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EASSESSMENT INFOGRAPHIC  - INNOVATIVE MODEL

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EASSESSMENT INFOGRAPHIC  - INNOVATIVE MODEL

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MYP- From principles into practice_sharing purpose

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INQUIRY CYCLE - GOLDEN RULE FOR LEARNING AND TEACHING

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INQUIRY CYCLE - GOLDEN RULE FOR LEARNING AND TEACHING

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CREATING A CULTURE OF COLLABORATIVE PLANNING

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CREATING A CULTURE OF COLLABORATIVE PLANNING

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The conduct of IB Middle Years Programme on-screen examinations 

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MYP on-screen examinations - Instructions for using macOS based devices 

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MYP language acquisition on-screen assessment model - frequently asked questions 

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Middle Years Programme Assessment Procedures 2022

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MYP on-screen examinations: IT requirements and school responsibilities

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MYP on-screen examinations: IT requirements and school responsibilities

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MYP on-screen examinations- IT requirements and school responsibilities 

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Student response service – user instructions

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Student response service – user instructions

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Student response service – user instructions 

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MYP on-screen Compatibility Checker package (Windows)

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MYP on-screen Compatibility Checker package (Windows)

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MYP on-screen Compatibility Checker package (Windows)

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MYP on-screen Compatibility Checker package (Windows)

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MYP Extended mathematics formula booklet

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MYP Mathematics formula booklet (first examinations 2022) 

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Self-Organizing Learning System.

Our aspiration is to empower the learners to develop strength in their character by reading, reflecting,  observing, striving and imbibing all the elements of a character profile as encouraged in the school.

We believe that our students can assimilate some of these life-changing values by periodically reflecting on the Learner Profile and Approaches to Learning.

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SOLS is a report by the learner, teacher, parent and peers.

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SOLS is a report by the learner, teacher, parent and peers.

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Consistency, periodicity, rationale, purpose and indicators are carefully considered before designing a report of this magnitude.

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Self-assessment and peer assessment is one more form of agency.

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Self-assessment and peer assessment is one more form of agency.

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Silver Oaks aspires to empower acorns to become assessment capable learners.

In a student-centric approach, learners are central to learning and the same should be, in their assessment too.

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In this Continuous Assessment Report, the three stakeholders of learning- Learners, teachers and parents have an equal role to play. 

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In this Continuous Assessment Report, the three stakeholders of learning- Learners, teachers and parents have an equal role to play. 

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Who assesses and why !

Goal 1: Grooming assessment capable learners.

Therefore self assessment is planned.

Goal 2: Furthering learning.

Assessment by the teacher should lead to further learning.

Goal 3: Including parents.

Assessment by parents makes the character profile as a 360° process.

Goal 4: Promoting agentic learning.

Assessment by peers makes assessment responsible learners.

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Elements of Character Profile in The School of Raya

Learner Profile

PYP Approaches to Learning Skills

Sr School ATLs

Core values

The 7 Habits of Highly Effective People and the 8th Habit

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Character building is an ongoing process which cannot be measured. Therefore, benchmarks are suggested to help the learner identify the stages of character building. These benchmarks will be used in assessment by learners, peers, teachers and parents. It is highly essential that all the stakeholders understand the significance of these benchmarks before using them. 

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Character building is an ongoing process which cannot be measured. Therefore, benchmarks are suggested to help the learner identify the stages of character building. These benchmarks will be used in assessment by learners, peers, teachers and parents. It is highly essential that all the stakeholders understand the significance of these benchmarks before using them. 

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Beginning:

Students are introduced to the character element and can watch others demonstrating it.

Learning  by observation

Developing:

Student learns from others who demonstrate the character element and demonstrates with scaffolding and guidance

Learning by emulation

Extended:

Student demonstrates the character element confidently and effectively

Demonstration of learning

Competent:

Student can show others how to demonstrate the character element accurately and assess its effectiveness

Self-regulation as a result of learning

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The Middle Years Programme- A guide for teachers

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The IB Middle Years ProgrammeProgramme at a glance

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The IB Middle Years ProgrammeProgramme at a glance

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IB MYP course results and the IB MYP Certificate

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IB MYP course results and the IB MYP Certificate

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Key findings from research on the impact of the InternationalBaccalaureate (IB) Middle Years Programme (MYP)

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Key findings from research on the impact of the InternationalBaccalaureate (IB) Middle Years Programme (MYP)

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Seven steps to a successful MYP personal project 

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Seven steps to a successful MYP personal project 

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IB Learner Profile with subsumed attitudes

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Interdisciplinary teaching and learning in theMYP teacher support material

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Interdisciplinary teaching and learning in theMYP teacher support material

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Fostering interdisciplinary teaching and learning in the MYP (for use from September 2014/January 2015) - OLD

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Fostering interdisciplinary teaching and learning in the MYP (for use from September 2014/January 2015) - OLD

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Fostering interdisciplinary teaching and learning in the MYP (for use from September 2014:January 2015) 

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THIS GUIDE WILL ENABLE TEACHERS TO CONNECT THE PLANNER EFFECTIVELY AND UNDERSTAND THE REQUIREMENTS

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Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding

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Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding

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Teaching the disciplines in the MYP- Nurturing big ideas and deep understanding 

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Interdisciplinary subject report, November 2021

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Interdisciplinary subject report, November 2021

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Interdisciplinary subject report, November 2021 

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LA - DETAILS
ASSESSMENT STRATEGIES AND TOOLS
ASSESSMENT SAMPLES
Further guidance on Grading
Grading - Best-Fit Approach sample

Analysis and Reflection from an IB E-assessment Paper - May 2019

MYP UNIT PLANNING

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IB Learner Profile with subsumed attitudes

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Creating Authentic Units, Category 3 Workshop

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Heads of School:IB Coordinators Implementing the MYP curriculum, Category 1 Workshop

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Implementing the MYP- Individuals and Societies Category 1

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Questions to consider when supporting and developing the attributes of the learner profile.

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Questions to consider when supporting and developing the attributes of the learner profile.

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Do all members of the learning community have a shared understanding and a common language when talking about the different learner profile attributes?

How is learner agency connected to the learner profile?

How do the attributes differ for different students? For example, what does being a thinker look like for a 5-year-old? What does it look like for an 11-year-old/13-year old or 16-year old?

How does the school document and monitor the development and demonstration of the learner profile attributes?

How is the development and progression of the learner profile attributes integrated into the units of inquiry and the programme of inquiry or across the grades/subjects in MYP/DP?

How are the attributes of the learner profile connected to learning? For example, how do the attributes connect to learning goals, action, self-assessment, and so on?

Is there a relevant connection, wherever possible, between the learner profile attributes, the skills being developed in a unit and the assessment tasks?

When and how are multiple attributes connected to describe learning and action? For example, opportunities to recognize reflective thinkers, principled inquirers, balanced and caring communicators.

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Design: Implementing the MYP curriculum (MYP Workshop Category 1)

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Design: Implementing the MYP curriculum (MYP Workshop Category 1)

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Design- Implementing the MYP curriculum (MYP Workshop Category 1) 

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SOURCE: Excited Educator - Lenny Dutton.                              Below are some prompts you can use with students to reflect on a unit/piece of work.  These can also be used as exit tickets.

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SOURCE: Excited Educator - Lenny Dutton.                              Below are some prompts you can use with students to reflect on a unit/piece of work.  These can also be used as exit tickets.

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Reflection Questions

15/12/2021

Reflection prompts for student portfolios.

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Reflection prompts for student portfolios.
Below are some prompts you can use with students to reflect on a unit/piece of work. These can also used as exit tickets.

How did I use research skills in this unit/for this piece of work?

How did I use thinking skills in this unit/for this piece of work?

How did I use self-management skills in this unit/for this piece of work?

Who did I collaborate with and how in this unit/for this piece of work?

How did I use communication skills in this unit/for this piece of work?

Which IB Learner Profile attributes did I demonstrate or strengthen in this unit/for this piece of work?

How might I take-action inspired by what I have learnt during this unit?

What other perspectives did I explore in this unit?

How did this unit/piece of work help me better understand the unit's global context?

How did this unit/piece of work help me better understand the unit's key and/or related concept(s)?

How did I help others during this unit/when completing this piece of work?

What are the most interesting discoveries I learnt during this unit/when completing this piece of work?

What surprised me most during this unit/ when completing this piece of work?

What is the most important thing I learnt during this unit/when completing this piece of work?

What moments am I most proud of my efforts in this unit/when completing this piece of work?

What would I change about this piece of work or my contributions to this unit?

What would I do differently if I were to approach the same unit/piece of work again?

Could I effectively teach what I learnt in this unit to someone else? Why/Why not?

How will I use what I've learned in the future?

Based on this unit/piece of work, what do I want to learn more about?

When did I feel more creative in this unit/when completing this piece of work?

When did I feel most challenged in this unit/when completing this piece of work?

What did I find most difficult in this unit/when completing this piece of work?

What can I do with what I have learnt during this unit/when completing this piece of work?

What was my favourite part of the unit/piece of work?

How does something I learnt in this unit/when completing this piece of work that I can connect with something I already know?

How can I apply something I learnt in this unit/when completing this piece of work to another class/subject?

How can I apply something I learnt in this unit/when completing this piece of work to my life outside of school?

How can I apply something I learnt in this unit/when completing this piece of work in the future?

What questions do I still have about this unit?

How would I explain what I learnt during this unit/when completing this piece of work to someone in the grade below?

How would I explain what I learnt during this unit/when completing this piece of work to an adult?

If I was creating a quiz based on this unit/piece of work, what two questions would I include?

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Reflection prompts for student portfolios. Below are some prompts you can use with students to reflect on a unit/piece of work. These can also used as exit tickets. How did I use research skills in this unit/for this piece of work? How did I use thinking skills in this unit/for this piece of work?

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Full disclosure: I have just moved to the Hague and started a new job at the IB. Future blog posts will probably be flagging up resources the IB have created/shared OR non-IB specific posts (though still with a focus on conceptual understanding, inquiry, visible thinking...and all that good stuff)

Crisis Support Resources

You may have seen the news item ' An open letter from Director General Olli-Pekka Heinonen on Ukrain e' on the IB website a few weeks ago. While this letter focuses on Ukraine, there have obviously been other examples of crisis occuring, including the pandemic! The IB have decided to create some resources to support schools going through a crisis or learning about a crisis. This could be anything from a global crisis, like a pandemic or war, or to a crisis happening in an individual school. The idea for this framework and resources are that they are adaptable and can help schools with their own unique situations/context.

"The IB has curated resources that support: our well-being, our learning, our action, and our communities."

The resources on the website are arranged by:

Our wellbeing: This section provides resources that have been curated to support student well-being.

Our learning: This section provides resources that have been curated to support learning.

Our action: This section provides resources that address action as a response to crisis.

Our community: This section provides resources that have been curated to support the school community in times of crisis.

Some of the interesting things you will find when you dig in:
There have been a team of great people working on these resources behind the scenes. When I joined the IB a few weeks ago, many of these resources were almost complete. The only one that I helped with a little was: ​Adapting MYP units to learn about a crisis - Guidance for educators and schools.
The idea behind this resource is that you can look at your current/upcoming unit's concepts or global context, and then use the questions to make connections. This will help with transfer and and conceptual understanding. It is also a good entry point/tool for starting discussions with your students.

For example, if your unit is using the Global Context of 'Identities and relationships', and/or any of the following key concepts 'Culture / Identity / Relationships / Communities', you could reframe/pivot your unit around the following questions, or simple create space to pause and discuss:
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Who do we rely on in times of crisis?

How are different members of our community impacted by a crisis?

How can relationships help us through crisis?

How might a crisis affect people's well-being?

Is it important to look after ourselves before we look after others?

Are we stronger together?

(Action) How can we support our family, friends and community in times of crisis?

The suggested inquiry questions cover factual, conceptual, debatable and a question that could prompt students to take action. These are just suggested questions/examples!

Know any other useful resources? Add them in the comments!

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Full disclosure: I have just moved to the Hague and started a new job at the IB. Future blog posts will probably be flagging up resources the IB have created/shared OR non-IB specific posts (though still with a focus on conceptual understanding, inquiry, visible thinking...and all that good stuff) You may have seen the news item ' An open letter from Director General Olli-Pekka Heinonen on Ukrain e' on the IB website a few weeks ago.

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ExcitedEducator Service Action Unit Reflections MYP

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Unlocking the MYP Learner Profile: Concept-based planning, teaching and assessment

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