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Your group's document will be located here (click the number at the top)

https://docs.google.com/spreadsheets/d/144WdyTgFO0Gm5_IXe2Hd-oJ9m9aUyOB4Gl0R7yRfkQQ/edit?usp=drivesdk

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2014 Standard for Authorization (Yoga Only)

C2.1 The written curriculum is comprehensive and aligns with the requirements of the programme.

2014 Standard for Authorization (Yoga Only)

C2.1 書面化されたカリキュラムは包括的で、プログラムの要件に合致している。プログラムの要件に沿ったものである。

Please share your comments, questions, and thoughts about how this relates to agency within our learning community (school-wide and/or group-wide).

学校全体やグループ内での学びのコミュニティにおける主体性に関するコメント、質問、考えなど

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Comments, questions, thoughts about how this relates to agency within our learning community (school-wide and/or group-wide).

学校全体やグループ内での学びのコミュニティにおける主体性に関するコメント、質問、考えなど

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2014 standard;

A3 The school community demonstrates an understanding of, and commitment to, the programme(s).

A4 The school develops and promotes international-mindedness and all attributes of the IB learner
profile across the school community.

Comments, questions, thoughts about how this relates to agency within our learning community (school-wide and/or group-wide).

学校全体やグループ内での学びのコミュニティにおける主体性に関するコメント、質問、考えなど

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1.  What structures or opportunities do we provide for students to co-design their learning experiences, and how might these be expanded? 

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1.  What structures or opportunities do we provide for students to co-design their learning experiences, and how might these be expanded? 

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生徒が自分の学習体験を協働設計するために、どのような仕組みや機会を提供しているか。

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1. How do we currently involve students in decision-making about their learning and well-being within our program?

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1. How do we currently involve students in decision-making about their learning and well-being within our program?

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現在、当校のプログラムにおいて、生徒の学びやウェルビーイングに関する意思決定にどのように関与しているか。

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1. How do we ensure that student voices are authentically heard and considered when planning curricular and extracurricular activities? 

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1. How do we ensure that student voices are authentically heard and considered when planning curricular and extracurricular activities? 

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カリキュラムや他活動を計画する際、生徒の声を真摯に受け止め、考慮するにはどうしたらよいか。

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2. How are we equipping students with the skills and mindset to take ownership of their learning journey and personal growth? 

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2. How are we equipping students with the skills and mindset to take ownership of their learning journey and personal growth? 

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私たちは、生徒が自分の学習過程や自己成長を主体的に行うためのスキルや考え方を、どのように身につけているのでしょうか？

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2.  What systems are in place for gathering student feedback on teaching and learning, and how do we respond to this feedback? 

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2.  What systems are in place for gathering student feedback on teaching and learning, and how do we respond to this feedback? 

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教育や学びに対する生徒のフィードバックを集めるために、どのような仕組みがあるか。

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2. How do we encourage and support students to take initiative and lead projects that are meaningful to them within the school community? 

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2. How do we encourage and support students to take initiative and lead projects that are meaningful to them within the school community? 

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スクールコミュニティーの中で、生徒が主体性を発揮し、自身にとって意義のあるプロジェクトをリードしていくことを、どのように奨励し、支援していくのか。

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3. In what ways do we support students in setting their own learning goals and reflecting on their progress? 

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3. In what ways do we support students in setting their own learning goals and reflecting on their progress? 

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生徒が自ら学習目標を設定し、その進捗状況を振り返ることを、どのような方法でサポートしているか。

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3. What role do students play in shaping the school’s well-being programs, and how can we strengthen this partnership? 

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3. What role do students play in shaping the school’s well-being programs, and how can we strengthen this partnership? 

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学校のウェルビーイングプログラムの形成において、生徒はどのような役割を果たしているか。

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3. In what ways do we provide opportunities for students to lead, not just in formal roles, but also in day-to-day activities and peer support? 

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3. In what ways do we provide opportunities for students to lead, not just in formal roles, but also in day-to-day activities and peer support? 

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正式な役割だけでなく、日々の活動や仲間同士のサポートなど、どのような方法で生徒がリーダーとして活躍できる機会を提供しているのでしょうか。

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4. How do we foster an environment where students feel confident and empowered to take risks and make decisions that affect their learning? 

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4. How do we foster an environment where students feel confident and empowered to take risks and make decisions that affect their learning? 

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生徒が自信を持ってリスクを冒し、学習に影響を与える決断をする力を与えられるような環境を、どのように育むか。

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実施の証拠

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実施の証拠

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実施の証拠

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Use this space to make a memo or ask any questions for PD Day

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Use this space to make a memo or ask any questions for PD Day

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PDデーのためのメモや質問は、このスペースを使ってください。

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Schedule for Participants Things to Bring/持ち物

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Schedule for Participants Things to Bring/持ち物

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For PARTICIPANTS: Group Wide IB Evaluation Pilot PD Day 4 November

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AI generated podcast; a great resource that helps break down some key concepts with regards to student agency, suitable for all teachers and early-years practitioners.

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https://docs.google.com/presentation/d/13l34MUW_MFSOMC7esMS7sJftG0gmZu1JbKIN6OuArbE/edit?usp=drivesdk