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2.6.a Foster Student Ownership of Learning

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2.6.a Foster Student Ownership of Learning

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Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

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Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

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Set learning goals to apply teaching practices made possible by technology, explore promising innovations, and reflect on their effectiveness.

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Advocate for equitable access to technology, high-quality digital content, and learning opportunities to meet the diverse needs of all students.

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Pursue professional interests by creating and actively participating in local and global learning networks.

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Educators create experiences for learners to make positive, socially responsible contributions and build inclusive communities online.

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Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

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Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

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Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

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2.6.b Foster Classroom Management of Tech

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2.6.b Foster Classroom Management of Tech

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Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces and in the field.

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Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

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Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

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2.6.b An example of managing the use of technology in the classroom with Apple Classrooms. This tool helps ensure that students stay on task and are using technology appropriately.

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2.3.a Michelle, Mikel and Nancy using a forum in Moodle so that students can collaborate and share ideas online.

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Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

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2.3.b Evaluate Resources for Credibility

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2.3.b Evaluate Resources for Credibility

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Educators foster digital literacy by encouraging curiosity, reflection, and the critical evaluation of digital resources.

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2.5.a An example of Liezl using technology to create learning experiences that cater to a range of different learners in her class.

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2.4.a Middle and High School teachers using planning time to collaborate about the creation of online activities and the use of AI.

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2.6.c Teach Computational and Design Thinking

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2.6.c Teach Computational and Design Thinking

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Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

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2.1.c IB AI workshop for DP educators that staff have participated in to stay current with research on the use of AI and its implementation in DP Classroom. https://pds.ibo.org/ai-in-the-classroom-for-dp-educators/#/

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2.2.c Evidence of Gloria modeling Moodle. She worked with the group on how to curate and implement the use of this digital resource.

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2.7.b This is an example of a quiz designed by Michelle to gather informal feedback about whether her students understood the concepts. Using the data gathered from it she can move on or reteach if necessary.

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2.5.a Sharon's use of the interactive whiteboard with her students while reviewing vocabulary allowed learners at different levels to actively participate and engage in learning.

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2.5.a Liana responded to student feedback and has developed and created resources for her students that can be accessed/manipulated both in hard and soft copy. She has catered to the needs and learning preferences of her students and so students are able annotate their class notes digitally and by hand.

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2.7.b Example of the high school teachers (Chris P, Meng, Hea Jung and Amin) collaborating to use technology to design assessments that accommodate learner and subject specific needs.

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2.7.b Mariek created an online assessment/check-in in Moodle for her students to complete part way through their summative. The question was about their confidence level in their work and what more they needed to boost their confidence. She reviewed the data to find common things from students and then created opportunities to help boost their confidence from this information.

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2.7.b This is an example of a quiz designed by Lucia to collect data about her Chinese LA students progress in their current unit. Using the data gathered from it she can move on or reteach if necessary.

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2.3.c Model Safe, Legal, Ethical Practices

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2.3.c Model Safe, Legal, Ethical Practices

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Educators mentor students in safe, legal, and ethical practices with digital tools and content.

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2.5.b Design Authentic Learning Activities

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2.5.b Design Authentic Learning Activities

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Educators design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.

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Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

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2.4.a Middle and High School teachers using planning time to collaborate about the creation of online activities and the use of AI.

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Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

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2.5.b Example of a real world music task where Miranda gets students to create music using Garage Band.

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2.4.a Middle and High School teachers using planning time to collaborate about the creation of online activities and the use of AI.

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2.6.d Screenshot of a conversation between colleagues about their use of AI tools to enhance creativity using tech.

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2.4.a The English Language Acquisition team have created a chat in the Teams dedicated to sharing and discussing Moodle tools that can be used with their classes.

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2.4.a Middle and High School staff using planning time to collaborate about the creation of online collaborative activities in Moodle.

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2.4.a Middle and High School staff using planning time to collaborate about the creation of online collaborative activities in Moodle.

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Collaborate and co-learn with students to discover and use new digital resources, and diagnose and troubleshoot technology issues.

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2.4.b A screenshot of part of Michelle's lesson observation where she was quoted as saying "...we are all developing our Moodle skills together". As she introduced a new type of activity in Moodle to her students she talked about not being 100% sure if it would work the way she intended by that essentially that she was taking the risk because they were learning how to navigate Moodle as a class together.

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Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

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2.5.b Chris P's use of calculator software in Grade 11 Math is an example of a digital tools regularly being used in the classroom to maximixe learning in a real world context.

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Example of Amin, Brian and Samuel explicitly teaching students about safe and ethical practices with the use of AI.

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2.5.b An example of a real work music task where Liezl gets students to use MuseScore to create music.

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2.4.c Erik created a wiki for him and Michelle to use in Grade 11 English. The purpose of this is for students to be able to collaborate online and share and synthesize information.

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Model and promote management of personal data, digital identity, and protection of student data.

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Demonstrate cultural competency when communicating with students, parents and colleagues, and interact with them as co-collaborators in student learning.

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Apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning.

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2.7.c In MYP English Language Acquisition we look at the students' use of IXL and we can see their current level and progress. This information is shared privately with the students and parents and they know what skill they need to focus the most on

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2.6.d An example of Gloria using AI with her students to enhance their creativity and creative expression.

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2.3.d All MSHS staff work to protect student data and privacy when using Teams to communicate about students. The chats about students are explicitly named with the student's initials and then grade so that they are not easily identified.

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2.7.c Michelle and Erik created a lesson review task in Moodle and used the information gathered to determine if they needed to reteach any of their art of persuasion lesson. The task was designed using IB command terms and so not only did it assess the KU of students it also assess whether the students know how to correctly use command terms.

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2.7.c An example of the data that Joyce collected from a Moodle assessment. Using this data she can see what question types and topics she needs to revisit with her Grade 11s.

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2.2.c Evidence of Michelle and Erik leading a workshop with Middle and High School Staff on how to create and manage a discussion in Moodle.