Evidencing Learning in the PYP Classroom by Shikha Ahuja

Student-Led Reflections

shikha_ahuja — 2024-05-06 13:45:31 UTC

Incorporating student-led reflections is vital in evidencing learning. Encourage students to articulate what they've learned, how they've tackled challenges, and their next learning steps. Tools such as digital portfolios or reflective journals can be instrumental. This practice not only promotes metacognition but also provides tangible evidence of learning progress.

Rubrics and Learning Expectations

shikha_ahuja — 2024-05-06 13:45:33 UTC

Utilize rubrics to make learning expectations clear and to provide consistent assessment criteria. Rubrics help students understand their learning journey and where they need to focus their efforts. Design rubrics that align with the PYP key concepts and learner profile attributes. This transparency aids in self-assessment and goal setting, making learning outcomes evident.

Collaborative Learning Projects

shikha_ahuja — 2024-05-06 13:45:34 UTC

Promote collaborative projects to evidence learning through teamwork. Collaborative learning helps in developing social, communication, and problem-solving skills. Use digital platforms like Padlet or Google Docs to facilitate group work and showcase collective knowledge construction. This approach highlights the importance of shared learning experiences and mutual support among students.

Learner Profile in Action

shikha_ahuja — 2024-05-06 13:45:36 UTC

Highlight how students embody the IB learner profile attributes through their actions and reflections. Create a display or digital showcase capturing instances where students demonstrate attributes like inquiry, risk-taking, and empathy. This visual evidence connects student behavior to the curriculum's ethical dimension, reinforcing the idea that learning is not just academic but also personal development.

Digital Portfolios

shikha_ahuja — 2024-05-06 13:45:40 UTC

Digital portfolios offer an effective way to collect and present evidence of learning. They allow for a diverse range of work to be showcased, including written pieces, multimedia projects, and reflections. Portfolios can be reviewed and added to over time, providing a comprehensive view of each student's learning journey. Explore platforms like Seesaw or Google Sites to implement portfolios in your practice.

Student-Led Conferences

shikha_ahuja — 2024-05-06 13:45:41 UTC

Organize student-led conferences to empower students in the assessment process. These conferences involve students presenting their work to parents and teachers, discussing their achievements and areas for growth. This format fosters accountability and pride in their learning, offering a powerful demonstration of their understanding and progress.

Workshop Agenda

shikha_ahuja — 2024-05-07 16:46:21 UTC

How is learner agency supported through my assessment practices?

shikha_ahuja — 2024-05-12 16:38:22 UTC

In what ways am I inquiring into my personal assessment practices and can see possibilities for modification?

shikha_ahuja — 2024-05-12 16:38:40 UTC

How can I ensure my assessment practices are informing the learner, learning and teaching and the learning community?

shikha_ahuja — 2024-05-12 16:38:55 UTC

Evidencing Learning workshop: Using personas

shikha_ahuja — 2024-05-12 16:45:31 UTC

Assessment in PYP

shikha_ahuja — 2024-05-12 16:50:08 UTC

Assessing student learning: Why reform is overdue

shikha_ahuja — 2024-05-12 17:06:15 UTC

Assessment for teaching

shikha_ahuja — 2024-05-12 17:06:37 UTC

Formative Assessment: Assessment Is for Self-regulated Learning

shikha_ahuja — 2024-05-12 17:09:14 UTC

Directions for Assessment in New Zealand

shikha_ahuja — 2024-05-12 17:12:32 UTC

School Assessment Policy:

shikha_ahuja — 2024-05-12 17:26:20 UTC

What language do you and your school use around assessment?

What is the role of the student in assessment in your school?

What does assessment look like in your context?

For whom, when, how

and why?

How do you describe and define it?

Assessment in PYP

shikha_ahuja — 2024-05-12 18:03:36 UTC

A transdisciplinary programme of Inquiry

shikha_ahuja — 2024-05-12 18:07:41 UTC

Unit Planner

shikha_ahuja — 2024-05-12 18:08:09 UTC

Collaborative planning process

shikha_ahuja — 2024-05-12 18:08:49 UTC

Backward Design

shikha_ahuja — 2024-05-12 18:58:47 UTC

Forward by Design

shikha_ahuja — 2024-05-12 19:00:16 UTC

Self-audit framework for teachers

shikha_ahuja — 2024-05-13 12:06:07 UTC

Giving and Receiving Feedback

shikha_ahuja — 2024-05-13 12:44:54 UTC

Measuring Learning

shikha_ahuja — 2024-05-13 14:03:12 UTC

Assessing Early Learners

shikha_ahuja — 2024-05-13 14:03:43 UTC

Students

shikha_ahuja — 2024-05-13 14:16:40 UTC

Directions for Assessment in New Zealand- Chapter 7

shikha_ahuja — 2024-05-13 14:17:45 UTC

Student Persona Template

shikha_ahuja — 2024-05-13 14:20:22 UTC

Students

shikha_ahuja — 2024-05-13 14:43:10 UTC

Characteristics and Strategies of Self-adjusters’

shikha_ahuja — 2024-05-13 14:45:06 UTC

Formative Assessment: Assessment Is for Self-regulated Learning

shikha_ahuja — 2024-05-13 14:45:27 UTC

IB Standards & Practices

shikhaahuja2015 — 2024-05-19 19:46:21 UTC

Developing Superpowers

shikhaahuja2015 — 2024-05-21 17:52:27 UTC

Feedback to feedforward

shikhaahuja2015 — 2024-05-21 17:55:08 UTC

shikha_ahuja — 2024-05-21 19:16:26 UTC

Connect-Extend-Challenge

shikha_ahuja — 2024-05-22 14:11:33 UTC

The PYP Planning process and Planners

shikha_ahuja — 2024-05-22 19:36:26 UTC

PYPX assessment rubric

amerren3 — 2024-05-25 07:44:46 UTC

Grade 4 Setting Description Peer Assessment

msmith1593 — 2024-05-25 07:49:22 UTC

Grade 3 Narrative Writing Rubric

hmaine3 — 2024-05-25 07:52:33 UTC

Grade 3 Pre-assessment

2024-05-25 07:54:14 UTC

Grade 1 Evidencing Learning

dschultz39 — 2024-05-25 08:06:21 UTC

Questions

shikha_ahuja — 2024-05-25 08:13:41 UTC

SOLO Taxonomy

shikha_ahuja — 2024-05-25 08:18:14 UTC

Sample - Curriculum Map

shikha_ahuja — 2024-05-25 14:29:18 UTC

Sample Checklist

shikha_ahuja — 2024-05-25 20:21:34 UTC

Sample Assessment task and tool

shikha_ahuja — 2024-05-25 20:25:27 UTC

Sample Assessment task

shikha_ahuja — 2024-05-25 20:25:49 UTC

Differentiated Thinking Tools and Strategies

shikha_ahuja — 2024-05-25 20:27:12 UTC

Sample Rubric

shikha_ahuja — 2024-05-25 20:30:10 UTC

SOLO Taxonomy sample

shikha_ahuja — 2024-05-25 20:30:26 UTC

Sample Assessment Policy

shikha_ahuja — 2024-05-25 20:46:09 UTC

Knowing our Learners

shikha_ahuja — 2024-05-26 04:45:34 UTC

Student agency

shikha_ahuja — 2024-05-26 04:49:09 UTC

2024-05-26 07:18:45 UTC

Jordan Smith Student Persona

msmith1593 — 2024-05-26 07:21:08 UTC

Sunhee Williams, Grade 3

normanibhreasail — 2024-05-26 07:23:28 UTC

Meet Jimmy Stevens

greeredwards84 — 2024-05-26 07:32:21 UTC

amerren3 — 2024-05-26 07:37:29 UTC

Fredrick Student Persona

kgibson138 — 2024-05-26 07:38:33 UTC

hmaine3 — 2024-05-26 07:38:52 UTC

Concept Based Learning

shikha_ahuja — 2024-05-26 07:52:42 UTC

shikha_ahuja — 2024-05-27 18:55:39 UTC