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PYP PRACTICES Planning , Teaching & Assessment

PYP PRACTICES Planning , Teaching & Assessment. Colegio Colombo Británico Claudia Fayad, PYP Coordinator. P L A N N I N G. Planning in isolation from other teachers. Planning collaboratively using and agreed, flexible system. Planning disconnected from curriculum.

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PYP PRACTICES Planning , Teaching & Assessment

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  1. PYP PRACTICESPlanning, Teaching & Assessment Colegio Colombo Británico Claudia Fayad, PYP Coordinator

  2. P L A N N I N G

  3. Planning in isolation from other teachers. • Planning collaboratively using and agreed, flexible system.

  4. Planning disconnected from curriculum. • Planning based on agreed student learning outcomes and in the school context of a coherent school-wide program.

  5. The teacher making all the key decisions. • Involving students in planning for their own learning and assessment.

  6. Planning which ignores students’ prior knowledge and experience. • Planning which builds on students’ prior knowledge and experience.

  7. Planning a large number of units which will be covered superficially. • Planning fewer units, to be explored in depth.

  8. Addressing assessment issues at the conclusion of the planning process. • Addressing assessment issues throughout the planning process.

  9. Planning which present the curriculum as separate, isolated disciplines. • Planning which emphasizes the connections between and among disciplines.

  10. Planning which assumes a single level of language competency. • Planning which recognizes a variety of levels of language competency.

  11. Planning which assumes a single level of ability. • Planning which recognizes a range of ability levels.

  12. Planning units which focus on one culture or place. • Planning units which explore similarities and differences between cultures and places.

  13. 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.

  14. Planning units in which exploration of major issues is incidental. • Planning units which focus directly on major issues.

  15. T E A C H I N G

  16. Over-reliance on a limited set of teaching strategies. • Using a range and balance of teaching strategies.

  17. Over-reliance on one grouping strategy. • Grouping and regrouping students for a variety of learning situations.

  18. Viewing the teacher as the sole authority. • Viewing students as thinkers with emergent theories of the world.

  19. Focusing on what students do not know. • Building on what students know.

  20. Over-reliance on one teaching resource from one culture. • Using multiple resources representing multiple perspectives.

  21. Teaching about responsibility and the need for action by others. • Empowering students to feel responsible and to take action.

  22. Viewing students as passive recipients. • Involving students actively in their own learning.

  23. A teacher-directed focus on rigid objectives. • Pursuing open-ended inquiry and real-life investigations.

  24. Employing teaching strategies suitable only for first language learners. • Maintaining constant awareness of the needs of second language learners.

  25. Employing teaching strategies suitable for one level and type of ability. • Addressing the need of students with different levels and types of ability.

  26. A S S E S S M E N T

  27. Viewing planning, teaching and assessing as isolated processes. • Viewing planning, teaching and assessing as interconnected processes.

  28. Over-reliance on one assessment strategy. • Using a range and balance of assessment strategies.

  29. Viewing assessment as the sole prerogative of the teacher. • Involving students in peer- and self-assessment.

  30. Over reliance on one strategy of recording and reporting. • Using a range and balance of recording and reporting strategies.

  31. Seeking student responses solely to identify the right answer. • Seeking student responses in order to understand their current conceptions.

  32. Concluding each unit only by summative testing. • Involving the students in shared reflection at the end of each unit.

  33. Assessing for the sole purpose of assigning grades. • Enabling students to see assessment as a means of describing learning.

  34. 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.

  35. Evaluating units in isolation from other teachers. • Evaluating collaboratively using an agreed, flexible system.

  36. T h a n k y o u !

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