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Within Year 10 at Good Shepherd Lutheran College, we believe inquiry-based teaching within a concept-based curriculum is ...

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Within Year 9 at Good Shepherd Lutheran College, we believe inquiry-based teaching within a concept-based curriculum is ...

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Within Year 8 at Good Shepherd Lutheran College, we believe inquiry-based teaching within a concept-based curriculum is ...

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Within Year 6 at Good Shepherd Lutheran College, we believe inquiry-based teaching within a concept-based curriculum is ...

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Within Year 6 at Good Shepherd Lutheran College, we believe inquiry-based teaching within a concept-based curriculum is ...

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Set a year level goal as a result of our reflection this afternoon. (SEQTA - Forums)

What IB MYP Standard and Practice does this align with?

What evidence will there be as a result of putting this goal into action?

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Progress is never a straight line and is a result of multiple push-pull factors.

What pushes us forward? (Inspiration, light-bulb moments, collaboration, shared-practice, peer observations, etc.)

What pulls us backwards? (Lack of understanding, disappointing lessons, failed risks, etc.)

(The pull-factors are often the ones that inspire critical and creative thinking and promote innovation. The Learner Profile attributes of Balanced, Principled and Risk-Takers can help us create solutions to our pull-factors.)

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With this self-assessment and reflection, what changes would we make to our Collective Understanding Articulation? (Update Padlet post)

(IB Evaluation is a snapshot of our progress from Authorisation to Evaluation. The IB recognises the ever evolving nature of our world and requires that IB teachers, through embodying the attributes of the Learner Profile, can clearly show how they are developing as reflective practitioners. Something to keep tucked away and occasionally ponder - how has your practice progressed from authorisation (or starting at the College) to this point and where to from here?)

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Dancing in the Light, Marcia Behrenbruch (2012)

Transitioning to Concept-based Curriculum and Instruction, H. Lynn Erickson and Lois A. Lannging. (2010)

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Sorting out: Marcia Behrenbruch and Lynn Erickson continuums

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Sorting out: Marcia Behrenbruch and Lynn Erickson continuums

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Marcia Behrenbruch Reflection: In year level teams read through the statements and place each statement in proximity to how this is practiced within our year levels. The closer to the centre the most embedded this is within our practice, the further from the centre, the least embedded within our practice this is.

Lynn Erickson Reflection: In pairs read through the Lynn Erickson Rubric: The developing concept-based teacher. Keeping in mind the snapshot nature of evaluation, take a snapshot of where you are now on the continuum.

(The work of Lynn Erickson is fundamental to the concept-based nature of the MYP. The more familiar we are with her work, we can begin to take greater risks in our planning, teaching and assessing. Marcia Behrenbruch is our IB Representative for the National Curriculum and has a wealth of knowledge with regards developing an inquiry-based school.)

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Finding out: Inquiry-based, concept-driven teaching and learning

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Finding out: Inquiry-based, concept-driven teaching and learning

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At our varying levels of experience within the MYP, how can we articulate our collective understanding of just what inquiry-based teaching within a concept-based curriculum is? (Post on this Padlet)

What is our collective response to the following statement: Inquiry-based teaching and learning is about the learner constructing meaning.

(A large part of our IB Evaluation will be dialogue. We will all have the opportunity to share our understanding and practice as MYP teachers. The focus will be on our understanding of the inquiry-based, concept-based, rigorous and holistic nature of our pedagogy.)

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We are in our fifth year as an authorised IB World School. As change is the one of the constants in our career, we will start with reflecting on the evolution of our own practice.

What evidence-based evolution have you personally experienced?

What evidence-based evolution have we as a College experienced?

(Evidence-based practice is a large component of IB Evaluation - we need to ensure that our understanding and practice is visible.)