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Principles into Practice - Learning and Teaching (English)

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Principles into Practice - Learning and Teaching (English)

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· What strikes us as noteworthy about this scene?
· Our current education model was defined by the Committee of Ten over a century ago.  What skills and character traits did they want young adults to have for 20th Century assembly line jobs?
·  What skills and character traits are essential for students for career and citizenship in the 21st century?
·  Do we critique our assignments on the basis of which essential skills they’re developing?
·  How can we assess student progress on essential skills?  
·  What micro-innovations could we try to accelerate student development of essential skills?

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What does it mean to be an inquiry teacher?

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What does it mean to be an inquiry teacher?

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What does it mean to be an inquiry teacher?

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Principles into Practice - The Learning Community (English)

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Principles into Practice - The Learning Community (English)

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Video - Making Connections Across Languages

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Video - Making Connections Across Languages

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Padlet - What could agency look like in my classroom

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Padlet - What could agency look like in my classroom

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Developing a Transdisciplinary Programme of Inquiry 

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Developing a Transdisciplinary Programme of Inquiry 

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How To Get Into Inquiry-Based Learning: Part 1 – First Steps to Inquiry

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How To Get Into Inquiry-Based Learning: Part 1 – First Steps to Inquiry

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How To Get Into Inquiry-Based Learning: Part 1 – First Steps to Inquiry

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Principles into Practice - The Learner (English)

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Principles into Practice - The Learner (English)

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Meeting student learning diversity in the classroom

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Meeting student learning diversity in the classroom

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These are the top 10 job skills of tomorrow – and how long it takes to learn them

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Critical thinking and problem-solving top the list of skills employers believe will grow in prominence in the next five years.

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Video – Collaborative planning in action

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Video – Collaborative planning in action

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How To Get Into Inquiry-Based Learning: Part 2 – Working Towards Open Inquiry

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How To Get Into Inquiry-Based Learning: Part 2 – Working Towards Open Inquiry

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https://www.youtube.com/watch?v=4QaKXn0mO44

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How To Get Into Inquiry-Based Learning: Part 2 – Working Towards Open Inquiry

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How multilingual is my school - A self-audit tool

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How multilingual is my school - A self-audit tool

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How To Get Into Inquiry-Based Learning: Part 3 – 5 Skills to Become an Inquiry Teacher

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How To Get Into Inquiry-Based Learning: Part 3 – 5 Skills to Become an Inquiry Teacher

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How To Get Into Inquiry-Based Learning: Part 3 – 5 Skills to Become an Inquiry Teacher

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Principles into Practice - The Learner (Spanish)

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Principles into Practice - The Learner (Spanish)

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How To Get Into Inquiry-Based Learning: Part 4 – 4 Student Inquiry Skills to Nurture and Assess

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How To Get Into Inquiry-Based Learning: Part 4 – 4 Student Inquiry Skills to Nurture and Assess

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How To Get Into Inquiry-Based Learning: Part 4 – 4 Student Inquiry Skills to Nurture and Assess

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Principles into Practice - The Learning Community (Spanish)

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Principles into Practice - The Learning Community (Spanish)

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How to get into Play-Based Learning: Part 5 - Educator Strategies for a Playful Classroom

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How to get into Play-Based Learning: Part 5 - Educator Strategies for a Playful Classroom

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How to get into Play-Based Learning: Part 5 - Educator Strategies for a Playful Classroom

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Principles into Practice - Learning and Teaching (Spanish)

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Principles into Practice - Learning and Teaching (Spanish)

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The Learning Environment as the Third Teacher

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The Learning Environment as the Third Teacher

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The Learning Environment as the Third Teacher

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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Session 1 7:45 –9:45

Break 9:45-10:00

Session 2 10:00-12:00

Lunch 12:00-12:30

Session 3 12:30-1:30

Break 1:30-1:45

Session 4 1:45-2:45

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These resources provide support and understanding about key characteristics of the Primary Year’s Programme (PYP).

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Tokyo International School Teaching Thinking Skills

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Group members - Jason Luker, Jenna Klein, Jennifer Cuffy, Nicole Trawick .

Video & questions:

These are some of the current thinking strategies that we use in the classroom:

positive reinforcement of quality thinking and modeling out loud thinking skills and making connections. These strategies give students a sense of belonging and confidence in their learning. Modeling allows them to have a framework of how the thinking could look. This gives them a starting point for their own growth.

The strategy that stood out the most to us was having students choose their own thinking skill to focus on and reflect upon. This was a new strategy that we don't currently use. Currently students use thinking skills, but they don't have individual agency over these thinking skills.

By applying these new skills, we think the impact will be making the students more self-reflective and aware of their learning and thinking. this should also make them more responsible and confident in their learning.

Unit planner;

Approaches to learning (ATL):

1.Research

-Students will research various Native American Floridian groups (tribes).

2.Communication:

-Students will share their research with other students in collaborative groups and then design and create a project presenting the information that they gained. Students have agency to select what they would like to use to present their information (powerpoint, poster, etc.)

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Memebers: Mikayla Summerlin, Sabrina Butler, Chandorer Mowatt, Mack Moore, David Martin, Susan Morrissey

Which of these different thinking strategies stood

out to you, and why?

Thinking can be visual and physical. Use technology to support learning. Self-reflection.

• Are you using any of these thinking strategies in

your own classroom? If so,

what impact have they had on student learning?

We use visuals within the classroom to help the students better understand concepts that we cover. We give many opportunities for the students to reflect on what they have learned individually and we also give them multiple ways in which they can reflect. We give a lot of opportunities to reflect throughout the day as well as on exit tickets.

3. With your collaborative unit planning group:

• Consider what skills your students will be able to

know, do and understand as a result of this inquiry.

Understanding of their own metacognition helps them understand how they learn best as well as how to collaborate. It also helps them become more respectful of others’ opinions. It is also important to take the time to meet the students where they are in a specific area. We are all starting at a different point and we need to build our lessons to meet them where they are and get where they should be by the end.

4. Write the relevant approaches to learning skills in

the ‘Approaches to learning’ box.

What we discussed allies to all the approaches to learning as they can be applied in a variety of ways when using different learning strategies. For example, communication is key when collaborating and doing self-reflection.

5. Finally, create a learning experience that

highlights the use of one of the ATL skills you have

identified on your unit planner

Students label the parts of a plant as a class while discussing the form (parts) and the function of each part. Students will then practice labeling the plants independently. ​ Students will view a teacher sample to self-reflect on what they could change next time to be more accurate when labeling their plants.