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Assessment is an integral part of teaching as it informs teaching and learning and learning and we offer several types of assessment: formative, summative, peer assessment, self assessment

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Assessment is an integral part of teaching as it informs teaching and learning and learning and we offer several types of assessment: formative, summative, peer assessment, self assessment

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Edelweiss Team                      We attend and participate actively in the weekly collaborative planning meetings.  We do peer-observation and reflection or feedback discussion; sharing effective teaching strategies and areas to improve  further which will be beneficial in responding to the students' learning needs and styles. 

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Edelweiss Team                      We attend and participate actively in the weekly collaborative planning meetings.  We do peer-observation and reflection or feedback discussion; sharing effective teaching strategies and areas to improve  further which will be beneficial in responding to the students' learning needs and styles. 

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It is not only changed my way of teaching but my way of thinking about learning and teaching when the students become an integral part of the process and learning and teaching are going hand in hand; we are all lifelong learners (students, parents, teachers); learning and teaching should be authentic; not always teach but model; implement in practice the acquired skills and knowledge; trust students etc.

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Previous experience didn't offer opportunities for transdisciplinary learning. PYP gives the chance to integrate content which makes for better connections between lessons. Thinking and planning can be done in advance (the POI / AERO/ EYFS alignment)

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weekly scheduled meetings in grade level teams, with single subject teachers, with the PYP Coordinator and Elementary Principal, planning as the whole PYP team, etc.

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weekly scheduled meetings in grade level teams, with single subject teachers, with the PYP Coordinator and Elementary Principal, planning as the whole PYP team, etc.

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one of the examples - UOIs are connected with the host country culture, history and geography.

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Field trips, real life applications, playtime (role play). Students need experiences, not just teaching. Lessons should be applicable to students' experiences and life.

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PYP offers an authentic connection to real life - transdisciplinary connections, development of the whole child, (more than academics). It also translates into every day life - skills, Learner Profile attributes

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With our young learners we do visual assessment like sign and symbols; smileys -happy/sad, thumbs up, thumbs in, thumbs down which has a simple criteria for children to understand their performance in any activities.
Example- thumbs up- I understand, thumbs in- I need help, thumbs down- I don't understand

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The current situation gives little opportunity for collaboration between grade levels (vertical alignment) or specials teachers.

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Self-assessment, rubrics, three way conferences, etc.

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EAL program, English Academy program this year. Individual development plans. Collaboration with families on offering in-school and at home support. Home-school connections. Teaching assistants in every classroom.

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Visual representations (emoji faces), body signals (thumbs up/down)

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Teachers discuss in the planning meeting and provided differentiated activities in which it will response to the students' learning needs and styles that motivate or encourage them to do more or better.

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One-to-one support, small groups based on ability or other common factors, visual aids and manipulatives, leveled work

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We use variety of tools like anecdotal notes, rubrics, checklist, visual/picture cards, through play and more to help them learn new things and develop their knowledge and understanding of the real world.

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Ongoing, observation during learning and play, pre- and post-assessment for understanding

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which could then be used by the students to peer- or self-assess their work

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Rubrics can provide authentic feedback since they can be used as self, peer and teacher assessment.

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Rubrics can provide authentic feedback since they can be used as self, peer and teacher assessment.

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Using checklists with 'success criteria' and also a 'next level' target for once they master that criteria

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Using checklists with 'success criteria' and also a 'next level' target for once they master that criteria

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Dividing students into ability groups for differentiated work for phonics and reading.

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Verbal feedback as you walk around the room, based on the success criteria, and on effort (individualised, based on students' own potential)

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Verbal feedback as you walk around the room, based on the success criteria, and on effort (individualised, based on students' own potential)

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Grade 3 for the past 2 years have been creating their own marketplace for the Winter Production at the Children's Theatre.

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Grade 3 for the past 2 years have been creating their own marketplace for the Winter Production at the Children's Theatre.