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Self Assessment Differentiation

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Questionnaire on Classroom Questions

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Rubric for Inquiry Based Teacher

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Examples of Differentiation Strategies

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IB Programme Standards and Practices

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3 - Philosophy on Teaching and How I Learn

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3 - Philosophy on Teaching and How I Learn

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Cooperative vs Collaborative Learning

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Anniversary Celebration of Cooperative Education

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Essential Elements of Cooperative Learning

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Regent University Center for Teaching & Learning: Comparing Cooperative & Collaborative Learning

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This short mini lecture provides the basic similarities and differences between cooperative and collaborative learning

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Phases of Inquiry by Murdoch, K. (2010)

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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Concept Based Teaching by  H Lynn Erickson

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Reflection for Concept Based Curriculum

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The term cooperative learning refers to what we commonly know as group work. Groups are typically made up of 4-6 heterogeneous students that work together to accomplish a task that would otherwise be difficult to accomplish on their own.

Cooperative learning exists to break up the monotony of individual learning.

Three Cooperative Learning Strategies and Examples
https://goo.gl/CiWlLg

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Session 4 - Discussion as a Way of Teaching

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Session 4 - Discussion as a Way of Teaching

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A great example of genuine inquiry used in class was the story of Wilfrid Gordon McDonald Partridge:

Wilfrid lives next to a retirement home, and his favorite old person is 96-year-old Miss Nancy. Everyone says Miss Nancy has lost her memory, and despite the fact that Wilfrid doesn’t even know what a memory is, by accident he helps her find it.

Questioning is a device by which a subject can be clarified through exploration from different perspectives as well as prompt the group to think creatively and challenge assumptions.

Three strategies for discussion and examples:
https://goo.gl/QGn2J2

Questionnaire on Classroom Questions:
https://goo.gl/VSWpnO

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The Inquiry model I most identify with is Kath Murdoch’s. Murdoch believes that inquiry is a way of being. Inquiry is messy and recursive. I can see this is in my one year old daughter as she discovers different foods and learns how to eat on her own. I can also see it in other children her age as they each have a different starting point and a different process in which they explore the world around them. Like Socrates said, “the unexamined life is not worth living.” It is essential for us to continually engage in the process of inquiry and discovery.

A good example explored in class was a Baby´s Inquiry:
https://goo.gl/xJLaqT

Another great example of how a class is shifted into an inquiry model can be seen by comparing the first and second class taught by Katherine Watson, who is played by Julia Roberts in the film Mona Lisa Smile.

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La sonrisa de la Mona Lisa - La primera clase

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Generalization

Macro: Function, society

Micro: Legislation, Identity

Starting with the macro concept of function, every member of a society has roles to fulfill, these roles have written and unwritten laws. In order for these laws to come into effect, legislation needs to take place. Legislation is the process of making or enacting laws to help a society function.

Society is composed of a community of people that chose to live together despite their differences. If one wants to be part of a specific society, he/she must learn to find a way to coexist. Identity is defined not only by a persons individuality but by the community that one ascribes to.

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IB Standard C3: Teaching and learning empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action.

builds on what students know and can do

allows students to be actively responsible for their learning

uses a range and balance of teaching strategies

recognizes and reflects multiple perspectives

addresses the needs of students at different stages in development and with different learning styles

is supported by a range of appropriate resources

engages students as critical thinkers with developing views of their own

encourages students to take appropriate action

meets the needs of students not proficient in the language(s) of instruction • promotes academic honesty

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Where I started and where I am now!

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This portfolio has been created for the Methodology and International Education course. The aim of this portfolio is to present the concepts and products developed through the course work.

My hope is that through this brief presentation you will be as challenged as I have been to create a better model of education for our children.

"It must not be forgotten that the basic law of children’s creativity is that its value lies not in its results, not in the product of creation, but in the process itself. It is not important what children create, but that they do create, that they exercise and implement their creative imagination" - Lev Vygotsky

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Individuals have different ways of understanding and processing information according to their personalities and experiences, having content, processes that are varied will allow us to reach all of our audience most of the time. Having students involved in the final product will allow for increased student engagement and sense of responsibility. It will allow students to have an understanding of what the final product is and where they find themselves.

Differentiating Instruction:
https://goo.gl/0auNvM
Differentiation Strategies:
https://goo.gl/zAn4Hx