Example:

S: I am strong in speaking.

W: I am weak in writing.

O: I use Korean with my parents.

T: Outside of the Korean classroom, I rarely write in Korean. (academic language is English)

Example:

Speaking: public speaking/storytelling/presentation, etc.

Writing: creative/argumentative/informative/summary writing, etc.

Reading: literary text reading/non-literary text reading

It may differ according to the context of the unit.

1. Decide what text type your outcome would be. Ex) a news article related to the unit

2. Set a clear evidence-based goal.

   Ex) a 500 words long news article

3. Plan a minimum of three steps to achieve the goal.

   Ex) Step 1. Research the features of the text type.

   Step 2. Outline the text.

   Step 3. Complete the text by a certain timeline.

Step 1. Create your own TSCs.

Step 2. The teacher gives feedback on the TSCs.

Step 3. Based on the teacher's feedback, revise your TSCs and finalize them.

S: has a strong interest in lyrics, especially Taylor Swift's songs. (+Kpop)

W: weak in academic writing / weak in vocabulary / slow-paced learner

O: Parents speak Korean / watch online content in Korean

T: too many distractions

<Cooperative learning>

Pair up with a student who is strong in essay writing. Look at his/her sample writings to analyze what makes good writing.

<Planning>

According to the student profile, she is organized and motivated to perform well. She would be able to come up with a good plan to overcome the barrier.

Because she is a slow learner, using Padlet would help her use extra time to communicate with her partner.

• wildly important goals: choose 1-2 at most. => help students feel confident

• what are the instructional strategies that will allow us to do this?

• pre-writing

• inquiry-based writing: relevant, authentic resources

• exemplar writing

• model, practice, reflect

• student social support (e.g. peer feedback choice board)

• MODELING

• self-assessment

1. How can we provide multiple means of action and expression to help IB students develop test-taking strategies without narrowing instruction to the test itself?
   Rather than narrowing instruction to the test itself, we can offer various means of action and expression, such as pre-writing activities, modeling strong exemplars, engaging students in peer feedback, and encouraging self-assessment using clear rubrics. These strategies help students internalize effective practices while still focusing on authentic learning experiences.

   
   

2. What scaffolding techniques have you used or seen that effectively prepare students for standardized assessments while maintaining a focus on deep learning?
   In our experience, peer feedback activities have been highly effective. We used Padlet to guide students through the entire writing process—from pre-writing to drafting, revising, and editing. By breaking down assessment criteria into specific components, students created tables to organize their ideas and wrote paragraphs on Padlet. They then deepened their writing based on thoughtful peer feedback, which supported both skill development and deeper understanding.

3. How can self-reflection tools help students identify their strengths and areas for growth in preparing for IB assessments?
   One of the most effective tools for self-assessment is a detailed checklist aligned with assessment criteria. Encouraging students to use this checklist helps them reflect on their own progress. Additionally, analyzing a range of sample writings—especially those representing different achievement levels—helps students better understand what strong performance looks like and clarifies the standards they are working toward.