This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
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This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Slides from presentation made by Matt Hayes (11 Nov 11) detailing how the staff at Clearwater Bay School are planning for mathematical inquiry using the IB planner...
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Ctl ( contextual teaching and learning )Sary Nieman
CTL called contextual approach because the concept of learning that help teacher’s content associate between the lesson and the real world situation with the students and encourage students to make the relationship between knowledge held by the implementations in their lives as members of the community.
This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Slides from presentation made by Matt Hayes (11 Nov 11) detailing how the staff at Clearwater Bay School are planning for mathematical inquiry using the IB planner...
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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How to Create Map Views in the Odoo 17 ERPCeline George
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. INTRODUCTION: JOBS
With a partner, make a list of jobs for which
language is important (2 minutes).
In a group decide on the three jobs for which
language is most important (4 minutes).
3. VIEWS ABOUT LANGUAGE
Quote from Caroline Kennedy: ‘Wanting to
express yourself is really the heart of
education.’
The development of language is fundamental
to our instinctive need to communicate; it
supports and enhances our thinking and
understanding. (PYP Language Scope and
Sequence. 2009)
4. THINK PUZZLE EXPLORE:
VISIBLE THINKING ROUTINE
Language in the PYP:
What do you think you know about this
topic?
What questions or puzzles do you have?
How can you explore this topic?
(8 minutes altogether)
5. AIMS OF THIS WORKSHOP
W.I.L.F: To be actively involved in this
workshop through you trying out activities
and asking and answering questions.
T.I.B: The more you know about how
language is learnt and taught at our school,
the more able you are to help your children.
6. WORKSHOP AGENDA
What do we believe about language and about
how language is learnt? What does the BIS
Language Policy say?
What type of strategies and learning
engagements do our teachers use when
developing students’ language skills and
understandings?
How is language broken down in the
curriculum?
Why is mother tongue development so
important?
Where can we get more information?
7. GET THE PICTURE
Look at the picture and decide how it makes
you feel. In groups, take it in turns to pick
out a card and then analyse the picture using
that particular question.
8.
9. WHY ASK STUDENTS TO WORK WITH IMAGES?
encourages students to think about real-life
issues
helps students critically analyse visual texts
encourages important dialogue that can lead to
further inquiry, e.g. through reading
helps teacher gain insight into students’ level of
understanding about the events/issues
illustrated
develops oral skills and other aspects of
language
leads realistically to other language work, e.g.
11. LANGUAGE STRANDS
Oral language (listening & speaking)
Visual language (viewing & presenting)
Written language (reading & writing)
Each strand is considered from both the
receptive aspect – receiving & constructing
meaning, and expressive aspect – creating &
sharing meaning.
The strands of written, oral and visual language
are represented by four continuums: listening
& speaking; viewing & presenting; reading;
writing.
12. LANGUAGE STRANDS
Listen to some descriptions of each strand. Each
corner of the library represents one of the
following:
listening and speaking
viewing and presenting
reading
writing
Run to a corner depending on what you hear.
Making the PYP happen. p. 72-74
13. PYP LANGUAGE SCOPE AND SEQUENCE
Each strand is summarised in a list of overall
expectations (see subject overview) Y:Teaching
Staff00 CurriculumApproved Curriculum
DocumentsEnglish Language and Literature2012-13
language overview EC1-G5.docx
The four language continuums are organised into five
developmental phases.
Conceptual understandings are developed at each
phase.
Evidence of these understandings is described in the
learning outcomes for each phase.
PYP Language scope and sequence. p. 3-4
14. LANGUAGE GRADE LEVEL MAPS
Look at the examples of language grade
level maps. The grade level is missing! Can
you work out the grades?
The example visual text (‘Get the picture’)
could be used, for example, with the grade 2
‘Sharing the planet’ unit.
15. CONCEPTUAL UNDERSTANDINGS
Read the following text from the BIS
language policy (extract only) and suggest a
suitable title.
Find the relevant conceptual understanding
in the G2 language grade level map
16. WHAT’S THE TITLE?
At BIS we believe that language is integral to identity and the development of
language is fundamental to the need to communicate; it supports and enhances our
thinking and understanding. This learning process involves learning language,
learning about language and learning through language. Language supports
conceptual development and both critical and creative thinking, with children
learning to plan, evaluate and reason through social interaction. Language is the
primary instrument for acquiring essential knowledge and skills. A student’s first
language is important as a basis and tool to learn other languages. Mother tongue
development is therefore emphasised. Language development supports the
process of concept-driven inquiry that moves the student from his/her current level
of understanding to a new and deeper level of understanding. Inquiry can take
many forms, including:
Exploring, wondering and questioning
Making connections between prior learning and current learning
Making predictions and deciding what to do in order to confirm or reject them
Collecting, organising and evaluating data and reporting findings
Solving problems.
From Bandung International School Language Policy (extract only)
17. EXAMPLE CONCEPTUAL UNDERSTANDING
‘Identifying the main ideas in the
text helps us to understand what
is important.’
(Grade 2 ‘Sharing the planet’ unit of inquiry:
Reading conceptual understanding)
18. L1 ACQUISITION
‘When children are acquiring their first
language they hear phrases and understand
the general meaning before they understand
the individual words because the context - the
information, ideas and situations - is clear. The
child’s ability to interpret situations makes it
possible for him or her, through testing
hypotheses, and inferring, to learn language.’
BIS Language Policy
19. HERE’S THE ANSWER, WHAT’S THE QUESTION?
Look at some different but related
statements.
Can you work out the question?
20. HERE’S THE ANSWER…
Interaction is meaningful with the emphasis on communication rather than avoiding errors.
Students’ personal contributions, cultures and mother tongues are valued and respected.
Mother tongue language development is actively encouraged and supported. Discussions in a
language other than English enable ideas to be discussed and learning to be consolidated.
Students’ prior knowledge, experiences and beliefs are used as the starting point for language
development.
Students’ preferred learning styles are acknowledged and accommodated.
Language learning takes place in clear, meaningful and whenever possible authentic, contexts.
Students are provided with contextual support and other forms of scaffolding (e.g. questioning, use
of graphic organizers and concept mapping) to allow learners of different levels of cognitive and
linguistic ability to complete tasks.
Students are exposed to a range of activity types which develop thinking skills and help learners
work from the most basic use of language to more complex uses.
Attention is paid to functional language, for example the language used to make requests or to ask
for permission.
Language is recycled and students are given regular opportunities to work with others (e.g. group
and pair work) when they can discuss new ideas, solve problems and learn through doing.
Students are given opportunities to develop their background knowledge of different cultural and
social norms through extensive experience of spoken and written texts.
The strands of oral, written and visual communication are integrated across all areas of the
curriculum throughout the school.
The culture of the classroom is collaborative and inclusive, creating an environment where students
are motivated and self-confident and feel able to take risks in their language learning.
Students are helped to see patterns and regularities in language.
Purposeful, structured inquiry is seen as the ideal vehicle for language development.
22. STRATEGIES THAT ARE INCLUSIVE AND SUPPORTIVE OF ESL STUDENTS.
(ADAPTED FROM DECS (2007). TEACHING ESL STUDENTS IN MAINSTREAM CLASSROOMS: LANGUAGE IN LEARNING ACROSS THE CURRICULUM. 2. ED.
HINDMARSH SOUTH AUSTRALIA: DEPARTMENT OF EDUCATION AND CHILDREN'S SERVICES. P. 22.)
Look at the following list of strategies.
Choose 3 you think are very important,
2 you think are important, and 1 you
think is not important.
Classroom environment
Allowing the use of the students’
Mother Tongue when appropriate
Creating an environment of mutual
respect and openness to other
languages and cultures
Creating a friendly atmosphere
which encourages risk-taking
Seeing each student as an
individual, each with varied
experiences, learning styles,
interests and skills
Inclusive curriculum
Having a variety of materials e.g.
texts, illustrations and examples that
reflect students’ backgrounds and
cultures
Valuing students’ background
experience and prior knowledge and
encouraging them to build
connections with existing knowledge
Moving students around the
classroom and having a variety of
groupings
Monitoring ESL student progress and
providing support
Modifying assessment by giving
student alternative ways to show their
learning (e.g. oral explanations rather
than written work)
Allowing some of the learning to be
carried out in the mother tongue
23. MOTHER TONGUE DEVELOPMENT
The language profiles of students in PYP schools are often complex
and diverse and the influence of mother-tongue development is
significant for all learners. Development of mother tongue language
is crucial for cognitive development, and cultural identity. Success in
mother-tongue development is a strong predictor of long-term
academic achievement, including acquisition of other languages. –
MTPYPH p. 1
Educators need to understand the important potential role of
language in cultivating intercultural awareness and international-
mindedness. The pedagogical approach to language learning
should:
be open and inclusive
affirm each learner’s identity and autonomy
promote critical thinking.
Language wraps itself around, in, through and between everything
that we teachers and learners do in the classroom. (Ritchhart 2002:
141)
24. THE IMPORTANCE OF MOTHER TONGUE
Why is mother tongue important?
What happens if mother tongue is not
maintained?
25.
26. WHY IS MOTHER TONGUE IMPORTANT?
“BIS encourages the development of the mother tongue and first
languages of students through an ethos of acceptance and
celebration of linguistic diversity within the community. There is also
recognition that a strong level of competency in the mother tongue
or first language of students can be an important ingredient in their
success as learners of additional languages. Certainly, learners with
basic literacy skills in their mother tongue are able to transfer some
of these understandings and concepts when learning another
language.” From BIS Language Policy
The diverse multilingual, multicultural and multimodal attributes of
learners are resources for further learning and for the development
of critical literacy. Language learning, multilingualism and the
development of critical literacy are considered important factors in
promoting intercultural awareness and international-mindedness. –
Languages and learning in IB programmes page 9
27. HOW DO WE PROMOTE MOTHER TONGUE
DEVELOPMENT?
Signage in different languages
Acceptance of mother tongue use on
campus, provided that it does not exclude
anyone
Allowing the use of mother tongue in class
and in displays when appropriate
Variety of materials from different cultures
Home Languages Fabulous Friday
28.
29.
30.
31.
32. IB STANDARDS AND PRACTICES
• The school places importance on language learning,
including mother tongue, host country language and other
languages. (“Section A: Philosophy”—standard A, 7).
• Collaborative planning and reflection recognizes that all
teachers are responsible for language development of
students. (“Section C: Curriculum”—standard C1, 8).
• Teaching and learning addresses the diversity of student
language needs, including those for students learning in a
language(s) other than mother tongue. (“Section C:
Curriculum”—standard C3, 7).
• Teaching and learning demonstrates that all teachers are
responsible for language development of students. (“Section
C: Curriculum”—standard C3, 8).
33. HOW ARE LANGUAGE PRACTICES CHANGING?
Classify the statements into two groups
Increased emphasis on versus
Decreased emphasis on.
34. How are language practices changing?
Increased emphasis on: Decreased emphasis on:
promoting integrated language development teaching language as isolated strands
language as a transdisciplinary element
throughout the curriculum
language as a separate discipline
additional-language teachers viewed (and viewing
themselves) as PYP teachers
additional-language teachers seen as solely single-
subject teachers
a literature-based approach to learning language using skill-drill texts and workbooks to learn
language
a teaching approach that sees making mistakes in
language as inevitable and necessary for learning
a teaching approach that focuses on encouraging
students not to make mistakes in language
reading for meaning decoding only for accuracy
reading selected according to interest level reading selected according to decoding level
student-selected reading materials teacher-directed reading materials
making world classics available for reading having only school classics available for reading
making culturally diverse reading material
available
having only monocultural reading materials
available
focusing on meaning when reading and writing focusing primarily on accuracy when reading and
writing
encouraging appropriate cooperative discussion in
the classroom
enforcing silent, individual work in the classroom
students engaged in spontaneous writing students carrying out teacher-imposed writing
a variety of scaffolded learning experiences—with
the teacher providing strategies for the student to
build on his or her own learning
activities where teachers simply model language
for students
35. REFLECTION
Think about today’s workshop and together
complete the sentences on the dice. One
person throws a dice and ask the others in the
group the questions, e.g. ‘What was the most
interesting part for you?’; ‘What is the most
puzzling?’; ‘The most challenging?
36. BELIEFS AND VALUES IN LANGUAGE
Language stands at the center of the many
interdependent cognitive, affective, and social
factors that shape learning.
David Corson, Language Policy in Schools: A Resource for Teachers and
Administrators (1999)
Language is the major connecting element across
the curriculum. The focus is not only on language
for its own sake, but also on its application across
the subject areas and throughout the
transdisciplinary programme of inquiry. (See MTPYPH
p. 69)
37. HOW TO FIND OUT MORE
The Primary Years Programme
http://www.ibo.org/communications/publications/index.cfm
Towards a continuum of international education
http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_0
809_1_e.pdf
Class newsletters, blogs and iBIS
BIS website http://www.bisedu.or.id
for language policy - http://www.bisedu.or.id/site/download/category/6-
policy.html
for language curriculum documents -
http://www.bisedu.or.id/site/download/category/1-language-arts-and-els.html
PYP notice board and wall of fame
Fabulous Friday class presentations, e.g. Viewing and Presenting
Parent workshops
Ask your child / your child’s teacher/me; or Look at your child’s portfolio
38. DID WE ACHIEVE OUR GOALS?
What do we believe about language and about
how language is learnt? What does the BIS
Language Policy say?
What type of strategies and learning
engagements do our teachers use when
developing students’ language skills and
understandings?
How is language broken down in the
curriculum?
Why is mother tongue development so
important?
Where can we get more information?