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What perspectives contribute to the design of student chairs? (Advocate for one’s own rights and needs)

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inquiry!

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golden rule for international baccalaureate

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golden rule for international baccalaureate

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golden rule for international baccalaureate

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https://jonfmueller.com/toolbox/examples/tasks_middle_math.htm

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examples: authentic tasks: middle school: mathematics (Authentic Assessment Toolbox)

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Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Comments, questions or suggestions about this website should be sent to the author, Jon Mueller, at jfmueller@noctrl.edu.

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According to Grant Wiggins (1998), an assignment is authentic if it

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According to Grant Wiggins (1998), an assignment is authentic if it

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is realistic.

requires judgment and innovation.

asks the student to “do” the subject.

replicates or simulates the contexts in which adults are “tested” in the workplace or in civic or personal life.

assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.

allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.

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Authentic assessment involves performance tasks, and real-world problem solving that allows learners to demonstrate their knowledge in multiple ways. They are more meaningful to the learner because they can see the real-world application of the skills.

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study.com

Great resource for a variety of subjects.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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So even though I taught PYP, this was really difficult as we always had stand-alone math units where we basically focused on the skills and learning experiences rather than doing a whole interdisciplinary unit. It's really cool to see the global context being brought into teaching math.

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Summarizing large quantities of data into different forms can make them simpler to understand.

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GRASPS resource for Summative Assessments.pdf

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I feel confident that I can jig saw together an SOI but I feel like it is overly general. But maybe that's the point and it's supposed to be general to allow cross curricular implementation.

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What evidence will need to be provided for the implementation of the IB program?

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I feel confident in my understanding of IB as a concept.

How do I use IB to help design lessons to supports students with special needs?

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I feel confident in accessing the guides to reference to while writing SOI's

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I feel confident in accessing the guides to reference to while writing SOI's

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I feel more confident about the idea of this model. I wonder how to fit it all in! 

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I feel more confident about the idea of this model. I wonder how to fit it all in! 

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What concept do you see more teachers developing units with?

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What concept do you see more teachers developing units with?

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Identity can be modeled by patterns and transitions.

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Scale drawings measurements show changes and patterns. 

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Scale drawings measurements show changes and patterns. 

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Relationships can been discovered via models and representations to responsibly co-exist.

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Relationships can been discovered via models and representations to responsibly co-exist.

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Graphs can show frequency of change in systems and global interactions.

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The relationship between numbers can be used to compare the impact money has on equitable distribution of resources throughout the global economy.

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Patterns of quantities can represent relationships in power and privilege.

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Patterns of quantities can represent relationships in power and privilege.

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Patterns of quantities can represent relationships.

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Key (ONE) + Related (1-2) = Conceptual Understanding Statement

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Key (ONE) + Related (1-2) = Conceptual Understanding Statement

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Skill in the middle and concept in the next and topic on the outer circle of the target. 

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I wonder how we can implement this when not all teachers are on board.

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I wonder how we can implement this when not all teachers are on board.

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I wonder if we had opportunities to collaborate with both our subject matter teams (i.e. math) AND our grade level teams (i.e. 6th) in order to develop units

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I wonder if we had opportunities to collaborate with both our subject matter teams (i.e. math) AND our grade level teams (i.e. 6th) in order to develop units

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What do you think about creating a year-long planning schedule for teachers?

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What do you think about creating a year-long planning schedule for teachers?

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I wonder if administration is clear about the IB program.

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I wonder if administration is clear about the IB program.

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I wonder if we can get some dedicated planning time to create great curriculum? 

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I wonder if we can get some dedicated planning time to create great curriculum? 

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Would it be possible for us to have more time for team collaboration?

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What do you think about giving us lots of planning time to help us prepare for this new model? 

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What do you think about giving us lots of planning time to help us prepare for this new model? 

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Do IB schools get to take a different assessment (maybe more like a portfolio), rather than the SBAC test at the end of the year? 

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Do IB schools get to take a different assessment (maybe more like a portfolio), rather than the SBAC test at the end of the year? 

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How do I inspire students working through that productive struggle?

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How do I inspire students working through that productive struggle?

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Make it more fun? Positive? Differentiated?etc

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Make it more fun? Positive? Differentiated?etc

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Setting challenging goals for student, so they are pushing themselves and better preparing themselves for the next level of mathematics.

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How do I make it more relevant for my students?

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How do I make it more relevant for my students?

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I also feel held down to a certain way of teaching because of testing requirements. 

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I also feel held down to a certain way of teaching because of testing requirements. 

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How do I inspire kids to be self-motivated?

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How do I motivate students in math who find math challenging, because they are kinesthetic learners and there is very little access to tools that present math as a tangible thing?

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How can we improve student participation in class so that this can be successful? 

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How can we improve student participation in class so that this can be successful? 

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How do I truly inspire a student who has such a negative image of math?

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Which Statement did you most Identify with?

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Which Statement did you most Identify with?