The document provides an overview of the International Baccalaureate Middle Years Programme (IBMYP) offered at Le Bocage International School. It discusses the continuum from MYP to IGCSE to the Diploma Programme, and how the MYP curriculum incorporates global perspectives, language development, critical thinking skills and more. It also summarizes key aspects of the MYP like the learner profile, approaches to teaching, assessment approaches and how the MYP prepares students for the Diploma Programme.
Our school has been selected as one of the Sports and Wellness schools in TDSB. I was thinking that this assignment will be a perfect opportunity for me to design a WebQuest on living a healthy life. Summer Olymipic Games is a good start point. Students can research the Canadian athletes, the main events, and create a poster on Olympic Spirits that we need in our daily life.
The document outlines an instructional design project to develop a new seminar on Jay-Z. It includes plans to participate in instructor development programs, use reverse engineering to establish goals and assessments, plan multiple content formats, and create a syllabus. A timeline is provided with milestones from January to June. Details are given on reverse engineering, Bloom's taxonomy, learning domains and activities, desired results including goals and assessments.
This document provides a scheme of work for a physical education teacher covering the AS Level Physical Education module G451 Section B on acquiring and performing movement skills. Over 12 weeks, the teacher covers various topics through 5 lessons per week, including characteristics of skilful performance, classification of movement skills, practice conditions, motor skill development, phases of movement skill learning, information processing, motor control of skills, schema theory, and theories of learning. The lessons involve teaching key definitions and concepts, analyzing video examples, completing worksheets and past exam questions, and revising for the exam.
This course introduces students to educating students with exceptionalities. It covers theoretical issues, research, and clinical practices for individuals with exceptionalities. The course objectives are to understand characteristics of different exceptionalities, laws pertaining to special education, how biological and environmental factors influence development, and strategies for modifying instruction to meet student needs. Requirements include participating in class, completing readings, and assembling a portfolio on researching specific disabilities.
Curriculum Overview - full faculty (opening 11-12)eastsideprep
The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
This document outlines a webquest for students to learn about digital citizenship. The task is for students to create a digital portfolio demonstrating their understanding of proper citation of resources, avoiding plagiarism, and web etiquette. Students research a historical technology figure, write a summary which is analyzed for plagiarism. They also discuss good and bad online etiquette. The goal is for students to understand what constitutes responsible digital citizenship.
This is a webquest about Digital Citizenship for sixth to eighth graders. It covers topics such as plagiarism and "netiquette". From this webquest, the students will create a Digital Citizenship portfolio and analyze the information to conclude what Digital Citizenship means to them.
Our school has been selected as one of the Sports and Wellness schools in TDSB. I was thinking that this assignment will be a perfect opportunity for me to design a WebQuest on living a healthy life. Summer Olymipic Games is a good start point. Students can research the Canadian athletes, the main events, and create a poster on Olympic Spirits that we need in our daily life.
The document outlines an instructional design project to develop a new seminar on Jay-Z. It includes plans to participate in instructor development programs, use reverse engineering to establish goals and assessments, plan multiple content formats, and create a syllabus. A timeline is provided with milestones from January to June. Details are given on reverse engineering, Bloom's taxonomy, learning domains and activities, desired results including goals and assessments.
This document provides a scheme of work for a physical education teacher covering the AS Level Physical Education module G451 Section B on acquiring and performing movement skills. Over 12 weeks, the teacher covers various topics through 5 lessons per week, including characteristics of skilful performance, classification of movement skills, practice conditions, motor skill development, phases of movement skill learning, information processing, motor control of skills, schema theory, and theories of learning. The lessons involve teaching key definitions and concepts, analyzing video examples, completing worksheets and past exam questions, and revising for the exam.
This course introduces students to educating students with exceptionalities. It covers theoretical issues, research, and clinical practices for individuals with exceptionalities. The course objectives are to understand characteristics of different exceptionalities, laws pertaining to special education, how biological and environmental factors influence development, and strategies for modifying instruction to meet student needs. Requirements include participating in class, completing readings, and assembling a portfolio on researching specific disabilities.
Curriculum Overview - full faculty (opening 11-12)eastsideprep
The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
This document outlines a webquest for students to learn about digital citizenship. The task is for students to create a digital portfolio demonstrating their understanding of proper citation of resources, avoiding plagiarism, and web etiquette. Students research a historical technology figure, write a summary which is analyzed for plagiarism. They also discuss good and bad online etiquette. The goal is for students to understand what constitutes responsible digital citizenship.
This is a webquest about Digital Citizenship for sixth to eighth graders. It covers topics such as plagiarism and "netiquette". From this webquest, the students will create a Digital Citizenship portfolio and analyze the information to conclude what Digital Citizenship means to them.
The document discusses maquiladoras, which are Mexican corporations that operate under customs regimes allowing them to temporarily import duty-free materials for assembly and export. It provides details on the history and development of the maquiladora program in Mexico, as well as the key features and methods for establishing a maquiladora. While wages may be under $1/hour, operating a maquiladora involves additional true labor costs beyond wages alone due to legally required benefits for employees.
Our solar system consists of the Sun and 8 planets including Earth and 7 other planets. The inner terrestrial planets Mercury, Venus, Earth and Mars are smaller and made of rock. The outer gas giants Jupiter, Saturn, Uranus and Neptune are much larger planets composed primarily of gases. Pluto, originally the 9th planet, is now classified as a dwarf planet due to its small size.
This document contains summaries of four photographs taken by the photographer. The first photo focuses on a model's red lips and draws the eye around her face. The second photo features a woman in a fur coat and Starbucks shirt, bringing attention to her lips and the logo. The third photo shows a woman blowing bubbles while wearing a Ramones shirt, capturing childhood and not growing up. The fourth black and white photo is titled "My Melancholy Mate" and depicts sadness in the subject's eyes over a lost loved one.
The document discusses India's proposed National Food Security Bill of 2011. It aims to guarantee subsidized food grains to up to 75% of India's population. The key objectives are to reduce malnutrition, infant mortality, and insulate the poor from food price inflation. However, there are concerns about the large cost of implementation which could increase fiscal deficits and affect economic growth. There is also a need to balance economic concerns with the social ambition of ensuring food security for all citizens.
Child Evangelism Fellowship of Hawaii aims to share the gospel with every child in Hawaii before age 12. They do this through Good News Clubs led by trained volunteers in schools. Currently they only have one active club, despite there being over 200 schools in Hawaii. Their vision is based on Jesus saying to let children come to him and that accepting a child is accepting him.
The document summarizes the mission, vision, and core values of Calayan Educational Foundation, Inc. (CEFI). The mission is to holistically develop students through responsive programs that support regional, national, and global needs. The vision is for CEFI to be a center of excellence in its disciplines, a leader in community services, and a pioneer in research. Core values include honor, scholarship, and service. CEFI offers primary to college education and is located in Lucena City.
This document provides sample social media links for two political campaigns, including YouTube and Facebook pages for Barack Obama and Mitt Romney as well as an online store selling merchandise for Barack Obama's campaign. It includes URLs for official accounts and pages on YouTube and Facebook to engage with each candidate's campaign online as well as a link to purchase campaign gear.
Teachers designed an inquiry-based science program for students to learn about climate change and ecology. The program involved students doing hands-on science to learn about topics like glaciers and the environment. Teachers selected appropriate science content and tailored curricula to match students' interests, knowledge, and abilities based on national science standards.
Maruki is an ethnic handicraft company with the following key details:
1. The company is led by a team of 4 individuals and plans to produce between 60-85 products per season over 4 seasons in their first year while expanding production and distribution in subsequent years.
2. The company's budget for production of 60 products in their first season is 162,250 with additional marketing budget of 4,750,000 for their website, brochures, and event participation.
3. Long term plans include biannual product innovations, expanding regional distribution to other cities within 3 years, and opening their own store within 5 years.
This document discusses affiliate marketing and provides tips for getting started. It defines affiliate marketing as selling someone else's products or services in return for a commission. It outlines the main affiliate network types and explains that affiliate marketing offers better pay with less risk than other money-making methods. The document advises selecting an interesting sector, researching high-quality products, choosing the right keywords, and avoiding common mistakes like not testing links or analyzing buyer data. Finally, it recommends learning more through affiliate network sites like Amazon, CJ, and ShareASale.
The document describes 4 game concepts:
1) "Shadow Relationship" is an argument simulation game where the objective is to have both characters happy by picking the right dialogue options.
2) "Walk the Pug" is a game where the player must guide an exhausted pug home without getting caught by the dog warden by avoiding other dogs and walking at the right pace.
3) "Super Music" is a side-scrolling music game where the player must move across sheet music and hit notes on time to progress.
4) "Retrace Your Steps" is a point-and-click game where the player must find their keys by retracing their night out before 8:30am or they will
The document provides information for students new to Austin about things to know and do in the city before graduating. It highlights Austin's history and name change, accolades as a capital city, famous filming locations and celebrities, outdoor activities like visiting lakes and live music, cheap eats including BBQ and tacos, and things to experience on and around the Concordia campus. The bucket list at the end encourages students to join clubs, go to the lake, listen to live music, take hikes, eat from food trucks, keep Austin weird, see the bats, and serve on missions before graduating.
This document provides details about two dance music magazines: DJ Magazine and Mixmag. It describes their publishing companies, editors, dates of first publication, frequencies, prices, distributions, cover page designs, contents page designs, and double-page spread conventions. The author notes aspects of each magazine's design that they will incorporate into their own music magazine.
This document lists foods that are high in vitamin K, including broccoli, asparagus, brussel sprouts, avocados, spring onions, herbs, dark leafy greens, cabbage, prunes, spinach, and green beans. It provides a simple list of foods as a source of information about vitamin K.
Arts & Crafts: Graffiti - Art or vandalism? (I)Pedro Fulano
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document is an MYP unit planner for a 7-week language B unit for 9th grade students focusing on different perspectives. The unit question is "How do people's perspectives differ?". Assessments will include an essay and debate. Students will develop their understanding of different perspectives by analyzing characters' perspectives in a film and novel, and applying their learning to their own writing. Resources to be used include the novel "The Curious Incident of the Dog in the Night-Time" and the film "Rain Man". The teacher reflected that attempting to cover too many resources and skills within the single unit was overly ambitious.
This MYP unit planner outlines an 8-week unit on discrimination for Year 8 students. The unit will focus on how discrimination can be overcome through studying the environments area of interaction. Students will respond to the unit question "How do we overcome discrimination?" through an exam consisting of a text response essay and reading comprehension on the films Rabbit Proof Fence and Persepolis. Students will develop skills in film analysis, visual text analysis, and expository essay writing. Teaching strategies will include lectures, discussions, group work and teacher conferences, with formative assessments and rubrics provided. Resources will include the films, essay structure handouts, and contextual readings.
The document discusses maquiladoras, which are Mexican corporations that operate under customs regimes allowing them to temporarily import duty-free materials for assembly and export. It provides details on the history and development of the maquiladora program in Mexico, as well as the key features and methods for establishing a maquiladora. While wages may be under $1/hour, operating a maquiladora involves additional true labor costs beyond wages alone due to legally required benefits for employees.
Our solar system consists of the Sun and 8 planets including Earth and 7 other planets. The inner terrestrial planets Mercury, Venus, Earth and Mars are smaller and made of rock. The outer gas giants Jupiter, Saturn, Uranus and Neptune are much larger planets composed primarily of gases. Pluto, originally the 9th planet, is now classified as a dwarf planet due to its small size.
This document contains summaries of four photographs taken by the photographer. The first photo focuses on a model's red lips and draws the eye around her face. The second photo features a woman in a fur coat and Starbucks shirt, bringing attention to her lips and the logo. The third photo shows a woman blowing bubbles while wearing a Ramones shirt, capturing childhood and not growing up. The fourth black and white photo is titled "My Melancholy Mate" and depicts sadness in the subject's eyes over a lost loved one.
The document discusses India's proposed National Food Security Bill of 2011. It aims to guarantee subsidized food grains to up to 75% of India's population. The key objectives are to reduce malnutrition, infant mortality, and insulate the poor from food price inflation. However, there are concerns about the large cost of implementation which could increase fiscal deficits and affect economic growth. There is also a need to balance economic concerns with the social ambition of ensuring food security for all citizens.
Child Evangelism Fellowship of Hawaii aims to share the gospel with every child in Hawaii before age 12. They do this through Good News Clubs led by trained volunteers in schools. Currently they only have one active club, despite there being over 200 schools in Hawaii. Their vision is based on Jesus saying to let children come to him and that accepting a child is accepting him.
The document summarizes the mission, vision, and core values of Calayan Educational Foundation, Inc. (CEFI). The mission is to holistically develop students through responsive programs that support regional, national, and global needs. The vision is for CEFI to be a center of excellence in its disciplines, a leader in community services, and a pioneer in research. Core values include honor, scholarship, and service. CEFI offers primary to college education and is located in Lucena City.
This document provides sample social media links for two political campaigns, including YouTube and Facebook pages for Barack Obama and Mitt Romney as well as an online store selling merchandise for Barack Obama's campaign. It includes URLs for official accounts and pages on YouTube and Facebook to engage with each candidate's campaign online as well as a link to purchase campaign gear.
Teachers designed an inquiry-based science program for students to learn about climate change and ecology. The program involved students doing hands-on science to learn about topics like glaciers and the environment. Teachers selected appropriate science content and tailored curricula to match students' interests, knowledge, and abilities based on national science standards.
Maruki is an ethnic handicraft company with the following key details:
1. The company is led by a team of 4 individuals and plans to produce between 60-85 products per season over 4 seasons in their first year while expanding production and distribution in subsequent years.
2. The company's budget for production of 60 products in their first season is 162,250 with additional marketing budget of 4,750,000 for their website, brochures, and event participation.
3. Long term plans include biannual product innovations, expanding regional distribution to other cities within 3 years, and opening their own store within 5 years.
This document discusses affiliate marketing and provides tips for getting started. It defines affiliate marketing as selling someone else's products or services in return for a commission. It outlines the main affiliate network types and explains that affiliate marketing offers better pay with less risk than other money-making methods. The document advises selecting an interesting sector, researching high-quality products, choosing the right keywords, and avoiding common mistakes like not testing links or analyzing buyer data. Finally, it recommends learning more through affiliate network sites like Amazon, CJ, and ShareASale.
The document describes 4 game concepts:
1) "Shadow Relationship" is an argument simulation game where the objective is to have both characters happy by picking the right dialogue options.
2) "Walk the Pug" is a game where the player must guide an exhausted pug home without getting caught by the dog warden by avoiding other dogs and walking at the right pace.
3) "Super Music" is a side-scrolling music game where the player must move across sheet music and hit notes on time to progress.
4) "Retrace Your Steps" is a point-and-click game where the player must find their keys by retracing their night out before 8:30am or they will
The document provides information for students new to Austin about things to know and do in the city before graduating. It highlights Austin's history and name change, accolades as a capital city, famous filming locations and celebrities, outdoor activities like visiting lakes and live music, cheap eats including BBQ and tacos, and things to experience on and around the Concordia campus. The bucket list at the end encourages students to join clubs, go to the lake, listen to live music, take hikes, eat from food trucks, keep Austin weird, see the bats, and serve on missions before graduating.
This document provides details about two dance music magazines: DJ Magazine and Mixmag. It describes their publishing companies, editors, dates of first publication, frequencies, prices, distributions, cover page designs, contents page designs, and double-page spread conventions. The author notes aspects of each magazine's design that they will incorporate into their own music magazine.
This document lists foods that are high in vitamin K, including broccoli, asparagus, brussel sprouts, avocados, spring onions, herbs, dark leafy greens, cabbage, prunes, spinach, and green beans. It provides a simple list of foods as a source of information about vitamin K.
Arts & Crafts: Graffiti - Art or vandalism? (I)Pedro Fulano
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document is an MYP unit planner for a 7-week language B unit for 9th grade students focusing on different perspectives. The unit question is "How do people's perspectives differ?". Assessments will include an essay and debate. Students will develop their understanding of different perspectives by analyzing characters' perspectives in a film and novel, and applying their learning to their own writing. Resources to be used include the novel "The Curious Incident of the Dog in the Night-Time" and the film "Rain Man". The teacher reflected that attempting to cover too many resources and skills within the single unit was overly ambitious.
This MYP unit planner outlines an 8-week unit on discrimination for Year 8 students. The unit will focus on how discrimination can be overcome through studying the environments area of interaction. Students will respond to the unit question "How do we overcome discrimination?" through an exam consisting of a text response essay and reading comprehension on the films Rabbit Proof Fence and Persepolis. Students will develop skills in film analysis, visual text analysis, and expository essay writing. Teaching strategies will include lectures, discussions, group work and teacher conferences, with formative assessments and rubrics provided. Resources will include the films, essay structure handouts, and contextual readings.
In this workshop, I will go over NAMLE’s Core Principles, the Key Questions, and review strategies for simple ways to incorporate Media literacy into the curriculum. We will spend time decoding media messages and reviewing inquiry based learning methods. The goal would be for every workshop attendee to leave with a clear understanding on how to easily incorporate key media literacy concepts into their every day classroom work. It would be a lively, interactive workshop using current media examples to engage the audience. It would be appropriate for any teacher no matter what grade they teach.
Myp unit planner yr6-t2-are you a have or have notaissaigon
This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit focuses on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria address knowledge of MDGs, place and space, decision-making skills, and organizing/presenting information. Learning experiences include researching poverty globally and countries' progress on MDGs. Teaching strategies incorporate interpreting data, small group problem-solving, and presenting action plans.
MYP unit planner yr6-t2-Are you a have or have notaissaigon
This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit will focus on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria include knowledge of MDGs, understanding of place and space, decision-making skills, and organizing and presenting information. The unit will involve student research on global poverty issues and MDGs through interpreting data and presenting findings. Students will consider human responses to poverty and create a
The document outlines the Primary Years Programme (PYP), a curriculum framework for international primary education from the International Baccalaureate. The PYP is driven by beliefs in international-mindedness and developing inquiring, knowledgeable and caring young people. It presents the written, taught, and assessed dimensions of the curriculum. Key aspects include focusing on knowledge, concepts, skills, attitudes and action; using inquiry-based learning; and assessing to help students construct meaning throughout the learning process.
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
The document outlines the education program priorities of Reel Works which include: 1) Providing a sustainable continuum of programs for youth, 2) Empowering youth to lead programming, 3) Fostering innovation through project-based learning, and 4) Supporting academic engagement in school. It discusses current initiatives and plans for enhancing the programs to better serve youth.
The document provides an outline for a course on "Understanding the Self" that aims to help students develop a better understanding of their personal identity. It includes the course description, intended learning outcomes, and a week-by-week lesson plan covering topics like philosophical, psychological, and cultural perspectives on the self; physical, emotional and social aspects of identity development; and strategies for self-management. A variety of active learning methods are proposed to be used, like flipped classroom, group discussions, case studies and reflective journaling. Student learning will be assessed through quizzes, tests, and rubric-based evaluation of assignments. The goal is for students to gain insight into the factors that shape the self and to acquire skills for
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
This document summarizes a presentation on teaching information literacy skills for the workplace. The presentation discusses defining information literacy, assessing student learning, and incorporating real-world skills into assignments. Attendees participated in activities to brainstorm outreach strategies, map assignments to information literacy standards, and develop assessment methods. The goal is to ensure students graduate with skills employers need by designing assignments around authentic tasks and evaluating learning through work-relevant assessments.
The document outlines a 30-minute staff development lesson plan on using wikis in the classroom. It includes the content standards, understanding goals, essential questions, and student objectives. The assessment evidence involves teachers completing a KWL chart and creating their own wiki using PBworks. The learning activities include an introduction, presentation on wikis and their benefits, examples of wiki uses in different subjects, creating a wiki in PBworks, and summarizing with a KWL chart. A survey is provided to collect feedback on the session's usefulness and plans to implement wikis.
This document summarizes a training for new support providers at the San Jose Unified School District. The goals of the training are to develop mentoring and coaching skills, understand the assessment of teaching and learning process, and learn how to utilize the continuum of teaching and learning. The training covers connecting teacher preparation standards to induction standards, formative assessment for California teachers, observation techniques, and identifying areas of focus for teacher growth. Attendees practice skills like observing objectively and asking reflective questions.
The document discusses lesson planning and objectives. It identifies the types, classifications, and parts of a lesson plan. Specifically, it compares traditional and UBD (Understanding by Design) lesson plans. It also stresses the importance of planning and preparation of lessons for effective instruction. Additionally, it provides guidelines for determining learning objectives, such as ensuring they are specific, measurable, attainable, relevant and time-bound. Finally, it outlines different frameworks for classifying objectives, including Bloom's Taxonomy, Krathwohl's Affective Domain, and psychomotor domains.
This lesson plan introduces teachers to wikis and how they can be used in the classroom. The plan is for a 30-minute session where teachers will first complete a KWL chart about wikis. They will then view a presentation explaining what wikis are and their benefits. This includes allowing for differentiated instruction. Teachers will then create their own wiki using PBworks with guidance. Finally, teachers will summarize what they learned on a sticky note and place it on the "L" section of the KWL chart before completing a survey on the session. The goal is for teachers to understand wikis and how to implement them in their own classrooms.
Life After Composition: Improving Student Learning with WritingKenneth Ronkowitz
The Writing Initiative at Passaic County Community College developed over five years a program of student and faculty support and collaboration across disciplines at the general education course level. The Writing Initiative, which received a Diane Hacker 2012 Award, solidifies a targeted approach to student success by focusing on reforming curriculum, providing ample academic support, and creating opportunities for faculty professional development.
This document outlines a teaching unit for a Language B diploma program course. The unit will cover language acquisition through six sessions focused on introducing students to the IB program and assessing their current language skills. Students will learn about the IB learner profile, assessment criteria, and conceptual themes. Formative assessments include class discussions, note-taking, and a mock PET exam. The goal is for students to internalize key concepts and identify their strengths and weaknesses to improve their language skills.
The document discusses the importance of reflective teaching practices for professional development in English language teaching (ELT). It defines reflective practice as critically analyzing one's own experiences and attempting to generalize lessons from that reflection. The document outlines that reflective teaching involves reflecting on areas like content knowledge, understanding learners, teaching approaches, and lesson effectiveness. Both qualitative and quantitative methods of reflection are presented, like journals, feedback forms, and checklists. An example of a retrospective teaching report is provided, and readers are asked to reflect on how they would analyze the report. Overall, the document argues that reflective practice helps teachers structure problems, question their approaches, and improve their instruction over time through self-analysis.
Information Literacy for Masters studentsSheila Webber
This was presented at the Konstanz Workshop on Information Literacy, Konstanz (Germany) 9th November 2007. In it I a) describe a "search/teach" activity undertaken with taught Masters students at the University of Sheffield and b) introduce Second Life (which I am using with undergraduate students).
4. Continuum at LBIS
MYP to IGCSE to DP
International Baccalaureate
Global perspective Unified curriculum
Importance of language Must meet required
development standards in all subject
areas.
Multiculturalism
Allows a degree of
Critical thinking skills specialization
Cross-disciplinary sections
September 27th LBIS MYP PRESENTATION
6. Introduction & Mastery of Life Skills
ATL Skill Student learning expectations demonstrated by: Key questions for use with Have I demonstrated
MYP units of work mastery of these
skills? How? Why not?
Arrive to class on time and prepared with all equipment 1. Why and how
Submission of work on time should I organize my
Organization Keep an organized binder/class books and up to date time?
planner 2. How does organization
Use time effectively in class help me learn?
Good note taking skills
Demonstrate teamwork and work well with assigned and
chosen partners 1. What is the value of
Collaboration Listen to others: people with their differences can be group work?
right. 2. What roles exist in a
Be a team leader and follower group?
Communicate with peers in a way that is beneficial to
both parties and the community 1. Why do I need to be an
Communication Communicating knowledge and understanding in a effective
variety of means communicator?
Communicate academic needs with teacher/parent 2. How do I effectively
communicate my
understanding?
Use technology wisely and appropriately, and to
Information communicate knowledge and understanding 1. How do I acknowledge
Literacy Recognition of all sources used, using recognized format the ideas of others?
Evaluate sources (primary and secondary) for validity 2. What are the dangers
of inappropriate
computer usage?
Seeking feedback and understanding on ways to
improve. 1. How do I reflect?
Reflection Prepare for conferences 2. How do my reflections
Keeping portfolios of work and community service help me learn?
Peer evaluation
Planning and brainstorming ideas, creating outlines 1. How do I manage my
Thinking Inquiring and gathering data and identifying perspectives thoughts?
Present logical arguments 2. What tools can help
Critical thinking me think in different
ways?
September 27th LBIS MYP PRESENTATION
7. The IB Learner Profile
September 27th LBIS MYP PRESENTATION
8. Where is Education Going?
“Candidates who wish to be stretched
should, in my view, take the MYP. The “The IB MYP is run by an
rigour and work ethic it encourages will independent international
assist them strongly if they wish to body renowned for its high
progress to a degree that will require standards and academic
them to really engage with their subject rigour all over the world...
discipline.” the IB MYP restores trust to
Mike Nicholson, Director of Admissions at teachers and schools, giving
Oxford University, 2009 them the freedom to develop
their own courses and to
decide what is best for their
“The skills students learn through the pupils – albeit according to
MYP, through „approaches to learning‟ the exacting standards of
and the upper levels of subject the IB.”
assessment criteria, enhance those Anthony Seldon Master of
developed by GCSE courses, as students Wellington College, 2009
are given opportunities to develop
higher level thinking skills in authentic
situations.”
Dr P Fidczuk, Assistant Head Teacher at
Dartford Grammar School, 2010
September 27th LBIS MYP PRESENTATION
9. How IB
compares
with other
international
systems
September 27th LBIS MYP PRESENTATION
10. Does MYP prepare students for DP?
September 27th LBIS MYP PRESENTATION
11. ASSESSMENT IN THE IB MYP
WHAT IS IT?
- IN A NUTSHELL: CONTINUOUS AND VARIED
- FORMATIVE & SUMMATIVE (INTERNAL)
Group work (Cooperation. Real world)
Individual work (Independence. Varying in degrees of depth)
Presentations (Oral skills)
Research (IT)
Class participation (Listening and speaking)
Quizzes (Short term)
Homework (Not a punishment!)
Tests (Long term. End of Unit/term evaluation)
BY YEAR 5 STUDENTS WILL BE ASSESSED ON SPECIFIC TASKS
September 27th LBIS MYP PRESENTATION
12. Assessment as a learning tool
Why do we assess?
Who can clap the best?!
Internationally published subject specific rubrics
(Goal: accessible to all via website)
Monitoring of assessment process – checks and
balances
DP assessment process
September 27th LBIS MYP PRESENTATION
13. How students are assessed
Tasks:
1. Essay
2. Presentation
3. Test
September 27th LBIS MYP PRESENTATION
17. How do we go from rubrics to summative assessment?
Assignment Criterion A Criterion B Criterion C Criterion D
(8) (8) (8) (8)
The IBO publishes these grade
G. Depression 7 6 6 6 boundaries for all classes.
Essay
Primary 6
Document Qu.
Reconstruction 5 5 6
Test
WWII 6 7 8
presentation
STANDARD
ACHIEVED
6 6 6 7
FINAL
GRADE 25/32
So what grade does Little Jonny get….?
How do we report these grades? September 27th LBIS MYP PRESENTATION
18. Report Card Format
Le Bocage International School
Mount Ory
Moka
Mauritius
MYP Report, Term 3
Uma, Form 1B
School Days: 27
Attendance: 27
Lateness: 0
3rd Term 2nd Term 1st Term
Comments
Grade Grade Grade
Language A Asha Joypaul 1 4 7
Language B Norma Tranquille 2 2 2
Mathematics Cathie Wong 3 4 3
Humanities Prya Baumy 7 4 1
Science Simla Desai 5 4 5
Technology Yogish Chooromonay 5 6 2
P.E. Wendy Olivier 7 7 7
Arts Claude Collard 2 4 3
September 27th LBIS MYP PRESENTATION
19. General Grade Descriptors
Grade 1 Minimal achievement in terms of the
(Very Poor) objectives.
Grade 2 Very limited achievement against all the
(Poor) objectives. The student has difficulty in
understanding the required knowledge and
skills, and is unable to apply them fully in
normal situations, even with support.
Grade 3 Limited achievement against most of the
(Mediocre) objectives, or clear difficulties in some
areas. The student demonstrates a limited DO NOT EXPECT
understanding of the required knowledge
and skills and is only able to apply them STUDENTS TO COME
fully in normal situations with support.
Grade 4 A good general understanding of the FLYING OUT OF THE
(Satisfactory) required knowledge and skills, and the
ability to apply them effectively in normal BLOCKS! STUDENTS
situations. There is occasional evidence of
the skills of analysis, synthesis and
evaluation.
COME TO SCHOOL TO
Grade 5
(Good)
A consistent and thorough
understanding of the required knowledge
LEARN. SOMETIMES
and skills, and the ability to apply them in a
variety of situations. The student generally
YOU HAVE TO FAIL IN
shows evidence of analysis, synthesis and
evaluation where appropriate and
YOUR YOUTH TO
occasionally demonstrates originality and
insight.
SUCCEED LATER IN
Grade 6
(Very good)
A consistent and thorough understanding of
the required knowledge and skills, and the
LIFE…..
ability to apply them in a wide variety of
situations. Consistent evidence of analysis,
synthesis and evaluation where appropriate.
The student generally demonstrates
originality and insight.
Grade 7 A consistent and thorough understanding of
(Excellent) the required knowledge and skills, and the
ability to demonstrate them almost
faultlessly in a wide variety of situations.
Consistent evidence of analysis, synthesis
and evaluation where appropriate. The
student consistently demonstrates
originality and insight and always produces
work of high quality.
September 27th LBIS MYP PRESENTATION
20. Where we are in the planning phase
We are officially a candidate school
Next year we start to align both programmes
Teachers have started to work on units, outlining
objectives, key concepts, assessment tasks. Continuously
developed
IBMYP assessments/judgments are being used across subject
areas. Universally so in Forms 1 – 3 for 2013
Working towards greater cross-curricular links through inter-
disciplinary units
Workshop attendance/in-house training
LBIS ADVANTAGE: TEACHERS WORK ACROSS PROGRAMMES
September 27th LBIS MYP PRESENTATION
21. What can you, as a parent, do?
Making sure the student is attending school regularly and on time• .
Monitoring the student’s progress through the student agenda/planner.
Ensuring that students meet the expectations of the Parent/Student
Handbook.
Reading, watching or listening to national and international news and
discussing their impact.•
Asking students open-ended questions to allow them to define and express
their opinions.
Encouraging and assisting your student in becoming more involved in
community service and school activities.
Teaching them the importance of academic honesty and organization
September 27th LBIS MYP PRESENTATION
22. Q & A Time!
September 27th LBIS MYP PRESENTATION