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This week the Grade 4s focused on a choral verse speaking which required them to use various body parts to express the message in the verse. We connected the body actions to the key concepts in the UOI.

Elly Laoshi

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Make it into a real challenge for the kids - g56 are learning about challenges children face in school this week. They went down to G2 class to teach them English and found out G2 students’ English levels so that we could help each other to be better learners.
It was a real challenge for g56 kids. In that way, they found out their English levels and how to choose right reading materials for themselves to lead the challenges in a positive way. Also, it helped them become more responsible learners.

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When we start a new unit,build up a concrete understanding of the central idea ,key concepts is so important.Link these to kids’s real life,try to recall their experience,make the concepts alive and lively.Let kids see touch feel hear taste themselves,then give them the academic words we used,so they can better understand.

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When we start a new unit,build up a concrete understanding of the central idea ,key concepts is so important.Link these to kids’s real life,try to recall their experience,make the concepts alive and lively.Let kids see touch feel hear taste themselves,then give them the academic words we used,so they can better understand.

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When G6 were reviewing the hight of triangle, I asked the students to recall how did the school nurse measure their height and how do we know  the altitude of mountains. When they finished the questions, we inquired the key to measure height is to find the base and the peak. When we go from the peak straight down to the base, we get the height of people/ mountains/ triangles etc.

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LOI is derived by concepts.

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冲突

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In English this week we are learning about plants. Today students read a book about plants focusing on the skill of reading for details. Students then had to do a grammar based gap fill excise with the sentences to do with the concept of plants. Students then wrote a story about a day in the life of a plant having to include certain adjectives.

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Understand The Concept of Tranformation

在生命单元，我们要学习植物的演变，学习变化这一概念时，先给同学们展示了
旧版大头儿子小头爸爸vs新版大头儿子小头爸爸
古装vs现代裙子
水井vs水龙头
……
这一系列图片让同学们看到了事物不是一成不变的，而是在不断发现变化的，并且问他们这一系列对比图让同学们想到了哪个概念，很棒的是，他们都答对了。
然后我们再了解植物的发展变化，一开始只有苔藓植物(只有叶子和茎)，然后出现了厥类植物(叶、茎、根)，裸子植物、被子植物。

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2019年4月25日
今天我们将引导学生探究呼吸系统。
活动一：“同呼吸共命运”
我们将上课地点暂时移到约6平方米的琴房，要学生观察和感受这间屋子。五分钟后孩子们感觉“呼吸有点困难”“气儿不够用了”“头闷闷的”“感觉烦躁，很不舒服，想马上出去”。这时我们组织学生回到自己的教室，再说自己的的感受，进而产生了不少问题，如“为什么在狭小的空间里感觉呼吸困难？”“为什么刚才待在琴房时感觉头闷闷的？”“为什么回到教室里这种现象就消失了？”有的孩子解答说“这是缺氧造成的。狭小的空间里人数多的情况下，室内的空气总量不变，但被17个人不停地吸走氧气、呼出二氧化碳，于是这个室内的氧气就越来越少，二氧化碳则越来越多。所以导致我们的身体暂时缺氧。” 这时又有问题产生了“为什么人缺氧后就会感觉头闷闷的，呼吸困难呢？”
活动二：憋气大赛
所有人在同一个时间憋气，到达极限后记录自己憋气的时间。憋气时间短的十几秒，最长的憋了1分钟零2秒。大家看到她把脸都憋红了，而且憋气停止时，她长长地出了一口气。接着大家交流憋气的感受同时可以提问题，“为什么憋气久会脸红？”“为什么憋气一段时间后会很难受？”然后大家开始查书阅读寻找答案。
通过这两个活动学生感觉到呼吸对我们人体很重要，进而开始兴致勃勃地探究呼吸系统的相关知识。

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Math conceptual understanding in the PYP

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Math conceptual understanding in the PYP

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1. we can  use simple language represent or describe the concept you are going to learn.
2. Let kids use materials to show their understanding of number, for example, use sticks/beans.

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The article focused on how a school used 1 subject, PE, to support the OUI and transdisciplinary reading. The example was about social justice and how various handicaps were given in a game to the anger of the students. I believe that this is a great connection to the concept, because students can later relate their own emotions to those of others handicapped by society's rules.

One thing i noted was that this was discussed with all teachers, this collaboration is important as it keeps everyone in the loop, prevents duplicate lessons, and allows for possible coordination.

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Concepts are the mental categories that help us identify, developand classify objects, events or ideas, building on the understanding that eachobject, event  or idea has a set ofcommon features.在人脑对信息的处理过程中，信息在大脑中从感觉记忆、短时记忆经过编码，储存为长时记忆，而在对长时记忆的存储和提取时，大脑一般采用概念图式（schema）这种最有效的方式。在布鲁姆的关于认知的学习金字塔中，我们可以看到，在认知的较高层面，概念发挥着非常重要的作用，对知识的分析、综合、评价都是通过概念来实现的。传统课程包含内容和技能两个维度，而IB课程是三维的，包括内容、概念与技能。在这个三维结构中，概念成为连接内容与技能的强大工具。概念驱动的课程有效地避免了对孤立事实的机械记忆，以及脱离背景掌握技能。概念驱动的课程联结了课程、教学与评估，注重学生的理解与行动，强调对概念的识别重于事实，发展深度理解。，概念驱动作为IB教学法（Approaches to teaching）的核心要求之一，是内容与技能的纽带，对于学生的有效学习与深度理解，对于知识在学科间以及学科与现实世界间的联系与迁移，具有十分重要的意义，应当成为教学设计中的焦点。

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Concepts are the mental categories that help us identify, developand classify objects, events or ideas, building on the understanding that eachobject, event  or idea has a set ofcommon features.在人脑对信息的处理过程中，信息在大脑中从感觉记忆、短时记忆经过编码，储存为长时记忆，而在对长时记忆的存储和提取时，大脑一般采用概念图式（schema）这种最有效的方式。在布鲁姆的关于认知的学习金字塔中，我们可以看到，在认知的较高层面，概念发挥着非常重要的作用，对知识的分析、综合、评价都是通过概念来实现的。传统课程包含内容和技能两个维度，而IB课程是三维的，包括内容、概念与技能。在这个三维结构中，概念成为连接内容与技能的强大工具。概念驱动的课程有效地避免了对孤立事实的机械记忆，以及脱离背景掌握技能。概念驱动的课程联结了课程、教学与评估，注重学生的理解与行动，强调对概念的识别重于事实，发展深度理解。，概念驱动作为IB教学法（Approaches to teaching）的核心要求之一，是内容与技能的纽带，对于学生的有效学习与深度理解，对于知识在学科间以及学科与现实世界间的联系与迁移，具有十分重要的意义，应当成为教学设计中的焦点。

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Changing the environment helps understand the concept in different situations

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concept understanding 可以帮助孩子发散思维

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understand concept first makes learning better

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Please share your ideas on the articles you have read on conceptual understanding. 

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Please share your ideas on the articles you have read on conceptual understanding. 