3. This evening’s overview
• Personal Introduction
• Communication
• What is inquiry? What is PYP?
• Mathematics: Then and Now
• Literacy
• Your Turn: Ideas about Assessment
• Grade 5 Programme Overview
• Homework
• Questions/Discussion
• Refreshments
12. 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
Making
Reflecting- How did my Connections Sorting
Out
Organizing and
understanding change? analyzing data
Going
Further
Presenting findings
14. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events
solving problems in a variety of ways
deepening understanding through the application of a concept
16. Literacy
Reading Writing Oral Language
Learning Language
Learning About Language
Learning Through Language
17. Assessment
Learning Intentions
Know what assessment looks like in the Lower
School
To provide a deeper understanding of our
achievement descriptors
To discuss and build further understandings about
criteria-based assessment and how it relates to
assessment for learning as an ongoing process
18. Ideas about Assessment:
What do you think?
Placemats
Assessment is …
Assessment is not …
When I was in school assessment looked like …
Questions I have about assessment are …
Gallery Walk
19. Learning Engagement #1
How should we grade?
1 = Worst 7= Best
What are these student’s final scores?
21. Success Criteria
Volume
Clapping was at a medium volume appropriate for the classroom
environment
Rhythm
Clapping was set at a rhythm of 2 to 5 per second
Enthusiasm
Student demonstrated excitement by smiling, making eye contact and having
positive body language
Creativity
Student demonstrated creativity through dance, whistling and/or humming
22. Criteria-based assessment is ...
transparent
student-focused (the individual)
student-involved
intended to foster success
24. Assessment
Formative
✦ Supports and extends understandings ...
ongoing and involves feedback about learning
Summative
✦ Evaluative ... used to form judgements on
learning that has occurred
Portfolios
✦ Collaborative ... a record of learning
Reports
✦ Descriptive ... based on learning expectations
25. “Do not confine your children to your own learning for they were born in another time.”Hebrew
Proverb
26. Education Yesterday =
Education Today?
“Do not confine your children to your own learning for they were born in another time.”Hebrew
Proverb
27. Education Yesterday =
Education Today?
“Do not confine your children to your own learning for they were born in another time.”Hebrew
Proverb
Shift Happens
28. Education Yesterday =
Education Today?
“Do not confine your children to your own learning for they were born in another time.”Hebrew
Proverb
Learning in the New Generation
Shift Happens
29. Reporting and Assessment Timeline
October 14
Portfolios go home
November 3-4
Three Way Learning Reviews
February 10
Progress Reports and Portfolios go home
April 18
Student-Led Learning Review
June 8
Progress Reports
30. Grade 5 Programme Overview
Located under the “Programme Overview”
tab on the class website
32. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
33. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
34. 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
35. 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
36. 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
37. 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
44. My Expectations
Completion of work (Effort)
Respect (towards teachers, classmates and
themselves)
Understanding and appreciating differences
45. My Expectations
Completion of work (Effort)
Respect (towards teachers, classmates and
themselves)
Understanding and appreciating differences
Honesty and Integrity
