Radford College Specialists: Living Our IB Values by Tonya Gilchrist

TonyaGilchrist — 2025-01-30 17:08:05 UTC

High-impact Moves to Support Assessment-capable Learners

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Tonya's Email

TonyaGilchrist — 2025-01-30 17:08:05 UTC

tonya@tonyagilchrist.com

Tonya's Twitter

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Inquiry, Agency, & Responsive Teaching in International Schools

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Join this Facebook group to connect with educators around the world as well as to access articles and resources.

Tonya's LinkedIn

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Tonya's Instagram

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Tonya's Website

TonyaGilchrist — 2025-01-30 17:08:05 UTC

The Power of Agency

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Napper and Rao

Developing Assessment-Capable Visible Learners

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Frey, Hattie, and Fisher

Making Learning Whole

TonyaGilchrist — 2025-01-30 17:08:05 UTC

David Perkins

The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

TonyaGilchrist — 2025-01-30 17:08:05 UTC

William Stixrud and Ned Johnson

Choice Words: How Our Language Affects Children's Learning

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Peter Johnston

Culturally Responsive Teaching and The Brain

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Zaretta Hammond

Giving Students a Say: Smarter Assessment Practices to Empower and Engage

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Myron Dueck

Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Heidi Andrade and Margaret Heritage

Next Steps with Academic Conversations

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Dr. Jeff Zwiers

Handbook of Self-Regulation of Learning and Performance

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Dale H. Schunk and Jeffrey A. Greene

Why We Do What We Do

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Edward L. Deci

The Feedback Interplay

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Conferring to Amplify Inquiry & Honor Agency

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Tonya Gilchrist

The Transfer Equation

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Tonya Gilchrist

The Interplay of Self-regulated Learning

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Characteristics of Assessment-capable Learners

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Tonya Gilchrist

Living Agency...

TonyaGilchrist — 2025-01-30 17:08:05 UTC

Some Questions Self-regulated Learners Might Ask Themselves

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Self-regulated Learners...

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The Spirit of Inquiry

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An Interplay of Cognition and Metacognition

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TonyaGilchrist — 2025-02-24 03:19:16 UTC

TonyaGilchrist — 2025-02-24 03:19:51 UTC

Please click the plus button at the top of this column to add a photo of the tool(s) you put into action with students.

TonyaGilchrist — 2025-02-24 03:21:28 UTC

You can also add a caption with your photo to share your thoughts and insights about the impact of the tool(s).

Some examples...

TonyaGilchrist — 2025-02-24 04:51:37 UTC

PK PE Reflection

2025-03-20 20:53:36 UTC

I think most of the children grasped the concept and with more practice they will become experts at reflecting on their learning.

PE Reflection 2

2025-03-20 20:55:46 UTC

This reflection tool took a long time to prepare (for 4 classes). I now have a bucket of mixed up pegs, broken pegs and fallen off pictures :(

PK PE Reflection 3

2025-03-20 20:59:18 UTC

I will persevere because I think most children benefitted. Some were not truthful and some were surprisingly so. One was worried that he would be in the red because he couldn't do the activity very well!

Art Year 4

2025-03-24 05:07:04 UTC

Rubric for self-reflection on their underwater action painting. Students will photograph their art and upload into Toddle, then click on the box they have achieved.

Kindy Arts: Micro Progressions and Technique/Strategy Reminders using Reflection in Action Strategies.

2025-03-24 21:52:47 UTC

Students have been learning about lines and use of lines to create art that tells a story. We explored lines in our bodies in Drama, Dance and Music and used a variety of mediums in Visual Arts (pencils, white boards, slicks, paint, playdoe, building blocks, connectors). Jodie Munday spoke to the classes about use of lines to communicate meaning in First Nations art. We used Paul Klee's Flock of Birds as inspiration to create an artwork combining our knowledge and use of lines. Reminders of resources we have used are placed on the wall for student reference and use as we create artworks. Students engaged in ongoing verbal and physical Reflection in Action strategies as we engage with every micro progression.

Flock of Birds (see above post about Lines)

2025-03-24 21:54:30 UTC

Line Artwork (see previous post on Lines)

2025-03-24 22:14:04 UTC

year 6 Art

2025-03-28 03:01:17 UTC

Made this to try and assist yr 6 students into capturing their idea development process in their visual diaries. ( a process we need fairly often). Students tend to want to use their first idea only - no further explortation needed - and don't explore various iterations of it before wanting to 'Start'.

2025-03-28 03:03:40 UTC

to further help students with the idea generation process - I included some kickstarters ( as X+Y= visually is very challenging).

Use of shape stickers - overlapping, cutting, etc just as a launch pad. Word mapping. and 20 quick sketches - free flow association

Year 5 Band Checklist

2025-03-30 22:12:03 UTC

This checklist was created to help Year 5 students with assembling, caring for, and playing their new instrument. As the year progresses, I can expand it to include additional skills such as playing specific notes, maintaining rhythm, and reading music. Students have found it helpful at home to ensure they follow the correct steps for success, and I will continue to develop it throughout the year as they learn new skills

Post your charts/artifacts in this column.

TonyaGilchrist — 2025-03-31 05:45:29 UTC

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Key themes or patterns

2025-04-01 03:19:52 UTC

New possibilities

2025-04-01 03:20:15 UTC

Specific actions

2025-04-01 03:20:31 UTC

Visual summaries of appreciative inquiry

2025-04-01 03:41:47 UTC

2025-04-08 04:34:43 UTC

We were focussing on one author and her style, that is humour. I did want the students to go deeper and think about the theme of the story, not that it was only funny. We used this process to help us explore a variety of stories. We went through the process together with two stories. Then they filled out one themselves for the third story. this occurred over three weeks. Having such specific questions helped them go deeper and not just say it was funny or I liked the story. Relating it to themselves also helped them connect further.

TonyaGilchrist — 2025-05-18 13:03:37 UTC

TonyaGilchrist — 2025-05-18 21:41:09 UTC

Please click the plus button at the top of this column to add artifacts of a Workshop framework in your context. These artifacts can be photos, tools, completed planning guides...anything!

TonyaGilchrist — 2025-05-18 22:12:28 UTC

You can also add a caption with your artifact(s) to share your thoughts and insights about the impact of your practice.

One guide you can use...

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A sample to support your thinking...

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An Architecture of a Minilesson

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2025-05-19 07:35:02 UTC

Lesson Plan using a flexible workshop framework that encourages student choice and agency

2025-05-19 07:44:43 UTC

Watercolour skill building using a flexible workshop structure (as above in lesson plan). This student was exploring how to paint crystal formations, in preparation for the collaborative piece entitled: 'Crystal Cave'

2025-07-28 23:59:06 UTC

Interesting and thought provoking discussion about mini lessons, agency and inquiry in our specialist teacher context.

TonyaGilchrist — 2025-08-10 16:29:31 UTC

A Conferring Guide

TonyaGilchrist — 2025-08-10 19:02:30 UTC

The Feedback Interplay

TonyaGilchrist — 2025-08-10 19:02:40 UTC

Conferring to Amplify Inquiry & Honor Agency

TonyaGilchrist — 2025-08-10 19:02:54 UTC

Tonya Gilchrist

Teaching Methods (Just in Time, not Just in Case)

TonyaGilchrist — 2025-08-10 19:03:07 UTC

Tonya Gilchrist

TonyaGilchrist — 2025-08-10 19:05:09 UTC

Gots: What resonated? What will you carry with you from this session?

Wants: What are you still wondering? What would you like to learn more about together?

👇👇👇

Taking a Warm Demander Stance

TonyaGilchrist — 2025-08-11 04:40:55 UTC

One planning guide you can use...

TonyaGilchrist — 2025-08-11 04:43:50 UTC

Put your plan into action! Then, click the plus button at the top of this column to add artifacts of responsive feedback, monitoring progress, and/or small group coaching in your context. These artifacts can be photos, tools, completed planning guides...anything!

TonyaGilchrist — 2025-08-11 04:45:44 UTC

You can also add a caption with your artifact(s) to share your thoughts and insights about the impact of your practice.

Some possibilities you might try...

TonyaGilchrist — 2025-08-11 04:51:08 UTC

A printable copy of one option you can use...

TonyaGilchrist — 2025-08-11 04:51:31 UTC

Mind the Gap...

TonyaGilchrist — 2025-08-11 04:57:02 UTC

Note: This resource is typically used by secondary school educators. However, primary school specialists share many similarities to secondary school educators (schedule, number of classes, etc.), and you can certainly adapt the moves suggested in this resource for a PYP context.

2025-08-11 07:04:01 UTC

Explicit feedback that highlights a certain skill and why

Gots/Wants

2025-08-11 07:04:02 UTC

I am new to Radford, so lots to still learn and process for this content. I'm keen to see more examples in different contexts/settings as there are quite large differences in specialist teaching areas and needs.

clairecrocker — 2025-08-11 07:04:23 UTC

I need to create a positive presupposition comment bank so that the language comes to me quicker.

Specific big compliments.

predicting skills before a lesson - what you'll need in advance, popping students names in.

mackenzie_perfect — 2025-08-11 07:04:33 UTC

Being comfortable to make the student uncomfortable with specific feedback.

Got

christinadunne — 2025-08-11 07:04:35 UTC

Starting to plan

EXAMPLE OF ARTEFACT to Write up for Year 4

Infographic

structure -set size, read it top to bottom, left to right
facts, short information, correct, data
looks effective - colour choices, elements and principles of art, images, largest font you can

2025-09-16 00:01:56 UTC

I observed Bron's music lesson where feedback was embedded throughout. Structure of the lesson was practical work followed by time for whole class feedback. Feedback included stem sentences, invitations, questions, repetition, clarifying. Whilst students engaged in the practical work individual feedback was used to prompt students skills development. The lesson engaged students in scaffolded practical exercises to teach the musical concept, using a variety of techniques and strategies to build confidence and skills whilst deepening understanding. Silence and modelling was used as an ongoing strategy for engagement. The lesson held the balance of creating a calm safe learning environment at the same time as being energetic and dynamic. It was fantastic to see the ways Bron has applied the new skills and knowledge she has gained from her recent O/S PL. Always a pleasure to observe her expert practice.

2025-09-17 04:16:50 UTC

Pip welcomed me into her room on Tuesday afternoon to watch her with a Kindy class. She had this one class for a double and her focus was ART. Pip had previously read the story The Empty Pot and had had a variety of discussions about the story. Today was exploring different ways to respond to a story through art. The class were divided into 5 groups and they rotated around each activity. Pip lead a small group activity with learning how to make a pot out of clay. This enabled Pip to model, question and feedback to 5 children - so effective! The rest of the groups were at small tables working on activities that did not need direct teacher supervision, as this had been explained at the start of the session, and the children knew the routines and expectations. It was fantastic to see how Pip provided the instruction and feedback to the children while they were making the pot, every child was engaged and Pip could easily provide the one on one support as it arose. The rest of the class were on task and the volume in the room was a low buzz of focussed children. This has really inspired me to think again about ways I can create small group work rotations, as this really enables the time and opportunity to provide effective on time feedback. Thank you Pip, it was so wonderful to come in and see you in action and discuss and share with you!

T3 Staff Meetings Reflection

johanna_obrien — 2025-09-17 05:00:13 UTC

What new insights did you gain about writing instruction?

How has your writing instruction changed as a result of this process?

What is one or two things your group would like to share with the JS teaching team today?

christinadunne — 2025-09-21 23:44:53 UTC

Year 3 have been learning drawing strategies in Art and reflecting on which one they prefer. As students were completing an observation drawing, I gave them each individual feedback to make small changes to lines or shapes to increase their accuracy. The system of looking, erasing and adjusting their drawing reflects the artistic process of self-reflecting on their practice.

clairecrocker — 2025-09-21 23:48:31 UTC

recently subbing for a yr5 art class. they had done lots of observational drawing but also had lots of relief teachers/ lost momentum a bit. I did a timed Banana/ fruit eating drawing as a summative assessment. By breaking down the task into 10 minute timeframes with different drawings, keeping them silent and giving first general guidance and feedback - what they should be doing when etc, then individual feedback as I walked around " increase cast shadow', 'differentiate between textures etc. the way the lesson was structured it made it easier to give targeted feedback to individuals.