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Criterion ABCD (Eunyoung Shin and Juhee Go )

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Criterion ABCD (Eunyoung Shin and Juhee Go )

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1. COMPASS POINTS Example:

NORTH - What is considered engaging stimulus for the Orals?

WEST - I worry about the concept comparison for Crit A and B Strand iii.

2. COMMENT on someone else´s COMPASS POINTS- whether you agree or provide answers or suggestions if you have them

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BREAKOUT 1: "Create educational opportunities for students that promote healthy relationships, individual and shared responsibility, including interpersonal competencies that support effective teamwork and collaboration."

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BREAKOUT 1: "Create educational opportunities for students that promote healthy relationships, individual and shared responsibility, including interpersonal competencies that support effective teamwork and collaboration."

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BREAKOUT 2: "Inspire students to frame their own inquiries, pursue personal aspirations, set challenging goals and have the persistence to achieve them."

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BREAKOUT 2: "Inspire students to frame their own inquiries, pursue personal aspirations, set challenging goals and have the persistence to achieve them."

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BREAKOUT 3: "Help students make informed, reasoned, ethical judgments and develop the flexibility, perseverance and confidence they need in order to effect change that matters." 

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BREAKOUT 3: "Help students make informed, reasoned, ethical judgments and develop the flexibility, perseverance and confidence they need in order to effect change that matters." 

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BREAKOUT 4: "Foster the development of rich personal, academic and cultural identities."

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BREAKOUT 4: "Foster the development of rich personal, academic and cultural identities."

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STUDENT as LIFELONG LEARNERS: UPLOAD YOUR GROUP WORK

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STUDENT as LIFELONG LEARNERS: UPLOAD YOUR GROUP WORK

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Students actively develop thinking, research, communication, social and self-management skills.

Students demonstrate and reflect on their continued development of the IB learner profile attributes.

Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.

Students grow in their ability to make informed, reasoned, ethical judgments.

Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond.

Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.

Students pursue opportunities to explore and develop their personal and cultural identities.

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• gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage

• develop a respect for, and understanding of, diverse linguistic and cultural heritages

• develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes

• enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

• enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning

• enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy

• enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

• offer insight into the cultural characteristics of the communities where the language is spoken

• encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities

• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

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Open and use the following documents to respond on the above:

1. A format for horizontal and vertical planning.

Teacher Support Material from p.4

2. Language Acquisition

REQUIREMENTS! - MYP GUIDE p.19

3. Interdisciplinary units. MYP guide p.17

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Criterion  A and B (Subeen Yoo and Jeongsoo Yoo)

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Criterion  A and B (Subeen Yoo and Jeongsoo Yoo)

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Open and make a copy: https://docs.google.com/document/d/1HNqMB-f7iYII4fsKmfi_db-RJ7QMSnLK7_XP2d9QpmA/copy

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GRASPS for WRITING AUTHENTIC ASSESSMENT GUIDELINES

Performance Assessment: GRASPS

When constructing performance assessment tasks, it helps to use the acronym

GRASPS:

G Real-world Goal

R Real-world Role

A Real-world Audience

S Real-world Situation

P Real-world Products or Performances

S Standards / criteria / strands

GOAL Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task.

ROLE Define the role of the students in the task. State the job of the students for the task.

AUDIENCE Identify the target audience within the context of the scenario. Example audiences might include a client or committee.

SITUATION Set the context of the scenario. Explain the situation.

PRODUCT Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA [INDICATORS] (ACTFL, CEFR, AERO)

Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students.

Language Acquisition: Performance Activity

Assessment type(s): MYP Criteria A: Comprehending spoken and visual text, D: Using language in spoken and/or written form

G:Your goal is to explain how culture creates meanings and forms opportunities for communication through social constructions of reality.

R: You are a sociology professor at Harvard University.

A: Your audience is a group of anthropologists from throughout the world attending an annual conference on human culture.

S; The situation you find yourself in is that you and your colleagues at Harvard have just discovered a new Spanish-speaking village in the furthest reaches of the Columbian mountains.

P: You will create a 2-3 minute oral presentation and present a written copy of your script. You will first introduce yourself and your University credentials in Spanish and then present a few members from this newly discovered village by demonstrating formal and informal greetings in Spanish to the audience of anthropologists. The audience is also eager to hear about anything you might have seen or heard once you reached their village, especially regarding their culture.

S: Your work will be judged by how well you use language in spoken and written form.

Constructing a Performance Task Scenario Using GRASPS

Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the tables above to help you brainstorm possible scenarios. Note: These are idea starters. Resist the urge to fill in all the blanks!

Goal:

Your task is  Successful teams communicate effectively and have systems to support adaptation and decision making, under constraints.

Your goal is to _____________________________________________

The problem or challenge is  __________________________________________

The obstacle to overcome is  __________________________________________

Role:

You are  _____________________________________________

You have been asked to  _____________________________________________

Your job is _____________________________________________

Audience:

Your clients are  _____________________________________________

The target audience is  _____________________________________________

You need to convince  _____________________________________________

Situation:

The context you find yourself in is  _______________________________________

The challenge involves dealing with  ______________________________________

Product, Performance, and Purpose:

You will create a _______________________________________ in order to___________________________________________

You need to develop ____________________________________so that

Standards and Criteria for Success:

Your performance needs to _____________________________________________

Your work will be judged by _____________________________________________

Your product must meet the following standard (quality) ______________________

A successful result will _____________________________________________

Ref. P a g e | 1 Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. 2004. March 2011

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Examples of constructing a TASK SCENARIO using Grasps

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Examples of constructing a TASK SCENARIO using Grasps

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Examples of Constructing a Task Scenario using GRASPS

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Criterion C and D(Soohyun Shin and Myounghee Lee)

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Model questions for Crit A and B Strand ii

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Model questions for Crit A and B Strand ii

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What is the text type?

What is the content?

What details in the written language relate to the big ideas and explicit features of the multimodal text? (message: literal/explicit, implicit)

What is the communicative purpose of the text? Who is the intended audience?

What does the text mean?

How is the meaning communicated?

What perspectives and attitudes are evoked? (context, how)

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Sample unit Emergent (Phase 1-2) Teacher support material p.3

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Sample unit Emergent (Phase 1-2) Teacher support material p.3

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Sample unit Capable (Phase 3-4) Teacher support material p.3

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Sample unit Capable (Phase 3-4) Teacher support material p.3

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PATTERN in CREATING a STATEMENT of INQUIRY - PHASE 1 - 2

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PATTERN in CREATING a STATEMENT of INQUIRY - PHASE 1 - 2

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PATTERN in CREATING a STATEMENT of INQUIRY - PHASE 3 - 4

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PATTERN in CREATING a STATEMENT of INQUIRY - PHASE 3 - 4

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Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to facilitate the construction and transfer of conceptual und…

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It is a pleasure to have a full length treatise on this most important topic, and may this focus on transfer become much more debated, taught, and val…

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Foreword by Malcolm Nicolson Acknowledgments About the Authors Introduction Purpose of the Book Chapter Overview Chapter 1. Curriculum Design: From an Objectives-Based to a Concept-Based Model A Short Retrospective, From the Authors, on Educational Swings The Value of Know, Understand, and Able to Do in Concept-Based Models Problems With Traditional Content Objectives Discussion Questions Chapter 2. Two-Dimensional Versus Three-Dimensional Curriculum Models Contrasting the Two-Dimensional and Three-Dimensional Models Introducing the Structures of Knowledge and Process The Interplay of Process and Knowledge Contrasting Instructional Descriptions Discussion Questions Chapter 3. The Structure of Knowledge Understanding the Relationships in the Structure of Knowledge How the Structure of Knowledge Guides Curriculum Design Designing Disciplinary Curriculum Frameworks at the National, State, or Local Levels Mathematics as a Concept-Driven Discipline Examples of Concepts and Subject-Specific Generalizations Discussion Questions Chapter 4. The Structure of Process The Structure of Process How the Structure of Process Guides Curriculum and Instruction Discussion Questions Chapter 5. The Developing Concept-Based Teacher Bridging the Gaps Between Knowing, Doing, and Understanding Collaborative Concept-Based Lesson Planning Common Terminology Used to Describe Quality Instruction The Developing Concept-Based Teacher Do The Developing Concept-Based Teacher Rubrics Have a Place in Teacher Evaluation Plans? Discussion Questions Chapter 6. The Developing Concept-Based Student What About Thinking? The Relationship Between Critical Thinking and Concept-Based Teaching and Learning Developing Critical Thinking The Developing Concept-Based Student Why These Categories? Discussion Questions Chapter 7. What Do Teachers Need to Understand About Concept-Based Pedagogy? The What and Why of Concept-Based Curriculum and Instruction The How of Concept-Based Curriculum and Instruction Four Critical Aspects of Concept-Based Pedagogy Quality Pedagogy Concept-Based Classrooms Discussion Questions Chapter 8. What Do Principals and Instructional Coaches Need to Understand? Implementing and Sustaining Concept-Based Curricular and Instructional Models in Schools Setting the Stage for Curriculum Implementation Staff Development Staff Support With Accountability: Building System-Wide Synergy The Collection and Analysis of the "Right" Data Discussion Questions Chapter 9. What Do District Leaders Need to Understand About Concept-Based Curriculum Designs? District Leaders Discuss Concept-Based Curriculum and Instruction Discussion Questions Chapter 10. Summary and the Road Ahead Curriculum and Instruction: The Warp Concept-Based Learning: The Weft The Path Forward Discussion Questions Resources Resource A. Concept-Based Mathematics Unit Resource B. Concept-Based Science Unit Resource C. Concept-Based Art Unit Resource D. Concept-Based World Language Unit Resource E. Concept-Based Music Unit Resource F. Adapted Learning Activities for Chapter 7 References Index

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Transitioning to Concept-Based Curriculum and Instruction

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Two renowned authors combine their expertise to show educators how to abandon rote teaching techniques, and embrace concept-based curriculum and its e...

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Designing a Concept-Based Curriculum for English Language Arts

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Fusing Lynn Erickson’s groundbreaking curriculum model with implementation guidelines and sample units, this book puts you on the fast track to using…

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Acknowledgments About the Author Introduction 1. What Is Inquiry? My Own Inquiry Journey Experience #1: Inquiry Self-Survey 2. Beginning Your Inquiry Journey How to Use This Book Tips for Success What's the Role of Administration? The Inquiry Leader Self-Reflection Tool Staff Reflection Survey The Importance of Balance and Harmony 3. Taking Stock of Your Classroom Experience #2: How Do You Know If You're "Doing" Inquiry? Experience #3: What Do Your Students Think? Experience #4: What Do Others See in Your Classroom? Experience #5: What's the Student Experience? Experience #6: What Does All This Tell You? 4. What Does Inquiry Look Like? The Inquiry Five Strategies Experience #7: What Are Your Burning Questions About Inquiry? Experience #8: Who, When, and How Should You Answer Questions? Experience #9: How Can Questions Be Savored? Experience #10: What Does Your "Ideal" Class Look Like? 5. Strategy #1: Get Personal Introduction to Get Personal Experience #11: Mad-Libs: Who Are You? Experience #12: Who Were Your Teachers? Experience #13: What Stories Can You Tell? Experience #14: How Do You Tell a Story That Sticks to the Soul? Experience #15: What Does Your Classroom Say About You? Experience #16: Why Do You Teach? Experience #17: What Is the Third Space? Experience #18: Ask Me Anything! 6. Strategy #2: Stay Curious Introduction to Stay Curious Experience #19: What's Your Expertise? Experience #20: What Still Intrigues You? Experience #21: Who Are Your Teachers Today? Experience #22: Are You a Luddite or Linkedin? Experience #23: What Do You Teach? Experience #24: What Would Your Curriculum of Questions Look Like? Experience #25: What's Your Teaching Approach? Experience #26: How Do You Respond to Students? 7. Strategy #3: Ask More, Talk Less Introduction to Ask More, Talk Less Experience #27: What's Really Happening in Your Classroom? Experience #28: Who Is Hiding in Plain Sight? Experience #29: What Questions Are You Asking? Experience #30: How Do You Teach With Your Mouth Shut? Experience #31: How Do You Get Students to Listen to One Another? Experience #32: How Do You Get Students to Talk Together? Experience #33: What Are Socratic Seminars, Harkness, and Spider Web Discussions? Experience #34: Which Questions Work Best in Inquiry Classrooms? 8. Strategy #4: Encourage Evidence Introduction to Encourage Evidence Experience #35: What's the Most Important Question to Ask? Experience #36: How Do You Get Your Students to Back Up Their Claims? Experience #37: How Do You Teach "Crap Detection"? Experience #38: How Do You Provoke Healthy Debates? Experience #39: How Can You Practice the Evidence-Seeking Process? 9. Strategy #5: Extend Thinking Time Introduction to Extend Thinking Time Experience #40: How Do You Get Students to Think More? Experience #41: How Can You Get Students to Ask More Questions? Experience #42: How Do You Cede Control Without Losing It Completely? Experience #43: How Do Inquiry and Mindfulness Connect? Experience #44: How Can You Support Innovative Student Thinking? Experience #45: How Do You Start Project-Based, Problem-Based, and Challenge-Based Learning? 10. Now What? Experience #46: How Do You Plan for Inquiry? Experience #47: How Do You Assess Inquiry? Experience #48: How Do You Make Time for Inquiry? Experience #49: How Do You Explain Inquiry to Skeptics? Experience #50: What Does Inquiry Look Like to You? 11. Inquiry Resources Kimberly's Top Ten Lists Inquiry Books Inquiry Videos and Podcasts Inquiry Organizations Inquiry Blogs Appendices More Reasons to Fall in Love With Inquiry: the Inquiry Five (i5) and Alignment Documents The i5 and Common Core State Standards The i5 and Next Gen Science Standards The i5 and Danielson Teaching Framework The i5 and Marzano Framework The i5 and Approaches to Teaching and Learning (International Baccalaureate) The i5 and High Leverage Practice (TeachingWorks, University of Michigan) Curriculum at-a-Glance (Southern Hemisphere) References Index

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This book provides the opportunity to do inquiry as you read about it. Learn what inquiry-based instruction looks like in practice through five key st...

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Reviews

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"This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking-both too long absent in too many schools."

"This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts."

"This new, updated edition of Erickson's Concept-Based Curriculum and Instruction for the Thinking Classroom provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators!"

"The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they've learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. Concept-Based Curriculum and Instruction does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand "how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development." I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors."

"Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance. Given the pressures of a coverage curriculum, developing students' critical, creative and conceptual minds is one of the biggest challenges our teachers face today. This brilliant piece of work by Lynn, Lois, and Rachel is what teachers need to address the challenge. The authors have beautifully presented a broad range of theoretically grounded and highly practical strategies to improve student engagement, thinking, and motivation through the principles of Concept-Based Curriculum and Instruction. "

"What should students know in an age of search engines? As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This should be the Holy Grail of a modern education, which needs to crisply redefine what type of content matter is most needed so as to reserve time and space for deeper learning to occur. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices, which every teacher will be enchanted to have."

"A must read for all teacher credentialing programs. A valuable teacher's guide on creating deep, passionate concept-based units of inquiry. This book artfully engages the reader's thinking and takes them through a journey merging best practices in teaching and learning with brain based pedagogy. Once again, the authors explicitly demonstrate why Concept-Based teaching and learning is essential for all 21st century learners."

"The 2nd edition of Concept-Based Curriculum and Instruction effectively brings together Erickson's Structure of Knowledge and Lanning's Structure of Process to present a coherent vision for Concept-Based teaching and learning across the disciplines. The enhanced focus on inquiry reiterates the importance of giving children the opportunity to form their own conceptual understandings inductively. I recommend this book to anyone interested in getting to the heart of Concept-Based Curriculum and Instruction!"

"This book provides support for educators implementing a concept-based curriculum. The practical planning steps and concrete examples for a range of grade levels provide an invaluable guide for those who aspire to make learning powerful. The book does not shy away from the reality of what a challenging journey the transition to a concept-based curriculum will be; rather it embraces the challenge as part of the joy of learning."

"Concept-Based Curriculum and Instruction for the Thinking Classroom starts with a brief introduction on how our brains work and why it is important to look at each unit of study with a conceptual focus. The authors discuss the difference between inductive and deductive instruction and also show us how structured versus guided inquiry differ. There are lesson templates, examples of lessons, checklists, and even most frequently asked questions to guide us in continuing our challenging but rewarding journey into concept-based teaching."

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Concept-Based Curriculum and Instruction for the Thinking Classroom

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A concept-based curriculum developed with the help of this book yields skillful, motivated students who can transfer knowledge and understanding to new situations along their learning journey.

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Examining different text types - BBC Bitesize

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Learn about how different types of texts use rules or conventions of form, layout, structure and language to get their meaning across with this article from BBC Bitesize KS3 English

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AERO WORLD LANGUAGE STANDARDS AND BENCHMARKS

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AERO WORLD LANGUAGE STANDARDS AND BENCHMARKS