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PYP PRACTICESPlanning, Teaching & AssessmentColegio Colombo BritnicoClaudia Fayad, PYP Coordinator
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P L A N N I N G
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Planning in isolation from other teachers.
Planning collaboratively using and agreed, flexible system.
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Planning disconnected from curriculum.
Planning based on agreed student learning outcomes and in the school context of a coherent school-wide program.
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The teacher making all the key decisions.
Involving students in planning for their own learning and assessment.
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Planning which ignores students prior knowledge and experience.
Planning which builds on students prior knowledge and experience.
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Planning a large number of units which will be covered superficially.
Planning fewer units, to be explored in depth.
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Addressing assessment issues at the conclusion of the planning process.
Addressing assessment issues throughout the planning process.
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Planning which present the curriculum as separate, isolated disciplines.
Planning which emphasizes the connections between and among disciplines.
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Planning which assumes a single level of language competency.
Planning which recognizes a variety of levels of language competency.
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Planning which assumes a single level of ability.
Planning which recognizes a range of ability levels.
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Planning units which focus on one culture or place.
Planning units which explore similarities and differences between cultures and places.
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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.
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Planning units in which exploration of major issues is incidental.
Planning units which focus directly on major issues.
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T E A C H I N G
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Over-reliance on a limited set of teaching strategies.
Using a range and balance of teaching strategies.
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Over-reliance on one grouping strategy.
Grouping and regrouping students for a variety of learning situations.
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Viewing the teacher as the sole authority.
Viewing students as thinkers with emergent theories of the world.
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Focusing on what students do not know.
Building on what students know.
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Over-reliance on one teaching resource from one culture.
Using multiple resources representing multiple perspectives.
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Teaching about responsibility and the need for action by others.
Empowering students to feel responsible and to take action.
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Viewing students as passive recipients.
Involving students actively in their own learning.
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A teacher-directed focus on rigid objectives.
Pursuing open-ended inquiry and real-life investigations.
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Employing teaching strategies suitable only for first language learners.
Maintaining constant awareness of the needs of second language learners.
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Employing teaching strategies suitable for one level and type of ability.
Addressing the need of students with different levels and types of ability.
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A S S E S S M E N T
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Viewing planning, teaching and assessing as isolated processes.
Viewing planning, teaching and assessing as interconnected processes.
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Over-reliance on one assessment strategy.
Using a range and balance of assessment strategies.
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Viewing assessment as the sole prerogative of the teacher.
Involving students in peer- and self-assessment.
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Over reliance on one strategy of recording and reporting.
Using a range and balance of recording and reporting strategies.
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Seeking student responses solely to identify the right answer.
Seeking student responses in order to understand their current conceptions.
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Concluding each unit only by summative testing.
Involving the students in shared reflection at the end of each unit.
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Assessing for the sole purpose of assigning grades.
Enabling students to see assessment as a means of describing learning.
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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.
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Evaluating units in isolation from other teachers.
Evaluating collaboratively using an agreed, flexible system.
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T h a n k y o u !