اختاروا موضوعًا من مادّتكم (مثال: الأعداد الأولية في الرياضيات).

خلال 30 دقيقة، صمّموا خطة تقويم تكويني تتضمن:

• نوع التقويم (روتين Project Zero (PZ)، بنية Kagan، تذكرة الخروج، سؤال مفصلي، إلخ)

• تعليمات للطلاب (ما الذي سيفعله المتعلمون — 30–60 كلمة)

• خطة التغذية الراجعة

• استخدام البيانات (ما الأدلة التي ستجمعونها وكيف ستتصرّفون بدقّة وفق نظام الإشارة الضوئية — أخضر/أصفر (كهرماني)/أحمر — في الدرس التالي)

قدّموا العرض في 3 دقائق أو أقل.

انشروا عملكم هنا.

Choisissez un thème dans votre discipline (ex. : nombres premiers en mathématiques).

En 30 minutes, concevez un plan d’évaluation formative comprenant :

• Type d’évaluation (routine PZ, structure Kagan, ticket de sortie, question charnière, etc.)

• Consignes aux élèves (ce que feront les apprenants — 30 à 60 mots)

• Plan de rétroaction (feedback)

• Utilisation des données (quelles preuves vous collecterez et comment vous agirez exactement selon votre feu tricolore — Vert/Orange/Rouge au prochain cours)

Présentez en 3 minutes ou moins.

Publiez votre travail ici.

Going forward, I will start using [FA strategy] during a lesson in [name of lesson topic].

At the end of the lesson, I give students a short pseudocode or Java snippet and ask them to trace it in a small table (input -output).

Debugging

Provide students with a short piece of code containing intentional logic or syntax errors.

Students first work individually to identify errors, then pair with a classmate to discuss, and finally share solutions with the class.

• At the end of the lesson, I ask students to solve one or two short problems that check their understanding of the day’s concept.

• Collect their responses to determine who has grasped the concept and who requires reteaching.

• Quick, targeted, and gives you immediate feedback.

2. Think-Pair-Share with Whiteboards

• Give students a problem to solve individually on mini whiteboards.

• Then have them discuss their reasoning with a partner before sharing with the class.

• This encourages peer teaching, allows me to observe their strategies, and allows for quick correction of misconceptions.

2.Open ended questions.

3. written summaries and quizzes

-Role play

-Presentations

-graphic organizers/ open-ended questions

-group work

2- اختبار قصير

Word wall quiz

Chain Reactions

Let's JAM it!

1- Concept maps - students create a concept map to connect different ideas related to animal or plant cells for example to better understand the similarities and differences between each type.

2- Exit ticket - I ask them two questions to make sure that all the students have grasp the materials we learned in the session.

Group work

Presentations

Concept check Point Quiz

1. Code.org interactive tasks and challenges – Students engaged with coding puzzles and project-based activities, allowing me to track their progress against MYP Design criteria. These tasks provided ongoing feedback, encouraged reflection, and supported the development of ATL skills such as critical thinking and problem-solving.

2. Peer and self-assessment through reflection journals – Learners reflected on their coding journey, identifying strengths and areas for improvement. This process fostered metacognition, promoted the IB Learner Profile attributes of being reflective and principled, and gave students voice and ownership over their learning.

Concept maps

Presentations

Padlet

Gallery Walk

Diagram Annotation

2-Brainstorming / Concept Mapping : Students write down terms or draw connections about today’s topic

3-3-2-1 Strategy : Students write 3 things they learned, 2 things they found interesting, and 1 question they still have.

4-Onine Quizzes

Mini-Sculpting Challenges

To practice the technical skills needed for the final sculpture, this method also allows students to experiment and make mistakes without the pressure of the final project.

Concept Sketch and Symbolism Check

This assessment allows students to get feedback on their core concept before investing significant time in the paper mache process.

Peer and Self-Assessment – Students reviewed their own and their peers’ work using rubrics or success criteria. This encouraged reflection, gave them ownership of their learning, and provided me with insights into areas that needed more support.

2- ongoing questions

PPT presentation

Oral Questions

Think pair share

• At the end of a lesson, I gave students a short problem or conceptual question (for example, “Explain how the derivative of a function represents the gradient at a point” or a quick application question using Desmos).

• This allowed me to gauge immediate understanding, identify misconceptions, and plan the next lesson accordingly.

2. Collaborative Problem-Solving (Think–Pair–Share or Group Work)

• Students worked in pairs or small groups on an IB-style problem that required applying current concepts (e.g., interpreting regression output, optimization with derivatives, or probability simulations).

• I circulated to observe strategies, reasoning, and communication. Their solutions and discussions provided insight into both their mathematical thinking and their ability to connect to real-life contexts.

Role play

Online Quiz

KWL Chart

تسمح للطلاب بالإجابة على أسئلة بشكل ممتع وسريع مع ظهور النتائج مباشرة، مما يتيح للمعلم معرفة الفهم العام.

2. التقييم الأقران (Peer Assessment):

يراجع الطلاب أعمال بعضهم البعض وفق معايير محددة، مما يساعدهم على التفكير النقدي وتحسين إنتاجهم.

3. خرائط المفاهيم أو العصف الذهني الرقمي (Padlet / Jamboard):

يشارك الطلاب أفكارهم بصرياً في الوقت الفعلي، مما يساعد على تتبع فهم المفاهيم الأساسية.

4. دفتر التفكير أو اليوميات العاكسة (Reflective Journals):

يدوّن الطالب كيف تعلّم، وما الصعوبات التي واجهها، وكيف يمكنه التحسن.

5. المشاريع المصغرة (Mini-projects):

يُطلب من الطلاب إنتاج عمل قصير (ملصق، عرض شفهي، فيديو قصير) يوضح فهمهم لمفهوم واحد أو مهارة محددة.