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corporation between subject teacher, SEND and EAL teachers need to be a two way communication channel, and full use of internal and external data to help inform and plan for all students needs. Use of data and communication will also help to enhance teaching and learning and allow schools to evolve a more refined planning strategy.

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Differentiation that i use for my students range from using different coloured paper to increasing font size on worksheets together with simpler language for EAL students.
Differentiation will depend on the type of SEN.

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Some examples I use in my class:
1. Choice of essays- give the weaker students an easier topic for essays  and variables for lab reports
2. Fill in the blanks
3. List of vocabulary
4. Sort out sentences
5. Animations

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A differentiation technique used gives students a menu of complexity of tasks and support. e.g. some students find it easier to investigate through hands on and may carry out a simple experiment/investigation while other students research information or create models. Hard work to set up but works well.

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Differentiation strategies:

1. Rewordify (website)
2. Regroup, Students unsure of the concept/skill/process, remain with the teacher to have a further clarification and instruction. They then leave the group when they are comfortable with the skill.

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Using g differentiated worksheetswith different levels  matches  all students abilities and understandings

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a special exams or worksheets are taken to the students and a special power point with lots of pictures  instead of paragraph.
may be by giving them something easier than others.

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Differentiation strategy:  Utilize news and science articles that can be customized for different reading levels:
https://newsela.com/

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Differentiated Tasks
Higher Order questioning
Groups with allocated tasks
Progressive Tasks
Use of technology
Groups by shared interests
Teacher one-on-one (guidance)
Quizlet
Kahoot

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- Mood boards to explain certain topic instead of writing a paragraph
- Pairing with students with others that speak the same language
- Pairing a lower ability student with another that will help with tasks or help explain tasks better
-use of videos, pictures diagrams
- verbal discussions in lessons
- writing frames, sentence starters , key word bank, key word with diagrams,

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Have kids with ADD use different colour pens/markers to take notes. They tend not to become distracted because they are focus on switching the pens/markers while they are writing.

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A good understanding of the difference between factual, conceptual and debateable question. I am able to write 'big' questions now that are broad and include key concepts.

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I found this session beneficial even thought I already knew how to write inquiry questions.

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I have learnt how to build up the inquiry questions very well

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I have learnt how to structure the factual, conceptual and debatable part of the the unit planner.

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I have a better understanding of the structure of conceptual questions vs debateable questions.

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For big questions, and small ones, collaboration and input from all teachers will achieve a much more useful and focused set of factual, conceptual and debatable questions. teamwork is hugely important.

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Inquiry questions need to be big and broad (Factual, Conceptual, Debatable).  Inquiry questions should also incorporate key concepts, related concepts, and global contexts. Smaller, more focused questions fall under "Action: Teaching and learning through inquiry"  Content section.

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I have a better understanding of the teaching and learning through inquiry process. I also
have a better knowledge of coming up with the questions.

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In order for me and my colleagues to be better implement ATL skills, is to inform my colleagues to teach the ATL explicitly and implicitly. Also to make sure that in the student's reflection section for each assessment to include a section on ATL skills.

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In order for me and my colleagues to better implement ATL skills, I must communicate the skills should be explicitly and implicitly taught. Also, create an ATL Skills task sheet.

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Explicit and implicit part was new to me , well explained

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in order for my colleagues to better implement ATL skills, we have to concern more on how the explicit and implicit can affect our understanding on how these two affect the understanding of the students on their assessment

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In order for my colleagues to better Implement ATL skills, I must inform them to use both Explicit and Implicit use of skills so that students have the necessary skills to understand what is required in the task.

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In order for my colleagues to better implement ATL skills I
must communicate information and ideas effectively to multiple audiences using a variety of media and format. Show examples explain the difference between implicit and explicit

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In order for my colleagues to better implement ATL skills used in lesson i would review the task sheets to make them more specific to open up the potential for students to have more specific reflections, and be able to accurately focus on where they have not achieved their desired levels.

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In order for my colleagues to better implement ATL skills, we must practice how t make implicit and explicit skills which relate to each specific unit. I didn't to know that an Explicit skill could be a general assignment that helped practice the skill needed for the summative assessment. I just thought it was a practice assignment out side of class which prepared them for the implicit (which I thought was the summative itself).

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In order for me/my colleagues to better implement ATL skills we must get the students to reflect on ATL skills used in lessons and their impact.

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Gained a better understanding of how to use GRASPS in assessments. Will need to revisit assessments made already to make them more authentic. Allow students more time to reflect on their work.

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Better understanding in relating the assessments to the concepts and the Global context using the grasp
Lynn

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There are several components to assessments. The GRASPS technique allows us to focus on all the area that should be included in order to make an effective assessment.
Reflection before assessments are administered is extremely important, as it allows us to make adjustments to the lesson in order to assist the student's needs.

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an effective session which reflects  our need to manage our documents

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Need to reflect on the unit assessment that are already in place with a view of revamping them.

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Was great to clarify the idea that links  GRSPS and the statment of inquiry

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An assessment must be authentic, inclusive and challenging.

GRASPSis truly a great way to create an authentic assessment if doing it correctly.

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Assessment process is now better understood and I found he processes of creating assessments to answer the statements of enquiry particularly useful.

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Assessment needs to authentic where possible (GRASPS). This will encourage students to become more engage and to gain more from the assessment.

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Utilize GRASPS for Climate Change Unit for students to think about issues from different perspectives.  Create Assessment rubric with factual, conceptual, debatable framework (Criterion D)

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Good session which made us think about how we construct a task that is suitable to the topic, that supports the IB documentation and provides the students with a meaningful assessment.

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Please write your reflection like this :)

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Able to think independently

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How IB programmes aim to develop internationally minded people, which is one of the learner profile attribute ( open minded)

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How IB programmes aim to develop internationally minded people, which is one of the learner profile attribute ( open minded)

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Able to share different practices and methods of international mindedness within the classroom.

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communicator

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Reflective
and open mindedness

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Reflective

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 open mindedness: Understanding what the MYP is all about and learning about other person's experience

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 open mindedness: Understanding what the MYP is all about and learning about other person's experience

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Open-minded - enjoyed learning about Personal Project timeline, and in reflecting about how Fairgreen provides a platform for students and teachers to become engaged global citizens.

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Reflective, discussing what we as individuals and as a school do well or need to work on. Sharing these thoughts among the group and discussing next steps.

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Reflective, discussing what we as individuals and as a school do well or need to work on. Sharing these thoughts among the group and discussing next steps.

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Learning about how schools do things so differently, and learning about the various strategies used in delivering the MYP science.

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Reflective, open-minded, thinker, knowledgeable. The session was useful as it made me think more deeply about how the curriculum meets the students and IB requirements.

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Reflective, open-minded, thinker, knowledgeable. The session was useful as it made me think more deeply about how the curriculum meets the students and IB requirements.