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Keynote from curriculum evening at CDNIS, Grade 5B. Focus of the evening was assessment.

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Curriculum Night 2011

  1. 1. Welcome toCurriculum NightGrade 5b: Joanne Boyle
  2. 2. Overview A little bit about me Communication Homework My expectations Curriculum Mathematics Literacy Assessment at CDNIS Film
  3. 3. Questions?
  4. 4. A little bit about me... From Bsc in AppliedLiverpool in Zoology the UK. Spent 6 years in London Running,skiing, hiking Lived in Hong Taught for six Kong for one year years
  5. 5. Communication
  6. 6. CommunicationWeekly class updates
  7. 7. CommunicationWeekly class updates Email joanneboyle@cdnis.edu.hk
  8. 8. CommunicationWeekly class updates Email joanneboyle@cdnis.edu.hk Flash
  9. 9. CommunicationWeekly class updates Email joanneboyle@cdnis.edu.hk Flash Spotlight
  10. 10. CommunicationWeekly class updates Email joanneboyle@cdnis.edu.hk Flash Spotlight Student Diaries
  11. 11. CommunicationWeekly class updates Email joanneboyle@cdnis.edu.hk Flash Spotlight Student Diaries Class Blog
  12. 12. Our Online Spacehttp://sites.cdnis.edu.hk/teachers/joanneboyle/
  13. 13. Curriculum
  14. 14. CurriculumPrimary Years Programme (PYP)
  15. 15. CurriculumPrimary Years Programme (PYP) What is it?
  16. 16. CurriculumPrimary Years Programme (PYP) Concept-based What is it?
  17. 17. CurriculumPrimary Years Programme Inquiry-based (PYP) Concept-based What is it?
  18. 18. CurriculumPrimary Years Programme Inquiry-based (PYP) Concept-based What is it? Integrated -- Interdisciplinary
  19. 19. The 6 Units of Inquiry
  20. 20. The 6 Units of Inquiry• Theme: How We Express Ourselves • Focus: Communications Technology
  21. 21. The 6 Units of Inquiry• Theme: How We Express Ourselves • Focus: Communications Technology• Theme: How The World Works • Focus: The States of Matter
  22. 22. The 6 Units of Inquiry• Theme: How We Express Ourselves • Focus: Communications Technology• Theme: How The World Works • Focus: The States of Matter• Theme: How we Organize Ourselves • Focus: Solid Waste Management
  23. 23. The 6 Units of Inquiry• Theme: How We Express Ourselves • Focus: Communications Technology• Theme: How The World Works • Focus: The States of Matter• Theme: How we Organize Ourselves • Focus: Solid Waste Management• Theme: Sharing the Planet • Focus: Rights of Children Around the World
  24. 24. The 6 Units of Inquiry• Theme: How We Express Ourselves • Focus: Communications Technology• Theme: How The World Works • Focus: The States of Matter• Theme: How we Organize Ourselves • Focus: Solid Waste Management• Theme: Sharing the Planet • Focus: Rights of Children Around the World• Theme: Where We Are In Place and Time • Focus: How we Study the Past
  25. 25. The 6 Units of Inquiry• Theme: How We Express Ourselves • Focus: Communications Technology• Theme: How The World Works • Focus: The States of Matter• Theme: How we Organize Ourselves • Focus: Solid Waste Management• Theme: Sharing the Planet • Focus: Rights of Children Around the World• Theme: Where We Are In Place and Time • Focus: How we Study the Past• Theme: Who We Are • Focus: Changes in the Human Body
  26. 26. Inquiry-based learning
  27. 27. Inquiry-based learning Tuning In Taking Finding Action Out Making Connections Sorting Out Going Further
  28. 28. Inquiry-based learning Prior knowledge- What do I already know? Tuning In Taking Finding Action Out Making Connections Sorting Out Going Further
  29. 29. Inquiry-based learning Prior knowledge- What do I already know? Tuning In Gathering information, researching, Taking Finding experimenting Action Out Making Connections Sorting Out Going Further
  30. 30. Inquiry-based learning Prior knowledge- What do I already know? Tuning In Gathering information, researching, Taking Finding experimenting Action Out Making Connections Sorting Out Organizing and analyzing data Going Further
  31. 31. Inquiry-based learning Prior knowledge- What do I already know? Tuning In Gathering information, researching, Taking Finding experimenting Action Out Making Connections Sorting Out Organizing and analyzing data Going Further Presenting findings
  32. 32. Inquiry-based learning Prior knowledge- What do I already know? Tuning In Gathering information, researching, Taking Finding experimenting Action Out MakingReflecting- How did my Connections Sorting Out Organizing andunderstanding change? analyzing data Going Further Presenting findings
  33. 33. Inquiry-based learning Prior knowledge- What do I already know? Tuning In Gathering information,How can I use what I have researching, learnt in my life? Taking Finding experimenting Action Out MakingReflecting- How did my Connections Sorting Out Organizing andunderstanding change? analyzing data Going Further Presenting findings
  34. 34. What does it look like in the classroom?
  35. 35. What does it look like in the classroom?exploring, wondering and questioning
  36. 36. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilities
  37. 37. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning
  38. 38. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happens
  39. 39. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position
  40. 40. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position collecting data and reporting findings
  41. 41. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position collecting data and reporting findingsmaking and testing theories
  42. 42. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position collecting data and reporting findingsmaking and testing theories researching and seeking information
  43. 43. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position collecting data and reporting findingsmaking and testing theories researching and seeking information clarifying existing ideas and reappraising perceptions of events
  44. 44. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position collecting data and reporting findingsmaking and testing theories researching and seeking information clarifying existing ideas and reappraising perceptions of eventssolving problems in a variety of ways
  45. 45. What does it look like in the classroom?exploring, wondering and questioning experimenting and playing with possibilitiesmaking connections between previous learning and current learning making predictions and acting purposefully to see what happenstaking and defending a position collecting data and reporting findingsmaking and testing theories researching and seeking information clarifying existing ideas and reappraising perceptions of eventssolving problems in a variety of ways deepening understanding through the application of a concept
  46. 46. Learning Intentions (Objectives) a. Know what assessment looks like in the Lower School b. To provide a deeper understanding of our achievement descriptors c. To discuss and build further understandings about criteria-based assessment and how it relates to assessment for learning as an ongoing process
  47. 47. Success Criteria:- be able to discuss assessment in a way that ismutually understood- focus on feedback as a means of learning forsuccess- consider formative assessment and successcriteria as taking priority over summativeassessment and grades
  48. 48. Assessment•Assessment is not …•Assessment is …•When I was in school assessment looked like …•Questions I have about assessment are …•Assessment at CDNIS IS…•I would like assessment to be…
  49. 49. What final grades would you give this student?
  50. 50. Volunteers please?
  51. 51. How well did student number 1 clap?Please give them a grade from 1-7.
  52. 52. How well did student number 2 clap?
  53. 53. How well did student number 3 clap?
  54. 54. How well did student number 4 clap?
  55. 55. ìWhen students are involved in their own assessment, mistakesbecome feedback they can use to adjust what they are doing. Whenstudents mistakes are identified by others and feedback is limited tomarks or letter grades, students are less likely to know what to dodifferently next time. Assessment and Classroom Learning, Black and William , 1998Do not confine your children to your own learning for they were bornin another time.Hebrew Proverb
  56. 56. Reporting and Assessment Timeline
  57. 57. Reporting and Assessment Timeline October 14thPortfolios go home November 3rd and 4th3- way learning review April 18thStudent-Led Learning Reviews April 8thStudent Portfolio & Progress Report aresent home
  58. 58. Learner Profile & PYP Attitudes
  59. 59. Grade 5 Programme Overview Located under the “Programme Overview” tab on the class website
  60. 60. Mathematics in the PYP Classroom Yesterday vs. Today
  61. 61. Literacy in the PYP ClassroomWritten language Oral language Visual literacy Digital literacy
  62. 62. Homework
  63. 63. HomeworkReading ExpectationsMinimum 20-25 minutes each evening50 min. Maximum/NightIncluding ChineseWeekends/HolidaysAlways homework-free
  64. 64. My ExpectationsRisk- taking
  65. 65. My ExpectationsMaximum effortRisk- taking
  66. 66. My ExpectationsMaximum effortRisk- takingRespect (towards teachers, classmates andthemselves)
  67. 67. My ExpectationsMaximum effortRisk- takingRespect (towards teachers, classmates andthemselves) Care for each other
  68. 68. My ExpectationsMaximum effortRisk- takingRespect (towards teachers, classmates andthemselves) Care for each other Honest
  69. 69. Film by Aloni Cahusac
  70. 70. Refreshments!

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