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mrs.justine.ott@gmail.com
twitter: justine_otte
#EKC

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EKC

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EKC

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...next week?
...next month?
...next year?

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Conferring to Amplify Inquiry and Honor Agency

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Conferring to Amplify Inquiry and Honor Agency

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EKC

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EKC

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Planning a Strategy Group in G4

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ISD G4: Strategy Group Planning Guide (IB)

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EKC

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TCRWP

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I want to be able to quickly assess student writing to see who needs help with what to then be able to pull a small group. With 21 students, it's hard to get to everyone. I'm thinking pulling kids according to the goals they set up after the pre-assessment.

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I want to be able to quickly assess student writing to see who needs help with what to then be able to pull a small group. With 21 students, it's hard to get to everyone. I'm thinking pulling kids according to the goals they set up after the pre-assessment.

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EKC

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How do we make best use of free writing and student thinking routines?

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Some possibilities...or synthesize from these examples...

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Some possibilities...or synthesize from these examples...

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EKC

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One Central Idea: Between, Across, and Beyond the Disciplines

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One Central Idea: Between, Across, and Beyond the Disciplines

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EKC

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EKC

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EKC

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Process for Designing Assessment of Learning

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I got a lot of thorough explanation on specific writing assessments.

I would like to see more specific examples for how other schools/classes/teachers have used these forms of assessment in specific PYP units. What does a successful assessment look like and what does a failed/needs improvement look like?

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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IB PYP

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IB PYP Three Assessment Practices (2019)

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How to best tie in student agency with the PYP unit in terms of the skills/standards of a particular writing genre. 

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How to best tie in student agency with the PYP unit in terms of the skills/standards of a particular writing genre. 

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Provide resources to grow vocabulary in every language.

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Provide resources to grow vocabulary in every language.

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Teacher Moderation for Shared Understanding & Growth

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Teacher Moderation for Shared Understanding & Growth

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IB PYP

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PYP Teacher Moderation for Shared Understanding (2019)

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Developing Assessment-Capable Visible Learners, Grades K-12

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Developing Assessment-Capable Visible Learners, Grades K-12

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Nancy Frey, John Hattie, Douglas Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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EKC

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Next weeks? Allow for agency...let students identify and sign up to work on goals.

By the end of this year? Organize tool kit. Create bilingual resources (utilize what's already out there as well)

Next year? Shared recording document binder for English/TL (each team needs time to develop).

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EKC

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EKC

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EKC

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TCRWP

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I would also love to have time to be doing the writing WITH the students, so they see me writing as well.

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I would also love to have time to be doing the writing WITH the students, so they see me writing as well.

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When for the first time they have to face a new type of writing or when they do not like the topic they have to write about it.
GOOD
They love to write their own fiction stories or relate with their lives so the topic makes the difference. As you as a teacher is your duty to bring topic related with their lives. Also the tool they use so when we use online plataforms they are so engage and they like to spend a lot of time creating those stories.

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Sample Snapshot: Grounding in the Inquiry

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Sample Snapshot: Grounding in the Inquiry

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EKC

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EKC

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EKC

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Got reinforcement of concepts from our previous meetings. I have now had almost a year to work on the writing workshop format. I still want more time (or more guideance) on how to deal with the high number of students I have (40) and how to individually conference with them WHILE dealing with online learners and the challenges of transitioning to PYP this year.

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Got reinforcement of concepts from our previous meetings. I have now had almost a year to work on the writing workshop format. I still want more time (or more guideance) on how to deal with the high number of students I have (40) and how to individually conference with them WHILE dealing with online learners and the challenges of transitioning to PYP this year.

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IB PYP

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Challenges : how to give meaningful individual feedback when you have a big group of students?

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Challenges : how to give meaningful individual feedback when you have a big group of students?

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Offer students thoughtful and timely feedback collectively and individually.

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Offer students thoughtful and timely feedback collectively and individually.

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Patrick Griffin

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Assessment for Teaching [Griffin, Patrick] on Amazon.com. *FREE* shipping on qualifying offers. Assessment for Teaching

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EKC

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Toolkits: A folder with many examples...

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Toolkits: A folder with many examples...

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EKC

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EKC

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TCRWP

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I wonder about the timing with teaching writing units in the 6-week PYP unit timeline. 6 weeks does not seem like a lot (this year - since I only see some groups 2 times a week). Next year should be different.

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I wonder about the timing with teaching writing units in the 6-week PYP unit timeline. 6 weeks does not seem like a lot (this year - since I only see some groups 2 times a week). Next year should be different.

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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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EKC Connections: Interview with Dr. Andrea Honigsfeld

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Sample Section of Checklist: Conceptual Understandings

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Sample Section of Checklist: Conceptual Understandings

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EKC

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G3_ Patterns, Theories, and Predictions Section of Checklist

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I want to know how to implement summative assessments without having students feeling bad about themselves if the percentage they wanted is not achieved?  

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I want to know how to implement summative assessments without having students feeling bad about themselves if the percentage they wanted is not achieved?  

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IB PYP

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This is a balance...During the "transfer" or the final bend, how do you still honor student agency while having them demonsrtate that transfer of knowledge and conceptual understanding in the most authentic way 

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This is a balance...During the "transfer" or the final bend, how do you still honor student agency while having them demonsrtate that transfer of knowledge and conceptual understanding in the most authentic way 

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The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

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The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

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Tony Wagner

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Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world.

Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization).

He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &"net"; generation to excellence.

An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens.

For additional information about the author and the book, please go to www.schoolchange.org

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the global achievement gap: why our kids don't have the skills they need for college

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and citizenship -- and what we can do about it

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The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About It

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Buy The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About It: Read Kindle Store Reviews - Amazon.com

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A treasure trove of ideas!

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Strategy Group Planning Guide (Clean Copy)

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Strategy Group Planning Guide (Clean Copy)

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EKC

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Honoring All Languages in Literacy Instruction

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Honoring All Languages in Literacy Instruction

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DisruptED TV

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I want to see an example of three types of assessments in a PYP unit.

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I want to see an example of three types of assessments in a PYP unit.

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Give students the opportunity to use their prior knowledge and grow new skills.

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Give students the opportunity to use their prior knowledge and grow new skills.

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Teach Writing Well: How to Assess Writing, Invigorate Instruction, and Rethink Revision!

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Teach Writing Well: How to Assess Writing, Invigorate Instruction, and Rethink Revision!

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Ruth Culham

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Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise. Ruth Culham is both a successful writer and a writing teacher, and she's discovered how to teach writing and revision in a way that's accessible to both teacher and students: First read the writing, assess it using the traits of writing, then teach the writers and guide revision decisions using traits as a common language and map.

This book shows you how to assess and teach writing in a way that's practical and doable-and best of all, see results.

Part 1 walks you through the traits of writing and their key qualities, showing step by step how to read students' writing and offer feedback that nudges them forward through the revision process. Chapters will help you address challenges students face within each mode of writing (narrative, expository, persuasive), and provide tools young writers can use to evaluate their own writing and make revision decisions accordingly.

Part 2 dives into instruction, offering specific guidance for how to use what you've learned from reading student writing to design lessons that scaffold students toward making their own craft decisions and revisions. In addition, there's an entire chapter devoted to mentor texts that you can use to model traits and key qualities for your students.

Traits-based revision lies at the heart of this book, as it's been at the heart of Ruth's career in writing instruction. Rethinking revision is what will ultimately help you to teach writing well.
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If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise.

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François Grosjean

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François Grosjean
University of Neuchâtel, Switzerland

A number of myths about bilingualism are discussed in my new book, Bilingual: Life and Reality (Harvard University Press, 2010). They are summarized here.

Bilingualism is a rare phenomenon. WRONG. It has been estimated that more than half the world's population is bilingual, that is lives with two or more languages. Bilingualism is found in all parts of the world, at all levels of society, in all age groups. Even in countries with many monolinguals, the percentage of bilinguals is high. For example, one can estimate that there are as many as 50 million bilinguals in the United States today.

Bilinguals acquire their two or more languages in childhood. WRONG. One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

Bilinguals have equal and perfect knowledge of their languages. WRONG. This is a myth that has had a long life! In fact, bilinguals know their languages to the level that they need them. Some bilinguals are dominant in one language, others do not know how to read and write one of their languages, others have only passive knowledge of a language and, finally, a very small minority, have equal and perfect fluency in their languages. What is important to keep in mind is that bilinguals are very diverse, as are monolinguals.

Real bilinguals have no accent in their different languages. WRONG. Having an accent or not in a language does not make you more or less bilingual. It depends on when you acquired your languages. In fact, some extremely fluent and balanced bilinguals have an accent in the one, or the other, language; other, less fluent, bilinguals may have no accent at all.

Bilinguals are born translators. WRONG. Even though bilinguals can translate simple things from one language to another, they often have difficulties with more specialized domains. The reaction people have is almost always, "But I thought you were bilingual!". In fact, bilinguals use their languages in different situations, with different people, in different domains of life (this is called the complementarity principle). Unless they learned their languages formally (in school, for example), or have trained to be translators, they often do not have translations equivalents in the other language.

Mixing languages is a sign of laziness in bilinguals. WRONG. Mixing languages such as code-switching and borrowing is a very common behavior in bilinguals speaking to other bilinguals. It is a bit like having coffee with milk instead of just straight black. The two language repertoires are available in bilingual situations and can be used at will. Many expressions and words are better said in the one or the other language; mixing permits to use the right one without having recourse to translation which simply may not do justice to what one wants to express. This said, in other situations, bilinguals know that they cannot mix their languages (e.g. when speaking to monolinguals) and they then stick to just one language.

Bilinguals are also bicultural. WRONG. Even though many bilinguals are also bicultural (they interact with two cultures and they combine aspects of each), many others are monocultural (e.g. the inhabitants in the German speaking part of Switzerland who often acquire three or four languages during their youth). Thus one can be bilingual without being bicultural just as one can be monolingual and bicultural (e.g. the British who live in the USA).

Bilinguals have double or split personalities. WRONG. Bilinguals, like monolinguals, adapt their behavior to different situations and people. This often leads to a change of language in bilinguals (e.g. a Japanese-English bilingual speaking Japanese to her grandmother and English to her sister). This change of language has led to the idea that bilinguals are "different" when speaking the one, or the other, language. But like monolinguals, it is the situation or the person one is speaking to which induces slight changes in behavior, opinions, feelings, etc., not the fact that one is bilingual.

Bilinguals express their emotions in their first language. WRONG. Some bilinguals have grown up learning two languages simultaneously and hence have two first languages with which they will express their emotions. And for the majority of bilinguals who have acquired their languages successively-first one language and then, some years later, another-the pattern is not clear. Emotions and bilingualism produce a very complicated but also very personal reality that has no set rules. Some bilinguals prefer to use one language, some the other, and some use both of them to express their feelings and emotions.

Bilingualism will delay language acquisition in children. WRONG. This is a myth that was popular back in the middle of the 20th Century. Since then much research has shown that bilingual children are not delayed in their language acquisition. This said, one should keep in mind that bilingual children, because they have to deal with two or more languages, are different in some ways from monolingual children, but definitely not on rate of language acquisition. As for bilingual children with language challenges (e.g. dyslexia), they are not proportionally more numerous than monolingual children with the same challenges.

The language spoken in the home will have a negative effect on the acquisition of the school language, when the latter is different. WRONG. In fact, the home language can be used as a linguistic base for acquiring aspects of the other language. It also gives children a known language to communicate in (with parents, caretakers, and, perhaps, teachers) while acquiring the other.

If parents want their children to grow up bilingual, they should use the one person - one language approach. WRONG. There are many ways of making sure a child grows up bilingual: caretaker 1 speaks one language and caretaker 2 speaks the other; one language is used in the home and the other outside the home; the child acquires his/her second language at school, etc. The critical factor is NEED. The child must come to realize, most of the time unconsciously, that he/she needs two or more languages in everyday life. This is where the one person - one language approach often breaks down as the bilingual child quickly realizes that the weaker (often minority) language is not really needed (the caretakers or other family members often speak the other, stronger language, to one another, so why keep up the weaker language?). A better approach is that all family members use the weaker language at home, if at all possible, so as to increase the child's exposure to it and mark the language's "main" territory.

Children raised bilingual will always mix their languages. WRONG. If bilingual children interact in both bilingual and monolingual situations, then they learn to mix languages at certain times only. When they are with monolinguals (e.g. Grandma who doesn't speak any English), they quickly learn to speak just the one language (communication breaks down otherwise). It is important though that the situation be truly monolingual (and not a "pretend situation" in which a bilingual parent pretends not to know the other language); children will make an effort to speak only one language if they feel it is vital for communication. Thus, caretakers will want to create natural monolingual environments where children will need, and hence use, just one language.

For further reading click on the following links:

1. François Grosjean's new book Bilingual: Life and Reality (Harvard University Press, 2010)

2. A short text, "What parents want to know about bilingualism", by François Grosjean

3. An interview of François Grosjean on bilingualism

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Francois Grosjean - Myths about bilingualism bilingualism

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Francois Grosjean, François Grosjean, Grosjean, psycholinguistics, language processing, bilingualism, biculturalism, sign language, aphasia, applied linguistics, BIMOLA, language processing in aphasics, prosodic structures, second language grammar checking, Life with two languages, Bilingualism: Language and Cognition

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Good to review of concepts from last meeting. I'd like to know some examples how to use these in PYP units.

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Good to review of concepts from last meeting. I'd like to know some examples how to use these in PYP units.

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Providing mini-lessons (chunking out) the material so as not to overwhelm.

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Providing mini-lessons (chunking out) the material so as not to overwhelm.

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Jennifer Serravallo

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Strategies and lessons for teaching writing in Kindergarten through elementary to seventh grade with differentiation and inquiry. Complete guide with ideas for small group guided, shared, and interactive writing. Improve engagement and independence though social support and teacher feedback.

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Providing mentor texts and examples as necessary.

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Providing mentor texts and examples as necessary.

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EKC