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PYP, but I thought this was a great resource! 

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PYP, but I thought this was a great resource! 

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https://blogs.ibo.org/sharingpyp/2017/06/27/every-student-is-unique-and-so-is-the-way-they-work/

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This article shares a strategy of planning a unit that helped in creating a fair and equitable process for evaluating student learning.
Differentiation is the instruction that helps students with diverse academic needs and learning styles master the same challenging academic content (Centre for the Comprehensive School Reform and Improvement, 2007). It means providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea (Good, 2006). It allows learners the ability to demonstrate learning in a variety of ways (Mitchell, 2010).

Learners of grade 5 at Choithram International inquired into the transdisciplinary theme How the world works with the central idea Energy takes many forms and can be used in many ways. Facilitators tried to understand students' prior knowledge, strengths, weaknesses and level of skills. Activities were designed that were student-centered, using inquiry-based models of instruction. The integration of both Blooms Taxonomy and multiple intelligences have given a wide spectrum of knowledge that can be successfully implemented in the class to develop learners as thinkers and creative individuals.

Gardner's theory of the multiple intelligences is a departure from the view that intelligence is a single, measurable unit (Gardner, 1999). As facilitators we must try to enrich our classrooms by generating opportunities for all students, through multiple techniques and assessment forms. This helps to bring out strengths of students.

As stated by Tomlinson, a chief objective of differentiated instruction is to take full advantage of every student's ability. Differentiation is not just an instructional strategy, nor is it a recipe for teaching; rather it is an innovative way of thinking about learning and teaching.

After diagnosing student needs, tasks were designed to create better match between students and their learning needs and/or preferences. Students chose any four tasks from the grid given below as per their interests.
Unit of study: Energy conservation
Intelligence Knowing Understanding Applying Analyzing Creating Evaluating

Flexible, varied and inclusive methods of assessment give all students an equitable opportunity to demonstrate their learning. The learning outcomes were clearly stated and students were aware of the criteria used for assessing their work. The strategy provided students with opportunities to demonstrate the full extent of their learning. Students were encouraged to reflect on their understanding through relevant, challenging and engaging tasks outlined in the grid. The outcome of the assessment was evaluated by students themselves using the given rubric:

Transdisciplinary theme: How the world works
Big idea: Energy

I am beginning to understand the concepts but I still need more practice.

I am developing an understanding of the concepts, I am almost there!

I am confident in my understanding of the concepts. I have got it!

I know what is expected and I am pushing myself to go beyond!

This strategy was planned before beginning the unit and has helped in creating a fair and equitable process for evaluating student learning.

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Anjali Nair is a post graduate in English literature with a bachelor's degree in education and in science and has got 5 years of experience teaching the IB PYP. Teaching is her passion and a calling because she believes this profession helps an individual to remain a lifelong learner. Anjali believes in the teacher as researcher, embracing curiosity and uncertainty to push forward beyond the comfort zone; the child as competent communicator and constructor of theories; involving children, as primary stake-holders and instigators, in decisions about their learning. You can find her on Twitter @anjali_nair08.

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Every student is unique and so is the way they work

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This article shares a strategy of planning a unit that helped in creating a fair and equitable process for evaluating student learning. Differentiation is the instruction that helps students with diverse academic needs and learning styles master the same challenging academic content (Centre for the Comprehensive School Reform and Improvement, 2007).

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I am a counselor at Chestnut RIdge Middle School. I am excited to learn more about IB and how counselors are a part of making everyone an important part of the IB experience.

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I am a counselor at Chestnut RIdge Middle School. I am excited to learn more about IB and how counselors are a part of making everyone an important part of the IB experience.

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I am Colette Politzer. I am the Library Media Specialist at Chestnut Ridge Middle School, Rockland, New York.  I want to gain more knowledge, skills and understanding to help support my community. I am ready to learn:)

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Hello, I  am Cathy from Virginia Beach.   I am a coordinator at Plaza Middle School.  I came here because we are in the process of moving our programme from an advanced, school within a school programme to a whole school programme.

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Hi everyone, I am Nolan Hanson from Chicago. I am an MYP language acquisition Spanish teacher. I am here to learn and practice new techniques for my diverse learners.

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Hi! My name is Brett-lyn Robustelli. I am a special education teacher at Rogers International School in Stamford, CT. I work with students from 2nd-6th grade in a resource room.  This is my first IB workshop! I can't wait to learn more about my role as a special education teacher in an IB school!

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I am a Guidance Counselor at Chestnut Ridge Middle School. I'm interested in learning how to incorporate IB from a guidance counselors perspective.

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Hi there! My name is Megan Jones and I am a Special Education Teacher in Stamford, CT at Rogers International School. I look forward to learning more resources, as well as learning from others.

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I am the IB MYP coordinator at Calhoun Middle School in Denton ISD. Looking forward to learning!

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Hello! I am Melinda Allison from Des Moines, IA, where I am a self-contained SPED teacher in a 6-8 middle school. Most of my students are on alternate assessment. I am interested in learning more IB practices into my classroom and how my students can access the MYP needs despite their educational needs. I also want to be able to help my building use more inclusive and diverse practices in everyday teaching.  This is my first IB workshop outside of my building PD.

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My name is Sarah mazoochi. I am from Saint Petersburg, Florida! I work in Clearwater at st. Cecelia. I am a special education teacher working with 5th-8th grade academic support. I also work with 4th and 5th gifted. This is my first flibs and IB workshop! I am excited to learn more about my role as a special education teacher in an IB school. One of my main roles is supporting students with learning disabilities in an inclusion setting.

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I’m Abbey Oxenfeld from Westminster, Colorado! I’m a Speech Language Pathology Assistant and department chair for Sped at Standley Lake High School! I’m hoping to learn more about how to incorporate MYP with all students! Right now, I feel like some of our very low functioning students as well as mild/moderate struggle with being involved in the MYP process.

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Hi.  I’m Kat Sokolowski.  I am the special education department chair and a self contained special education teacher at east garner magnet middle school.  I am excited about learning more about how diverse learners access the ib program.  Equity and access are the biggest struggles we face

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Hi All...my is Josh Kigel. I am the Director or Quest and Special Studies at the Dwight School in NYC. Quest is a program that supports students with LD as they participate in the mainstream curriculum. Many families choose Dwight because of the Quest program. Occasionally, this will present a challenge as these students navigate the IB program at Dwight.

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Hi, my name is Sid Watson and I am an assistant principal in Connecticut. I'm taking this workshop because I'm interested in learning additional ways of increasing diversity and inclusion when it comes to teaching and learning as well as leading.

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I am from Denton, Texas. I am a Special Education Inclusion 8th grade teacher MYP3. I want to learn about the IB model that would fit my students' needs better. I have challenges when regular ed teachers don't listen to my input for scaffolding assignments.

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Looking forward to our work together....it can be a very powerful workshop - and we are on the beach.

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Aimee Wells

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Hi there! I will be one of your workshop leaders this week. I am from Michigan where it has rained for so long that I forgot what the sun looks like! I'm so happy to be here at FLIBS. Check out my webpage for more professional info.  Can't wait to meet you all.   (www.letthemlearnllc.com)