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1. 如何让学习社区成员尽快认可IB？

2. 教师群体对于不确定性的担忧，有畏难情绪如何支持？

3. 缺乏有经验的IB协调员，如何支持？

4. 概念驱动教学法还不是很了解

5. 设计学校的课程框架以及评估

6. 教师培训后，如何确保教师的有效实施？

7. 中外教师有效协作如何保障？

8. 作为园长，如何促进IB课程的有效实施？

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1-文化之书-政策难度排序

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1-文化之书-政策难度排序

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1-为什么成为IB学校？

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小组请使用文档新建并创造您的公约条例，也可以进行美化；
1.公约不超过4条；公约要求请参考课堂建议；
2.完成编辑后，请将链接分享到第一课Session1处

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请保持您的视像镜头开启

随时欢迎提出问题

找个舒服的空间 为自已准备一些茶点，学习是需要能量的

需要您的行动装置来参与活动

别紧张，我们都一直在学习！

IB培训师不代表IB权威，经验和智慧在这里!

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注意:此培训安排可能会依据具体需要做进一步调整

第一天早上是我们的开幕致辞 (培训事宜以及IB培训更新)

第一天和第二天5节课，第三天4节课，每节课60分钟.

早上的课间休息为每次15分钟，下午的课间休息时间是30分钟每次，同时还有1小时的午餐时间。

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Hofstede霍夫斯泰德-文化模型（知乎）

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Hofstede霍夫斯泰德-文化模型（知乎）

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知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业、友善的社区氛围、独特的产品机制以及结构化和易获得的优质内容，聚集了中文互联网科技、商业、影视、时尚、文化等领域最具创造力的人群，已成为综合性、全品类、在诸多领域具有关键影响力的知识分享社区和创作者聚集的原创内容平台，建立起了以社区驱动的内容变现商业模式。

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1.SMART
2.HARD
3.WOOP：愿望-预期结果-阻碍-计划
4.OKR
5.Micro
。。。。。

KUD：
K：知识
U：理解
D：技能
请各位协调员在自己的反思日志上记录好自己本次工作坊的目标，也可以从概念性理解中选取1-2条；

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1. Career Guide

2. Career Development

3. 10 Effective Goal-Setting Techniques for Achieving Your Goals

Often, when people set goals, they hope that willpower and inspiration are enough for success. Using a tool such as a goal-setting technique, however, can do more than motivation or willpower. If you are working toward career-path goals or trying to set more effective goals at work, consider how a goal-setting technique may help you. In this article, we explain what goal-setting techniques are and provide 10 techniques you can use to achieve your goals.

What are goal-setting techniques?

Goal-setting techniques are frameworks you can use for developing and achieving goals. They provide a means for setting goals with direction and focus. Some describe these techniques as scripts to follow as you work toward your goals.

Related: How To Develop a Successful Goal-Setting Process

10 types of goal-setting techniques

Experts have developed many goal-setting techniques, including:

1. SMART goals

SMART stands for specific, measurable, achievable, realistic and time-bound. These goals help you focus your efforts, and each part of the word means:

Specific: Make sure you define your goal carefully and clearly. For example, a goal could be organization, but a specific goal could be organization of your cubicle.

Measurable: Include something in your goal that you can measure, such as a goal of organizing your desk, filing cabinet and floor within three months.

Achievable: Find a goal that you are likely to meet with your current schedule. For example, if you want to organize your filing cabinet this month, make sure you have enough time each week to clean and organize one of the four drawers.

Realistic: Ensure that you can actually meet the goal. Choose to organize one area of your workspace per week, rather than the entire cubicle, for example.

Time-bound: Give your goal a time frame so that you can plan for your success. For example, if you plan to finish organizing before the first day of the next quarter, you know when you need to complete your last task to succeed at this goal.

Sometimes SMART goals are expanded to make SMARTER goals, where the extra letters stand for evaluate and readjust. If you choose to make a SMARTER goal, you'll also need to consider:

Evaluate: Choose a regular time to check on your goal's progress. For example, check every two weeks to be sure you have made progress on your project in order to achieve your goal.

Readjust: Be prepared to change your plan as needed. If you get assignments that require overtime, for instance, be flexible and spread your project over the week instead.

Read more: SMART Goals: Definition and Examples

2. HARD goals

HARD stands for heartfelt, animated, required and difficult. They each mean:

Heartfelt: If you want to learn a new skill, imagine the pride of having a new skill. Then, connect that pride with the goal and use that emotion as your motivation for learning.

Animated: Visualize what achieving your goal would look like. Incorporate every sense that you can and imagine what it would sound, feel, smell or even taste like so you can remember the feeling every time you think about your goal.

Required: If possible, connect your goal to something that's necessary for you. For example, if you want to learn public speaking, volunteer to present something on your company's behalf, as this obligation can motivate you to keep working on your goal.

Difficult: Set a goal that challenges you. By doing this, you'll feel accomplished when you complete it.

3. WOOP goals

WOOP stands for wish, outcome, obstacle and plan. Some consider this an exceptionally helpful technique for stopping a habit you might no longer want. The steps include:

Wish: Make sure your wish is exciting for you. Imagine the sort of goal you would wish for and attach a positive feeling to the goal you want.

Outcome: Imagine the best possible result of achieving your goal. Think of how you would feel if this happened and visualize it in as much vivid detail as possible.

Obstacle: Consider what might prevent you or slow you down from success. For example, suppose you want to learn how to speed up your workflow, but you type slowly and this causes you to work at a slower pace.

Plan: Find solutions to any obstacles that might interfere with your goal. If you have a slow typing speed, you can practice touch typing with software or websites intended to improve typing speed.

4. OKR goals

OKR stands for objectives and key results. This type of goal is common among management who want to set goals that may affect the entire company. OKR goals are also helpful for large groups of people who need to work together toward a bigger goal. To set an OKR goal, choose a goal that you want to achieve, such as reaching 2,000 new customers by the end of the year. Then, identify the steps that can help you achieve the goal.

If you want 2,000 new customers by the end of the year, you may consider a social media outreach program, which means you may need to hire someone to complete this, train current employees or find employees who may already have this training. Set specific goals for the social media outreach that can help you achieve the larger goal of 2,000 new customers. Assess and reevaluate your smaller goals as needed.

Read more: A Guide to OKRs: Definition, Tips and Examples

5. Micro goals

Rather than setting one large goal, you can set multiple smaller goals that can help you achieve an overarching goal. For example, a sales team might use a visual representation of their extended goal, such as a thermometer chart that reaches $100,000. As they color in each smaller goal they achieve, which might be sales of $5,000, every participant can see how they are moving closer to the long-term goal.

Having smaller, achievable goals can help you stay motivated and remind you of the progress you've made. Consider rewarding yourself for achieving small goals and check your progress regularly.

6. Backward goals

This type of goal-setting technique involves using your goal to help you decide what steps can help you reach that goal. For example, if you want a promotion, think about what that promotion may involve. Perhaps the promotion requires a master's degree. Because you only have a bachelor's degree, this involves completing two years of study at a university. Before you can do that, you need to be accepted to a university, which requires a high score on the GRE, so you first need to study and take the GRE.

By working backward, you can take a large goal and make it more achievable. This can also be helpful for people who aren't sure what goal they want. They simply know what kind of future they want. Using this technique allows them to translate that vision into measurable goals.

7. Values-based goals

Goals may be easier to achieve if they align with values that are important to you. For example, if you keep arriving to work late, but you consider responsibility an important value, set a goal of arriving on time and remind yourself that doing this is essential. If you want to be responsible and show others that responsibility is valuable, this may motivate you to complete this goal.

8. Locke and Latham's five principles of goal setting

Locke and Latham developed a technique for setting goals that help the goal setter succeed. Each part of the goal-setting technique helps you set a more effective goal and make progress toward completing it. The principles include:

Clarity: Set clear goals you can measure and understand. Doing so helps you to achieve the goal and know when you've succeeded, which can improve motivation.

Challenge: Make sure your goal requires effort to complete. Rather than setting a goal to attend one leadership seminar this year, set a goal to attend one per month, because a difficult task provides more motivation.

Commitment: Find a goal that you want to accomplish. The more committed you are to achieving your goal, the more likely you are to complete it.

Feedback: Check on your goal regularly and provide yourself ongoing feedback. If you can ask someone else for feedback, this may help even more and encourage you to stay on track to completing your goal.

Task complexity: Be sure your goal isn't beyond your ability to complete. For example, if you don't know how to code but know it would help your career to learn, rather than set a goal of learning every coding language out there, instead choose one language and aim to become proficient in it.

9. One-word goals

This technique emphasizes simplicity. Find one word that describes your goal and use that as your motivation. This allows you to find a goal that is memorable and simple, which can help new goal setters find something achievable and doable for them. For example, if you want to increase your personal sales quota, perhaps your one-word goal might be sell or connect, since you may want to connect with new and old contacts for more opportunities.

10. Visual goals

Some people find it easier to use visual representations of their goals. Imagine what your goal looks like and find a picture that represents it. Place your images where you might encounter them each day, such as your bathroom mirror or car dashboard. Use the picture as the background for your desktop or phone. Find a quote that relates to it and tape it to your monitor. Each time you see the image, remind yourself of your goal or your reason for achieving it.

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10 Effective Goal-Setting Techniques for Achieving Your Goals

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Career Guide Career Development 10 Effective Goal-Setting Techniques for Achieving Your Goals Often, when people set goals, they hope that willpower and inspiration are enough for success. Using a tool such as a goal-setting technique, however, can do more than motivation or willpower.

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各位校长，大家好！除去资源库中的IB资料和文件，我们也鼓励您可以准备贵校自己的文件，以便更好的进行相互探讨和反思，您可以准备的文件如下（没有的无需准备）：
1.贵校的使命宣言
2.贵校的官方网站
3.贵校的宣传手册
4.贵校的组织架构图
5.PYP协调员以及校长的岗位职责书
6.预算表
7.协作备课会议安排计划
8.招生政策
9.语言政策
10.评估政策
11.全纳政策
12.学术诚信政策
13.学校的探究计划POI
14.单元计划样本
15.项目发展计划PDP sample
16.学科的范围与顺序

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Six Steps of Curriculum Design

Step 1: Principles and purpose - Setting out the intent of your curriculum

Schools should begin the design process by establishing their curriculum principles. The curriculum principles should reflect the school's values, context, pedagogy and needs. Schools should be able to articulate the purpose or intent of their curriculum principles. For example 'We believe in a broad and balanced curriculum where all subjects are valued. A broad and balanced curriculum will equip our children with a breadth of knowledge and skills in all areas of the curriculum.'

Step 2: Entitlement and enrichment - Developing your pupil entitlement

After clarifying its principles and purpose, a school should set out its pupil entitlement. Your pupil entitlement should set out how the school intends to enrich its curriculum with educational visits, extra-curricular activities and specific entitlements. For example 'All children in our school are entitled to two educational visits a year.'

Step 3: Breadth and balance - Developing the content of your curriculum

Schools will need to arrange their curriculum content into a range of exciting themes and projects. These should enable the school to deliver on its curriculum principles and entitlement while ensuring coverage of the statutory requirements of the national curriculum. A school will need to make strategic decisions about what it covers, how it covers it and in how much depth to achieve both breadth and balance. These choices and decisions create a school's curriculum structure or long-term plan.

Step 4: Teaching narrative - Planning the delivery of your curriculum

After organising their long-term plans, teachers need to plot the narrative of their projects. A teaching narrative should be vibrant and cohesive. It should detail the starting point for each project, showing how it will develop, and outline any significant outcomes. This process creates a medium-term plan that can be used as a starting point for shorter-term plans.

Step 5: Resources - Sourcing high-quality resources to deliver your curriculum

Schools need to identify the resources they need to bring their curriculum to life and enhance its coherence. A good curriculum needs good quality resources. Resources include human resources, practical equipment, environments and teaching resources.

Step 6: Review and evaluate - Deciding what is working well and where there is room for improvement

After establishing its curriculum, a school will need to regularly review its impact on teaching and learning and make any adaptations or changes. It will help to consider the original curriculum principles and purposes when reviewing, and focus on particular areas for development in school. For example How well is the curriculum helping children to progress in writing?
Download a PDF version of our six steps of curriculum design.
And finally

Of course, the six steps are a simplification of a more complicated process, but they are a good place to start. Several ingredients that have a significant impact on your curriculum design are missing here. For example, the unique combination of the staff at your school and their experiences, your children's passions and interests, and the creativity you bring to the process.

Do you want help designing your school's curriculum?

The Cornerstones Curriculum has provided over 2000 schools with the tools, content, and expertise they needed to design their curriculum. If you want help developing your curriculum, then contact us to book a free online meeting with one of our experienced curriculum consultants.

Curriculum Maestro/Cwricwlwm Maestro

Curriculum Maestro (or Cwricwlwm Maestro for schools following the Curriculum for Wales) is a comprehensive curriculum design, delivery and management system. Created to help primary schools complete and manage complex curriculum tasks with ease and with maximum time-saving efficiency. Pre-populated with fully editable and coherently sequenced early years and primary content, Curriculum Maestro supports the process of curriculum design, that begins with the articulation and creation of curriculum intent to the daily detail of individual teacher timetabling and lesson planning. Linked assessment and the ability to monitor real-time curriculum coverage enables all staff to ensure that plans are taught and assessed. A magnitude of teaching resources, a whole-school skills and knowledge framework and the ability to generate and publish bespoke curriculum projects makes Curriculum Maestro a must-have tool for all primary schools.

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How to design your curriculum | 6 steps of curriculum design

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Step 1: Principles and purpose - Setting out the intent of your curriculum Schools should begin the design process by establishing their curriculum principles. The curriculum principles should reflect the school's values, context, pedagogy and needs. Schools should be able to articulate the purpose or intent of their curriculum principles.

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Erin Meyer（艾琳·迈耶）文化模型（知乎）

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Erin Meyer（艾琳·迈耶）文化模型（知乎）

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知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业、友善的社区氛围、独特的产品机制以及结构化和易获得的优质内容，聚集了中文互联网科技、商业、影视、时尚、文化等领域最具创造力的人群，已成为综合性、全品类、在诸多领域具有关键影响力的知识分享社区和创作者聚集的原创内容平台，建立起了以社区驱动的内容变现商业模式。

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中文-所有协调员需要做的

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中文-所有协调员需要做的

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哈佛大学零点项目
Harvard University project Zero

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Lewis（路易斯）文化模型

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Lewis（路易斯）文化模型

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2-为什么要成为一所IB学校（视觉呈现-海报、图片、表格、PPT等）

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2-为什么要成为一所IB学校（视觉呈现-海报、图片、表格、PPT等）

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https://docs.qq.com/slide/DWWFoYlZ0ZFpTdXNO?u=c87f5d49ad9348818b15d90ddd719a7e

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2-为什么成为一所IB学校

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A Teacher’s Guide to Visible Thinking Activities思维可视化教师指南

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A Teacher’s Guide to Visible Thinking Activities思维可视化教师指南

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Sara Bell, Tim Power and Sarah Rich · 27 March 2019

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This is a practical guide to using thinking routines in the classroom, with quality ready-to-use activities for each type of routine. This guide begins with a short summary of the research that underpins the use of thinking routines and the purpose of making thinking visible.

Thinking Routines and Activities

What are Thinking Routines?

Thinking routines teach students to make their ideas visible and accessible. This is done through a variety of graphic organisers which help structure ideation and reasoning. They are simple to use, yet powerful in impact.

The purpose of thinking routines is to promote a deeper understanding of content, and help students understand how they think and learn. As Margaret Mead writes:

"Children must be taught how to think, not what to think."
Margaret Mead

A substantial body of research (Hattie, Murdoch, Ritchhard and others) underpins the development of thinking routines in the classroom. One of the benefits for teachers in using visible thinking routines, is being able to see learning through the eyes of students.

Why make thinking visible?

For many students the thinking behind answers and how other students and teachers reach conclusions is ' invisible'. By making thinking ' visible' students are let into the 'secret' of learning by seeing teachers and peers explain their thinking and reasoning.

"Learning is a consequence of thinking, not something extra we tack on for good measure but something in which we must actively engage to promote our own and others' learning."
Ron Ritchhart, Creating Cultures of Thinking (2015)

For learners to thrive in the 21 st century, they must be able to share their thinking in the most accessible way for ' active engagement ' with others.

What are some good Thinking Routines?

This guide includes 22 thinking routines which you can use in your classroom and school. Each thinking routine is linked to a lesson within inquisitive.com, showing how they come alive as visible thinking activities.

See Think Wonder

The curiosity of students is ignited by using a simple object, picture, video, artwork or artefact (stimulus). This is a great introductory thinking routine.

Inquisitive uses an enticing video to introduce the unit Great Journeys (History, Years 3-4). Students are prompted with the question, 'What was the age of exploration?' They dive into a See Think Wonder routine, as their inquiry unfolds.

Lesson: What was the Age of Exploration?

Compass Points

This thinking routine is used to assist students in thinking deeply about a proposition or idea from four perspectives (Compass Points).

Students are presented with an idea and immediate responses can be recorded. They are then asked to look at this idea using the compass point routine. Students record what excites 'E' them about the idea presented, and also consider the negative side of the idea by recording what worries 'W' them. They are then asked to think about what else they would need 'N' to know before accepting or denying the idea. Lastly, students are asked to record their suggestions 'S' for moving forward with the idea. Once complete, students can be asked to reflect on how their thinking has changed throughout the process.

In the Inquisitive unit, A Diverse and Connected World (Geography, Years 5-6), students are asked to think about global connections in the context of tourism. Students watch a short video advertisement for the Best Job in the World, being caretaker of Hamilton Island on the Great Barrier Reef. They then use the Compass Point thinking routine to help them assist in the evaluation of this job opportunity.

Lesson: I've Been to Bali Too

Peel the Fruit

In Peel the Fruit, students are asked to 'peel' back the layers of the issue.

In the Inquisitive unit, Democracy and Citizenship (History, Years 5-6), students are asked to investigate Aboriginal and Torres Strait Islander Rights throughout the 20 th Century. Students are posed the question 'How fairly do you think the Aboriginal people were treated in the early 20 th Century?' They are then asked to colour a square on an Opinion Meter demonstrating how important they believe this issue to be. A variety of statements, images and questions are then shared with the students throughout the unit. Students are consistently asked to return to the 'Peel the Fruit' image to assist them with showing their learning and understanding of this complex issue. Once complete, the students are then asked to graph their answer to the original question and reflect on any changes to their original opinion.

Lesson: Aboriginal and Torres Strait Islander People Rights

Question Organiser

This is a graphic information organiserwith spaces for questions which begin: when, why, who, where and how. It is designed as a visual guide to help students progressively delve deeper into a question or topic to reach a stronger understanding of the chosen area.

Celebrations and Commemorations (History, Years 3-4) is a unit that focuses on cultural celebrations and commemorations around the world. Students are asked to organise themselves into a small group. Each group member selects a different celebration or commemoration to research. Students use the Question Organiser to develop their thinking and assist in breaking down the research question into manageable parts. Students then use this information to create a chapter in a book or film documenting different celebrations and commemorations from around the world.

Lesson: A Celebration of Cultures

3-2-1 Bridge Organiser

This organiser is used to record initial thoughts, ideas, questions and understandings about a given topic. After reading an article or watching a video, students are then asked to rethink their initial opinions after learning more about the topic. The idea is for bridges to be built between ideas when new information is obtained. Students should be focussing on the idea of understanding and connecting their thinking and ideas.

The 3-2-1 Bridge thinking routine is used in the unit The Australian Colonies (History, Years 5-6). In this unit, students are asked to watch a video about the spread of European settlement across Australia during the 1800s. They are then asked to write down three facts, two questions and an interesting observation, from which students research the answer to the two questions they posed.

Lesson: A Story of Australian Settlements

Six Thinking Hats

This thinking routine assists students by looking at things from a number of different points of view ( hats). The Six Thinking Hats technique was created by Edward De Bono. It is good for developing decision making and creativity in thinking. Students are able to put on a hat to view things from a different point of view. The six hats are:

White Hat: Information. What are the facts?

Yellow Hat: Positives and advantages.

Black Hat: Difficulties and dangers.

Red Hat: Emotions and feelings.

Green Hat: New ideas and creativity.

Blue Hat: Managing the thinking process.

In the unit, Different Environments (Geography, Years 3-4), students are introduced to the natural features of Australia. In a differentiated activity, students are asked to use the thinking hats routine to do some research into traditional musical instruments made by Aboriginal and Torres Strait Islander Peoples using natural materials from their surrounds. They are asked to use known information and apply white, yellow, black and green hat thinking.

Lesson: The Great Southern Land

Think Puzzle Explore

The Think Puzzle Explore routine can be a useful way to complete a formative assessment before starting a new learning journey.

Inquisitive uses the Think Puzzle Explore routine to introduce the topic of the United Nations in the unit, The World's Cultural Diversity (History, Years 5-6). Student curiosity is sparked with a stimulus video: Kid President visits the UN. Following the video, they are invited to write down their thoughts on what they know about the UN, what still puzzles them, and which aspects of the United Nations they should further explore.

Lesson: Human Migration

Plus Minus Interesting

In the unit, Features of Places, (Geography, Years 1-2), students are asked to think about the way features of places have changed over time. They select a feature of their local area and examine how it has changed. They brainstorm ways this feature could be improved in the future and as a group, vote on the idea they liked best. Students then use a PMI chart to consider the positive (plus), negative (minus) and interesting aspects of the improvement that most people voted for.

Lesson: Change http://www.inquisitive.com/lesson/238

Inquisitive uses this thinking routine in many of its lessons. In Past and Present Family Life (History, Years 1-2), students are asked to think about how families have changed over time. Photos from the past are displayed showing large families with numerous children. Two questions are presented for discussion which follow the think, pair, share routine: What would be the good things about living in a big family? What would be the bad things about living in a big family?

Lesson: Families Then and Now

Venn Diagram

Venn Diagrams are used to compare two or more things and to show both their similarities and differences. A Venn Diagram is usually made up of two or more circles that overlap. In the outer circles students are able to record how things differ and within the overlapping section they record the similarities. By using this routine, students are able to compare and contrast ideas for a greater understanding. Venn Diagrams can be used for a variety of purposes in all subjects.

Within First Contacts (History, Years 3-4), students are presented with differing ideas and opinions of what has taken place in modern Australian History. This lesson is entitled Terra Nullius? and asks students to research this term. The class is then asked to think about the decision of the British to declare Australia as 'Terra Nullius' and form an opinion on this. Students then create their own Venn Diagram to show the similarities and differences between the views of European and Aboriginal and Torres Strait Islander Peoples towards land ownership. Students are then asked to reflect on how these opposing views would have impacted on the early relations between the European and Aboriginal Peoples.

I Used to Think... Now I Think

This routine captures a change of opinion or perspective from what a student ' used to think' to what they ' now think.'

It enables students to reflect on their learning, be willing to consider different ideas and to be able to acknowledge when their opinion has changed. It can be a useful routine to use for topical or emotive issues. It also gives students the opportunity to reflect on why their thinking may have changed and enhances reasoning skills.

In First Contacts (History, Years 3-4), students are asked to identify who they think discovered Australia. They research a range of explorers who made a significant contribution to the 'discovery' of Australia. Students are asked to think deeply about this question and justify their reasoning and response. They are given opportunities to change their mind, reflecting and analysing along the way. Students are then asked to consider Aboriginal and Torres Strait Islander Peoples' feelings about this question.

Lesson: Who Discovered Australia?

Mind Map

Mind maps are diagrams to visually organise information branching out from a central concept. The branches unpack the central concept into smaller categories. They become a map of a student's thinking.

There are two forms of mind maps: unstructured or structured. An unstructured mind map can be used to assist the recording of free-flowing ideas related to a singular concept. A structured mind map is an excellent way to guide students in their research to help them identify key areas related to a topic or concept. It helps order thoughts and divide concepts into categories.

In the unit, The Earth's Environment (Geography, Years 3-4), students are guided through a study of Brazil. They are provided with a quality eBook about Brazil, and asked to summarise the information of interest to them, using a mind map.

Lesson: South American Country Study

Connect Extend Challenge

This Connect Extend Challenge routine helps students make connections between new and prior knowledge, with an implicit guide as to how to develop their interest further. Recording students' ideas and using them at a later time can also be useful for reflecting on their understanding.

Students are then invited to write their questions on sticky notes and display them in the classroom. The class works together to write their own intergalactic address, starting with their classroom and expanding out until they identify their planet.

KWHL Chart

This chart helps students to organise their thinking before, during and after conducting research.

K stands for what you alreadyKNOW about the subject.

W stands for what you WANT to learn.

H stands for figuring out HOW you can learn more about the topic.

L stands for what you LEARN as you read.

Students structure their research by stepping through each part of the process and also recording what they learn as they go.

Whilst working through the unit, The Earth's Environment (Geography, Years 3-4), students are asked to consider the concept of sustainability. They are given the option of researching one of the most sustainable cities in the world, provided with guided research links to websites and then use the KWHL chart to record their thinking.

Lesson: Who's Looking after this Home of Ours

Colour, Symbol, Image

In the unit, A Diverse and Connected World (Geography, Year 5-6), students learn about global connections through the study of the Olympic Games. In one particular lesson, they are shown a moving video of athlete Derek Redmond running in the Olympic semi-finals in Barcelona in 1992. Students are encouraged to record anything they find interesting, important or meaningful. They are then asked to use the Colour, Symbol, Image routine in relation to one of these observations.

Lesson: Faster, Higher, Stronger

Jigsaw Strategy

The Jigsaw Strategy is achieved by forming groups with 5 or 6 students. Each student in a group has to investigate and learn about a different piece of the overall topic ( jigsaw). They become the expert of that piece. If you have multiple groups, the experts from each group focussing on the same piece, can join together in researching and attaining key insights, before returning to their group to share.

Use of this strategy ensures that all students contribute equally in a group that is inclusive of all. It gives individuals autonomy and responsibility as well as the opportunity to become an 'expert' whilst being supported and guided by those around them.

This routine is completed using the following steps:

1. Students are placed into a group of 5 or 6.

2. Individuals are each given an inquiry question (all groups are given the same set of questions).

3. Students then find others from different jigsaw groups who have the same question. This is their expert group.

4. In their expert group, students discuss the inquiry question. They should record prior knowledge and work together to research and record the information required.

5. When time is up, students are to return to their jigsaw group with the information collected and present their puzzle piece to their group.

When all the puzzle pieces are put together students then have the complete research project.

Inquisitive uses this routine to assist students in locating and analysing information relating to the development of the Australian Colonies after 1800. This lesson, from the unit The Australian Colonies (History, Years 5-6), starts off with a 3D animated presentation introducing the changes made during this time. Students then use the Jigsaw Strategy to investigate inquiry questions in Expert Groups before reporting back to their original Jigsaw Group.

Lesson: A Colonial Puzzle

3-2-1 Graphic Organiser

In the unit, The Earth's Environment (Geography, Years 3-4), the focus is on how Aboriginal and Torres Strait Islander Peoples live sustainable lives. During this research, students are provided with a link to a website about Kakadu, which teaches them about Bininj and Mungguy peoples. Students select an area to research. To assist in summarising this research, a 3-2-1 Graphic Organiser is provided requiring the following information:

Record three things you have learned about protecting the environment, using resources and/or sustainability.

Record two interesting facts you discovered.

Record one new word for your vocabulary.

Lesson: Aboriginal and Torres Strait Islander Peoples Sustainability

Tug of War

The Tug of War routine uses students' familiarity with this game (two teams pulling against each other on a rope) to demonstrate ways in which arguments can be put across to ' pull ' an audience to one side of a debate. Teachers can easily bring this routine into their classroom with a variety of issues and topics in different subjects. This can be completed in pairs, small groups or as a whole class.

In the unit, Australia as a Nation (History, Years 5-6), students are taught about human rights, and learn that privacy is one of those fundamental rights under the UN Declaration of Human Rights. Notwithstanding this, children and adolescents often use the Internet in ways which put their privacy at risk.

Students are posed the question: Does a parent's concern for the right to a safe environment interfere with a child's right to privacy?

An image of a Tug of War rope, with people on opposing sides, is placed in the classroom. Students are asked to think of reasons for both sides of the argument and justify them, recording this on a sticky note to display on each side of the image. Students are then asked to discuss each side. After the discussion, each student is asked to write a recommendation about how rights of safety and privacy for children using the Internet, could be managed.

Concept Map

A concept map is used to show how ideas are connected. Starting with a main idea or topic, arrows fan out to circles and boxes for associated ideas. It allows students to unpack and organise their thinking, and is a powerful way to enrich and deepen student comprehension.

Inquisitive guides students through the creation of a concept map whilst teaching students about traditional land ownership in the unit, Factors that Shape Places (Geography, Years 5-6). Students spend time researching an Aboriginal or Torres Strait Islander land management technique, and are required to present their findings in a concept map.

Lesson: Traditional Land Management

Infographic

An infographic is a way to present information as a diagram, using pictures, graphs, symbols and images. Text is also important on an infographic but should only be in small sections and be short and to the point. Presenting information this way can assist visual learners in understanding the information presented, being easier to read, and designed to be more memorable than paragraphs of words. By using this strategy in the classroom, students are asked to clearly summarise information that they have learned and share it with others.

In the unit, Community and Commemorations (History, Years 3-4), students are asked to research either the International Day of Peace or International Mother Earth Day. They are provided with links to assist in their research. Once they have learned about the significance and origin of their chosen international day, students are asked to create an infographic to share their knowledge.

Lesson: International Celebrations and Commemorations

Step Inside: Perceive, Know, Care About

The Step Inside routine, asks students to consider ( step inside) events or topics from the perspective of different people, or even the perspective of animals, objects or other phenomena. From this unique perspective, what do they perceive, know and care about?

Asking children to look at things from another point of view helps them understand our world and gain empathy and understanding of others. This routine can be used in many different subject areas in a variety of ways. For example, students could be asked to write about a bushfire, however they could be asked to write from the fire's perspective. Students may be shown a picture of the moon landing. Students could discuss the point of view of Neil Armstrong, Buzz Aldrin, the moon, the people watching at home, the Russian astronauts. All of these would have different ideas, opinions and feelings about the same event. Even the youngest students can benefit from this routine.

Inquisitive provides opportunities for Foundation students to place themselves inside a picture. In the unit People Live in Places (Geography, Foundation or Kindergarten Year), students are asked to think about places they belong. They are then asked to think about what it would be like to be in another place. Students are shown visual images of a roller coaster, a waterfall, a birthday party and a dental surgery. They are then asked to step inside each picture and describe what they might see, hear or smell whilst there.

Lesson: Places I Belong To

10 x 2 Visual Thinking Strategy

In the 10 x 2 Visual Thinking Strategy, students are shown an image of an artwork for 30 seconds and then asked to write down ten words or phrases that come to mind regarding the picture. Once students have completed their 10 words/phrases, they repeat the activity, with another 30 seconds to relook at the artwork, and then recording another ten words or phrases, different from the first.

By using the 10 x 2 Visual Thinking Strategy, students have the opportunity to look more deeply into a piece of artwork. It helps students to slow down and make detailed observations beyond a first impression.

Paintings can be used as an historical source to provide insight into the past. In the unit, The Australian Colonies (History, Years 5-6), students learn about the History of Australia beyond 1800. Students are provided an eBook of paintings created by Joseph Lycett, a convict sent to Australia after being sentenced for money forgery. Lycett's talent was discovered by the settlement's commander and he was given the task of recording and painting scenes of the new settlement and its surrounding environment.

Students select a painting to focus on. They use the graphic organiser provided to structure their thinking. In the centre circle, students write the name of their chosen painting. They are given 30 seconds to do nothing but look at the image they have chosen. They then record ten words or phrases about the image. Students repeat the activity, recording their next ten words in another colour.

Lesson: Two Worlds

About Inquisitive

Inquisitive is the Australian education company with a mission to simplify access to quality lessons, so that teachers can enjoy teaching and students can learn with purpose and depth.

This research into thinking routines and visible thinking, informs the ongoing development of inquisitive.com. From this base of research, Inquisitive lessons are then trialled, workshopped and refined in classrooms.

Contact us if you would like to write for Inquisitive.

Head of Education: Sarah Rich

Telephone: +61 2 9969 1885
Email: support@inquisitive.com

Further Research and Acknowledgements
http://www.pz.harvard.edu/resources/visible-thinking-tools https://www.mindtools.com/pages/main/newMN_ISS.htm www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

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A Teacher's Guide to Visible Thinking Activities

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Sara Bell, Tim Power and Sarah Rich · 27 March 2019 Share this post This is a practical guide to using thinking routines in the classroom, with quality ready-to-use activities for each type of routine. This guide begins with a short summary of the research that underpins the use of thinking routines and the purpose of making thinking visible.

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学习与教学-学习方法+教学方法

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学习与教学-学习方法+教学方法

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In my December blog I explained Cambridge International's robust curriculum progression model for our primary and lower secondary programmes (Stages 1 to 9, ages 5 to 14). Making sure that learners could progress smoothly was a key element of our work to redevelop these programmes, but it was only one element. Our model for developing curriculum coherence was equally robust.

In A Cambridge Approach to Improving Education: Using international insights to manage complexity, Oates (2017, p.18) explains that an education system is coherent "when the national curriculum content, textbooks, teaching content, pedagogy and assessment all are aligned and reinforce one another." Extensive research between 1995 and 2017 by Bill Schmidt and William Prawat shows that high-performing education systems align their curriculum, textbooks, pedagogy and assessment.

Curriculum coherence can be viewed from a national, school and classroom level. Once a curriculum has been agreed at school and national level, teachers need to implement it in the classroom. In this blog, I want to explore curriculum coherence at the classroom level to show that our programmes are robust.

How do we ensure curriculum coherence?

The Cambridge Primary and Lower Secondary programmes embody curriculum coherence as we align and reinforce the relationships between our curriculum, endorsed textbooks, pedagogy and assessment. One way that we provide curriculum coherence as part of our curriculum design is by using the same learning objectives in our curriculum frameworks, endorsed textbooks, schemes of work and, formative (Cambridge Progression Tests), summative assessments (Cambridge Checkpoint) and assessment guidance (non-assessed subjects). It is our learning objectives that reinforce and connect all these aspects of the Cambridge Primary and Lower Secondary programme.

Our curriculum coherence model is broadly made up of three parts: curriculum, pedagogy and assessment.

1. Curriculum

The curriculum document that contains our learning objectives is critical to coherence because of its relationships to pedagogy and assessment. In the Cambridge Primary and Lower Secondary curricula the learning objectives are detailed in a logical sequence of concepts, content and skills across Stages 1 to 9 (age 5 to 14), so that learners can develop more sophisticated ways of thinking. Our support sites include a curriculum framework for each of our primary and lower secondary subjects. Our four endorsed textbook publishers also include all the learning objectives detailed in our curriculum frameworks.

2. Pedagogy

The second part of our coherence model relates to our active learning approach to teaching and learning which is exemplified in our teacher guides, schemes of work, Cambridge Global Perspectives™ challenges, endorsed resources and in our face-to-face and online professional development. It is the learning objectives, specified in our curriculum frameworks, that influence the suggested teaching and learning activities, promoting active engagement and thinking on the part of the learners. Using the same learning objectives throughout our curriculum frameworks and schemes of work strengthens curriculum coherence.

3. Assessment

The final part of our curriculum coherence model is assessment. We design our assessment questions based on the learning objectives taken from our curriculum frameworks. This applies to our formative (Cambridge Progression Tests), summative tests (Cambridge Checkpoint) and assessment guidance which are available on our primary and lower secondary support sites. This means that learners should not be surprised by assessment questions and can show the knowledge and skills that they have learned in lessons.

We also provide assessment reports that show which learning objectives learners found easy or difficult. This allows teachers to focus on students' next steps of learning. For example, if the reporting shows that all learners found the same learning objective difficult then teachers can plan to reteach that concept or skill. If only one or two learners found it problematic, then, some focussed teaching for these students would be more appropriate.

What does this look like in practice?

Curriculum coherence applies to all ten Cambridge Primary and Lower Secondary subjects, so let's take one example from our Cambridge Primary Mathematics curriculum to show the three parts of our coherence model: 1. Curriculum (Textbooks); 2. Pedagogy; and 3. Assessment.

In this example the Stage 4 learning objective, 4Np.02, is taken from our primary mathematics curriculum framework, Number strand, and requires learners to use knowledge of place value to multiply and divide whole numbers by 10 and 100.

The suggested activity in our scheme of work is written according to the learning objective, 4Np.02. So, it is the learning objective that determines the type of activity to be taught and not the other way around. The learning objective is then be reinforced by taking an active learning approach, using questions to engage learners in dialogic interactions with other students as well as with you.

Learners who have been taught 4Np.02 using an active learning approach should be able to answer any assessment questions about multiplying and dividing whole numbers by 10 and 100 correctly: for example, 363 x 10 = ; and 64 000 ÷ 10 =.

How does our curriculum coherence model help teachers and learners?

Using coherence as part of our curriculum design makes our primary and lower secondary programme robust because learners can make connections between the content and skills they are learning and what they are asked in our assessments. This robustness also means that the reporting from Cambridge Progression Tests and Checkpoint assessments can be used to focus teaching and learning on areas that are problematic for the whole class or individual learners.

If you are a registered Cambridge school, you can find Cambridge Primary and Lower Secondary subject-specific curriculum coherence models on our support sites in our "Guide to" section. https://primary.cambridgeinternational.org/ and https://lowersecondary. cambridgeinternational.org/

If you are not already registered with us but would like more information about these programmes, please enter your details here.

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Describing coherence of curriculum, pedagogy and assessment - Cambridge Assessment International Education

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In my December blog I explained Cambridge International's robust curriculum progression model for our primary and lower secondary programmes (Stages 1 to 9, ages 5 to 14). Making sure that learners could progress smoothly was a key element of our work to redevelop these programmes, but it was only one element.