PedagoPedagogy-curriculum-teaching-practices-educationgy Curriculum Teaching Practices Education
PYP PRACTICES Planning , Teaching & Assessment
-
Upload
lara-simon -
Category
Documents
-
view
27 -
download
0
description
Transcript of PYP PRACTICES Planning , Teaching & Assessment
![Page 1: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/1.jpg)
PYP PRACTICESPYP PRACTICESPlanning, Teaching Planning, Teaching & Assessment & Assessment
PYP PRACTICESPYP PRACTICESPlanning, Teaching Planning, Teaching & Assessment & AssessmentColegio Colombo BritánicoColegio Colombo Británico
Claudia Fayad, PYP Claudia Fayad, PYP CoordinatorCoordinator
![Page 2: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/2.jpg)
P L A N N I N G
![Page 3: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/3.jpg)
• Planning in isolation from other teachers.
•Planning collaboratively using and agreed, flexible system.
![Page 4: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/4.jpg)
• Planning disconnected from curriculum.
•Planning based on agreed student learning outcomes and in the school context of a coherent school-wide program.
![Page 5: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/5.jpg)
• The teacher making all the key decisions.
•Involving students in planning for their own learning and assessment.
![Page 6: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/6.jpg)
• Planning which ignores students’ prior knowledge and experience.
•Planning which builds on students’ prior knowledge and experience.
![Page 7: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/7.jpg)
• Planning a large number of units which will be covered superficially.
•Planning fewer units, to be explored in depth.
![Page 8: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/8.jpg)
• Addressing assessment issues at the conclusion of the planning process.
•Addressing assessment issues throughout the planning process.
![Page 9: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/9.jpg)
• Planning which present the curriculum as separate, isolated disciplines.
•Planning which emphasizes the connections between and among disciplines.
![Page 10: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/10.jpg)
• Planning which assumes a single level of language competency.
•Planning which recognizes a variety of levels of language competency.
![Page 11: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/11.jpg)
• Planning which assumes a single level of ability.
•Planning which recognizes a range of ability levels.
![Page 12: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/12.jpg)
• Planning units which focus on one culture or place.
•Planning units which explore similarities and differences between cultures and places.
![Page 13: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/13.jpg)
• Planning units which are a token to minorities and have internationalism tacked on.
•Planning units which explore broad human experiences from a range of perspectives.
![Page 14: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/14.jpg)
• Planning units in which exploration of major issues is incidental.
•Planning units which focus directly on major issues.
![Page 15: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/15.jpg)
T E A C H I N G
![Page 16: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/16.jpg)
• Over-reliance on a limited set of teaching strategies.
•Using a range and balance of teaching strategies.
![Page 17: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/17.jpg)
• Over-reliance on one grouping strategy.
•Grouping and regrouping students for a variety of learning situations.
![Page 18: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/18.jpg)
• Viewing the teacher as the sole authority.
•Viewing students as thinkers with emergent theories of the world.
![Page 19: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/19.jpg)
• Focusing on what students do not know.
•Building on what students know.
![Page 20: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/20.jpg)
• Over-reliance on one teaching resource from one culture.
•Using multiple resources representing multiple perspectives.
![Page 21: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/21.jpg)
• Teaching about responsibility and the need for action by others.
•Empowering students to feel responsible and to take action.
![Page 22: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/22.jpg)
• Viewing students as passive recipients.
•Involving students actively in their own learning.
![Page 23: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/23.jpg)
• A teacher-directed focus on rigid objectives.
•Pursuing open-ended inquiry and real-life investigations.
![Page 24: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/24.jpg)
• Employing teaching strategies suitable only for first language learners.
•Maintaining constant awareness of the needs of second language learners.
![Page 25: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/25.jpg)
• Employing teaching strategies suitable for one level and type of ability.
•Addressing the need of students with different levels and types of ability.
![Page 26: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/26.jpg)
A S S E S S M E N T
![Page 27: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/27.jpg)
• Viewing planning, teaching and assessing as isolated processes.
•Viewing planning, teaching and assessing as interconnected processes.
![Page 28: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/28.jpg)
• Over-reliance on one assessment strategy.
•Using a range and balance of assessment strategies.
![Page 29: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/29.jpg)
• Viewing assessment as the sole prerogative of the teacher.
•Involving students in peer- and self-assessment.
![Page 30: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/30.jpg)
• Over reliance on one strategy of recording and reporting.
•Using a range and balance of recording and reporting strategies.
![Page 31: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/31.jpg)
• Seeking student responses solely to identify the right answer.
•Seeking student responses in order to understand their current conceptions.
![Page 32: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/32.jpg)
• Concluding each unit only by summative testing.
•Involving the students in shared reflection at the end of each unit.
![Page 33: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/33.jpg)
• Assessing for the sole purpose of assigning grades.
•Enabling students to see assessment as a means of describing learning.
![Page 34: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/34.jpg)
• Embarking on new learning before assessing the levels of students’ current knowledge and experience.
•Assessing the levels of students’ current knowledge and experience before embarking on new learning.
![Page 35: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/35.jpg)
• Evaluating units in isolation from other teachers.
•Evaluating collaboratively using an agreed, flexible system.
![Page 36: PYP PRACTICES Planning , Teaching & Assessment](https://reader036.fdocuments.us/reader036/viewer/2022062422/56812d89550346895d929f0b/html5/thumbnails/36.jpg)
T h a n k y o u !T h a n k y o u ! T h a n k y o u !T h a n k y o u !