nicole procacci curriculum coordinator st. andrew’s school, the bahamas nelyda miguel pyp...
TRANSCRIPT
Nicole Procacci
Curriculum Coordinator
St. Andrew’s School, The Bahamas
Nelyda Miguel
PYP Coordinator, Media Specialist
The International School at Dundee
Greenwich, CT
WELCOME!Collaborative Planning
in the PYP
PURPOSE OF THE WORKSHOP
1. Increase the effectiveness of collaborative planning by exploring IB standard C2
2. To assist participants to become knowledgeable about:
How to take action to realize IB programme standard C2 practices in classrooms/schools
Standards on page p. 14 Participant Resource Book
Collaborative Planning in the PYP
Collaborative Planning in the PYP
PURPOSE OF THE WORKSHOP
3. To ensure participants are familiar with:
The IB programme standards C1, C2, C3 and C4.The PYP Programme of Inquiry in their schoolsThe collaborative process of writing the planners
Standards on page p14 Participant Resource Book
Standards C1, and C2
C1. A comprehensive, coherent written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community.
C2. The school has implemented a system through which all teachers plan and reflect in collaborative teams.
Standards on page p. 14 Participant Resource Book
Standards C3 and C4
C3. Teaching and learning at the school empowers and encourages students to become lifelong learners to be responsible towards themselves, their learning, other people and the environment and to take appropriate action.
C4. There is an agreed approach to assessment, and to the recording and reporting of assessment data which reflects the practices and requirements of the programme.
Standards on page p. 14 Participant Resource Book
Elements of the Workshop
Combination of presentation and workshopKnowledge and Concepts: Research based information with resourcesPractice of Transdisciplinary SkillsInquiry-based, differentiated (multiple intelligences) activities for deep understandingMetacognition, self-assessment and actionExercise of PYP AttitudesPractice of “International-mindedness” (The Learner Profile)
Elements of the Workshop Transdisciplinary Skills MIH pg 21 - 23
TRANSDISCIPLINARY SKILLS
SOCIAL SKILLS
COMMUNICATION SKILLS
THINKING SKILLS
RESEARCH SKILLS
SELF-MANAGEMENT
SKILLS
Accepting
Responsibility
Respecting Others
Cooperating
Resolving Conflict
Group Decision
Making
Adopting a Variety of
Roles
Listenin g
Speaking
Reading
Writing
Non -Verbal
Communication
Acquisition of
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Dialectical Thought
Metacognition
Formulating
Questions
Observing
Planning
Collecting Data
Recording Data
Organizing Data
Interpreting
Data
Presenting Research
Gross Motor Skills
Fine Motor Skills
Spatial Awareness
Organization
Time
Management
Safety
Healthy Lifestyle
Codes of Behaviour
Informed Choices
Elements of the Workshop Multiple Intelligences Howard Gardner
Elements of the WorkshopAttitudes MIH pg 24 - Profile MIH pg 4 - International Mindedness MIH pg 5
ACTION
MIH pg 25 - 27
Who Are We?Collaborative Activity - 4 Corners1 - Private schools 2 - Public schools
3 - Charter, magnet4 - Other
1 - Principals/other administrator2 - Coordinators3 - Classroom teacher
4 - Specialist teacher
1 - Not yet authorized2 - Authorized3 - Evaluation 4 - 2nd evaluation (5 years after first)
What is Collaboration?Why should we collaborate? “Placemats” Collaborative Active
Learning
Number off by 5Write your name and a definition of “collaboration” Identify one or two attitudes that you feel are your strength and how they would impact collaboration Agree with your group on a common definition for collaboration and the attitudes that are most important for collaboration. Why?Share out
Attitudes MIH p. 24
What is Collaboration? Some definitions from research:
“Two or more equal partners who set out to create a unit of study based on content standards in one or more content areas plus information literacy standards, a unit that will be team-designed, team-taught and team-evaluated”
Buzzeo, 2002
What is Collaboration? Some definitions from research:
“Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students’ progress throughout the instructional process in order to improve student learning in all areas of the curriculum.”
American Association for School Librarians
“Collaborating is different from working together as a group. A group can work together, support each other and share ideas, and yet each participant pursues his/her own objectives and results. A collaborative team works together towards COMMON goals and results and the team holds the GROUP responsible for the outcomes.”
Katzenbach and Smith, 1993
What is Collaboration? Some definitions from research:
The difference between a collaborative culture and a team is:
Interdependence Mutual accountability for results The result is change in classroom practice
Richard DuFour, 2006
What is Collaboration? Some definitions from research:
Our Definition and Attributes of “Collaboration”
Reflection Based on the research shared, do we have anything to add to our definition and list of attributes of collaboration?For the learning activity, what intelligences did we choose from? Which did we demonstrate?What Transdisciplinary Skills did we use?Why is this an inquiry-based activity?
Inquiry-based Teaching and Learning
Definition and characteristics
What are the attributes of an inquiry-based activity?Read MIH pg. 28 - 30 (10 minutes)Shared list
Inquiry-based Teaching and Learning
Definition and characteristics
The act of inquiring; a seeking for information by asking questions; interrogation; a question or questioningSearch for truth, information, or knowledge; examination into facts or principles; research; investigationUnderstanding is built on what the learner already knows and believesMoving from current level of understanding to a deeper level of understanding
Inquiry-based Teaching and Learning
Definition and characteristics
Student-centered. Creates a learner-centered environmentCan be structured, guided or openUses multiple sources of informationAddresses multiple intelligencesEngages the learner, is interesting, provokes curiosityEngages the learner with the social and physical environment to make sense of the world
Inquiry-based Teaching and Learning
Definition and characteristics
Involves higher order thinking like observing, selecting, clarifying, developing theories, connecting, synthesis, analyzing, interpreting, comparing, hypothesizing, explaining and providing alternativesAssessment criteria is set by the learner as well as the teacherAssessment is done by the learner as well as the teacher
Inquiry-based Teaching and Learning
Some definitions from research:
“Inquiry is transformation. The resolution of a problematic situation may involve transforming the inquirer, the environment, and often both. The emphasis is on trans-formation.”
John Dewey, 1938
Inquiry-based Teaching and Learning
Some definitions from research:
“ Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflection in connection with results.”
Ann Peterson Bishop et al. 2004
Inquiry-based Teaching and Learning
Some definitions from research:
“ Scientific inquiry refers to the diverse ways in which scientist study the natural world and propose explanations based on the evidence. Inquiry as a teaching technique is the creation of a classroom where students are engaged in open-ended, student-centered, hands-on activities.”
Alan Colburn, 2000
Inquiry-based Teaching and Learning
Reflection - Visible Thinking
I used to think…… but now I know…..
http://www.pz.harvard.edu/vt/index.htmlhttp://www.pz.harvard.edu/tc/routines.cfmhttp://www.thirteen.org/edonline/concept2class/inquiry/index.html
Why Collaborate?What researchers say:
“EDUCATORS MUST ACCEPT THEIR RESPONSIBILITY TO WORK TOGETHER AS TRUE PROFESSIONAL COLLEAGES. TRADITIONAL TEACHERS LABOR IN ISOLATION, THE TEACHERS OF A PROFESSIONAL LEARNING COMMUNITY SHARE IDEAS ABOUT PRACTICE AND WORK TOGETHER ON SCHOOLWIDE ISSUES. ”
DuFour, 1998
PP presentation “Did You Know 2.0?” The SCANS Report “Are They Ready for Work?” The Partnership for 21st Century Skills
Why Collaborate?What Researchers Say
Why Collaborate? What Work Requires of Schools:
A SCANS Report for America
Written by the Secretary's Commission on Achieving Necessary Skills
Commission was appointed by the secretary of labor in 1990
Report dated 1992
Why Collaborate? What Work Requires of Schools:
A SCANS Report for America, 1992
“A high-performance workplace requires workers who have a solid foundation in the basic literacy and computational skills, the thinking skills, and in the personal qualities that make workers dedicated and trustworthy. High-performance workplaces also require competencies: the ability to manage resources, to work amicably and productively with others, to acquire and use information, to master complex systems, and to work with a variety of technologies.”
Summary of the Report
http://wdr.doleta.gov/SCANS/
Written by the Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource ManagementBased on a survey of 431 human resource specialistsPurpose: to rate the work-readiness of recently hired graduates from high schools, two-year colleges or technical schools, and four-year colleges2006
Why Collaborate?“ARE THEY REALLY READY TO
WORK?”
“The future workforce is here, and it is ill-prepared.”
Why Collaborate?ARE THEY REALLY READY TO WORK?
2006
Summary of the Report
http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdf
What struck you the most?What do common threads did you see?How do they relate to the PYP elements of Knowledge - Concepts - Skills - Attitudes - Action?
MIH Pgs. 10 - 25
Why Collaborate?Journal Reflection
Why Collaborate? What researchers say:
“GOD DIDN’T CREATE SELF-CONTAINED CLASSROOMS, FIFTY MINUTE PERIODS, AND SUBJECTS TAUGHT IN ISOLATION. WE DID-BECAUSE WE FIND WORKING ALONE SAFER THAN AND PREFERABLE TO WORKING TOGETHER.”
BARTH, 1991
“The traditional norms of teaching – autonomy, egalitarianism, and seniority – exert a powerful and persistent influence on the work of teachers. They reinforce the privacy of the individual’s classroom, limit the exchange of good ideas among colleagues, and suppress efforts to recognize expert teaching. Ultimately, they cap a school’s instructional quality far below its potential.”
Susan Moore Johnson and Morgaen Donaldson Harvard’s Graduate School of Education
Why Collaborate? What researchers say:
“Real improvement in education over the long run comes from hundreds of small improvements made by teachers and passed on to other teachers through collaborative learning.”
Chris Dougherty and Heather Zavadsky
Phi Delta Kappan, November 2007
Why Collaborate? What researchers say:
Why Collaborate? What researchers say:
“Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.”
Richard DuFour
Why Collaborate? What researchers say:
ADVANTAGES OF COLLABORATION
Enables teachers to test their ideas about teaching and expand their level of expertise by allowing them to hear the ideas of others
Helps to reduce the fear of risk taking by providing encouragement and moral support
Why Collaborate? What researchers say:
ADVANTAGES OF COLLABORATION
Can be linked to gains in achievement, higher quality solutions to problems, increased confidence among all members of the school community, more systematic assistance to beginning teachers, and an increased pool of ideas, materials, and methodsReinforces changes in school culture and commitment to improvement initiativesFosters better decisions and increase the likelihood of ownership in the decisions
Three Cornerstones for Permanent Change
Accountability: Sharing information and taking responsibility. Talking about learning,
not teaching.Collaboration:
Making strong interpersonal bonds. People are willing to help others to excel. They, in turn, feel they belong so they can take direction from others.Initiative:
People feel that what they do matters and will make a difference in outcomes, so they share ideas and suggestions.
Kanter, 2004
Why Collaborate? What researchers say:
Get into school groupsSingles - join a group of your choicePage 14 - 18 in the Participant Resource BookRead the practices under standard C1 - C4Highlight the three that you feel your school needs to focus on and improve Hold on to these to create an action plan later on
Where is my school? Reflection
How do we Collaborate? Active Learning
Get together by colorgroups of redgroups of yellow groups of blue groups of green
Share your name, school, position Appoint a recorder and a reporterRead the Human Chain instructionsFind a place for your group
How Do We Collaborate? Active Learning and
Reflection
Read the transcript out loud with your team
Do a plus/minus/interesting on working as a team
Share out
Which Transdisciplinary Skills did you use?
What attitudes were needed for teamwork?
Why is this an inquiry-based activity? Checklist
“Real Change is Real Hard” Urbanski, 1992
“Real Change is Real Hard” Collaborative Learning Activity
Think - Pair - Share
Think about a time when you had to make a change in your life
What where your feelings?
Which skills did you use to come to terms with the change?
What did you gain?
Facts about People and Change Robbins, 1995
People feel awkward, ill-at-ease and self consciousPeople will think first about what they must give upPeople will feel alonePeople can handle only so much changePeople have different readiness levels for changePeople will fret that they do not have enough resourcesPeople will try to revert to their old behavior
Leading Through ChangeWhy transformation efforts fail - Kotter, 1995
No sense of urgencyNot creating a powerful enough guiding coalitionLacking a visionUnder communicating the vision by a factor of 10Not removing obstacles to the new visionNot systematically planning and creating short-term winsDeclaring victory too soonNot anchoring changes in the organization’s culture
Collaboration by Invitation Does Not Work
Create:Team concepts by gradeTeam concepts by shared studentsSchool wide team conceptsBuild in time into the school dayMake the purpose specificTrain staff to be effective collaborators
DuFour, 1998
Collaboration Day I Reflection and Action
Journal Entry
AHA’SI Wonder…I Used to think….. But know I think….When I get back to my school, I will…Copy wonderings/questions/suggestion onto a post it as a ticket out
Day II"When you arise in the morning,
think of what a precious privilege it is to be alive -to breathe, to think, to enjoy, to love."
Marcus Aurelius
Collaborative strategy - jigsaw 3 min each
Resource: www.greenwichschools.org/isd
The Team Process Recognizing the stages Tuckman, 1970
The Team Process The Forming Stage
Nervousness
Trying to fit in, yet remain individual
First impressions are made
Alliances and counter-alliances are formed
At this time, the team sets its mission, goals, protocols, resources and skills
The Team Process The Storming Stage
Competition among membersDisagreements on tasks and rolesConflict over difference of opinionsHidden agendas The leader’s role
Help the team create a team identity Guide the team back to the goalsUse the agreed problem solving modelAddress and neutralize hidden agendas
The Team Process The Norming Stage
Acceptance within the team
Relationships deepen
Hidden agendas have been addressed and neutralized
Less individual defenses, more focus and unanimity
Leader’s role: fade out formal leadership - introduce shared leadership
The Team Process The Performing Stage
Team members know and appreciate the skills of each individualThe team sees with “many eyes”Team members develop caring relationships with each otherConflict is over opinions or issues, not peopleDisagreements are confronted, discussed, analyzed and adjustments made
The Team Process The Transforming Stage
Self-evaluation and reflections
Sharing with the larger learning community
Adjustment and learning from mistakes
Implementation; anchoring in the culture of the larger organization: “The way we do things here”
Continuous monitoring
The IndividualWhat is your primary behavioral
profile? Robbins, 1995
Analytical
Driver
Amiable
Expressive
The IndividualWhat is your primary behavioral
profile?
AnalyticalAt their best they are thoughtful, patient, rational, reflective, well-informed
At their worse they are stuffy, picky, indecisive, moralistic and critical
To work with them: Prepare in advance, be persistent, support their approach, be clear and follow through
The IndividualWhat is your primary behavioral
profile?
DriversAt their best they get things done, they are practical, decisive, independent and efficientAt their worse they are tyrannical, pushy, harsh and dominating
To work with them: Be brief and efficient, clear and logical, disagree with the facts not the person, persuade by results
The IndividualWhat is your primary behavioral
profile?
AmiablesAt their best they are understanding, flexible, respectful and agreeable
At their worse they are conforming, ingratiating, unsure and awkward
To work with them: Show respect, listen, be responsive, be non-threatening, draw their opinion and define what they should contribute to the task.
The IndividualWhat is your primary behavioral profile?
ExpressivesAt their best they are big-picture, stimulating, intuitive, creative and enthusiastic
At their worse they are manipulative, egotistical excitable and undisciplined
Be open, ask for their opinions and ideas, take time support your points by citing people they respect, offer incentives
Team Stages and The IndividualActive Learning
Break into teamsCreate a skit of a team situation where a decision needs to be made. Demonstrate:
The stages of teamsThe individual profiles in a team situation where a decision needs to be madeDemonstrate the worse side of each profile
Exercise the strategies to elicit the best of each profile represented
Demonstrate the best side of each profile
Act out to the group
The District/School Level: Historical Perspective
“American public schools were originally organized according to the concepts and principles of the factory model…It was management’s job to identify the one best way, train workers accordingly, and then provide the supervision and monitoring needed to ensure that workers would follow the prescribed methods”
DuFour, 1998
“In many schools , teachers and their opinions are still
considered to be insignificant.”
Richard DuFour
Negative School/ District Decision-making Model
The factory model or policy by mandateSelected committees with little input from the larger learning community
Committees get little training, unrealistic timelines and work for low wages in their time off Committee members may not feel ownership of the final product
Positive School/ District Decision-making Model
Committees that reflect the most skilled individuals for the taskRealistic timelines, appropriate resourcesGood information flows vertically and horizontallyForums gather the learning community's input and feedback
BUILDING A SUCCESSFUL AND PRODUCTIVE TEAM
Building Team Performance: Creation
Select members for skill not personality Establish urgencySet performance standards and clear direction
Build Team Performance: Trust
Create a team identity: name, logo, etc.Establish common goals and make sure to review frequentlySet some clear rules of behavior, norms, common vocabularyAccept all opinions, rephrase in positive language if necessaryFavor optimism and ‘can-do’ attitudes - focus on what you can controlAgree on a conflict resolution/decision-making model
Build Team Performance: Trust - Decision-Making Model
Build Team Performance: Productivity
Agree on a structure for meetings, a “parking lot”, “process check”, “rough consensus”, everyone speaks, time limits and time keeper Assign rotating roles for shared leadershipAsk members for opinions so all participateAvoid “same-think”. Deliberately review opposing points of viewFocus on collective performanceAgree on how and when the team’s work will be assessedEveryone takes responsibility for the team
Build Team Performance: Productivity - Possible Team Roles
FacilitatorLeaderTime KeeperNote-takerReporter
Build Team Performance:Momentum and Motivation
Set and seize upon a few immediate performance-oriented tasksChallenge the group regularly with fresh facts and informationShare positive feedback publicly and frequently, negative feedback privately and only if neededProvide recognition and rewardsSet and celebrate milestones
Build Team Performance:Conflict
“Americans make the terrible assumption that good relationships are about harmony. They are not. On the contrary, good relations are those that handle strife well. Our task is to know and teach that every relationship involves conflict and resolving conflict.”
Donald Shriver, president emeritus of Union Theological Seminary, quoted in an article by Julia Steiny
The Providence Journal, Nov. 11, 2007
Build Team Performance:Conflict
Conflict can be positive (based on issues, positions or opinions), or negative (personal, agendas)Do not shy away from conflict, use it to explore alternativesIntervene quickly “What are we trying to accomplish here?”, “We agree on…”Use the agreed upon conflict resolution/decision-making modelGet the problem out in the open.Listen, rephrase, check understandingBring different perspectives, research, expertsNegotiate win-winEstablish a common immediate goal and achieve itLearn to give feedback
Muticultural Collaboration
The age factorWorking with people from different countries or cultures
Muticultural Collaboration The Age Factor
Matures - prior to 1946Hard work, community, duty, thriftiness, right vs. wrong
Baby Boomers - 1946-1964The experience, rules are not for us, stress filled schedule, buy now and pay later, we deserve
Generation X - 1965-1980Balance of life, peer focus, skeptics, focus on quality, contractually oriented, resourceful
Millenials - 1981-1999Speed and impatience, shopping is entertainment and expression, skepticism of marketing, ‘other’ focused, non-stop fun, menu driven mentality, expect choice
Muticultural Collaboration The Age Factor Wendover, 2007
The younger generation’s beliefs:
Focus on outcome rather than the taskIn the long run, balance is more important than moneyTraining, knowledge and experience equal versatilityManagement should be partners with employeesLife is too short to “pay dues”
The Center for Generational Studies http://www.gentrends.com/
Multicultural CollaborationPeople from different countries and/or cultures
This will almost be a guaranteed experience for our studentsDiscuss ahead of time the possibilities of cultural misunderstandingsEstablish a protocol for discussing cultural differencesMake a commitment to give each other the benefit of the doubtBecome curious about other cultures. Ask questions, compare to yours, shareThe PYP Learner Profile reflects the “Internationally-minded Person”. Model it
MIH Pg. 2-3
A Word on Negative Feedback…..
Give feedback immediately unless you need time to cool offAcknowledge good performanceFocus on the negative behavior not the personalityExplain how the behavior affects the teamAsk for explanation. LISTEN. ParaphraseTry to reach a win-win resolutionWrite down the agreement. Follow up with a note or email
Reflection
Building a productive team - Handling multicultural/multiage
differences - resolving conflict
Building a productive team and handing differences and conflict is like a……..Snow ball
Creating Time and Including Specialists
Active Learning - Carousel
Group by school; singles join together or another schoolHow does your school make time for planning and collaboration? How do your specialists collaborate?Record the information to shareLeave an “expert” travel around, bring note paper
Creating Time and Including Specialists
Why is it so hard?
“Time for reflection and discussion has traditionally been viewed as unproductive in the educational arena. Therefore, teachers are not usually given time to collaborate…. and so most educators continue to work in isolation - a situation that reduces their effectiveness.”
DuFour, 1998
Creating Time and Including Specialists
Why is it so hard? “Ironically, American teachers already spend
more time in the classroom per week than teachers in Europe and Asia. Teachers in Japan, China, France, Switzerland, England and Germany teach students only 15 to 20 hours out of a 40-45 hour work week. The rest of the time is available for them to think about, and discuss the lessons that they teach; to share plans, materials, and ideas; to tutor students; or to consult with parents.”
Dufour, 1998
CollaborationReview
We have exploredThe definition and attributes of collaborationWHY collaborateHOW we collaborate (or not)WHO collaborates What do we collaborate FOR?
COLLABORATION WRITING CURRICULUM AND
REFLECTING THE PYP IN THE PLANNER
PYP Essential Elements
CONCEPTS KNOWLEDGESKILLSATTITUDESACTIONThese are synthesized on the planner
MIH pg. 56 -59
Why a Conceptual Curriculum?
“The traditional design of a curriculum did not come into question when business operated with an industrial model that called for factory workers who could follow orders , carry on repetitive tasks with little thought, and work in relative isolation……
Why a Conceptual Curriculum?
…But business has changed drastically, and education is adapting to meet the need for workers who can identify and solve complex problems, think independently as well as in team situations, and exhibit the characteristics of leaders no matter what their job in an organization.”
Lynn Erickson, 2002
Why a Conceptual Curriculum?
A.K.A. Enduring Understanding - Power Standard - Central IdeaFrom the following list, with your table group, decide if the statement represents a central idea that is concept-basedIf it is not, change the central idea to make it concept based.Share out
Resource: Participants Workbook pg. 43 - 53
CENTRAL IDEAS?
1. Natural and man-made disasters impact people and the environment.
2. My family tree has many branches.3. Computers help people in their daily lives.4. Survivors of the tsunami face risks and challenges.5. People need families and friends.6. Every country has qualities and attributes that make it
unique.7. Air supports our lives, and its uses are determined by
its properties.8. Rules and laws help people live safely and peacefully.9. A variety of signs and symbol systems were developed
to communicate.10. Family histories impact our past and present, and
influence our futures.
PYP Essential Elements: Knowledge
Content of learning
Integrate the standards
Guided by the lens of the PYP concept questions
Written as “Inquiry”
3 or 4 per unit
Concepts and Knowledge
Enduring Understanding?
PYP Essential Elements:Active Learning
Create a Central Idea or Enduring UnderstandingWith corresponding inquiries or essential questions
Using a blank planner, in groups by grade level (with specialists and administrators), write/review a Central IdeaCriteria: global, timeless, relevant, challenging, with scope for transdisciplinary inquiry, engaging, with academic rigor and intellectually stimulatingCan “specialists” integrate their curriculum into this Central Idea?What knowledge will the learners acquire? Write the inquiry connect to standards
PYP CONCEPTS
Form
Function
Causation
Connection
Perspective
Change
Reflection
Responsibility
What PYP Concepts will be emphasized in this unit?
Write 3 teacher questions that capture the essence of what is important to know
PYP Organizing Themes(Transdisciplinary)
Organizing themesInterdisciplinaryIntradisciplinaryTransdisciplinary
The organizing/transdisciplinary themes ensure a broad conceptual and knowledge base horizontally and vertically throughout the POI
ASSESSMENT
How will we know what we have learned?
PYP Essential Elements: What is Assessment?
Summative assessment Formative assessment Pre-assessment
MIH Pg. 44-53
“When the cook tastes the soup, that is formative. When
the guests taste the soup, that is summative”
Robert Stakes
“Formative assessment is to summative assessment what a physical is to an autopsy ”
DuFour, DuFour, Eaker
“ You can enhance or destroy students’ desire to succeed in school more
quickly and permanently through the use of assessment than with any other
tools you have at your disposal.” Stiggins
PYP Essential Elements: What Makes Assessment
Authentic?Active Learning
How do you know that you know?Complete the activity “What Do I do Well”Synthesize characteristics of authentic assessment.
What Makes Assessment Authentic?
What do I Do Well?
How do I know I do it well?
What were the steps taken to learn it well?
Example: I have a good tennis serve
I often ace my opponents, even some who are better players than I am
My serve has spin
My serve has power
I toss high, bend my legs and put my body into it
Modeled by a proPracticedBroken down to one improvement at a time e.g. Toss height and location, legs, shoulders, Good analogies like throwing a ballModel -practice
Example: I am environmentally friendlyChanged school awareness Started the Environmental Action committee for adults. Show ways to “ENACT” environmental change - 3 R’s Started club to look at ways to be more Green at school and home“Walk to School” campaign
I took an interest I read articlesI watched documentaries I contacted local groups with the same interestI shared my interest with others and started taking action to increase awareness
What Makes Assessment Authentic?
Active Learning
Synthesize characteristics of authentic assessment with your table
Share out
What Makes Assessment Authentic?
What Researchers Say
“A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.”
Jon Mueller
What Makes Assessment Authentic?
What Researchers Say
"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.”
Grant Wiggins
What Makes Assessment Authentic?
What Researchers Say
"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered."
Richard J. Stiggins
What Makes Assessment Authentic?
Reflection/Active Learning
Any additions, changes to our description of authentic assessment?
Develop a summative assessment for your Central Idea
Assessment Strategies and Tools Grant Wiggins
Creating a Balance of Assessment Strategies and Tools
How Best Will We Learn? Learning Activities and Formative
Assessments
What experiences will encourage students to address the driving questions?How will we make “Thinking Visible” Perkins, 2006
Think across disciplinesThink across intelligencesThink differentiated resourcesHow will we assess to adjust instruction?
MIH Pg. 41
Keeping Evidence
How do we document what we do?What is in your planner folders?How could you demonstrate instances of students’ involvement in their own learning? Self-assessment?How can you gather and share evidence of inquiry-based teaching and learning?
MIH Pg. 50
Collaborative Planning WorkshopSelf-Assessment
WHAT DID I LEARN?The purposes of this workshopReview the PYP standardsLook at your questionsDid we meet the purpose of the workshop?Did we answer your questions?What did you learn well enough to teach someone else?What are your “new” questions?
Resources Barth, Roland. Restructuring Schools: Some Questions for Teachers and Principals. San Francisco: Jossey-Bass,1991. Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3:) 2004. Buzzeo, Toni. “Collaborating to Meet Standards: Teacher -Library Media Specialists Partners for K-6”.Ohio: Linworth, 2002.DuFour, Richard. http://www.allthingsplc.info (online) March, 2008 DuFour, Richard and Robert Eaker. “Professional Learning Communities at Work”. Virginia :Solution Tree: 1998.Erickson, Lynn. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.” California : Corwin Press: 2002. Gibbs, Jeanne. “Tribes: A New Way of Learning and Being Together”. California: Center Source, 2001. Hughes, Marcia and James Bradford Terrell. “The Emotionally Intelligent Team”. San Francisco : Jossey-Bass, 2007.Kanter, R. The Turnaround Solution. 2004Katzenbach, J.R., & Smith, D.K. The wisdom of teams: Creating the high performance organization. Boston, MA: Harvard Business School Press, 1993. “Leading Teams.” Boston : Harvard Business School Press, 2006. “Making It Happen.” International Baccalaureate.
Resources Montiel-Overall, Patricia. “Towards a Theory of Collaboration for Teachers and Librarians”. American Association of School Librarians, 2002.Robbins Harvey and Michael Finlay. “The New Why Teams Don’t Work.” San Francisco :BK Publishers, 1995. Patterson, Kerry, Joseph Greeny, Ron McMillan and Al Switzler. “Crucial Conversations: Tools for Talking When Stakes are High”. New York : MsGraw Hill, 2002.“ Running Meetings.” Boston : Harvard Business School Press, 2006. Schrage, Michael. “Shared Minds”. Random House: New York, 1990. Tuckman, Bruce. “Forming-storming-norming-performing”. 1970. Urbanski, A (1992) as quoted by Dunklee,, Dennis. “If You Want to Lead Not Just Manage”. California: Corwin Press, 2002. Tomlinson, Carol Ann and Jay McTighe. “ Integrating Differentiated Instruction and Understanding by Design”. Virginia: Association for Supervision and Curriculum Development, 2006.“What Work Requires of Schools: A SCANS Report for America 2000”. U.S.Department of Labor, June 1991, pp. xvii-xviii. Wndover, Robert . The Center for Generational Studies. http://ww w.gentrends.com/Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall; Expanded 2nd edition, 2005.