# data[].attributes.body
by John Spencer

# data[].attributes.attachment_link.title
7 Things That Happen When Students Own Their Learning

# data[].attributes.attachment_link.readable_text
Executive Summary

It seems beyond debate: Technology is going to replace jobs, or, more precisely, the people holding those jobs. Few industries, if any, will be untouched. It is easy to find reports that predict the loss of 5 to 10 million jobs by 2020. Leaders must resist the temptation to think of AI as "wizard of Oz" technology that will allow them to control vast empires alone from behind a curtain. Instead, they must recognize that while machines can provide a tactical advantage, humans are needed for strategic work. Integrating AI technology into the workforce will mean managing your employees' emotions - there's lots to feel threatened by - as well as rethinking the role of people in your organization more broadly.

Juj Winn/Getty Images

It seems beyond debate: Technology is going to replace jobs, or, more precisely, the people holding those jobs. Few industries, if any, will be untouched.

Knowledge workers will not escape. Recently, the CEO of Deutsche Bank predicted that half of its 97,000 employees could be replaced by robots. One survey revealed that "39% of jobs in the legal sector could be automated in the next 10 years. Separate research has concluded that accountants have a 95% chance of losing their jobs to automation in the future."

And for those in manufacturing or production companies, the future may arrive even sooner. That same report mentioned the advent of "robotic bricklayers." Machine learning algorithms are also predicted to replace people responsible for "optical part sorting, automated quality control, failure detection, and improved productivity and efficiency." Quite simply, machines are better at the job: The National Institute of Standards predicts that "machine learning can improve production capacity by up to 20%" and reduce raw materials waste by 4%.

It is easy to find reports that predict the loss of between 5 and 10 million jobs by 2020. Recently, space and automotive titan Elon Musk said the machine-over-mankind threat was humanity's "biggest existential threat." Perhaps that is too dire a reading of the future, but what is important for corporate leaders right now is to avoid the catastrophic mistake of ignoring how people will be affected. Here are four ways to think about the people left behind after the trucks bring in all the new technology.

The Wizard of Oz Is the Wrong Model

In Oz, the wizard is shown to run the kingdom through some complex machine hidden behind a curtain. Many executives may think themselves the wizard; enthralled by the idea that AI technology will allow them to shed millions of dollars in labor costs, they could come to believe that the best company is the one with the fewest people aside from the CEO.

Yet the CEO and founder of Fetch Robotics, Melonee Wise, cautions against that way of thinking: "For every robot we put in the world, you have to have someone maintaining it or servicing it or taking care of it." The point of technology, she argues, is to boost productivity, not cut the workforce.

Humans Are Strategic; Machines Are Tactical

McKinsey has been studying what kind of work is most adaptable to automation. Their findings so far seem to conclude that the more technical the work, the more technology can accomplish it. In other words, machines skew toward tactical applications.

On the other hand, work that requires a high degree of imagination, creative analysis, and strategic thinking is harder to automate. As McKinsey put it in a recent report: "The hardest activities to automate with currently available technologies are those that involve managing and developing people (9 percent automation potential) or that apply expertise to decision making, planning, or creative work (18 percent)." Computers are great at optimizing, but not so great at goal-setting. Or even using common sense.

Integrating New Technology Is About Emotions

When technology comes in, and some workers go away, there is a residual fear among those still in place at the company. It's only natural for them to ask, "Am I next? How many more days will I be employed here?" Venture capitalist Bruce Gibney explains it this way: "Jobs may not seem like 'existential' problems, but they are: When people cannot support themselves with work at all - let alone with work they find meaningful - they clamor for sharp changes. Not every revolution is a good revolution, as Europe has discovered several times. Jobs provide both material comfort and psychological gratification, and when these goods disappear, people understandably become very upset."

The wise corporate leader will realize that post-technology trauma falls along two lines: (1) how to integrate the new technology into the work flow, and (2) how to cope with feelings that the new technology is somehow "the enemy." Without dealing with both, even the most automated workplace could easily have undercurrents of anxiety, if not anger.

Rethink What Your Workforce Can Do

Technology will replace some work, but it doesn't have to replace the people who have done that work. Economist James Bessen notes, "The problem is people are losing jobs and we're not doing a good job of getting them the skills and knowledge they need to work for the new jobs."

For example, a study in Australia found a silver lining in the automation of bank tellers' work: "While ATMs took over a lot of the tasks these tellers were doing, it gave existing workers the opportunity to upskill and sell a wider ranges of financial services."

Moreover, the report found that there is a growing range of new job opportunities in the fields of big data analysis, decision support analysts, remote-control vehicle operators, customer experience experts, personalized preventative health helpers, and online chaperones ("managing online risks such as identify theft, reputational damage, social media bullying and harassment, and internet fraud"). Such jobs may not be in your current industrial domain. But there may be other ways for you to view this moment as the perfect time to rethink the shape and character of your workforce. Such new thinking will generate a whole new human resource development agenda, one quite probably emphasizing those innate human capacities that can provide a renewed strategy for success that is both technological and human.

As Wise, the roboticist, emphasized, the technology itself is just a tool, one that leaders can use how they see fit. We can choose to use AI and other emerging technologies to replace human work, or we can choose to use them to augment it. "Your computer doesn't unemploy you, your robot doesn't unemploy you," she said. "The companies that have those technologies make the social policies and set those social policies that change the workforce."

# data[].attributes.attachment_link.title
The Future of Human Work Is Imagination, Creativity, and Strategy

# data[].attributes.attachment_link.description
Executive Summary It seems beyond debate: Technology is going to replace jobs, or, more precisely, the people holding those jobs. Few industries, if any, will be untouched. It is easy to find reports that predict the loss of 5 to 10 million jobs by 2020.

# data[].attributes.attachment_link.readable_text
Nine years ago, I starting thinking about changing the layout of my classroom-the traditional classroom structure that had gone largely unchanged since I was a child. I'm now in my eighth year exploring flexible seating with my second and third grade students.

I started by asking students to help me come up with design ideas and to brainstorm ways to transform our classroom with the furniture we had at the time. I knew that if that step went well, I could add more furniture in time.

Each year I add one new type of seating. I started with ball chairs, and then added tables with wheels and wobble stools. In recent years, I've added office chairs and scoop rockers. I've won several grants over the last eight years to collect my nontraditional seating options, which now include: 14 tables with wheels, eight wobble stools, six lap desks, six scoop rockers, four ball chairs, four office chairs, and four standing station spots. I still have 10 regular chairs.

How It Works

In the fall, I typically arrange the room the way I want it. My students and I spend time in the first several weeks of school going over rules and expectations. Once our classroom community has the necessary foundation and expectations, I do a lesson on each of the separate seating options and ask all students to explore all of them.

After students have explored the room and tried all the seating options, I ask them to help me figure out the room's layout for the year. Having student input is extremely important to me, and I often tell my students it's our classroom, not just mine. I want them to want to come to school and learn in a space that reflects them.

I then have the students help me create rules for flexible seating, and we hang up posters for each option that my students can refer to throughout the year when needed. For example, with the ball chairs, students are asked to have their feet on the floor at all times and to avoid excessive bouncing. If students aren't following the rules, we review them so everyone is clear about what's expected.

I'd encourage any teacher interested in experimenting with flexible seating to go slow, pick one thing to add to your classroom, and continue to add items slowly. I strongly suggest buying quality over quantity. I typically only purchase items that are plastic and can be wiped down, and I avoid fabric-with the exception of my office chairs-because it's hard to keep clean.

One thing teachers need to keep in mind in shifting to flexible seating is how they're going to use storage. Each of my students has a work bin-a plastic tray that fits into our standard mailbox slots-where they store their notebooks and folders. Each student also has a Tupperware supply bin with markers, crayons, and colored pencils. The work and supply bins have set locations so students know where their things are, no matter where they choose to sit.

Every type of seating option has pros and cons. Teachers have to think through how they're going to manage, store, and use each and every piece of flexible seating, which is why I encourage teachers to not buy a full set of anything at first-I still don't have a full set of any type of seating. Kids are different, and they like different things. Having different types of seating gives students options.

Each month, students help me select their new work spots. In addition to the work spots, students have a row spot (for whole group instruction), circle spot (for morning meeting), math spot, reading spot, pod spot (for collaborative times like science experiments), and a test spot (where all students have a flat surface for testing). We tend to use the work spots the most.

Classroom Management

Students are unique-and so are groups of students. Some years, my students have needed a lot of structure and little to no freedom. Other years, my students have been able to have total freedom. For flexible seating to work, teachers have to know their students and what they can and can't handle. So at the beginning of the year, I take time to get to know my students, and I have more of a say in where they sit. As they come to understand the different seating options, I give them more freedom. On occasion, students don't work well with one type of seating, and I give them limited access to that type. Strong classroom management is key to this model.

Each year, I also focus on something new to make my classroom more student-centered. Some years I've focused on technology integration or collaborative spaces. This year, I've worked to create more spaces for those students who prefer to work alone when given the opportunity.

I often ask myself if I would want to be a student in my own classroom. After eight years of trial and error, I feel like I can say yes. I truly enjoy my classroom-it's a unique, comfortable, student-friendly place to learn. But I'm still excited about brainstorming with my students on how to make it even better next year.

# data[].attributes.attachment_link.title
Designing Flexible Seating With Students

# data[].attributes.attachment_link.description
Nine years ago, I starting thinking about changing the layout of my classroom-the traditional classroom structure that had gone largely unchanged since I was a child. I'm now in my eighth year exploring flexible seating with my second and third grade students.

# data[].attributes.attachment_link.readable_text
Carol Dweck's research on growth mindset has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of "productive failure" (a concept Dr. Manu Kapur has been studying for over a decade)* and giving students the time and space to work through difficult problems. Another key idea is to praise the process and effort a child puts in, not the final product.

These mindset changes are easy to describe and dictate, but more challenging to implement. To help both teachers and parents, Stanford's PERTS Center has teamed up with the Teaching Channel to produce videos that demonstrate process praise and productive struggle. PERTS has developed a toolkit to support the adults in children's lives who are struggling to change their practice.

In the video below on classroom struggle, second grade teacher Maricela Montoy-Wilson repeatedly asks her students to justify their thinking using reasoning and evidence. She encourages students to critique one another's thinking and ask for specific kinds of help. She highlights that problems can be solved in different ways and normalizes struggle in her classroom so students don't feel bad if they don't understand.

"Everyone is going to feel stuck," Montoy-Wilson said. "Everyone is going to feel challenged by it. So they can get excited and think about the strategies they can implement to tackle the problem."

# data[].attributes.attachment_link.title
Growth Mindset: How to Normalize Mistake Making and Struggle in Class

# data[].attributes.attachment_link.description
Carol Dweck's research on growth mindset has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students.

# data[].attributes.attachment_link.title
Developing approaches to learning (ATL) | SharingPYP Blog

# data[].attributes.attachment_link.title
Conceptual Understanding and Learning Transfer

# data[].attributes.attachment_link.title
What does it mean to be a citizen of the world? | Hugh Evans

# data[].attributes.attachment_link.title
Learning to live together in peace through Global Citizenship Education

# data[].attributes.attachment_link.readable_text
If you've been following the conversations on the OCC and facebook forums, you've probably read, seen and heard people discussing approaches to teaching IB Psychology using terms like holistic, thematic and integrated. You might have even heard these terms on a workshop. For new teachers, this might be quite confusing, so in this post I'll just quickly clarify what these terms mean when applied to teaching IB Psychology.

The short answer is: they all mean the same thing.

Holistic

To approach something holistically means to take into consideration the interaction of many factors. So a holistic approach to understanding psychology is to try to understand behaviour by looking at how biological, cognitive, social and cultural factors all influence one another and cause particular phenomena.

For example, if we're trying to understand why people fall in love, we need to consider internal biological processes, thought process, as well as social and cultural influences. To focus on just one of these to explain the phenomenon of falling in love would be reductionist.

It is necessary to adopt a holistic approach when studying the options topics in IB Psychology, as students need to understand how the three approaches interact in these behaviours. So when people talk about a "holistic" approach to teaching IB Psychology, they're referring to teaching students to understand how variables from the three approaches interact in behaviour.

Integrated

The term "integrated" is perhaps more specific to IB Psychology because this syllabus is structured with different approaches and options. The common course structure that people adopt is what we call the "linear approach," which means teaching the core (three approaches) one-by-one and then teaching the options. This linear approach a very ineffective way to approach the course, for reasons I'll go into in my next post.

When people talk about an "integrated" approach it means the same thing as "holistic": combining the three approaches together with aspects of the options. So essentially, holistic and integrated mean the same thing when it comes to structuring an IB Psychology course.

Thematic

The term "thematic" teaching of IB Psychology has also started to bounce around quite a bit. From what I can see, people are using the word "thematic" as a way to describe a style of teaching IB Psychology that in practice means the same as an integrated or holistic approach. Indeed, this is how I was using the term when I was first writing a textbook that combined the core and options.

In a thematic approach, instead of teaching in the order of the curriculum, you can use an overarching theme that ties the core and options together in a holistic/integrated fashion. Themes could be depression, criminology, love, relationships, stress, childhood, etc.

So you can see that these three terms are all referring to the same way of structuring the course, so there's no need to be too confused.

But if we think about it, the linear approach is also thematic: the theme in the biological approach is biology, and the same for the other approaches. Having said this, if you are dropping the linear and adopting this approach that combines core and options, I think the term "thematic" is probably the best to use most people will not what you're referring to. That is of course, until you start using our textbook and you can see the themantic model of curriculum with its simplistic complexities 🙂

So there's no need to be confused by this terminology; all these approaches are just calling the same rose by another name.

In my next post I'll explain why adopting a linear approach is a bad idea.

# data[].attributes.attachment_link.title
Thematic? Holistic? Integrated? What do they all mean?

# data[].attributes.attachment_link.description
If you've been following the conversations on the OCC and facebook forums, you've probably read, seen and heard people discussing approaches to teaching IB Psychology using terms like holistic, thematic and integrated. You might have even heard these terms on a workshop.

# data[].attributes.body
Searching for specifics....

# data[].attributes.attachment_link.title
critique and feedback - the story of austin's butterfly - Ron Berger

# data[].attributes.attachment_link.readable_text
In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: "I wish my teacher knew . . . " The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:

"I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven't seen him in 6 years."
"I wish my teacher knew that I've been having trouble balancing
my homework and sports lately."
"I wish my teacher knew I don't have pencils at home."

The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students-facts about their home lives, their likes and dislikes, their learning preferences-the things that really matter.
THE HACK: COLLECT DATA ON THE WHOLE CHILD
Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.

A 360 Spreadsheet is a place for teachers to store and access the "other" data we collect on our students, giving us a more complete, 360-degree view of each student. It's a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students' birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:

Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.

The chart in Figure 10-1 sorts student information into the following suggested categories:

* Passions: What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.

* Family: The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.

It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)

* Activities: This category will help you better understand what outside activities fill up a student's schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.

* Academics: Here's where you can put things a standardized test won't tell you about a student's academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.

* Food & Drink: No, you are not a caterer. But why not keep a list of each child's favorite candy or snack? While you're at it, record food allergies on this chart as well-the information is probably in the school paperwork already; might as well add it here.

* Physical: Along with conditions that are already listed on students' official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.

* Skills: Our students bring with them talents and skills we may not even be aware of if we don't ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.

* Other: This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., "Lived in China") should also be recorded, even if they don't necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.

Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.
.....
THE HACK IN ACTION
Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. "In a quick glance," she says, "I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we're saying hello or during lunch and snack time."

Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. "It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions," Tremonte says. "When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day."

Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.
Mark Barnes is a veteran teacher, author, speaker and creator of the Hack Learning Series for teachers and the Hack Learning mobile app. He is the author of six education books, including "Role Reversal." His book, "Assessment 3.0," encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the Brilliant or Insane blog and can be found on Twitter at @markbarnes19 . Jennifer Gonzalez is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, Cult of Pedagogy , she devotes herself full-time to helping teachers do their work better. Her first book, "The Teacher's Guide to Tech ," was published in March. Follow her on Twitter @cultofpedagogy .

# data[].attributes.attachment_link.title
Rethinking Data: How to Create a Holistic View of Students

# data[].attributes.attachment_link.description
In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: "I wish my teacher knew . . . " The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours.

# data[].attributes.attachment_link.readable_text
Inquiry Myth #1- Inquiry is a disorderly free-for-all
Reality:

Inquiry teachers give students voice and choice in their learning, but students work intentionally and within a defined organizational design.

Inquiry does require teachers to make the shift from being the only expert in the room to guide and facilitator; they allow students to become experts as well.

Inquiry teachers help students begin with a clear purpose, and shepherd them through the process. With intention and structure, inquiry teachers nurture student passions and talents.

When I speak to "person and purpose" I draw attention to how we consider the students we are working with (and for!) and take into consideration their questions, wonders, interests, goals, and passions. I ask you to consider how you can get to know your students to this extent and how you can connect these highly important details to your curriculum. I propose that our students' questions, wonders, interests, goals, and passions have deep and authentic ties to our curriculum and perhaps if we all see our curriculum as something with some flex, as something we can reshape a bit, then we'll have more success supporting our students in inquiry.

This connection, between student and curriculum, is the "person and purpose" I refer to.

# data[].attributes.attachment_link.title
Inquiry Myth #1 - Unlimited Choice for Students

# data[].attributes.attachment_link.description
In this series I aim to bust some common myths I often hear in my travels supporting teachers and schools in adopting an Inquiry Mindset for their students. My hope is that we can begin to inform colleagues, parents, and students as to what the reality of inquiry truly is.

# data[].attributes.attachment_link.readable_text
Inquiry Myth #2 - Inquiry is so laid back that teachers don't take an active role in student learning

Reality:

Inquiry teaching is sophisticated, nuanced, mindful, strongly framed and goal-focused. Teachers are fully engaged in assisting each student through the inquiry process.

Inquiry teachers are passionate. They model a thought-provoking question style that builds interest.

Inquiry teachers reflect and revise as they go. They re-direct students when they start to veer from their purpose, and they help them persevere through obstacles. Inquiry teachers carefully structure the environment. They guide students from a structured inquiry, one that is more teacher-directed, to free inquiry, where students have ownership of their learning and explore their sense of wonder and curiosity with ties to our curriculum

I propose teachers take on an active role in releasing control over learning to the student. Inquiry teachers are highly active in the classroom in that they take on different roles at different times for different reasons. At times they lecture or teach to all. At times they facilitate group and cooperative learning structures. At times they support individual students on a more personalized level as they shift, pivot, and respond to the needs of each student they work with.

Inquiry is not laid back nor is it lazy.

# data[].attributes.attachment_link.title
Inquiry Myth #2 - Inquiry is "lazy teaching"

# data[].attributes.attachment_link.description
In this series I aim to bust some common myths I often hear in my travels supporting teachers and schools in adopting an Inquiry Mindset for their students. My hope is that we can begin to inform colleagues, parents, and students as to what the reality of inquiry truly is.

# data[].attributes.attachment_link.readable_text
Differentiated Instruction

Elementary students have a better chance of showing what they've learned when they have a choice about how to show it.

©Shutterstock/Monkey Business Images

Most classrooms are filled with students of varying academic abilities. Even within a gifted and talented classroom like mine, the ability levels can range drastically. As teachers strive to meet each student's individual needs, differentiation is key because it's about giving more opportunities for students to grow to their highest potential, and it is beneficial for all students.

In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they've learned in a way that reflects their individuality.

One way to differentiate within the curriculum is to provide students with choices for completing an assignment. Students learn in various ways, and we can let them show their learning in various ways. When I give my students a choice on how they'll complete a project, they have to meet certain criteria, but I allow them to find an outlet they find most enjoyable, such as creating a Google Slides presentation, a trifold board, or a pamphlet. Giving students a choice allows them to take ownership of their learning as well as create a product that feels authentic to them. They work on something that they're good at creating, or try something they want to get better at.

An excellent way to ensure differentiation is to have each student create an e-portfolio-a technology-based assessment tool that collects a student's authentic work samples, providing a quick way for a teacher to assess growth and skills. In a sense, the e-portfolio is a window into a student's learning, one that allows the student to choose what to include.

An e-portfolio can follow the student across grades, too. And once the time is spent creating one, the process of adding content becomes easier and quicker as the student adds to it in later grades. Since e-portfolios offer a way for students to show authentic learning, they allow students to exhibit their individual growth through their academic experiences.

Differentiating by Giving Choices

The best way to differentiate instruction is to give students a choice in how they show their learning. All students learn in their own way, and they need to be able to show their individual skills and interests. As long as they're able to demonstrate a certain skill, assessment should be more about the process than the product.

Giving choices may seem like more work for the teacher, and it can be, but it's also worthwhile because it encourages more students to take more ownership of their learning.

Adding a technology component to an assignment can drastically increase student engagement, especially if they haven't been given such options in the past. Using a novel app, such as Flipgrid, adds an element of fun while also giving students practice with tech skills.

But technology is not the only way to provide choice-try using choice boards, which provide students with many options for presenting content. Students may present the water cycle stages in a song, for example, or create a comic that lays out those stages. Such choices can be fun for the students, and can show teachers hidden talents their students possess that they wouldn't see otherwise.

Differentiating With Portfolios

Few applications offer the opportunity for students to reflect on their learning, but pushing students to do that is important in getting them to think about how they learn best and take an active role in their own learning. Quick assessment applications such as Flipgrid and Kahoot allow for student reflection, but the e-portfolio-which showcases an individual student's personality-is even better.

With e-portfolios, students reflect on their learning while putting their own mark on their assignments. Students are able to showcase their learning and the process they used to create their final product while individualizing it with their likes and interests.

A teacher may require some items to be present-such as name, class section, pictures of hobbies, or content-related materials-but seeing the ways that students make the e-portfolio their own is what a teacher wants. The e-portfolio is a tool that students can use to express their thinking in a way that is unique to them.

Teachers can assess e-portfolios to measure growth and skills instead of just knowledge of course content. Students are able to take ownership of what they have learned, choose how they present the content, and take control of their learning.

Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.

# data[].attributes.attachment_link.description
Elementary students have a better chance of showing what they're learning when they have a choice about how to show it.

# data[].attributes.attachment_link.title
60-Second Strategy: Appreciation, Apology, Aha!

# data[].attributes.attachment_link.description
A quick, low-key way to build community in your classroom on a daily basis.

# data[].attributes.attachment_link.description
A quick, fun classroom activity fosters open dialogue while releasing pent-up energy.

# data[].attributes.attachment_link.readable_text
When I was an elementary classroom teacher, I always welcomed activities that could serve dual duty-combining the goals of two subjects at once, in a seamless whole. Such activities streamlined my work efforts (so important for busy teachers), and they used valuable classroom time to the fullest.

With the current strong emphasis on literacy and math, it makes great sense to combine these two subjects.

Three Ways to Use Literacy Activities to Teach Math Skills

1. Use stories to develop number line skills: One of the biggest contributors to math achievement, even into adulthood, is a strong grasp of the number line. While we might be tempted to think the number line is just about counting, it's also about sequence and spatial relationship. Students who have a firm mental number line are far more able to manipulate numbers and have a better sense of when they're moving in the right direction in solving math problems.

Sequence is built into our experience with books, partly because language itself is necessarily sequential. But, beyond the simple act of reading and having children read, teachers can purposely use stories with strong sequences to strengthen number line skills.

Let's take, for instance, the largely wordless picture book Tuesday, by David Weisner, in which frogs take flight on lily pads from a deserted-looking bog, and then proceed to make a surreal trip through a residential neighborhood (even stopping to watch an old woman's TV while she sleeps in front of it).

With just a little questioning, the teacher can turn the reading of Tuesday into a sequencing activity that uses the language of the number line (before, after, forward, backward, next, then).

Or the teacher can use a hands-on "story train" sequencing approach like the one I've included in my early reader Molly and Joe Want to Know (which includes story cards, the main events of the story in pictorial form-children re-enact the text by putting the cards in order, like linking rail cars in a train). Story trains can also use the language of the number line while providing the chance to manipulate spatial relationships along a single line.

Strengthening number line language: Using Tuesday, the teacher can ask questions that emphasize sequence. For example:

What do you think happened before the frogs took flight?

What do you think happened after the old woman woke up?

What funny thing happened when the frogs moved forward through the clothesline? Why do you think they didn't go backward at that point instead?

Strengthening spatial relationship sense: Story train sequencing necessarily creates spatial relationships that allow children to literally see how far the events of a story or poem are from each other. The children can also be asked to count up the events once the train is complete, pointing to each card as they count.

2. Using stories to promote recognition of conservation of number or fractions: To an adult, it's obvious that three apples on a table that are moved to a couch are still three apples. Not so to a child, who needs to learn conservation of number. (If the child has to re-count the apples to be sure, we know she doesn't yet display this math understanding.)

Many picture books can easily be used to promote recognition of conservation of number. Anno's Counting Book moves objects around as the elements of a town grow and shift. Or you can use titles like The Alphabet Room-which has the added benefit of teaching the alphabet-to track and count objects as they move around. Just say things like, "I see the apples moved. How many apples are there now? Are there still three? Where are they? Let's count."

For children who already recognize at a glance that there are still three apples, you can turn this into a fraction conversation. "Oh, look, one-third of the apples are on the left side. Where are the other two-thirds hiding?" Such a conversation won't necessarily be simple-fractions are famously difficult even for adults-but this is a chance to speak the language and do the math together.

3. Using make-your-own books to solidify counting skills: It's hard to believe that counting is a skill so predictive of math achievement even into adulthood, but it's true: Those who count strong early on often have a lifelong math advantage.

A fun way to combine literacy and math is to make counting books that relate to your current texts. For instance, I've created a free downloadable color counting book that pairs with my title A Is for Azure: The Alphabet in Colors. (It also offers sequencing via inclusion of the days of the week.)

Such books-which children can color, write in, and eventually read aloud to friends and family-can also include important counting terms such as whole and altogether that relate naturally to the skill of addition.

If your classroom is a busy place, I encourage you to take advantage of crossover approaches that teach both literacy and math skills at once. You'll reduce your workload, and your children can enjoy the richness of dual-duty activities.

# data[].attributes.attachment_link.description
When I was an elementary classroom teacher, I always welcomed activities that could serve dual duty-combining the goals of two subjects at once, in a seamless whole. Such activities streamlined my work efforts (so important for busy teachers), and they used valuable classroom time to the fullest.

# data[].attributes.attachment_link.readable_text
Earlier this year in April, I was asked by the IBO to create a planner for the PYP. Under the new PYP Enhancements, schools are able to create their own planners. The IB have created a planning document to guide this process - kind of a 'cheat sheet' to ensure your planning is balanced and reflective of the PYP elements. After being asked to do this, I tapped into one of the most valuable resource a school has: its people. Within a very short space of time, I had our principal, math coach, literacy coach, 2 second grade teachers, and a 4th grade teacher ready to help. We met, standing up around a white board table with markers in hand, and we talked. And we listened. At the end of it, I would take our ideas and try and synthesise them into a visual planning tool that both reflected our beliefs about learning and the PYP ethos on learning and planning for learning. And then we'd do it all over again. And again. And again. Until we came up with version six or seven which was submitted to the IB.

The big ideas from this planner:

it is about each individual student

we need to take time to provoke and wonder

we use our observations and conversations to guide next steps

our role is to gently prod and guide kids to their zone of "I don't quite know what I am doing but I know you'll help me learn"

The document is on the PYP Communities page and can be downloaded by schools. I created it on Pages - which I know is not everyone's cup of tea, but it is my tool of choice for projects like these. I still "own" the document and can share it and schools can choose to use it as it is or as a starting point for their own planning journey.

Recently, at the Learning2 Conference in Tokyo, Ben Sheridan shared an L2 Talk titled, "Together We Are Better". And I couldn't agree more with that sentiment.

What could have been a lone endeavor on my part became a collaborative undertaking. I learned a lot about listening, about digging into the intentions behind people's words, about respecting ideas and asking questions to make sure I was understanding what others were trying to say. I am really proud of the work we have done. Is it the best planner ever? Almost 🙂 What it is though, is a reminder to me that we can harness the power within our schools to create great things when we work together.

Last night I recorded a Webinar with Sarah from the IB on the Planning Process. It will be released soon and contains a wealth of information for you if you are planning on embarking on your own planning odyssey. From my perspective, the freedom to do this is a welcome change to the PYP and the learning about learning that occurs as a result is priceless. Give it a go and then share your ideas. I would love to work on Version 67 of this planner we have drafted....but first, Christmas holidays in New Zealand 🙂

A mom, educator, designer, creator. I care about kindness, representation, equality, and making a positive contribution. I began teaching in 1997 in New Zealand and have since taught from G1 through G10 in 4 continents. View all posts by Sonya terBorg

# data[].attributes.attachment_link.description
No need to ask me to send you a copy! Click here and you will Download the pages version of the planner for editing! Earlier this year in April, I was asked by the IBO to create a planner for the P...

# data[].attributes.attachment_link.description
Resources on the Approaches to Teaching & Learning (ATTL). Guide: IB Guide to ATTL (Skills Framework) ATL Framework (PYP-MYP-DP) Mapping: Sample Collaborative ATL Skills Map for Science (by me & others) Mapping: Unfilled Collaborative ATL Skills Map for Science (and the whole programme) (by me) Resource: TAO Learning, by Lance King Resource: Graphic Organisers by me Article:...

# data[].attributes.attachment_link.title
Enhanced PYP AtLs Matrix  ICONS ONLY 1 page @OrenjiButa

# data[].attributes.attachment_link.readable_text
When I was an elementary classroom teacher, I always welcomed activities that could serve dual duty-combining the goals of two subjects at once, in a seamless whole. Such activities streamlined my work efforts (so important for busy teachers), and they used valuable classroom time to the fullest.

With the current strong emphasis on literacy and math, it makes great sense to combine these two subjects.

Three Ways to Use Literacy Activities to Teach Math Skills

1. Use stories to develop number line skills: One of the biggest contributors to math achievement, even into adulthood, is a strong grasp of the number line. While we might be tempted to think the number line is just about counting, it's also about sequence and spatial relationship. Students who have a firm mental number line are far more able to manipulate numbers and have a better sense of when they're moving in the right direction in solving math problems.

Sequence is built into our experience with books, partly because language itself is necessarily sequential. But, beyond the simple act of reading and having children read, teachers can purposely use stories with strong sequences to strengthen number line skills.

Let's take, for instance, the largely wordless picture book Tuesday, by David Weisner, in which frogs take flight on lily pads from a deserted-looking bog, and then proceed to make a surreal trip through a residential neighborhood (even stopping to watch an old woman's TV while she sleeps in front of it).

With just a little questioning, the teacher can turn the reading of Tuesday into a sequencing activity that uses the language of the number line (before, after, forward, backward, next, then).

Or the teacher can use a hands-on "story train" sequencing approach like the one I've included in my early reader Molly and Joe Want to Know (which includes story cards, the main events of the story in pictorial form-children re-enact the text by putting the cards in order, like linking rail cars in a train). Story trains can also use the language of the number line while providing the chance to manipulate spatial relationships along a single line.

Strengthening number line language: Using Tuesday, the teacher can ask questions that emphasize sequence. For example:

What do you think happened before the frogs took flight?

What do you think happened after the old woman woke up?

What funny thing happened when the frogs moved forward through the clothesline? Why do you think they didn't go backward at that point instead?

Strengthening spatial relationship sense: Story train sequencing necessarily creates spatial relationships that allow children to literally see how far the events of a story or poem are from each other. The children can also be asked to count up the events once the train is complete, pointing to each card as they count.

2. Using stories to promote recognition of conservation of number or fractions: To an adult, it's obvious that three apples on a table that are moved to a couch are still three apples. Not so to a child, who needs to learn conservation of number. (If the child has to re-count the apples to be sure, we know she doesn't yet display this math understanding.)

Many picture books can easily be used to promote recognition of conservation of number. Anno's Counting Book moves objects around as the elements of a town grow and shift. Or you can use titles like The Alphabet Room-which has the added benefit of teaching the alphabet-to track and count objects as they move around. Just say things like, "I see the apples moved. How many apples are there now? Are there still three? Where are they? Let's count."

For children who already recognize at a glance that there are still three apples, you can turn this into a fraction conversation. "Oh, look, one-third of the apples are on the left side. Where are the other two-thirds hiding?" Such a conversation won't necessarily be simple-fractions are famously difficult even for adults-but this is a chance to speak the language and do the math together.

3. Using make-your-own books to solidify counting skills: It's hard to believe that counting is a skill so predictive of math achievement even into adulthood, but it's true: Those who count strong early on often have a lifelong math advantage.

A fun way to combine literacy and math is to make counting books that relate to your current texts. For instance, I've created a free downloadable color counting book that pairs with my title A Is for Azure: The Alphabet in Colors. (It also offers sequencing via inclusion of the days of the week.)

Such books-which children can color, write in, and eventually read aloud to friends and family-can also include important counting terms such as whole and altogether that relate naturally to the skill of addition.

If your classroom is a busy place, I encourage you to take advantage of crossover approaches that teach both literacy and math skills at once. You'll reduce your workload, and your children can enjoy the richness of dual-duty activities.

# data[].attributes.attachment_link.description
When I was an elementary classroom teacher, I always welcomed activities that could serve dual duty-combining the goals of two subjects at once, in a seamless whole. Such activities streamlined my work efforts (so important for busy teachers), and they used valuable classroom time to the fullest.

# data[].attributes.attachment_link.readable_text
Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

In addition to good lighting, air quality, temperature and sound, researchers found that outdoor space can stimulate a range of different developmental areas: as well as encouraging social skills including empathy, it may positively affect cognitive and physical development.

Student input is important, too. The study identified a sense of ownership as one of the top three influencing factors of classroom design. When students feel ownership of the classroom, through displays of their work, this can lead to greater participation and involvement in the learning process.

Colourful environments have significant effects on learning and wellbeing, according to the study. Plain surroundings tend to under-stimulate students, which can lead to restlessness and difficulty concentrating. Over-use of very bright colours, however, can also negatively impact learning, so it's important to strike a balance in terms of visual complexity.

Goodbye, rows of desks!

Three years ago, a professional development conference inspired Adam Turner, a PYP teacher at Prairie Waters Elementary School, Canada, to transform his classroom. Where previously students sat at rows of desks, they now sit in groups at large tables, or on a carpeted area with cushions and two comfortable chairs, depending on discussions. "Our discussions are much more enriching," says Turner. "More often, students don't sit at their desks."

Meanwhile, Ben Toettcher, Director of educational company Skola Group, based the classroom design of Newland College, UK, on a Harkness-inspired round-table set-up. Desks with seating for 14 MYP students are arranged in an ellipse - or oval shape - with a console in the middle, similar to a boardroom. Teachers can switch between direct instruction, using the console, and whole class discussions.

"The main feedback we get from students is that they feel they are heard," says Toettcher. "Since we opened the school at the start of September this year, certain students have become visibly more confident. Parents are especially happy that, with this set-up, it is impossible for their children to feel lost in a class and disengaged."

Asking the students

Harnoop Bhogal, PYP Coordinator, and Olivia Shilvock, PYP teacher, both at the International School of Siena in Italy, have asked their grade 5 class to redesign their classroom for a unit on identity and learning styles.

To see how they learn best for different activities, the room has been sectioned into different zones, including a daylight area; a comfortable seating area with clipboards; a personal display space where the students can add objects throughout the unit; a music station with headphones; and a mathematics area, which is sometimes split to include a science area.

"The students have shown a very sensible approach to the new space," says Shilvock. "I did think that they would all want to sit on the cushions and fight over the headphones but they are already showing different preferences and making suggestions. Some went straight for the mathematics area and started to 'play' with the items there, some went straight to the light area and said they loved it, some went for the music. It was a lovely reaction."

But careful consideration has to be given to the display of certain objects. A study led by the University of Washington discovered that symbolic objects can reinforce gender stereotypes and can cause diversity and inclusivity difficulties. For example, researchers suggested that prominently displaying pictures of past US presidents - who are uniformly white and male - represented a negative stereotype for females and minorities.

Resisting change

Although change is exciting, it isn't always easy.

There is an adjustment period at the beginning of each year, says Turner. Not having a designated storage spot at their desk or a set seat each day is a shock for many new students.

But, as they become accustomed to their environment, students question how they learn best. "Most students gain a better understanding of when is a good time to sit in groups and work or when they need to focus on their own and find a quiet spot," says Turner. "We reflect on which subjects and learning times are best in big groups at a table, and which are best in their own individual realm."

Flexibility must be a key design requirement within school builds, according to the University of Salford study. Classrooms with clear breakout zones were found to have a positive impact on learning. But separate zones, away from the classroom, appear to be ineffective.

Turner rearranges his classroom depending on the lesson. "The large tables allow students to work in groups with ample room, as well as act as good 'staging areas' for sharing work. If we need a large space to convene for class discussions and activities, the tables are easy to move," he explains.

"When students recently shared their mid-unit assessment, we made a 'circle' of the tables - presenters on the inside, observers around the outside."

Teachers no longer feel they are tied to a one-size-fits-all classroom. For many, the traditional row of tables facing a chalkboard is no longer fit for purpose. As well as looking creative, comfy seats on a colourful carpet might be the beginning of a more collaborative way of working.
Tell us how you've changed your classroom and how this has impacted your students' learning: email editor@ibo.org

# data[].attributes.attachment_link.description
Classroom design is about more than colourful walls, polished desks and stylish furniture. A University of Salford study of more than 3,000 students discovered that a "well-designed classroom" has a substantial impact on learning. The effect may be most profound among PYP and MYP-age students, though the principles of good design are applicable across all ages.

# data[].attributes.body
Supporting inquiry....

# data[].attributes.attachment_link.readable_text
The aim of my project was to turn on the light using kinetic energy. My problems/challenges throughout the summative assessment was the pulley was struggling to hit the ball. But the domino part of my machine and the variables were good. One thing that was terrifying was the fact that when it was time to show people our work, the pulley didn't work and when the cylinder hit the switch, the button turned on. But, the lamp ran out of heat which is why it didn't turn on. I think it is because the cylinder was hitting the switch too hard which meant the switch had to transfer energy to the lamp faster, but the lamp was out of power which is why the lamp didn't turn on. I didn't really focus on the rubric though, because I almost forgot it.

This unit was one of the funnest units I had in 5th grade because we actually got to experiment, see and do stuff to improve our knowledge on energy. My knowledge on this unit has grown by learning about energy chemical reactions, rube goldberg machines and transferring and conserving energy. My rube goldberg machines task was turn of the lights.Some challenges I faced were the machines we made because the dominos keep falling over ,the pulley didn't work right and the ball didn't have enough force to turn of the lights.
-Johnny

I have learned most about all the energies, some were hard to understand but some were easy. The biggest challenge was the summative model machine, and how would it work. Our machine should have accomplished an apple and a tissue paper. If we had more time i think our machine would have worked. We also had to make a google slides and it should explain all about the energies. The rubric helped me when i was writing about energies. It was a bit hard to explain all the energy. I still want to learn about more things so that i fully understand the energies.
Shiuli

A highlight of the unit was vortex war. I enjoyed to shoot other team's soldier out. It was more fun because our team won. Through this unit, I become more knowledgeable about energy. And how energy transferred into another forms of energy. In my summative, I had lack of idea, And I haven't' got enough time to finish my google slide. For my rube goldberg machine, aim was to make a cup of tea with sugar. But marble didn't roll well, and it fall down instead of sugar. Because there was only one way for sugar and marble to fall down. I think I followed rubric for my google slide, but not for rube goldberg machine.
-Sangwoo

I learned that there are more than one type of energy and learned how to explain them. There are 12 types of energy. Such as- Nuclear, Gravitational, Chemical, Mechanical, Thermal, Magnetic, Electrical, Potential, Kinetic, Elastic, Sound and Light energy. We had a task and we needed to make a machine. My group members were- Me, Malika and Dagmara. Our machine should've accomplished making slime but it failed. And we learned many things. For example- changing the angle would help or round our machine. We had a pulley system and it help to lift and lower the object. We didn't look at the rubric a lot, because while people were working my group members were absent, we were behind and we had mostly nothing so we had to hurry.
-Sofya

I have learned that every type of energy has different job. A highlight of the unit was how the energy can be transferred and that the conservation of the energy keeps all the types of energy in one place. My summative project needs to make tea and put the sugar in the cup. That worked was that the tea fall in the cup but the sugar did not and instead of the sugar the marble fell there.
-Shakhrizoda

A highlight through the unit was for me, to create a pully system that would do something useful. I enjoyed the way that it worked, and that every time we had to try a few ways until we got the way that worked the best. I now know more about the different types of energy, I was most curious about the way energy affects the world and what is the positive and negative about using different types of energy. My summative project was planned well, but my group had a few problems with the angles things were setted out in, and how much power is transferred from one thing to another, when they touched, a thing that went well in my summative, was creating a google slide, because I had my time manage well,and I did not waste time while I was working, that way I managed to have what I needed in time.
​

-Mattat
​
A highlight of the unit was the energy activities and experiments. I enjoyed going to Ms Julie's room to do some chemical energy experiments. In there, we experimented about some of the chemical reactions. My knowledge about energy has grown a lot since. Before, I just thought that energy is a power that helps you to do stuffs. Now, I know different types of energies and how they transfer, or conserve. I also know different types of energies which I have not known before. A challenge I faced was understanding about kinetic energy. At first, I didn't know what kinetic energy was. But as time passed, I started understanding about how kinetic energy works. For my summative assessment, our machine aimed to accomplish making ice teas. For this unit, I would like to know more about nuclear energy since we didn't learn much about it. In my summative assessment, I think I didn't really use the rubric well for the making model part, because I think I focused more on the slides.

My sumative assessments project aim was to turn the light off the seat. The thing was that we didn't get a sphere, which was what we needed for our machine to work, or at least something round, but we found a round egg like thing would work if we had enough time to get it going in the right direction. Something that worked with our rube goldberg machine was that the weight of the egg was enough to turn off the lights. A highlight of this unit is that we got to do lot's and lot's of scientific experiments,they were a lot of fun to do. A thing that I now know is how to write up an experiment and that might be useful in the future for me. Lucas

Something that I enjoyed in the the unit was building our little machines and trying to explain what types of energies we used. Something I found challenging while building our machines was trying to follow the plan because whenever my group got the materials to our machine the thing we got wasn't working so we had to keep innovating our plan but when the deadline came we weren't ready. If I could change something about our summative assessment (which was building our machines) I would want to give my group more time so we could finish my machine.
-Sean

The difficulty I had was that I put the cardboard next, and shorter so the marble went to different ways. So next time I would make the cardboard thicker and more longer. Also I will change the marbles into the one big ball. When the rectangles super comes out of the cardboard I will make one big hole so that the super goes into the cup and the marbles go in to the hole. And in the this unit, my target was to learn a lot of energy types that I didn't know and how does the energy transfer into another way. In this model of the summative project, my aim was to make the tea by not using the hand. And still I would like to know how does the energy transfer in more ways. I enjoyed the way how we learned and trying the experiment. Uihyun This unit was really fun and interesting. Because I become more knowledgeable, to different types of energy. Also I had a lot of challenges, for example our summative project didn't really work, because my groupe didn't find a way to make the glue and the activator go down and not up, in my summative project. I personaly think it's because of our plan. But also I still have some questions about the unit for example, how the knowledge about different types of energy will help in my life? But still this unit was fun and interesting I really liked it!

-Dagmara

I had more knowledge about gravitational energy, chemical energy and the challenge that I faced was doing some energy that I was not sure on and I was thinking back and I found something about gravitational energy and after I written it I found out that I forgot a bit of my thing that I wanted to write. I still want to know more knowledge about how the some machines and I would still like to know how do some machines work without a mistake and I did not really use the chart for the google slides. I did all the energys that I knew for sure. My aim was to make tea using gravitational and kinetic energy plus chemical energy to make
​-Miller

A highlight of the unit was creating a machine that was able to turn on a lamp. We were able to turn it on a few times. I have a video of us turning on the lamp. However, when we presented the machine it nearly worked, but the lamp wasn't plugged in the extension cord. My knowledge has grown on energy. I used to think that energy can be created and disappear, but now I know that there are different types of energy (eleatic, nuclear, motion/kinetic, potential, sound, gravitational, solar, light, magnetic, thermal, electric, mechanical and chemical energy) and that energy never disappears, but simply transfers into another form. Something that worked well was the process of creating the machine. Something that didn't work well was coming up with a plan for the machine. We used the rubric to do the variables and to try and make it like a realistic science experiment.
- Atabek

A highlight of the unit was the scientific experiments that we experimented for example Cola and Mentos, Vortex Cannon and Baking soda and vinegar.The questions that I still have was first energy type we learned? I like to learn about what was before the big bang?
​-Bavver

A highlight of the unit was learning and making a google doc of a our favorite energy,and researching was really fun. I love learning about electric energy I loved the part about when Mr.Mark talked about how lightning moves in a zig-zag. I would like to learn more about elastic energy. Because I haven't went into it that much. A challenge I faced was getting information about different energies.
-Samir

A highlight of the unit is the variables. I found it interesting seeing how different objects impact the way the pulley works and how loud the bell ring (if it works).I have become more knowledgeable in energys because of my machine and the research we did during the unit. A challenge I faced was working on my own and choosing what to do with my time I was also scared that I would not have finished everything in time. My summative project aimed to ring the bell for Mr. Matt, we had to change somethings because the kitchen clock didn't work well enough so we decide to replace it with a chromebook. I still would like to know about conservation of energy though.In this unit was really excited and fun. The highlight of the unit was the teamwork is very important and we should discuss with group, also when we fail the experiment still we should try again and again. I have become more knowledgeable at how to discuss with group, how to help to group batter, how to explain my idea clearly, and how to research well. A challenge I faced was how to make the tea more easier and more faster, also I tried to use different kind of energies in the project, and i tried to think more scientific thinking. My summative project aim to flowing water to the another cup. I still would like to know about how to make water go perfectly to another cup.
- Cyaka

-Geon

A highlight of this unit for me is that my grandfather is one of Uzbekistan's Physic who makes Solar Panels and I loved learning about all the energies. Such as - Nuclear, Gravitational, Chemical, Mechanical, Thermal, Magnetic, Electrical, Potential, Kinetic, Elastic, Sound and especially Light energy. My Summative project should've accomplished getting an apple and a napkin to the person. But because the pack of cards didn't fall on the Jenga pieces that should've fall on each other and then they would've have enough energy to roll the ball, then the ball would've roll the other one and then the ball would roll the apple. And the ball before rolling the apple it would start the napkin on the car. And our Summative was a big fail.

-Laziza

A highlight for me was the experiments that we did like the baking soda and vinegar. It was very exciting and fun! I have gained more knowledge than I could ever have if I looked on the internet! The challenges we faced were making variables and setting up domino's it is so frustrating when they all fall on themselves.
-Isobel

​ The highlight of this unit for me was getting to do lots of cool expiriments and learn lots of cool things like how popping candy works and all the different types of energy. I have expanded my learning in the different types of energy and how many there are and how powerful they can be. I also think that now I know most types of energy. A challenge I have faced is not having enough time to do everything and have a good project. I think that I have followed the rubric some but not nearly as much as I could have. I think that if I did this again then I would have looked at the rubric more often.

My highlight of this unit is, doing the experiments. I actually felt interested throughout the unit, the experiments made me interested in this unit. The knowledge I got from this unit was the energy types. Before this unit, I knew nothing about the energy types but, I think I had heard some. A challenge I faced was making the machine work. At the start, I was getting annoyed because the pulley wasn't working, sometimes the string was weak, the weight was light and I think we failed 3-4 times. The pulley part was just a test, but when we actually started to build the machine, we had some fails and some successes. Our machine was suppose to switch on a light so the person could read a book. We changed many parts as we came towards the end. When we were presenting, I thought that we were going to succeed with are machine, but, I was wrong. Even Though our machine didn't work in front of everyone, I had fun trying to make a Machine.
-Maanas

A highlight of this unit was that it was really fun and not giving up you also really needed to think.
From this unit my knowledge has grown that you need to be patient with your project and never stop innovating it. The challenges that I have faced was the some variables like the right weight to turn on the switch so we had 5 things that we had tried and the last one was just right the first one was and round wooden wheel that didn't work the second one was a square that did not roll and the third one was a marble that was to small the fourth one was a balloon with a wheel inside it and fifth one was a cylinder that was just right and rolled really good. A question that I still have is that why was the pulley not really knocking off if the wight was heavy.
-Hafiz

A highlight of the unit was making the rube goldberg and also fixing the problems.Have learn more about the pull system how it works. Our big failure was oning the switch by a ball landing on it. Our biggest success was the domino's moving the the ball. A question still have is how does nuclear work.
-Sharan

A highlight of this unit was building my machine because I got to come up with ways for it to work better and make more sense. A challenge that I faced was solving the problems that my group faced with our machine. The aim of my machine was to open and close the window, in the end when we were presenting it ended up working. I have become more knowledgeable in knowing all the types of energy and how they work.
-Bea

I am proud of myself in the unit, because my group's machine actually worked pretty well. It was meant to open the window, and then close it afterwards. A challenge my group had was coming up with ideas that were unique and didn't use people to start it. I'm really glad that it worked though. My favorite part of the unit was being creative, and having freedom to choose what my group could make. I learned that it isn't easy to just make a machine, you have to persevere. My machine worked mostly, we had a scary part when we realised we didn't have all the items set up, but the other group members read my part while I fixed it, and then I came down and read the rest, so we handled it pretty smoothly.
-Sylvie

# data[].attributes.attachment_link.description
The aim of my project was to turn on the light using kinetic energy. My problems/challenges throughout the summative assessment was the pulley was struggling to hit the ball. But the domino part of my machine and the variables were good.

# data[].attributes.attachment_link.title
Do schools kill creativity? | Sir Ken Robinson | TED

# data[].attributes.headline
What does it mean to be an inquiry teacher?

# data[].attributes.subject
What does it mean to be an inquiry teacher?

# data[].attributes.body
Kath Murdoch

# data[].attributes.attachment_link.title
What does it mean to be an inquiry teacher?

# data[].attributes.attachment_link.title
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.attachment_link.description
Support every student by breaking learning up into chunks and providing a concrete structure for each.

# data[].attributes.body
What is it?

# data[].attributes.attachment_link.readable_text
Any writer can tell you that learning the craft is more than enough of a challenge. Teaching that craft to others can be that much more difficult. The 6+1 Trait Writing Model is an instruction and assessment tool designed by teachers to help teachers teach their students how to write. According to this model, there are six key traits that make up quality writing and an extra traits.

The six traits are ideas, organization, voice, word choice, sentence fluency, and conventions. The seventh extra trait is presentation. The seven traits are discussed in detail below. There are also some tips on how to use this model in your classroom. Brush up on your grammar skills with this course so you can teach your students too.

Trait One: Ideas

This trait makes up the bulk of the writing. It is the words on the paper, the main theme, and the details that support it. It involves showing the ideas to the reader, not telling them. An idea is only strong when the message is clear and organized well. This leads to the second key quality of quality writing, and that is organization. Learn how to diagram sentences to teach it to your students with this course.

Trait Two: Organization

This particular trait involves how you structure your piece of writing. It also involves the path guiding the central meaning, the pattern, and the sequence of a piece. Organization is only strong if it fits the ideas. The structure used can be comparison and contrast, deductive logic, analysis, central theme development, chronological history, or any other number of organizational patterns.

An organized piece will start with meaning. The events written will follow a logical sequence, and information is presented to the readers in a way that keeps their interest. Any connections that need to be created are done so in a way that bridges ideas together, and any loose ends are resolved. All important questions are answered, but the reader is still left with something to think about. Refresh yourself on the rules of spelling with this course.

Trait Three: Voice

Whenever a writer begins a piece, they write with a particular tone. This is known as their voice. This is where a piece of writing gets its heart, that individual piece of the writer that cannot be copied. When a writer is personally engaged with the topic, he will write with his personal tone, and that piece of writing becomes a part of them. This is the third quality of quality writing, but it will differ from writer to writer.

Trait Four: Word Choice

A writer's choice of words can make a great difference in a work. Not only does word choice show functionality and an understanding of language, but it can move and inform the reader. There are word choices that should be used in all writing, but there are also word choices specific to different types of writing. Figurative language like metaphors, analogies, and similes should be used in all types of writing amplify and improve the piece being written. Word choices for specific types of writing are listed below:

Imagery and sensory should be used liberally in descriptive writing. It's also key to do plenty of showing and not telling. These word choices refine and develop a writer's ideas.

When writing persuasively, the word choice should be purposeful to give the reader a new vision on whatever the idea of the piece may be.

Trait Five: Sentence Fluency

It's important to know how the writing will sound along with how it will look. A piece without rhythm and flow can be awkward and slow a reader's progress through the piece. Writing with cadence, rhythm, movement, and power will allow the writer to write fluidly, and the reader will be able to read the piece fluidly without pausing to say, "Wait, what was the writer just trying to say?"

When writing, the sentences of a piece should vary in structure, style, how they begin, and just how long they are. If you're not sure if your piece has fluency, read it out loud. Use this same tip on your students so they can begin to recognize sentence fluency. The fluency is what allows the reader to travel through the piece without having to pick through your words and puzzle out what you were saying.

Trait Six: Conventions

This trait begins to deal with the mechanics of a piece. There are five elements involved with the conventions of a piece of writing: spelling, capitalization, grammar, punctuation, and paragraphing. If the piece has been proofread and edited, this shows an understanding of conventions.

When teaching the conventions of writing to students, it's important to keep their grade level in mind. A kindergarten student will misspell plenty of simple words, but a high school student should have no problems with simple or more-complex words. Neatness and handwriting are not included in conventions; they belong with the extra trait of writing - presentation.

The Extra Trait: Presentation

In a nutshell, presentation can be seen as how the writing is viewed on paper. Someone whose handwriting is illegible can still likely have their writing rejected no matter how well constructed and vivid the writing is. There are specific guidelines that must be followed: balance of white space, neatness, handwriting or font selection, borders, graphics, and overall appearance.

People who have difficulty with presentation should examine the words and visual presentation of them that they see in their lives. Consider a billboard that catches your attention compared to one that doesn't. What made you pick a particular book over another the last time you were in the book store? Technical writers especially pay close attention to presentation as they include plenty of visual aids and graphics along with their text.

Using This Model in Your Classroom

There is no right way to begin using this model in your classroom, but there are plenty of teachers out there that have advice and tips to offer. Education Northwest has a great collection of words of wisdom from other teachers using the 6+1 Trait Writing model. It may just be in your best interest to check out what these teachers have to pass on to you about using the 6+1 Trait Writing model.

If you plan to create your own writing prompts for your students, you're going to want to keep a few things in mind:

You should try to avoid giving your students a topic to write on that would require them to do lengthy research. You want your students to be able to draw on their experiences to create their piece.

Give your students the freedom to choose. Open-ended prompts are good, but you can also offer two or three prompts so your students can pick whatever they feel like writing on. This is especially helpful if the particular trait your students need practice on is voice.

Avoid forcing your students to share personal information with the prompts you create. Even if some students don't have a problem with it, there will likely be that one student that gets upset, and the parents will likely be making a call.

Don't leave your students wondering about what you expect from their writing. If a prompt has a particular goal, be sure to state that clearly.

It's important that you be able to track just how well your students appear to be grasping the concepts of the 6+1 Trait Model. Just as you would score their math work they did, you're going to need to score their writing too. However, scoring doesn't do anyone any good if the student doesn't know what is expected of them.

Some Final Advice

Don't expect your students to understand and do something that you yourself don't understand or do. Education Northwest has a great resource that allows teachers and students alike to practice their own skills for the 6+1 Trait Model. You practice each of the above traits of quality writing by reading through a summary on the quality and then choosing a paper to score.

You input the score you would give the paper and include a brief explanation as to why you would score it that way. When you hit submit, you get to view the score Education Northwest experts gave the paper, and you get to see why they chose that particular score. Reading over their comments and the summary of the trait gives you a better understanding of how to use the trait and how to show it to your students.

Brush up on your paragraph and essay skills to better teach your students by taking this course.

# data[].attributes.attachment_link.title
The 6 Traits of Writing - A Summary of the 6+1 Trait Model | Udemy Blog

# data[].attributes.attachment_link.description
Any writer can tell you that learning the craft is more than enough of a challenge. Teaching that craft to others can be that much more difficult. The 6+1 Trait Writing Model is an instruction and assessment tool designed by teachers to help teachers teach their students how to write.