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Where is the point of intersection of the concepts taught in various subject areas? How an we bridge the gap in an effort to enable the learners transfer skills between subjects?
ATL skills are important in connecting these concepts. it is also important that the curriculum is aligned both vertically and horizontally across subjects and grade levels so that at the end pf each part of the IB continuum, the child is nurtured fully.

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LEARNING THEORIES, CBL, TRANSDISCIPLINARY THEMES

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The confusion that arises amongst teachers and the debate along the lines of transfer of skills based on concepts grounded in disciplines in eased by the Approaches to learning. These skills transcend disciplines and levels of study and may be the largest contributor to the success of the education of a learner.
However, the implict and explicit instruction of these skills in the classroom should be reinforced amongst teachers and the curriculum should allow provisions for this quest.
It is very important to ensure that the vertical and horizontal aligning of the curriculum is one sequentially to allow transfer of skills between disciplines.
The greatest question is how to assess these skills in a criterion based fashion.

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This is a major challenge for me especially since i have been learning the conceptual approach in MYP yet the DP is geared abit more to content and or syllabus coverage.

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Objectivity vs content /concept exploration

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Objectivity vs content /concept exploration

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How do i meet the objectives set for one lesson within that time period. greatest challenge lies in managing student behavior and making them stay on task.

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Demonstrations of learning are simply products that learners have to show as evidence of their learning.
well structured expectations lead to indepth demonstart

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The term demonstration of learning refers to a wide variety of potential educational projects, presentations, or products through which students "demonstrate" what they have learned, usually as a way of determining whether and to what degree they have achieved expected learning standards or learning objectives for a course or learning experience. A demonstration of learning is typically both a learning experience in itself and a means of evaluating academic progress and achievement.

Defining demonstration of learning is complicated by the fact that educators use many different terms when referring to the general concept, and the terms may or may not be used synonymously from place to place. For example, the terms capstone exhibition, culminating exhibition, learning exhibition, exhibition of learning, performance exhibition, senior exhibition, or student exhibition may be used, in addition to capstone, capstone experience, capstone project, learning demonstration, performance demonstration, and many others. Educators may also create any number of homegrown terms for demonstrations of learning-far too many to catalog here.

In contrast to worksheets, quizzes, tests, and other more traditional approaches to assessment , a demonstration of learning may take a wide variety of forms in schools:

Oral presentations, speeches, or spoken-word poems

Video documentaries, multimedia presentations, audio recordings, or podcasts

Works of art, illustration, music, drama, dance, or performance

Print or online publications, including websites or blogs

Essays, poems, short stories, or plays

Galleries of print or digital photography

Scientific experiments, studies, and reports

Physical products such as a models, sculptures, dioramas, musical instruments, or robots

Portfolios of work samples and academic accomplishments that students collect over time

Presentations or slideshows that provide a summary of the skills and knowledge students have learned

Generally speaking, there are two primary forms of learning demonstrations:

1. A project, presentation, product, or portfolio that teachers use as a form of summative assessment -i.e., an evaluation of student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period, such as a unit, project, course, semester, program, or school year.

2. A multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically during their final year of high school or middle school, or at the end of an academic program or learning-pathway experience (Note: A culminating demonstration of learning may also be used as a form of "summative" assessment). See capstone project for a more detailed discussion.

Reform

Schools and educators may use demonstrations of learning as a component of a wide variety of educational and instructional strategies, such as authentic learning , community-based learning , project-based learning , or proficiency-based learning , to name just a few. While demonstrations of learning are diverse in design, purpose, content, and execution, they are typically evaluated against a common set of criteria or standards, using a or set of scoring guidelines, to ensure consistency during the evaluation process from student to student or demonstration to demonstration, or to determine whether and to what extent students have achieved expected learning standards for a particular assignment, lesson, project, or course. Demonstrations of learning may be evaluated by a teacher or group of teachers, but in some cases review teams or panels of peers, community members, and outside experts-such as local business leaders or scientists-contribute to the evaluation process or provide students with constructive feedback. Some demonstrations of learning are even public events open to anyone in a school community . Students may also be asked to provide a formal reflection on what they have learned and created that describes how well they did in meeting either required or self-imposed learning goals.

Demonstrations of learning are typically designed to encourage students to think critically, solve challenging problems, and develop important skills and work habits such as written and oral communication, public speaking, research, teamwork, planning, self-sufficiency, goal setting, or technological and online literacy-i.e., skills that will help better prepare them for college, modern careers, and adult life. Demonstrations of learning may be "interdisciplinary" in the sense that they require students to apply skills or investigate issues across many different subject areas or domains of knowledge. Demonstrations of learning may also encourage students to connect their projects to community issues or problems (also see relevance), or to integrate outside-of-school learning experiences, including activities such interviews, scientific observations, or internships (also see learning pathway).

It is important to note that demonstrations of learning are typically purposeful teaching strategies designed to achieve specific educational outcomes -i.e., they are not merely "show and tell" opportunities. For example, demonstrations of learning can help teachers determine whether students have acquired skills that cannot be easily evaluated by traditional tests or papers, including the ability to apply skills and knowledge learned in one subject area-such as English language arts, math, or history-to problems in other subject areas or domains. For example: Can students write articulately and persuasively about a complex scientific theory or topic? Can students apply mathematical formulas in a spreadsheet to compile and analyze data and results from a laboratory experiment? Can students research the history of a scientific concept and explain how understanding of the concept changed over time as research findings provided new insights and information? In addition, demonstrations of learning also allow students to show what they have learned in multiple or multifaceted ways. For example, teachers may give students the choice to write a paper, produce a multimedia presentation, or deliver a lecture on a concept. Students may also create a slideshow that describes all the work products they created and the knowledge and skills they learned over the course of a semester or school year.

Although demonstrations of learning can vary widely in structure, purpose, evaluation criteria, and learning objectives from school to school, they commonly require students to present, explain, or defend their project design, theory or action, or results (as in the case of a scientific experiment, for example). Whether students solve a complicated math problem, write a position paper on a social issue, design a working robot, or produce a work of art, drama, or engineering, demonstrations of learning require them to articulate their ideas and respond to questions and inquiries from teachers or other reviewers. A few examples will help to illustrate these general instructional intentions:

Writing, directing, and filming a public-service announcement that will be aired on public-access television.

Designing and building a product, computer program, app, or robot to address a specific need, such as assisting the disabled.

Interning at a nonprofit organization or a legislator's office to learn more about strategies and policies intended to address social problems, such as poverty, hunger, or homelessness.

Conducting a scientific study over several months or a year to determine the ecological or environmental impact of changes to a local habitat.

Researching an industry or market, and creating a viable business plan for a proposed company that is then "pitched" to a panel of local business leaders.

Debate

While some critics may be skeptical of the educational value or benefits of demonstrations of learning (and related strategies), most criticism of or debate about demonstrations of learning is not focused on the strategy itself, or its intrinsic or potential educational value, but rather on the quality of its execution-i.e., demonstrations of learning tend to be criticized when they are poorly designed, when reflect low academic standards, or when students are allowed to complete relatively superficial projects of low educational value. In addition, if teachers and students consider demonstrations of learning to be a formality, rather than an important educational strategy, students may produce lower-quality products as a result. And if the projects, presentations, and products students produce reflect consistently low standards and quality year after year, educators, students, parents, and other may come to view demonstrations of learning as a waste of time or resources.

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The term demonstration of learning refers to a wide variety of potential educational projects, presentations, or products through which students "demonstrate" what they have learned, usually as a way of determining whether and to what degree they have achieved expected learning standards or learning objectives for a course or learning experience.

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Is a product of the curriculum mapping which has stages as outlined below

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1.curriculum mapping is alignment of the curriculum that leads to less or no overlaps or repetitions in the plan.
2. most of the time teachers do vertical alignment but forget about horizontal and subject area coherence.
3. subject area coherence should be ensured to allow students to experience the same teaching and learning experiences that are qualitative as well.

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Curriculum mapping is the process indexing or diagraming a curriculum to identify and address academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of a course of study and, by extension, its effectiveness (a curriculum, in the sense that the term is typically used by educators, encompasses everything that teachers teach to students in a school or course, including the instructional materials and techniques they use).

In most cases, curriculum mapping refers to the of learning standards and teaching-i.e., how well and to what extent a school or teacher has matched the content that students are actually taught with the academic expectations described in learning standards-but it may also refer to the mapping and alignment of all the many elements that are entailed in educating students, including assessments , textbooks, assignments, lessons, and instructional techniques.

Generally speaking, a coherent curriculum is (1) well organized and purposefully designed to facilitate learning, (2) free of academic gaps and needless repetitions, and (3) aligned across lessons, courses, subject areas, and grade levels. When educators map a curriculum, they are working to ensure that what students are actually taught matches the academic expectations in a particular subject area or grade level.

Before the advent of computers and the internet, educators would create curriculum maps on paper and poster board; today, educators are far more likely to use spreadsheets, software programs, and online services that are specifically dedicated to curriculum mapping. The final product is often called a "curriculum map," and educators will use the maps to plan courses, lessons, and teaching strategies in a school. For a related discussion, see backward design.

While the specific approach or strategies used to map a curriculum may vary widely from district to district, school to school, or even teacher to teacher, the process typically aims to achieve a few common goals:

Vertical coherence: When a curriculum is vertically aligned or vertically coherent, what students learn in one lesson, course, or grade level prepares them for the next lesson, course, or grade level. Curriculum mapping aims to ensure that teaching is purposefully structured and logically sequenced across grade levels so that students are building on what they have previous learned and learning the knowledge and skills that will progressively prepare them for more challenging, higher-level work. For a related discussion, see learning progression .

Horizontal coherence: When a curriculum is horizontally aligned or horizontally coherent, what students are learning in one ninth-grade biology course, for example, mirrors what other students are learning in a different ninth-grade biology course. Curriculum mapping aims to ensure that the assessments, tests, and other methods teachers use to evaluate learning achievement and progress are based on what has actually been taught to students and on the learning standards that the students are expected to meet in a particular course, subject area, or grade level.

Subject-area coherence: When a curriculum is coherent within a subject area-such as mathematics, science, or history-it may be aligned both within and across grade levels. Curriculum mapping for subject-area coherence aims to ensure that teachers are working toward the same learning standards in similar courses (say, three different ninth-grade algebra courses taught by different teachers), and that students are also learning the same amount of content, and receiving the same quality of instruction, across subject-area courses.

Interdisciplinary coherence: When a curriculum is coherent across multiple subject areas-such as mathematics, science, and history-it may be aligned both within and across grade levels. Curriculum mapping for interdisciplinary coherence may focus on skills and work habits that students need to succeed in any academic course or discipline, such as reading skills, writing skills, technology skills, and critical-thinking skills. Improving interdisciplinary coherence across a curriculum, for example, might entail teaching students reading and writing skills in all academic courses, not just English courses.

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Curriculum mapping is the process indexing or diagraming a curriculum to identify and address academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of a course of study and, by extension, its effectiveness (a curriculum, in the sense that the term is typically used by educators, encompasses everything that teachers teach to students in ...

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reflections to my college dean, faculty of education

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reflections to my college dean, faculty of education

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Thoughts from my first call to UBC assessor.

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summative kind of reflection focusing on areas that i interacted with at the beginning of the internship.

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this is something that i have tried to fight for, for a long time now. on 9/27/2018, i tasted the beauty of good planning and implementation of a lesson! there no going back!

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WEEK 5 OF TERM 1, SEMESTER 1.

The semester has begun on a higher niche than the older one. I want to start doing my reflections in a different way by focusing more on the four section of the UBC criteria. I will print out a document that I will be filling in weekly to track my own progress so that I have areas to improve on.

Section 4: PROFESSIONAL LEARNING:

Has work out better this term. I have included a lot of reflection in planning and even during teaching as a skill to examine that there is quality in every step of the way.

1.      Department level collaborations are going on and I am glad I have chances to contribute as well so I require evidence for this in my portfolio. Personal level collaborations are happening as well between other interns and I as far as planning is concerned. Classes shall be visited in the course of the term just to see what approaches they have adopted in their classes.

2.      I have a new partner in planning DP resources. This is intended to bring experiential learning in to the classroom.

3.      All of these measures have lead me in to exploring some details deeper: ACTION & EXTENDED RESEARCH and now I have thoughts of pursuing a course in education curricular.

Section 3: ASSESSMENT AND LEARNING:

1.    Assessment as learning and for learning as we is happening the class, year 7 , mostly. Where we ask mid unit questions like: “what have you learnt so far?” what would you like to know as we move deeper in to the unit?

This kind of feedback has enabled me to REPLAN and REINFORCE what has been taught for student better understanding

2.    Formatives are yet to begin but summative assessment are yet to begin. What I am looking to correct or learn is how to share the summative assessment task with the students so that the teaching objectives are aligned to them. I want to look at this in Year 7 and 10 so that I help remind the teachers to remember this connection.

3.    DIFFERENTIATED assessment: evidence of this in my class: I will do this in terms of differentiated products that students present for assessment.

Section 2: TEACHING AND LEARNING:

1.      Teaching theories: most of the time in MYP I explore the constructivism theory. I want to look deeper in these theories as I put together my action research.

2.      ATL skills: there is a lot of explicit teaching of these skills in my classroom by both my mentor and I. some skills are overtly demonstrated in classroom collaboration and presentation. Yesr 7, 10 show most of this as will be captured in the portfolio.

3.      I have been doing a lot of lesson planning documentation but I now need to include feedback in it so that I meet the learners needs. Ii shall attach some of the lesson plans that I have already used in the portfolio so as to track improvement in the quality of teaching.

4.      Differentiated teaching in class: supervised practice is common among year 7 and 10. Maybe I can explore more ways of doing this.

Section 1 :  CURRICULUM PROCESS:

1.       “Comprehends and applies the IB Principles of Inquiry, Action and Reflection to the practice of teaching”..

This has been common in MYP. But new partnership will hopefully assist me in doing this in diploma level as well. constraints of time vs syllabus coverage are present. How can this be overcome?

2.       “. Plans, organizes and teaches the Approaches to Learning (ATL) skills and practices that students require to become successful learners.”

Overtly seen and captured in class and are also taught

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1. deciding on one action research, between two, such that it both impacts me and my learners.this needs to be what i interact with on daily basis.
2. setting Diploma questions for test and revision.

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COMBINED SUMMARY OF PBL SETS DONE (A,B,C.pptx

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MY FIRST REFLECTION ON CRITERION B/C MARKING

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MY FIRST REFLECTION ON CRITERION B/C MARKING

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This is a reflection on the marking of criterion BC  that I have done for year 8 students this week. I feel rather proud to have learnt how to it and basically being able to understand the level descriptors, thanks to my mentor. I did not know I would manage to mark all the work by myself but I did the following areas need clarification though, for future marking:

1. Level descriptors

RESEARCH QUESTION:

What if the research question is stated as a problem with limited success, how do I gauge limited success?

If the RQ has been described/ outlined using incorrect scientific knowledge, what happens then?

HYPOTHESIS:

I need to read more on hypothesis to understand how scientific justifications can be given. should it be in tandem with the hypothesis stated or with the correct facts?

VARIABLES:

Variable manipulation and collection of data can be found or explained in the method.

What if they are only stated and the rest of the method, safety and apparatus are well done?  does this pull down the grade?

Manipulation of IDV & DV. ( look in to this)

Most students still refer to apparatus as variables. They need more guidance on this.

METHOD:

Safety precaution dealing with fire/ heat for instance, should they be summarized in to one statement to avoid repetition?

DATA COLLECTION:

What does it mean/ how can I know if data has correctly been collected?(from the method used?)what if the data has large ranges which would affect an experiment looking closely at numerical values?

DATA INTERPRETATION:

Wrong graph/correct interpretation

Correct graph/ wrong interpretation

Correct graph/correct interpretation/ wrong scientific reasoning

Wrong graph/wrong interpretation(or in tandem with the graph drawn)/ correct scientific argument?

IMPROVEMENTS/ EXTENSIONS:

Are these two considered to be one?

Improvements- what I would do better if I did the experiment again

Extension- further research that I can do, stemming from what I have done so far?

Making the learners understand the task

If I make them understand the task, is it correct to do so? Or will I be giving the information that I will later assess? E.g. a student asks why a thick rod will take less time as opposed to the thin rod. should I give the scientific explanation or let them do some research on their own?

Grouping dynamics in marking and assessing(collaboration and collusion)

In group formation? How do I group them? Do I allow them to choose? Does any of these methods interfere with their results?

During the marking, I realize I should compare group work data and then assess the rest individually, or should i? what should be similar/different in their reports?

1. Explaining of terms to be used before hand or the scientific concepts to be used?

Should these be taught before the investigations begin or are they part of the research to be done? Some terms such as conduction, conductivity were a great confusion to the learners. How do I get the chance to explicitly explain to them the differences?

1. Feedback to the learners:

After assessing their work, how do I get to give hem collective feedback for future use of the same tool. I feel some concepts need to be clarified so that any misconceptions are cleared out or any of their process questions addressed .

Note:

1. The teachers discretion can vary depending on the conditions in which the marking is happening.

2. The greatest challenge is balancing descriptors when a student does very well in all of them and fails terribly in one or two of them. Do they get benefit here? Or do I have to pull them down to the level of their poorly performed descriptor?

3. Before giving such a task, the teacher should read widely on it to expect  range of responses and save time during marking as opposed to doing the research and marking at the same time.

4. If a student has not done the experiment but has analyzed it, how do I go about it?

5. What are some factors that may lead to some not submitting their work? or submitting late?

6. Put down the feedback areas that you want to address after the assessment, during the marking so that most of this is not lost once you are done marking.

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REFLECTION ON MY FIRST CRITERION D MARKING: PHYSICS

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REFLECTION ON MY FIRST CRITERION D MARKING: PHYSICS

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This was the task description that learners were following. This criterion was challenging to assess due to:

1. Many possibilities to the problem were explored so I had to also research and read broader to be able to gauge the level if student understanding.

2. Separating the level descriptors was tricky because of the thin line between them.

The following are the things I would ask students to look in to:

1. FORMAT:

Check on the font and font size so that both are standard as conventionally agreed.

Have the essay written as an essay and not in point form.

Let there be chronology of content so that ideas can flow for easy assessment

2.REFERENCING:

Use APA format strictly as required by the question. I will guide them on the use of APA in putting down resources as either references or bibliography.

In-text citation is key including citing sources of images/graphs etc. used

1. STATEMENT OF THE PROBLEM

The problem should be clearly stated and sufficient evidence given so that the scale of the issue at hand is addressed

Let them choose just one device that they can explore rather than outlining all of the m and the narrowing down to one.

How has science been used to solve the problem? ( is it the science in the working of the device or the science that led to the formation of the device.

1. WORLD FACTOR:/IMPLICATIONS

Choose only one and go deep with it.

write in prose

connect each argument to the world scale in terms of itself or something else

1. EVALUATION /CONCLUSION

Make a conclusion that is in tandem with the arguments/ discussions in the implications sections. Don’t always agree/disagree with the device for example, just because you chose to focus on it.

1.  ACADEMIC HONESTY:

Similarity in student work was noticed. How do I deal with it? How can I use turn it in

To check for plagiarism or any form of dishonesty and what are the consequences.

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this week i learnt the importance of sharing and learning from fellow colleagues. it is enriching and it opened my eyes to see so much possibility in achieving whatever i want to achieve. every bug piece is a summation of small chunks brought out together beautifully. small chunks might be the weaknesses or strengths of others that show you you are not the only one and that it can only get better if we share what we through. what seems as terrible to me , may be just the response that someone else needs to make a huge step. so take that leap and talk about your vulnerabilities and you will realize that the same boiling water that hardens a boiled egg, softens some potatoes!