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khld_slh@yahoo.com

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Unit planner - LAQ - in progress - Magali & Yang

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Unit planner - LAQ - in progress - Magali & Yang

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abdohonest@gmail.com

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hope you a wonderful future

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musallam1980@yahoo.com

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As teachers we have to improve our strategies, tools, and skills to convert students from a negative receiver of information into a real creator of it.

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Reflect on your learning and the units you have created during the previous eight sessions to:

1.Determine the benefits of authentic teaching and learning for the community you were assigned

2.Create any visual to represent these benefits

3.Share your ideas and visual with the whole group

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Reflect on your learning and the units you have created during the previous eight sessions to:

1.Determine the benefits of authentic teaching and learning for the community you were assigned

2.Create any visual to represent these benefits

3.Share your ideas and visual with the whole group

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Reflect on your learning and the units you have created during the previous eight sessions to:

1.Determine the benefits of authentic teaching and learning for the community you were assigned

2.Create any visual to represent these benefits

3.Share your ideas and visual with the whole group

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EXPLORE   What do we want to understand better about inclusion?

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EXPLORE   What do we want to understand better about inclusion?

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PUZZLE   What is confusing about inclusion?

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PUZZLE   What is confusing about inclusion?

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THINK    What do we think about inclusion? 

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THINK    What do we think about inclusion? 

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Develop our resources into an innovative  way to create new products, models or solutions to help the society and the community.

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The evolution of patterns plays an important role in delivering meanings and enhancing communication.

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transformation of energy creates opportunity for change

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Equivalence between quantities can be logically established to help make lifestyle choices

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Equivalence between quantities can be logically established to help make lifestyle choices

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We develop our resources into an innovative and creative way to create new products, models or systems or solutions to help the society and the community.

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transformation of energy creates change

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Kath Murdoch ́s article “Busting some myths about ‘the inquiry cycle”

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Kath Murdoch ́s article “Busting some myths about ‘the inquiry cycle”

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In breakout room groups, peruse the Kathy Murdoch article and choose a “myth” about inquiry that your group would like to explore.

As a group, decide why this misconception has occurred.

Share out your “inquiry myth” and why there seems to be a misconception.

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Possible student roles and audience

Possible products and performances

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Consider, how you did each of these areas in a project you completed recently
With a partner in your breakout room – share out and  explaining the stages you went through with their project

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Strategy toolbox

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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Approaches to teaching and learning in practice (video)

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Approaches to teaching and learning in practice (video)

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Factual = What
Conceptual = How, Why?
Debatable = Could, Should, Would, Are?

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Using this document, evaluate your unit planner and make the necessary adjustments to develop each section already completed. Can you reach the sharing level?

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Using this document, evaluate your unit planner and make the necessary adjustments to develop each section already completed. Can you reach the sharing level?

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See the table extract here from FPIP p60

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See the table extract here from FPIP p60

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Global context explorations

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•G = Goal “Your goal is…”        (write your Statement of inquiry)

•

•R = Role “ You are a…”                                (not a student)

•

•A = Audience “Your audience is…”        (not a teacher)

•

•S = Situation “The situation you find yourself in is...”

•

•P = Product, Performance and Purpose

•“You will create/design/write/produce etc. a ___________...”

•

•S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D...”

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•In pairs I’d like you access the ATL Skills list.

•Decide upon an everyday activity you would like to demonstrate e.g. Tie a tie

•With your partner consider the skills and their indicators needed to learn and accomplish that skill.

•Share out with the main room in the form of a mime with a narrative of ATL Skills.

•Your fellow participants must try to guess what you have learnt to do!

•5 minutes

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Authentic learning takes projects a step further.

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Authentic learning takes projects a step further.

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Using the authentic learning strategy, students collaborate with their peers. Teachers take on the role of coaches supporting student learning.

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STEM

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Authentic learning provides tasks that allow students to learn through real-life situations. Students solve real problems. Projects are relevant to the learner. Students use applications that are real. 

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Access the authenticity rubric here and consider the questions below. Create a new post in this column with your reflection. 

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Access the authenticity rubric here and consider the questions below. Create a new post in this column with your reflection. 

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1.What makes the summative assessment authentic, according to the ‘aspiring’ level?

2.What would you change, or add, to make it more authentic, according to the ‘aspiring’ level in the authentic descriptions?

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Add your thoughts here as a comment

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Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

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3. MYP unit planning_ Statement of inquiry.mp4

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What topics come to mind as they look at this image.

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I used to think, Now I think....

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•Join your assigned standard group

•Read the practices of your assigned standard

•Discuss which practices impact the unit planning process or parts of the unit plan

•Complete the chart to share with the group

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Purpose: to silently share ideas and questions about the topic; let the ‘chalk’ do the talking.  

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Purpose: to silently share ideas and questions about the topic; let the ‘chalk’ do the talking.  

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You may ask questions, write ideas, share knowledge, and add to others’ questions and ideas about the topic

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Purpose: to silently share ideas and questions about the topic; let the ‘chalk’ do the talking.  

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Purpose: to silently share ideas and questions about the topic; let the ‘chalk’ do the talking.  

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You may ask questions, write ideas, share knowledge, and add to others’ questions and ideas about the topic

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Purpose: to silently share ideas and questions about the topic; let the ‘chalk’ do the talking.  

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Purpose: to silently share ideas and questions about the topic; let the ‘chalk’ do the talking.  

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You may ask questions, write ideas, share knowledge, and add to others’ questions and ideas about the topic