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Group 1 Members and Mode of Collaboration

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Group 1 Members and Mode of Collaboration

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1. Use "Add Comment" below to join this group.

2. Organise a way to communicate/collaborate.

3. Post your learning product below.

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Group 2 Members and Mode of Collaboration

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Group 2 Members and Mode of Collaboration

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1. Use "Add Comment" below to join this group.

2. Organise a way to communicate/collaborate.

3. Post your learning product below.

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Group 3 Members and Mode of Collaboration

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Group 3 Members and Mode of Collaboration

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1. Use "Add Comment" below to join this group.

2. Organise a way to communicate/collaborate.

3. Post your learning product below.

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Group 4 Members and Mode of Collaboration

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Group 4 Members and Mode of Collaboration

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1. Use "Add Comment" below to join this group.

2. Organise a way to communicate/collaborate.

3. Post your learning product below.

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Group 5 Members and Mode of Collaboration

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Group 5 Members and Mode of Collaboration

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1. Use "Add Comment" below to join this group.

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PYP: Principles into Practice / Additional Resources for PYP / Resources / Podcasts / Language Learning in the IB

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What is translanguaging? Translanguaging is the process  in which pupils use a language in which they are confident and comfortable to aid their understanding and learning within the classroom. It can also be used to support the teacher input.

Reflection questions to support planning- What languages do my pupils use at home and in school? What themes/topics will translanguaging relate to? Is content or language going to built upon? Will I use translanguaging for delivery of knowledge or child outcomes (work produced)? Where will I (as a teacher) find the support I need?

Strategies that can be used in learning and teaching-  Pre-reading of texts, share stories verbally in preferred language, group/partner work in preferred language, Widgit for word banks/word walls, including both the school language and the pupils preferred language, appropriate adult support.

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For EYL, I under the impression Teacher-focused learning was critical. I learned this is not the case, and would need to move away from that towards more co-constructed lessons based on the interests seen during important free play events. More importantly, the teacher needs to focus on being the role model of the various learner profile attributes they wish to see in the students. The ability to think, for example, needs to upheld by the teacher as more important than knowing something during these formative years. I remember a teacher once said, "we are not here to teach someone how to build a boat, but to instill the desire to traverse the ocean." In that sense, the desired outcome is to, through agency and action, create intrinsic motivation to think, learn, and create.

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For EYL, I under the impression Teacher-focused learning was critical. I learned this is not the case, and would need to move away from that towards more co-constructed lessons based on the interests seen during important free play events. More importantly, the teacher needs to focus on being the role model of the various learner profile attributes they wish to see in the students. The ability to think, for example, needs to upheld by the teacher as more important than knowing something during these formative years. I remember a teacher once said, "we are not here to teach someone how to build a boat, but to instill the desire to traverse the ocean." In that sense, the desired outcome is to, through agency and action, create intrinsic motivation to think, learn, and create.

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What is translanguaging: it's a process in which students draw on known languages, combining their elements to meet social and communicative needs. Students can make connections between languages or use language skills from one language to support another language.
Reflection questions:
1. What if some students over rely on translanguaging which may impact their further language development?
2. As translanguaging is a process of language learning, does that mean the ultimate goal of translanguaging is to master the target language fluently and successfully?
Strategies can be used:
1. Create a welcoming and easy classroom learning culture where students feel free to use translanguaging
2. Teachers acknowledge translanguaging and always give positive feedback to students

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CONNECT: I connected to the importance of the home/family language in learning. Using the support of family both at home and at school to facilitate deeper understanding especially where the language of instruction is different to the home language.
EXTEND: Students learning an additional language have an enormous amount of cultural information to absorb as well as the language. This is very tiring for their brain.
CHALLENGE: How is music used as a text to enhance learning?

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Independent Study: Angelica Davis
Learning through technology is a positive way to ensure that students have different modalities to learn their language. Using many resources to enhance your environment in the classroom can also make it fun to learn. For example, using a PowerPoint to teach students is one of the most common methods to have in a classroom, but making changes to include video to enhance the lesson, applying sounds to words, and other such methods. Having a session in a class to allow students hands on approach with technology by bringing in computers to further the understanding of lesson, and helping students to create group projects using resources of the internet in conjunction with books. Through technology, the teacher can show the world to students by combining all forms of learning skills for the students who have different comprehension. Sight, Sound, Touch, are 3 learning skills, but what about hands on, getting the student to actually do what you are showing them by creating a combination lesson that targets at least 4 to 5 learning skills to ensure that students don’t feel left behind. Technology Learning wheel is a good way to remind teachers of how to combine methods to help enhance the learning environment. “PYP technology learning and teaching immerses students in the interplay between learning technology, learning about technology and learning through,” which means having a computer in the classroom environment with internet access can help the PYP student to access to a wide range of information. When I teach lessons, I do my best integrate technology into the classroom, by first teaching the lesson, and then bring pictures to match the targeted vocabulary. Followed by teaching a generic sentence to interchange with the targeted vocabulary, and I find a video to match the lesson to give visual and audio match to the lesson. Then I apply a hands-on approach in group work to get the students to do a match words to pictures and then words to sentences by having scrambled words for the review content. Then after this portion of the lesson, I turn the students to their textbook, and doing it this way the textbook acts as another form of review, but they have a higher understanding of lesson because of the integration of different modalities of technology. “A concept, it incorporates coding, communication, information, design and innovation. As a learning extension, it supports the development of critical, creative and transfer thinking, in addition to systems and computational thinking.” Technology doesn’t always mean computers and the internet, technology means using anything created to change the thinking or the person who is using it to enhance their educational experience, at least this is what I think technology means to me.

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Children should enjoy school, and they should learn while they play. Plays helps foster self worth, respect, social skills, and at the sametime they are learning.