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Home My WebLink AboutPYP Post Authorization Progress ReportPOST AUTHORIZATION PROGRESS REPORT Name of school: Westlake Academy Name of PYP Coordinator: Elizabeth Bowie Head of School: Barbara Brizuela Report submitted on: May 10, 2007 Westlake Academy PYP Recommendations and Action taken since authorization in July 2006 Recommendations: 1. Continue to pursue a variety of avenues to foster parent, teacher, school, community and student commitment. IA. Website Committee planned and implemented the updated Westlake Academy website with sections for visitor, parent, staff& student (www. west lakeacademy. org). • Online PDF files for the Grade Handbooks (K through 6`h grade) included for parents, with information about syllabus and expectations in each grade. See attached sample of "Fourth Grade Handbook". (Appendix) • Grade newsletters (K through 6`h grade) updated regularly (each week) on the parents section of the website using `Pages' software and regularly including PYP information from specialists as well as class teachers. See attached newsletter samples. (Appendix) • Regular updated headlines in the parents and visitors sections of the website, including articles about IB programs in the news (IBO in the news) and school events, e.g. the slide show from the May 2007 Mexico Exchange trip. To view articles and current news and events, refer to the following website: www.westlakeacademy.org • Thomson Gale Database library links resources included in student section of the website. 1B. Continued implementation of student led conferences. • Use of student led conferences as a conduit for educating the parent community about student learning and growth as well as assessment tools used, such as rubrics (10/06 & 03/07) Implementation of student- led or family conferences in grades K- 6, twice per year. 1C. 'Back to school' night, where parents had to participate in a lesson taught using inquiry methodology. (08/06) I D. Westlake Academy Brochure created by parents for new parents interested in the education Westlake Academy offers, including a prominent section about the International Baccalaureate. See attached "Westlake Academy pamphlet for parents". (Appendix) IE. Information Night for parents new to IBO and parents of kindergarten students. (10/06) This included IBO's "21 things you should know about IBO" documentation. IF. Workshop with parents about `international mindedness', including cafe sessions shared with students and parents. (11/06) 1 G. Westlake Academy PYP handbook for parents drafted, pending approval. (10/06) See attached "Draft PYP Handbook" documentation. (Appendix) 1 H. Continued growth in PYP curriculum at Westlake Academy. • Correlation between PYP Sample Scope and Sequence documents and Texas Essential Knowledge and Skills in the areas of Language Arts, Mathematics, Science and Social Studies. Introduction of First Steps Language Continuums in developing our weekly horizontal and vertical planning meetings. See attached "Correlation between PYP sample scope and sequence documents and Texas Essential Knowledge and Skills (TEKS)". (Appendix) 11. Developed awareness of PYP "Making it Happen" documentation. • An essential agreement to maintain regular, meaningful reference to "Making it Happen" during faculty meetings. See attached "Essential Agreements" documentation. (Appendix ) • Faculty meeting introducing the new "Making it Happen" to staff (02/07) 13. Planned faculty meeting to address the three IBO programs for present and 2007/08 staff. (06/11) I K. Collaboration in-service for staff based upon PYP course, which teachers attended and Head of School led in Mexico City. (03/07) See "Collaboration in the PYP" sample resources developed from in-service. (Appendix) I L. Updated self- evaluation for annual appraisal program adapted from the "Programme standards and practices" Documentation. See "Staff Appraisal" documentation. (I 1/ 06) (Appendix) 1119. Self — assessment "Progress Reports" adapted from Program of Inquiry Essential Agreements, Assessment and Reporting Essential Agreements and Planner Essential Agreements. (04/07) See attached "Staff Progress Report" documentation. (Appendix) IN. "Developing Perspective through Team Building" staff in-service. (11/06) 2. Continue exploring the concepts of inquiry and the strategies that activate the inquiry in the classroom. 2A. In-service for developing the concept of inquiry for staff new to PYP, based upon Bucharest workshop attended by PYP Coordinator in July 2006. (11/07) See attached sample of "Inquiry Resources" shared in meeting. (Appendix) 213. Examples of inquiry from classroom practice regularly shared at the start of staff meetings. (ongoing) 2C. Modeling strategies to promote inquiry during planned in-service. (ongoing) 2D. Teacher exchange between different grade levels to observe strategies teachers use to activate inquiry. (04/07) 3. The school should pursue IB authorized training to include all teachers in order to advance teacher's understanding of PYP practices. They should include all levels of PYP training. 3A. 7/23/06 — IBNA-TIBS Level 2 Workshop (Austin, Texas) (Three teachers attended) 9/14/06 - K-16 Leadership Conference (University of Texas. Arlington) 11/03/06 — IBNA-IBARMS Level 3 "IB K-12 Continuum" (Denver, CO) 11/17/06 — IBNA Level 2 "Assessment in the PYP" (Austin, TX) 11/17/06 — IBNA Level 2 "Internationalism in the PYP" (Austin, TX) 11/26/06 — IBNA-TIBS Roundtable (Austin, TX) 01/25/07 - IBNA PYP Workshop Leader Training (Los Angeles, CA) 01/23/07 - IBLA Level 1 Workshop "Teaching and Learning in the PYP" (Mexico City. Mexico) 01 /24/07 — IBLA Level 2 Workshop "Collaborative Planning" (Mexico City, Mexico) 02/16/07 — IBNA Level 2 Workshop "Librarianship" (Dallas, TX) 03/29/07 — IBNA Level 2 Workshop "Collaborative Planning" (Kansas City, MI) 07/23/07 — IBNA Level 2 Inquiry Workshop (The American Museum of Natural History, NY) 10/ 25/ 07 — IBCA Online Faculty Member Training (Cardiff, Wales) 4. A m,ritten language policy needs to be developed to guide language learning in the school. 4A. The development of the Westlake Academy Language Policy. • The Language Coordinator and staff worked on the development of a whole school language policy. (09/06- 04/07) • Staff in-service sessions for language policy held with whole school. (0l/ 07 & 04/07) See attached "Language Policy" documentation. (Appendix) 5. Develop written Essential Agreements to describe procedures in school: for example, for revising and reviewing the POI, the archiving and teaching of the planners, assessment and reporting practices, maintaining portfolios. 5A. From Jan '07 until May '07 an essential agreement committee worked on the essential agreements documents for the PYP at Westlake Academy. The document has been presented staff, during faculty meetings, who have further reviewed and developed the document. These include agreements for revising and reviewing the POI, the archiving and teaching of planners, assessment and reporting practices, and maintaining portfolios. See attached "Essential Agreements" documentation. (Appendix) 6. Create a process for monitoring and evaluating the work of the PYP coordinator, in accordance with the PYP coordinator's job description. 6A. Head of School developed a process for monitoring and evaluating the work of the PYP coordinator. See attached "PYP Coordinator Appraisal" documentation. (Appendix) 7. The library= needs to develop a system for ordering materials to support the planners and the teacher needs within the unit. Design a system for systematic review of the collection to assure accurate and up to date materials for inquiry. 7A. Developed essential agreements with regard to the library and resources and the role of the teacher, librarian and head of school. See attached "Essential Agreements" documentation. (Appendix) 7B. Westlake Academy is a recently opened school, and all materials purchased for inquiry are recent publications. Reference materials that are donated are reviewed by the librarian and only recently published books reach the shelves of the Westlake Academy library. 8. The administration, faculty, and staff should continue to review the Program of Inquiry and corresponding units to: + Review the planner's design and discern the connection between the stages and the over- all goal as they support the understanding of the central idea. • Refine central ideas that ensure the development of conceptual understanding. • Ensure vertical and horizontal articulation. • Ensure the links between stages one, three, five, and four of the planners. • Ensure development of inquiry based units rather than thematic units. 8A. Staff in-service introducing the new PYP planner (02/07) 8B. Staff in-service on designing conceptual units of inquiry from thematic units by developing a topic, asking questions about that topic, ranking questions, establishing key concepts inherent in those questions and developing a central idea by merging three important concepts into one idea that fits the criteria for a central idea, as outlined in "Making it Happen". (02/07) 8C. Staff in-service linking the assessment stage of the planner with the central idea- planning for assessment criteria, assessment task & assessment tool. (10/06 & 03/07) See attached resources used and an example of a summative assessment developed from the in-service. (Appendix) 8D. Collaborating as a team staff have reviewed the POI vertically and horizontally during staff meeting. (04/07) See "Program of Inquiry" documentation. (Appendix) 9. The faculty and staff should be provided with additional staff development related to the role of assessment and the integral link between planning, teaching and learning within the unit planner. 9A. Refer to 8C. 9B. In-service: Formative assessment and feedback for written work. (01 /07) See attached "Feedback for Writing" Resources. (Appendix) 9C. In-service about assessment and reporting reflections (05/07) 10. The administrator, faculty, and staff should develop essential agreements related to assessment. 10A. See attached "Essential Agreements' documentation, under the heading "Assessment and Reporting". (10/07 until 04/07) 11. The PYP Action Cycle should be implemented as a tool for students use in reflecting on their ability to create an action. 11A. An action notice board for school xvide action has been utilized effectively by different grades. See attached photograph. (Appendix ) I IB. Many classes have an area where action initiated by students can be recorded. See attached photographs. (Appendix ) 11C. In-service inquiring into "The Action Cycle.'' (04/07) See attached "Action and Service Resources" used during the meeting. (Appendix ) 10 tips to help parents help students succeed in Grade 4 1. Build relationships with your child. Show interest not only in the academic performance but also in his/her pastimes and hobbies. Make time to talk and listen to his/ her thoughts and ideas. Find common likes and share time with your child. Trust in you child, and help him confront success and failure independently, yet always feeling your support. 2. Read. Encourage your child to read daily for sustained periods of time. Engage in book talk, for example discussing plot, characters and genre in fiction books. Discuss book choices and preferences. If your child is not enthusiastic about reading, choose books on subjects sure to interest her or him: books on sports, books of riddles or magic tricks, books on hobbies.Start to question your child about the similarities and differences between books written by different authors. 3. Make math part of your everyday. life. Math is used everyday and all the time! Find examples of this when you go shopping, do the groceries, plan a meal, mow the lawn, or pay for fuel. Help your child make connections and see that math is not only important in the classroom. 4. •Highlight real-life writing opportunities. Writing a thank you note, a grocery list, an e-mail, or chatting with a friend on-line involve writing. We are constantly writing on the computer or on paper. Help your child see the importance of writing and the different purposes that it has, as well as the importance of knowing our audience, having appropriate spelling, and accurate punctuation. 5. Ask your child to explain his or her thinking. How does it work? Why is that so? What do you mean? Why do you think so? In which ways is that connected to other things? What is your responsibility? Those are questions that will stretch your child's thinking skills and will develop his or her metacognitive skills. 6. Facilitate opportunities for independent thinking and action. It is very important to understand that 4th graders are developing as independent beings, and are starting to search for their own individual identity. Encourage them to become more independent thinkers by spotting different perspectives and letting them make decisions and be accountable for them. What are the consequences of your actions? How are you going to confront them in a healthy way? 7. Encourage group work and study. The study habits that your child learns now will carry over into college and beyond, therefore you will be helping him or her by Westlake Academy Fourth Grade Book- Page 2 facilitating opportunities for study group meetings and sessions. Encourage them to see the importance of taking different roles in groups, and how considering more than one perspective enriches the learning process as well as the final outcome. 8. Expect homework will be done. by 4th graders must be responsible and held accountable for their homework. It is the child's, not the parents', responsibility. Still keep track of your child's homework assignments and regularly look at his or her completed work. All assignments should be recorded on their assignment planner, as they will be orally checked by the whole class. In addition to that, most assignments will be posted on the school web -page. It is the student's responsibility to keep up with the planner, and to check the web -page if necessary. 9. Encourage reflection and self-assessment. Children need time to reflect and self - assess their behavior and actions. It is important to help them see the relevance of this, and to show them how to use reflection and self assessment to improve and develop as human beings. 10. Communicate with your child's teacher. Find out how your child is developing at school. Attend the different informative and Parent-Teacher meetings to know how to create the best environment and opportunities for your child to grow as a person and as a learner. Communicate your observations and concerns to your child's teacher, as well as any major event or change at home, since this usually has an impact on any child's interaction at school. Refer firstly to the teacher if you have concerns, or doubts about the your child's experience at school to avoid miscommunication or confusions. Set formal appointments if needed and communicate via e-mail. You will receive a weekly electronic newsletter that will summarize the week, and announce future events. Read what is sent home via HOC folder; there is valuable information that will help you have a fluent communication with the school. The 113 Learner Profile: "The aim of all 113 programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Westlake Academy Fourth Grade Book - Page 3 Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop unders andin across a broad and balanced range of disciplines. g Thinkers They exercise initiative in applying thinking skills critically and creatively recognize and approach complex problems, and make reasoned, ethical decisions. to Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. The work effectively and willingly in collaboration with others. y Principled They act with integrity and honesty, with a strong sense of fairness 'u and respect for the dignity of the individual ,1 stice responsibility for their own actions and the consequences d� that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a Positive difference to the lives of others and to the environment. Risk -takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development." © International Baccalaureate Organization 2006 Taken from "IB Learner Profile Booklet" Westlake Academy Fourth Grade Book- Page 4 Units of Inquiry General Description Fhe PYP strives for a balance between the search for understanding, the acquisition of 0 essential knowledge and skills, the development Of Positive attitudes and for Positive action. Each individual unit f inquiry combines these elementhe opportunity ts and is placed under one of the six organizing themes which have significance for all students and all cultures, making the international component of the curriculum visible. The students have the opportunity to explore knowledge which is ofgenuine in understanding the human condition and to address the fields from the traimportance traditional disciplines adding a transdisciplinary perspective as well. Grade 4 Program of Inquiry Most of the language, Social Studies and Science skills are embedded within of Inquiry. Many math skills are explored in the Units of Inquiry as well. Thosthe Units e that cannot be taught within the Units of Inquiry are taught separately. These are the six units of inquiry that will be explored in 4th grade. Organizing Theme: HOW THE WORLD WORKS Title: Living on the Brink Central Idea: Humans study natural disasters in order to modify their envir predict disasters and to devise ways to respond to their impact. onment, An Inquiry into: a. Different types of natural disasters and their causes. b. How we can prepare ourselves to cope with disaster C. How man has tried to adapt and control the environment Organizing Theme: HOW WE ORGANIZE OURSELVES Title: We Are the. Children Central Idea: There are children in the world who face challenges that affect freedom and opportunity. their An Inquiry into: a. The social, economic and health challneges that children fac world e across the b. The responses people and organizations have made to these challenges Westlake Academy Fourth Grade Book - Page 5 Organizing Theme: HOW WE EXPRESS OURSELVES Title: In The News Central Idea: The Power of the media depends on both its ability to communicate and its audiences response. An Inquiry into: a. The process of turning events and issues into news c. The representation of stories by the news media Organizing Theme: WHERE WE ARE IN PLACE AND TIME Title: Land Ahoy! Central Idea: Exploration and discovery have changed the way people think a world and have stimulated migration and further exploration. bout the An Inquiry into: a. Reasons why people explore b. Reasons why people migrate C. How explorations, migrations, and discoveries have impacted the world Organizing Theme: WHO WE ARE Title: A Body in Pieces Central Idea: Life is based on the interrelationship of different systems. An Inquiry into: a. The function and importance Of systems of the body b. The consequences of losses or weaknesses in different systems Organizing Theme: SHARING THE PLANET Title: Cities of Today, Cities of Tomorrow Central Idea: Urbanization has brought advantages and challenges for communities across the world An Inquiry into: a. The growth of cities across the world b. The impact of urbanization on communities Westlake Academy Fourth Grade Book- Page 6 Language Arts in Grade Four In fourth grade language is seen as a transdisciplinary element of the curriculum rather than only a separate discipline. Students' enthusiasm for language is a fundamental attitude, whether this be through choosing books with subjects that interest them or writing in 'writer's workshop' sessions where students chose subject and writinggenre. In fourth grade students continue to develop confidence in group and class discussions where respect and cooperation are emphasized. Students are expected topose and Post questions regarding their studies. They are expected to provide evidence of their reasoning verbally when answering questions and add appropriate elaboration and detail when sharing ideas. Students are expected to share advice, opinions and information. Students have plenty of opportunity to develop good oral Presentation skills, showing attention to language, sentence structure and vocabulary as well as attitude. Students are expected to begin to demonstrate the appropriate behaviors implicit in speaking to larger audiences (such as intonation, facial expressions and gestures). All of these skills are practiced and developed through meaningful contexts. Students are expected to listen carefully when interacting with others, peers or adults. Students not only listen for instructions, they listen to evaluate, draw inferences and make judgments. Students enjoy a range of reading materials from the wide choice of print in the class library, including world classics, poetry, biography, non fiction texts, multimedia resources and the world wide web, including news web sites such as "Time for Kids" and "Scholastic News". Students are consistently encouraged to read for understanding. In fourth grade students select reading books and are expected to read fluently and to think critically in order to evaluate and understand what is being read. They are expected to read for at least 20 minutes every day. High quality literature is integrated into the units of inquiry that we study- Some examples of these include "Esperanza Rising" by Pam Munoz Ryan and "The Landry News" by Andrew Clements. In fourth grade students are expected to reflect on language with an emphasis on discussion and analysis of texts. There are independent reading times, peer reading with first grade (otherwise known as reading buddies) and a regular library period where stories are read to students or they develop research skills. Students also take part in group reading and discussion. Some additional texts that fourth grade read include "The Breadwinner" by Deborah Ellis, "Sounder" by William H Armstrong, "Shiloh" by Phyllis Reynolds Naylor, "Because of Winn Dixie" by Kate DiCamillo. Westlake Academy Fourth Grade Book - Page 7 Students in fourth grade are encouraged to write for a purpose and using the writing -)rocess, involving the planning, drafting, revising, editing and publishing stages. Students have opportunities to make books and share them. Students are encouraged to reflect and develop their writing using tools provided. Students act as writing partners to their peers in the writing process. They take part in peer and teacher conferencing activities. Writing is intrinsically linked with reading in fourth grade. A range of fiction and non fiction genre is developed in fourth grade including narrative, recounts, reports, expository writing (including persuasive and discussion writing note taking and reading responses. Students learn how to structure their rwritPoetry, effectively and identify and apply the characteristics of different genre to their work. Sentence structure, including grammar and punctuation are taught in meaningful contexts primarily through the students own writing. Students are taught to create more complex sentences, use a range of connectives and to simplify clumsy constructions. They learn about direct and reported speech. They should understand the basic language conventions, including agreement between nouns and verbs, consistency of tense and subject. Students revise and extend their work on verbs, nouns, pronouns. Students are expected to continue to develop an understanding of punctuation including the use of commas to mark grammatical boundaries, a colon to signal, for example, a list and the use of apostrophes to mark possession. Spelling and vocabulary development are integral parts of the fourth grade curriculum. Spelling is taught regularly and children are encouraged to always have a go at new vocabulary. They inquire into rules and patterns and are expected to apply these to their writing. Students collect words from their own writing and new vocabulary from the units of inquiry and other areas of the curriculum. Students are expected to use dictionaries and thesauri as a regular independent tool for learning. Students take spelling tests and peer spelling tests. Spelling is highly differentiated to the student's level. Spelling practice, primarily using the "look, say, cover, write, check" strategy, is a homework requirement. Mathematics in Grade Four In fourth grade students gain an understanding of important mathematical concepts and skills through an inquiry- based curriculum. There is a strong ethos of questioning and students are expected to pose questions and take part in mathematical discussions, explaining their thinking and speculating about topics covered. Westlake Academy Fourth Grade Book- Page 8 Learning is collaborative and active. Students are expected to try out and demonstrate their ideas in small and large groups. Students develop their skills of questioning, investigating, discussing and justifying. Instruction is built on what the students know and can demonstrate. Students are expected to help cultivate a learning culture where mistakes or challenges are viewed as an opportunity to improve their work or learn something new. In fourth grade conceptual understanding in many areas of mathematics is the primar emphasis, regardless of the particular computational skills the student employs to y arrive at their answer. It is insufficient to merely learn written methods of calculation without making connections between these and their meaning. Students continue to use manipulatives and are involved in practical activities in order to make math meaningful. Students demonstrate their understanding by applying their learning to relevant and "real life" applications wherever possible. Students in fourth grade are expected to become aware of a variety of strategies for Possible multiple solutions to the problems and investigations they are working on. Students are expected to be able to describe and explain the processes involved in finding solutions. In fourth grade students are encouraged to use a variety of resources including, calculators, computers, internet resources as well as text books to answer their mathematical inquiries. Students are continually encouraged to reflect on their learning, verbally and in writing through reflections or book making activies. In fourth grade students develop their understanding in all key mathematical content areas: place value, multiplication and division, fractions and decimals, data handling, geometry (including types of angles, area and perimeter), measures (customary and metric), time (including elapsed time), probability, addition and subtraction. In their number work, students awareness of place value extends to not only ring numbers to the millions but also those less than 0. By representing and comparing decimals and students begin to generate equivalent forms of decimals. They deepen their understanding of fractions to include locating them on number lines and understanding them as divisions of whole numbers. Students develop an understanding of improper fractions, fractions in their simplest form and equivalent fractions . Students in fourth grade reinforce their understanding of multiplication and division through studying facts and applying their knowledge of these. They develop their understanding of the key concepts including the effects of multiplication and division on whole numbers, the relationships between these operations and the properties of them. Westlake Academy Fourth Grade Book - Page 9 Students in fourth grade are expected to develop strategies that hel whole numbers, fractions and decimals. p them estimate Students take part in activities that involve problem solving, reasoning, number patterns, estimations, data collecting and using mental strategies of computation. and play games to show their understanding and/ or help increase accThey create They and speed in their number work. Science in Grade Four Science and Technology in fourth grade aims to stimulate and challenge students' ideas. Much of the science and technology curriculum is included in the units of including work on the interrelationship of different body systems and an understanding inquiry, of the scientific processes involved in some common natural disasters. Science outside the units of inquiry includes an examination of the Properties of water, ataught n inquiry into sound and an understanding of scientific measurement. Students are expected to work cooperatively and collaboratively when investigating and experimenting. Through experimentation and problem solving students develop their understanding of the key scientific concepts which form the fourth curriculum grade science - They explain their ideas, questions and concerns and are challenged to use observation and experimentation to help modify or abandon commonly held misconceptions. Students formulate their own questions which drive the inquiry. They are given the Predictions and suggest hypotheses. Through discussion and dialog stud flexibility and opportunity to explore a science interest when it arises. They make ents propose explanations and conclusions. They understand that science involves acce degree of uncertainty or ambiguity and that new questions always arise. is a Students take part in hands on activities to ensure that students experience science through the use of reference books and internet resources. They a and technology process skills in a tangible fashion. They conduct scientific research scientific research through observation and planning as well as by I so take part in findings. Studer organizing and interpreting data and Presenting their research fi collecting, recording, models, Posters and reports. They are encouraged to find applications fort produce , and take action on what they have learned. In the unit entitled, 'A Body in Pieces", students identify and make connections different body systems. They investigate the consequences Of losses or weaknbetween esses in Westlake Academy Fourth Grade Book- Page 10 body systems and how these can affect the lives of people. In the unit entitled, "Living on the brink", students investigate the scientific Processes involved in natur and scientists work on Predicting these events. al disasters In fourth grade students also investigate the different properties of water. They hypothesize and conduct experiments to investigate how water acts in circumstances. They study water in the three forms that it occurs in odifferent n Earth. Students learn about some of the ways humans harness the Properties for different purposes. Of water in order to use it Students investigate sound. They inquire into how it is made, how it travels, how it can be -described and how it can change. They rel study pitch and ate their understanding to different types of instruments. Social Studies in Grade Four In fourth grade social studies is seen as a transdisciplinary element of the curriculum rather than just a separate discipline. The vast majority of the social studies curriculum i i s taught through our units of inquiry where in- depth coverage is valued over survey" approach to topics and knowledge. Local, multicultural, international the and global dimensions are examined in the fourth grade social studies curriculum. Fourth grade students are expected to access multiple primary and secondary resources, including fiction and non- fiction texts, atlases, almanacs, encyclopedias, media, people, artifacts, field trips and an reference materials that the students U dictionaries, thesauruses, internet resources, magazines, newspapers, audio- visual y bring in. Students become more aware of the Multiple perspectives involved in the topics studied. Students work independently and collaboratively whether in pairs, small trlarge groups. In their learning transdisciplinary skills are taught, Practiced and applied rough inquiry driven' curriculum. Macro skills including decision- making, Problem solvithe ng reflective learning, communicating, critical and creative thinking and resear focused on in the Process of students constructing meaning. ching are Student initiative is valued and students are encouraged, for example, to t other classes, interview school personnel, community members and local exwith perts. questions drive inquiry in social studies and students have the opportunity to take Key repart in a variety of tasks which cater to different learning styles. They are expected to their learning at the end of units. reflect on Westlake Academy Fourth Grade Book - Page 11 In the unit entitled, "Land Ahoy" students learn about the different explorers in hist and the impact they have made towards the waory practice important historical and geographical skills. They look at ty people think abouthe the world. Students motivations behind explorations. They apply their understanding to the explorations that are being made today. Students carry out their own inquiries related to this unit based on their personal interests. In the unit entitled, "In the News", students investigate how the media works and reflect upon different points of view and start to look at the Power the media has to inform and influence. Students look at local, national and international forms of media. They access 'Scholastic News', 'Time for Kids' and 'New York Times for Kids' to compare the way news is represented. Students carry out their own inquiries related to this unit based on their personal interests. The unit entitled, "Living on the brink", focuses on natural disasters across the world and how people respond to their impact! Students investigate plans of action that communities organize and execute in preparation for predictable natural disasters. The also investigate the responses made by individuals, groups and communities to less y predictable natural disasters. Children carry out their own inquiries related to this unit acording to their own interests. In the unit entitled, "We are the children", students investigate the challenges that children face daily, across the world. Students uncover the economic, social, and health challenges children experience through researching various countries. They look at the responses to these challenges made by various organizations including UNICEF. Students carry our their own inquiries into challenges affecting children accordinto their own personal interests. g In the unit entitled, "Cities of today, cities of tomorrow" students learn about urbanization in a variety of cities, both local and global. They learn 'about the development of cities and issues facing cities in the world today. Students examine the impact of urbanization on various groups. They find out about initiatives that are used today in order to develop `cities of the future'. They look at the historical development of cities. Students carrout their own inquiries into cities, depending on personal interests. y Students study Texas history, economics, government, culture and geography in fourth grade. Students conduct personal inquiries on Texas in order to learn about the state and fulfill TEKs requirements. Students study history from the early beginnings to present. They find out about key individuals from the 19th and 20th centuries. Students learn about the region in Texas and the impact of human activity and physical features Westlake Academy Fourth Grade Book- Page 12 on these regions. Students learn about the economic needs and governments in different periods of Texas history up until the present. Spanish in Grade Four Oral communication: listening and speaking Students will participate appropriately in discussions and will begin to talk about different topics. They use the language more confidently and creatively with increasing accuracy and range of vocabulary. Written Communication: reading and writing Students will read simple text and begin to write paragraphs. They will develop a fluency in writing and begin to write independently. They will begin to plan, edit and review their own work. They will present their writing appropriately using a consistent, legible style. Visual Communication: viewing and presenting Students will experience a wider variety of visual media materials. They will respond to viewing experiences orally. They will use a variety of material to plan and create projects to find information. Music in Grade Four Fourth graders can expect to sing songs from a variety of times and cultures in music class with increasing control, confidence and expression in a wider pitch range. They will learn and practice pitch matching, melody, harmony, rhythm, tempo, duration, dynamics, diction, sound and silence, phrasing and vocal production and will perform in concert. They will play recorders and sing from signs and notation, both traditional and nontraditional. They will respond to directions from the conductor, develop more of an awareness of ensemble and an awareness of audience. They will use musical notation to record and communicate musical ideas and create compositions. They will practice reading and notating using duration values from 16ths up to whole notes and rests. They will develop the ability to read and notate using dotted rhythms in simple and compound meters. They will develop an understanding of form in music, identifying musical elements such as pattern, harmony, melody, repetition and coherent sections of sound. They will begin to develop an ability to describe music using appropriate vocabulary, giving reasons for preferences. They will learn about showing respect, following directions right away, sounding good, participating properly and demonstrating desirable stage comportment. They may travel on a field trip to a music, dance or other performance. PE in Grade Four The aims of the Physical Education course at Westllake Academy are designated to Westlake Academy Fourth Grade Book - Page 13 enable the student to: appreciate and understand the value ofphysical education and its relationship to a healthy and active lifestyle. Physical education offers the students the opportunity to discover the capabilities of their bodies and the variety Of ways in which they are able to use their bodies to solve problems, address physical challenges, function as part of a group, manipulate equipment and express themselves in a range of situations. Students will: Develop gross motor skills that may later be applied to various sports. Develop skills that may be apply in a variety of contexts beyond the school setting. Apply proper safety precautions when engaging in physical activities. Recognize of the importance of fair play. Activities will be divided as follow: Body control and spatial awareness Adventure challenges Athletics Movements to music Games Gymnastics Health - related activities Visual Arts in Grade Four Students will develop confidence in seeing themselves as artists and growing appreciation of their individual artistic interpretation and vision wi have a to tasks will demonstrate increased levels of technical detail and heightenident ed levels of variety of resources. They will be confi in the everyday use Of sketch Their responses sophistication. They will continue to develop skills of observation and to seek out a recording observations, ideas, pattern and color. books for They will choose the appropriate materials for the task, building on previous experiences when using a variety of materials. They will develop the skill of skills and looking at artworks and artifacts from different periods and will draw conclusions and make Predictions about their function. Students will work well, both alone and in groups, and constructively. They will be aware of the elements and principles of art and will be sensitive to the work of others, suggesting modifications and discussing reactions will develop a more critical stance to their own immediate environment. i des gn and Creative Processes become increasingly involved in the realization of the creative process use sketchbooks as an everyday tool to reflect, to discover and to develop Westlake Academy Fourth Grade Book- Page 14 Personal interests, and as a source of ongoing information combine and use a variety of media, including IT, to ex to incorporate visual arts (2-D and 3-D} into the PYP exhibition.P re and express ideas Elements of Art and Design continue to develop sensitivity, skill and understandin of principles of art and design 9 the elements and identify the elements and principles of art and design and use appropriate ways when producing and responding o wo ks of them in understand the importance of taking care of tools and ma art. health and safety aspects associated with using a variety and be aware of of tools and materials. Visual Arts in Society recognize individual, community and social uses of art • compare works on a similar theme from various periods and c • be exposed to both western and non-western male and cultures • understand and appreciate career o female artist research and share information about artists.oties as an artist and interview, Reflection and Appreciation appreciate art as a form of communication and as an ex ressiv own right P e language in its develop a sensitivity to artistic works be aware that people have used artwork as an ex ressio response to a situation P n of their feelings or as a develop a critical awareness of their own environment an begin to think and behave like an artist, d the place of art within it Guidance and Counselling in Grade Four Study skills are the primary focus for grade 4 students suc "How to Do Your Homework without Throwing tJ has prioritizing assignments. tools used to reinforce this skill. The 4 step model for making Skills Bingo are 2 of the Think, and Evaluate and Before You Proceed) is taught andng good decisions (Stop, depth lessons in the area of drug/alcohol education and revisited often. More in personal safety are presented. TEKS and TAKS The IBO PYP is designed to provide a natural fit with an At Westlake Academy the Texas Essential Knowledge and national or state standards. within the curriculum. g Skills (TEKS) are embedded Westlake Academy Fourth Grade Book - Page 15 Please refer to the Texas Education Agency webs' in your child's grade. website for details of the state requirement http://www.tea.state.tx.us/teks/index.htmI s In grade four students are required to take a math writing and reading TAKS test. Homework Homework is meant to be a tool for reviewing and skills explored in class. It should be done independently°metimes clarifying also part of the continuous assessment by the learner, concepts or learning t which helps the teacher plan and establish e g goals. The amount of time devoted to doing homework child's ability to organize and focus on the task. We will depend on each than 30 minutes every day. We rarelysuggest that it should not take more is something which was not completed during o c� work due the followingda y, yet if it at home. ass times, the studentshould complete Homework will be written on the planner which is reviewed P to Grade 4 has a homework web viewed ever da b and it is updated on a regular basis b which can be accessed by everyday y the whole class. of what is expected, due dates an y the teachers. There you can ualso findents ed parents, We consider it is extremely important to foster her formation. d a synthesis homework. ster the learner's independence while doing Research In fourth grade, students will carry out different research and in groups throughout the year. The students are ex Projects both individuallyp observe, plan, collect data, record data, organize data,expected to formulate questions, Present his or her conclusions to the rest of the class. d Iterpret data in order to will be promoting independent research skills in all areas and subjects. We will encourage 4th graders to use a varietyof so books, magazines, newspapers, encyclopedias int sources while doing research such as Research should not be limited to the use of on-line reef and .other media. to the library, interviewing experts, and finding creativeSOurces. We encourage going information regarding the topics of inquiry. a and original ways of collecting Group Work Working in groups is a key skill and group work will grade four. By working in groups students develop theirencouraged and fostered in thinking skills and perspectives. This helps students t (socia( skills and share different involved in the process. All grade 4 students will work earn more and to be actively according to preference, needs, abilities, topics, interestsand to with different peers tasks. Westlake Academy Fourth Grade Book- Page 16 Assessment Westlake Academy and the IBO believe that the primary Purpose of assessment is to Promote student learning. it also Provides information contributes to the efficacy of the Program/s. about student learning and Assessment is integral to all teaching and learning. it is on-going and must be Part of the unit planning. We must know what the students nee order to plan for effective learning activities. d to know/do at the outset, in Effective assessments allow students to: have criteria that are known and understood in advance analyze their learning and understand what needs to be improved skills; demonstrate te the range of their conceptual understandings, their knowledge and their synthesize and apply their learning, not merely recall facts; base their learning on real-life experiences that can lead Problem Posers; focus on Producing a quality Product or performance; to becoming highlight strengths and demonstrate mastery and expertise; work individually and in collaborative groups; Promote reflection, self- and peer- evaluation. The following are some of the !I1QIM!2_s that can be us of the student: ed to provide a balanced view Observations Performance Assessments Process -focused assessments Selected responses Open-ended tasks Portfolios Tools The above strategies may be Put into practice ice using the following assessment tools: Benchmarks/Exemplars Checklists Anecdotal records Continuums Student -led conferences Westlake Academy Fourth Grade Book - Page 17 Example of Rubric RESEARCH SKILLS Formulating questions uuC- 1lut iurmuiam any relevant questions which can b researched. With help, the student can identify something that they want or need to know. The student identifies something he/she wants or needs to know by asking questions that are usually relevant. The students formulates simple questions such as yes/no questions or form or function questions. The student is cautious about asking questions and is unwilling to take many risks in the types of question they ask (for example, asking questions that the student thinks the teacher expects them to ask!) The student formulates more complex questions which are relevant and compelling to the topic such as causation, change, connection, perspective, responsibility and reflection questions. The student shows a natural curiosity and enjoys wondering and asking questions. The student is confident enough to take nsks in the types of questions he/she asks and shows commitment. The student formulates complex, compelling P p questions which broaden the topic and promote further ex /oration. The student shows a natural curiosity and enjoys wondering and askingg powerful questions. The student is confident enough th ta7ce risks in the types of questions he/she asks and shows commitmen . The student evaluates their questions, refining and developing them. Westlake Academy Fourth Grade Book- Page 18 G, •••. • •• • •••• ••• Ms. Schneider -1A Ms. M cGmah-l8 000s� ' • M arch 30, 2c at 12:30. No School lunch will be provided. No school on Friday, April 6th. Enjoy your three day weekend! e • • • • •• • A. • • ►••�se• i ►000eo• 3FAMUR"" HrWJ The first graders are learning about different types of movement. The students have been learning about animals and the different movements they make. Also, they have been reviewing the different shapes and patterns of animals. They have been writing simple sentences describing animals, the patterns they have, and their movements. We are still reviewing days of the week, months of the year, colors, shapes and answering simple questions. Homework: The students need to read in Spanish. Any work that has been sent home can be great reading materials. Also, there are Spanish books that can be checked out from the library. we are stili missing many signed report cards, which were sent home before spring break. We need the original report cards in order to complete the last grading period. Once the signed report card is returned, we will gladly send home a coDv. Contact Information - Mrs. McGough- jmcgough @ westlakeacademy. org Ms. Schneider- aschneider@westlakeacademy .org School Phone: 817-490-5757 premind PLeclse remember to provuptl,! retu.rw FfDC, - foLders ow MDwdAI� wc.D rw� wGJs i Thursday, April 5th is an early release day. Students must be picked up at 12:30. No School lunch will be provided. No school on Friday, April 6th. Enjoy your three day weekend! Let's Rock and Roll How the World Works Motion affects people and objects in our world through balance and force. o The kinds of machines that use balance. o What makes objects move. o Now and where motion, balance, and force are present. o The role of gravity as a force and its affect on motion and balance. Students worked in pazrs as they observed howp aper cups of &ferentsizes roll down a cardboard ramp. Michael- it wouldn't work. The cups were not the same size. We tried everything we could think of. Camilla- We observed how the cups rolled. The smaller cup, Cassie had the big cup and I had the little cup. My little cup went slower than the big cup. Grace -The big cup has more weight than the little cup. The big cup is wider and has more )aper. Austin- It was harder to make it roll straight when you didn't have the tape because you couldn't make the cups stay together. When you tape the cups with the big ends together it will roll straight Alisha-We put the little cup inside the big cup and it stuck together. It rolled straight. Michael & Ben D. - Two little cups taped with little ends together. I tried to do it with the fatter ends but the cups would turn one way or the other. So the big ends were the sides that would be equal so they both touch the ground at the same time. Emma E. & Kaylee- We put cups inside of cups (four cups). It turns and it is bumpy. Mitchell & Austin- Ours is hollow with the big ends taped together. The little ends are on the outside. All four cups are taped together. It rolls in a straight line. Alicia & Emma H.- We have four cups with lots of tape the cups are connected. One side has an open end and the other side has an end of the cup. It rolls towards the bigger end. Tanner & Riley N. I made mine so that it would not roll. It slides. Aiden and Ryan This one is like Michael's but it is bigger. This one has equal weight. rhe middle part does not touch the board. The middle is like an axle (Aiden). Students experimented with balancing shapes on their fingertips. Clothes pins provided a counterweight, which changed the point where the shapes could be balanced in a stable position. Can a pencil balance on its tip? After much investigation, the first graders made it work! Students figured out how to place the tip of a pencil in a stable position by using a wire and clothes pin counterweights. I A P R 1 L 1 3 Z 0 0 7 lift IS ews,e� Ms Misner -Smith Ms Ourthe-Cabale What does a complex machine look like? It should be beyond the good idea stage and portable. The students were encouraged to f ind out what they had at home and consider solving the problem they chose with what they found. We have heard many great ideas talked out of existence because they were beyond their skill level or just too big! We assured all in- ventors that they were capable of a smart and •poseful creation in their current situation. We discussed how difficult building can be, and that safety and gravity may demand two people. We really enjoyed watching the problem solving and adaptations of an idea and the con- fidence that creation can bring. That confidence was evident as each student presented his or her complex machine. Your inventors brought in good ideas and solutions. Their "Inventor's Journals" clearly showed their ability to follow directions, think, and create using available resources. The amount of found items that were used and the evidence of ideas that were inspired or based on what they found impressed us. It was fun to read their changing ideas and witness the reasoning skills that led to their final product. The Invention Convention provided your students with a chance to become Leonardo! More pictures coming soon... PYP EXHIBITION As we think about sharing our planet the knowledge that a good idea is an ab- stract concepts, unless accompanied with action, will help them decide what they want you to know. We are confident that the can tea h current perspective with available resources. The hardest part is deciding what they want to say'ngand explore!r They have discussed what sharing the planet means and they have written and critiqued Central Ideas. The World Cafe proved to be very fruitful, and hopefully, we will have our Central Idea very soon! As we prepare for our Exhibition we will be using statistical data to evaluate our assumptions. In order to refresh, sharpen, and expand our understanding and ability to. interpret data we are practicing by recording data, interpreting tables, graphs, and statistics. Our current study will help students as they pose questions, collect and analyze data, and make s interpretations to answer their inquiries. r. As questions are asked and information gathered,~ analysis of the true and important facts will enable+` 6th Grade to exhibit their ingenuity. Math is ena- bling them to think abstractly so they may find un- 7- derstanding in information. It is also guiding them —' —' to think orderly, work efficiently, record thinking, think about their thinking, and prove what they think. Math is providing a route for 6th Grade to go beyond decoration and to demonstrate the simplicity of understanding. G6 Newsletter There are two great opportunities for our G6 writers! Attached to the newsletter you will find information about: Join the Creative Kids Advisory Board! - The editors of "Creative Kids" magazine are looking for new members of the Advisory Board to provide feedback about the magazine, suggestions for future issues, and material accepted for publication. 2006 International Essay Contest for Young People - The United Nations has designated 2001-2010 as the "International Decade for a Culture of Peace and Non -Violence for the Chil- dren of the World." Not only should young people benefit from this global movement, but they should be empowered to play a leading role in the creation of a culture of peace. The theme of this year's international Essay Contest is "The role of media and information and communication technologies in building a peaceful world." Young people from around the world are invited to submit their creative ideas on this theme. KFMFMFFKRRR TUESPAY A 0% TA"I TEST (Math) PH I /T ro wF i 1. P +. 1 ' Please bring healthy snacks and make sure the students have a good night rest! G6 Mewsieftr 3 %,IS1'I'OHS 5'I,AFF Nkeleomc Students Links to Library Resources I'YP Homework Thomson Gale Database Links (Password provided by your teacher) MYI' IIotnc-svol•k LITERATURE RESOURCE CENTER TVVAYNES AUTHOR SERIES INTEGRATED INTO LRC Acadcntv Calendar SCRIBNER VVRITERS INTEGRATED IN LRC 1NFOTRAC ONEFILE INFOTRAC CUSTOM NEVVSPAPEP.S STUDENT RESOURCE CENTER GOLD TEXAS ALr4AANAC ONLINE KIDS INFOKITS STUDENT RESOURCE CENTER JUNIOR PARE'VI'R 4'1 I11)EN !'ti (OM7 Westlake Academy. All rights reserved. Contact I Admissions ( Calendar ( Emplayrnent http://www.westlakeacademy.org/students/Library_Links.html Page 1 of l wesrtake Academy Learners Srrive ro be ... Draft Westlake Academy PYP Hand Book j TN Westlake Mission Statement: Westlake Academy will provide a rigorous curriculum that is international in scope with high expectations by sharing the responsibility of educational development among teachers, parents, community and students. This will be achieved by providing an innovative approach to education that focuses on the needs of each student to develop a thirst for knowledge, produce positive esteem, encourage good citizenship and maximize individual potential. This will prepare students to be active participant and agents of change in a rapidly changing environment that is global in scope. Mission Statement of International Baccalaureate Organization: Through comprehensive and balanced curricula coupled wit challenging assessments, the International Baccalaureate Organization aims to assist schools in their endeavors to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside. Beyond intellectual rigor and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting a variety of cultures and attitudes that make for the richness of life. International Mindedness The PYP at Westlake Academy aims to develop students who are internationally minded. Primarily this task is developed through the learner profile, a set of attributes and dispositions which are central to the program and drive the curriculum. Additionally, the internationalism of the program is facilitated through various factors including the school's culture which accommodates, reflects and celebrates the cultures represented in the school; a curriculum that reflects the developments in research from a range of national and international courses; resources that offer access to different cultures, perspectives and languages and how it forges links with other PYP schools and international organizations with which it shares common aims. The IB Learner Profile: "The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk -takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development." © International Baccalaureate Organization 2006 Taken from "IB Learner Profile Booklet" A constuctivist approach to learning The Primary Years Program acknowledges a constructivist approach to learning, whereby learning takes place when an individual connects new knowledge with existing knowledge. To this effect students are provided with experiences which will encouraged to look for meaningful connections and coherence in their learning. Inquiry- based learning The Primary Years Program is committed to inquiry as the preferred approach to teaching and learning. The PYP maintains rigor with regard to scope and sequence (discipline standards) but shifts the focus of learning from mere coverage of knowledge to the 'uncoverage' of understanding. It does this through a variety of ways. Teachers facilitate learners in their exploring, persistent questioning, wondering, experimenting, researching, making connections, reflecting, clarifying ideas, making and testing theories, and the application of their learning in new ways. Inquiry is an ongoing process that leads students to deeper and more enduring understanding thereby facilitating life- long learning. Learning is a collaborative effort between students and between the student and teacher. Teachers initially pose questions but students soon pose their own questions. In a PYP classroom students are encouraged to take multiple perspectives, viewing their learning through the eyes of, for example, the historian, the scientist or the artist. They collect a variety of resources rather than being reliant on just one textbook. They are given time to observe, tell stories and develop the techniques that enable them to keep track of what they have found out. They develop the ability to explain, interpret and apply their findings. Assessment Assessment in the PYP is integral to all teaching and learning. Not only does it record where a student is but it is actually used as a tool to promote student learning and can facilitate further learning in an area of study. "What is assessment? Assessment: is the gathering and analyzing of information about student performance. It identifies what students know, understand, can do and feel at different stages in the learning process. Formative assessment: is interwoven with the daily learning and helps teachers and students find out what the students already know in order to plan the next stage in learning. Formative assessment and teaching are directly linked: neither can function effectively or purposely without the other. Summative assessment: happens at the end of the teaching and learning process and gives the students opportunities to develop what has been learned. Evaluation: is the process of making a judgment about student progress or the effectiveness of a program based on sufficient assessment information. In units of inquiry, students are assessed on what they know, understand and can do. There are some parts of learning that are worth students being familiar with, such as facts. The big ideas, those conceptual understandings, are important because they are the things that we want students to remember long after the details have been forgotten. This includes powerful universal concepts such as form, function, causation, change and connection. We also want to assess key transdisciplinary skills that need to be developed and students are encouraged to evaluate the attitudes they have towards people and the environment. Students have opportunities to also self assess and peer assess. Assessment is a collection of evidence over time. Curriculum at Westlake Academy (Elementary) Westlake Academy has an authorized Primary Years Program and is an IB World School. The curriculum at Westlake Academy is defined as everything that promotes student learning which goes on in the school, both academic and non- academic. The curriculum consists of: Written curriculum- the identification of student learning within a curriculum framework Taught curriculum- the theory and application of good classroom practice Learned curriculum- the theory and application of effective assessment The PYP Curriculum Framework There are five essential elements at the heart of the PYP: Concepts Knowledge Skills Attitudes Action Concepts The PYP is a concept- based curriculum with purposeful inquiry driving it! Essentially, this means that we are dealing with powerful and universal ideas that we challenge students to engage with. Students must revisit and re- explore these big ideas in order to fully appreciate and understand them. These concepts are powerful ideas that have relevance within and across the disciplines. A set of eight key concepts, each of major significance, are embedded within the curriculum. These concepts serve as labels for clusters of interesting and worthwhile ideas explored in units of inquiry. These concepts can be framed as broad open- ended questions and can be applied and interpreted within any discipline: • Form: What is it like? • Function: How does it work? • Causation: Why is it lie it is? * Change: How is it changing? " Connection: How is it connected to other things? * Perspective: What are the points of view? • Responsibility: What is our responsibility? • Reflection: How do we know? Knowledge Knowledge is regarded as something that can change rather than being presented as something that stays static. Therefor knowledge can be added to and challenged by students. The knowledge addressed is the significant, relevant subject matter we wish the students to explore and know about. It is what we view as important in understanding the human condition and should have the potential to interest and engage the learner in their own learning. Skills Skills are those things that students need to be able to do to succeed in a changing, challenging world. They are developed and can be used in many disciplines. Units of inquiry are designed to assist students in their development of a wide range of skills. The transdisciplinary skills are as follows: Transdiscipli nary Skills Social Skills: Accepting responsibility; Respecting others; Cooperating; Resolving conflict; Group decision making; Adopting a variety of group roles Research Skills: Formulating questions; Observing; Planning; Collecting data; Recording data; Organizing data; Interpreting data; Presenting research findings Thinking skills: Acquisition of knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation; Dialectical thought; Metacognition Communication skills: Listening; Speaking; Reading; Reading; Writing; Nonverbal communication Self- management skills: Gross motor skills; Fine motor skills; Spatial awareness; Organization; Time management; Safety; Healthy lifestyle; Codes of behavior; Informed choices Attitudes The development of positive attitudes towards people, towards the environment and towards learning is a key element of successful student learning. Within the PYP framework, students address these attitudes explicitly and consciously. Student learning includes the development of these attitudes through carefully designed learning situations where they can develop and practice them. We want students to develop: Appreciation appreciating the -wonder and beauty of the world and its people Commitment being committed to their learning, persevering and showing self- discipline and responsibility Confidence feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making decisions and choices Cooperation cooperating, collaborating and leading or following as the situation demands Creativity being creative and imaginative in their thinking and in their approach to problems and dilemmas Curiosity being curious about the nature of learning and of the world, its people and cultures Empathy imaginatively projecting themselves into another's situation, in order to understand his/ her thoughts, reasoning and emotions Enthusiasm enjoying learning Independence thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments Integrity having integrity and a firm sense of fairness and honesty Respect respecting themselves, others and the world around them Tolerance feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others Action Thoughtful and appropriate action is a goal that students involved in Westlake Academy's PYP can attain through careful reflection, making choices and putting the decisions made as a result of this into effect. Students are encouraged to be involved in action in order to realize the difference that they can make in and to the world. The action component involves service in the widest sense of the word: service to fellow - students, to the staff and to the community. Such service enables children to grow personally and socially, developing skills such as cooperation, problem solving, conflict resolution and creative and critical thinking. Effective action does not have to be grandiose and usually begins at the most basic and immediate level: in the family, in the classroom, in the hallways and in the playground. insert action cycle Transdiscipl!nary Learning in the PYP Insert hexagon The PYP identifies universally significant themes (areas of knowledge) that address the fields of knowledge which form the traditional disciplines but transcend them. These six themes are addressed by students each year. Rather than strictly subject based teaching and learning, this facilitates a transdisciplinary approach whereby various subjects are addressed within the same unit. This structure provides a natural fit to the state standards required in any public school. The PYP program of inquiry Organizing themes 1. An inquiry into: Who we are An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human 2. An inquiry into: Where we are in place and time An exploration of our orientation in place and time; of our personal in stories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations. 3. An inquiry into: How we express ourselves An exploration of how we discover and express our nature, ideas, feelings, beliefs and values through language and the arts. 4. An inquiry into: How the world works An exploration of the physical and material world; of natural and human made phenomena; of the world of science and technology 5. An inquiry into: How we organize ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us. 6. An inquiry into: Sharing the planet An exploration of our rights and responsibilities as we strive to share finite resources with other people and with living things; of communities and of the relationships within and between them. insert program of inquiry PYP exhibition The PYP exhibition provides the culminating experience of the learner's engagement with the PYP. It unites the teachers, learners and parents of the class and the broader community, in an activity that captures the essence of the PYP: transdisciplinary inquiry conducted in a spirit of personal and shared responsibility. It marks a rite of passage, both symbolic and actual, from the PYP to the MYP (Middle Years Program). Most importantly it is a celebration; an event which synthesizes all that is best in the PYP and shares it with the whole school community. The PYP exhibition is an extended collaborative inquiry which is undertaken by students in their final year of the PYP. The subject of the exhibition inquiry should be a real-world issue or problem, local or global, which is of sufficient scope and significance to warrant an extended investigation. The class generates relevant and realistic proposals for solutions to the selected issue and therefore the exhibition requires students to apply their learning of previous years. The exhibition should represent a significant event in the life of a school; encapsulating the essence of the PYP and encouraging younger students to look forward to their final year in the program. The PYP exhibition has a number of key purposes. • It offers a culminating activity appropriate to the spirit and age range of the PYP. • It requires students to synthesize their prior learning and apply it to an unfamiliar situation, thus providing an appropriate assessment strategy for real understanding. • It provides an opportunity for greater parental involvement, and for the school community as a whole to gain a greater appreciation of the PYP. • It celebrates the transition of learners from primary to middle/secondary education. Critical thinking in the PYP Among the most important skill subset developed in the PYP are the thinking skills. These allow students to acquire knowledge and understanding, comprehend it, apply it in new ways, analyze it and synthesize it as well as engaging in opportunities that foster dialectical thinking and metacognition. Students are given opportunities generated by observations, experiences, reflections, and communication with others which guide them towards developing their ideas, challenging previously held assumptions and taking action. These thinking skills when practiced within units of inquiry can enable students to become more disciplined in the ways they solve problems and pose questions by encouraging learners to be clear and precise in their thinking, to seek out and provide good evidence and reasoning and to be open- minded, examining various viewpoints. We expect students to use thinking skills with integrity. Collaborative Learning Westlake Academy is committed to providing students with collaborative learning experiences. Students work with other students both in formal and informal situations. Students are provided with opportunities to develop the skills and attitudes that will enable them to do this more effectively. Students get the chance to work in pairs or in groups which fluid and vary according to the purpose, for example, interest groups or ability groups. Students collaborate with teachers, formulating relevant questions that will form part of the curriculum for that unit. They learn how to assimilate teacher and peer feedback in order to improve upon their work. Reflection Reflection is encouraged at all stages of learning. It is also one of the learner profile traits. Students reflect upon what and how they have learned something. They reflect upon the strengths and weaknesses in a piece of work and what they can do to make further development. They reflect upon the learner profile and the PYP attitudes. Reflection may be a prelude to the choices students make and the decisions that they take. A, B, C, D, E, F M M2�M Oral Communication: Listening and Speaking Students will: -appreciate the power of oral language -use speech with increasing awareness 8 responsibility -participate appropriately in discussions -talk about a wide range of topics -use increasingly complex language confidently and creatively with increasing accuracy, detail and range of vocabulary -become increasingly aware of the use of oral language to articulate, organize and reflect on learning -begin to communicate in more than one language Written Communication: Reading and Writing Students will: -read a variety of fiction and non-fiction books confidently, fluently and independently -be able to select books appropriate to their reading level and for a specific )urpose -be interested in a variety of literature ,begin to show an appreciation of lifferent literary styles understand and respond to the ideas, eelings and attitudes expressed in ,arious reading materials be able to use reference books, lictionaries and information technology idependently TEKS- 2: A B Gain knowledge ofhis/others culture, common elements of culture- UNIT:Celebrations around the World -regularly -read for a sustained period of time, both in class and at home. 14: A, B, C, D -develop fluency in writing -will write independently and with 16: A, B, C, D confidence -begin to use a wide and vivid 1 17: D vocabulary with supporting details vocabulary that different types of writing 18: A, B, C, D, E, F have different structures -will write for a range of purposes, both creative and informational C -Plan, edit and review their own writing spell most high frequency words accurately -use a range of strategies to spell words of increasing complexity -present their writing appropriately using a consistent, legible style. Jpresenting Students viewing and 12: A, D, E, F, G,H 9 Students will: 20: B, C, D -experience a wide variety of visual Imedia materials -respond to viewing materials both orally and in writing -interpret visual media and recognize its power to influence thinking and behavior -begin to learn how to make informed choices in their personal viewing experiences -use a variety of materials to plan and create projects with different media -use electronic media to find information IB Science Curriculum 5 5th grade science TfEKS 5th grade science TEKS Scientific method (added unit) 5. 1 A, B 5 - 1 A B 5 - 2 A B C ' D , E 5.2 A, B, C, D, E t5.2 5.3 A B, C, D, E What's the matter? 5.4 A: B (added unit) 1 5.1 A, B A B, C, D, E C 5.3 A:B, C, D, E 5.4 A,B A place for everyone? 5.7 B, C, D (everytihng) 5.1 A, B 5.2 A, B, C, D, E 5.3 A, B, C, D, E 5.4 A, B Energy for work and play (cover everything except only touch 5.1 A, B on forces) 5.2 A, B, C, D, E 5.3 A, B, C, D, E 5.4 A, B 5.7 A How the world works 5.8 A, B, C, D (do minimum to cover TEKS covered a lot in 6th) 5*1 A, B 5.2 A, B, C, D, E 5.3 A, B, C, D, E 5.4 A, B 5.11 A B C Ecosystems 5.12 A: B: C, D (everything) 5.1 A, B 5.2 A, B, C, D, E 5.3 A B, C, D, E 5.4 A: B Adaptation 5.5 A, B (added unit -- include life cycles 5.1 A, B 5.2 A, B, C, D, E 5.3 A B' C, D, E 5.4 A: B 5.6 C 5.9 A, B, C 5.10 A, B Language Scope and Sequence and TEKS Alignment Oral communication: listening and speaking (TEKS 1, 2, 3, 4, 5) Oral communication encompasses all aspect of listening and speaking, skills that are essential for language development, for learning, and for relating to others. Listening involves listening to people and to texts for general meaning and for precise meaning. Students need to learn how to listen attentively, to understand and evaluate what they hear, to think about both literal and inferred meanings, and to respond appropriately. Speaking involves the pronunciation, intonation and stress of speech; vocabulary development; communicative competence; the use of grammar; and the speaker's fluency and accuracy. Oral language is used to communicate, reflect, gather, process and present information. Speakers use oral language to ask and answer questions; relate and retell; persuade; talk about needs, feeling, ideas, opinions; and to contribute to discussions in a range of formal and informal situations. Talk in the classroom is fundamental to promoting language learning. It also provides feedback, enabling students to reflect on and evaluate their present level of understanding. Students construct their own meaning through the process of articulating their thoughts in a variety of ways. Oral language needs to be appropriate to the audience and purpose. This includes knowing when it is important to use the accepted conventions and grammatical structures. Respect for differences between languages and between languages and between dialects is an important part of oracy development in this increasingly global world. Students will: • Use discussion to generate, develop, modify and present ideas • Participate appropriately in complex discussions, conversation, class and group meetings, debates and group presentations. • Argue persuasively and practice debating skills, presenting a point of view that is not necessarily their own • Understand how language can influence points of view and the responses of others • Infer meaning draw conclusions and make judgments • Prepare and deliver an individual presentation for variety of purposes • Use a wide vocabulary and complex sentence structures with a high level of accuracy • Understand and use a variety of literary devices • Give complex instructions, directions and messages and a respond those of others. P appropriately to • Listen appropriately for a sustained period and for a variety of purposes • Show and active interest in and respect for other languages • Identify and appreciate differences and similarities between languages • Communicate in more than one language Written communication: reading (TEKS 8, 10, 11, 12, 13) We read for enjoyment, instruction and information, and reading helps us to understand and clarify our ideas, feelings, thoughts and opinions. Literature in particular offers us a means of understanding ourselves and others and has the power to influence and structure thinking. Students need to be introduced to a wide range of fictions and non-fiction texts, and have opportunities to read fro their own interest, pleasure and for information. Reading is gaining meaning from text. The process of reading is interactive and involves the reader's purpose for reading, the reader's prior knowledge and experience, and the text itself. The beginner reader must learn about direction, spacing, punctuation cues and about the general features of text. As effective reading depends on the skillful integration and application of semantic cues, syntactic cues and graphophonic cues, students also need to be taught how to use a variety of reading strategies. Students need to learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts, to think critically about what they read, and to be able to make predictions and inferences based on information that is both explicit and implicit in a text. They must also learn to recognize and appreciate the variety of literary styles, forms and structures and to understand that written language varies according to context. No single teaching method or approach is likely to be effective for every reader, and the teacher needs to plan instruction carefully. Daily reading practice, using a wide range of texts, must occur within authentic contexts. Students will: • Critically evaluate their own choices in books and distinguish and appreciate commendable or notable literature • Identify the elements of plot (exposition, rising action, climax, falling action, resolution( and the pattern in story outline (choice, reversal, understanding). • Categorize literature • Identify genre • Read widely across the genre and show an interest in a variety of literature • Identify the different types of conflict in a story • Students will make informed judgments about the author's purpose • Show appreciation of different writing styles • Recognize and understand figurative language • Identify and discuss forms and structures • Independently select the appropriate reading strategy for the purpose of the activity • Be familiar with the standard organizations of informational text • Locate, access, organize and synthesize information from a variety of sources • Generate new questions after reading and connect these to prior knowledge and experience • Show awareness that poems have layers of meaning and that they need to be read and reread, and questioned and reflected on to yield their meaning • Be aware that poems are open to range of interpretations • Understand that words can evoke mental images • Use specific vocabulary to comment on and analyse poetry Written communication: writing (TEKS 13, 15, 16,17,18, 19, 20, 21) Writing helps us make sense of the world. It is a powerful means by which to remember, develop, organize, gain self-knowledge and communicate ideas, feelings and information. Purpose and audience contribute to the form and substance of writing as well as to its style and tone. Learning to write is a developmental process and students need to be able to focus at first on meaning rather than accuracy. Grammar, spelling, handwriting, paragraphing should be taught gradually through g h writin practicepunctuation and . The writing process involves creating an environment where students can acquire the skills to achieve written products for a variety of purposes. Theitten product can be formal, informal, personal or reflective. IT can be informative, persuasive, poetic, or in wr the form of a story or dialogue. As motivation and a positive attitude are important factors in learning to read and write, it is essential that learners view themselves as capable readers and writers, having acquired a complex set of skills, attitudes, behaviors and expectations related to language. Students will: • Participate in an appropriate writing process • Use an appropriate writing process independently and confidently to communicate effectively and fluently • Display a sense of audience by writing in a variety of styles for a range of Purposes matching the style of writing to the task, adapting writing according to the audience and demonstrating the ability to engage and sustain the interest of the reader. • Develop ideas and information clearly, sustaining coherence throughout complex texts. • Plan, organize and complete writing projects of increasing length and complexity. • Show individuality and creativity in writing style. • Conceal personal bias where appropriate. • Use a range of modes in writing; narrative, descriptive, • Use writing independently and effectively to structure think ng,ito,explore, and • to develop abstract ideas and to communicate. Use a range of pre -writing strategies • Use a variety of strategies for collecting and organizing ideas, details and information • Revise writing to clarify ideas, provide examples, change sequence and to improve smooth flow of ideas. • Use appropriate paragraphing • Edit and proofread their own and peer's writing before completing a final copy. • Reflect on, and critically evaluate own writing to ensure that content and organization suit the purpose for writing and the audience. • Modify and restructure phrases, clauses and achieve precise meaning. and or whole texts to clarify • Use appropriate punctuation and grammar • Control effectively the language and structural features of a large repertoire of text forms. • Use correct syntax and increasingly complex sentence structure. • Recognize and use the main parts of speech correctly. • Control and manipulate the linguistic and structural components of writing to enhance clarity and impact. • Use a range of vocabulary including content -specific vocabulary, and precisely conveys meaning and creates atmosphere and mood. Make clearly • Make critical choices of tone and point of view to suit different purposes and to influence audiences. • Become aware of their choice to manipulate or abandon conventional text forms to achieve impact. • Use figurative language appropriately in writing. • Maintain stylistic features throughout texts with sophistication. • Use standard spelling for most words and use appropriate resources to check spelling. • Complete a bibliography to list resources. • Have a fluent and Iegible style of handwriting and show competency in word processing. • Write engaging stories that have a recognizable and appropriate structure • Use complex literature -response writing. • Use a variety of note -taking and study skills to comprehend oral and written text and gather information during research. • Experiment composing different forms ofoe p, including free verse and those with specific structures. Become aware of the possibility to control conventions of writing and to make a deliberate choice to break them to enhance meaning. Visual communication: viewing and presenting (TEKS 22, 23, 24) Viewing and presenting are fundamental processes that are historically and universally powerful and significant. Acquiring skills related to advanced technology and media is necessary because of their persuasive influence in society. It is important to learn how media images construct reality by influencing powerful associations that influence the way we think and feel. Visual images immediately engage viewers allowing them instant access to data. Therefore, opportunities must be provided to explore the function and construction of images in order to critically analyse a wide variety of media. Learning to understand and use different media expands the sources of information and expressive abilities of students. Students will: • Define the role of advertising as part of media presentation • Interpret and analyse the purpose and point of view of a visual presentation • Recognize that our interpretations of visual presentations are influenced b our backgrounds and experience. • Develop an awareness of how characters in film are constructed • Analyse the different meanings that can be conveyed I different versions of the same story • Identify and analyse the structures and features characteristic of a range of visual • Recognize that visuals are constructed for particular reasons • Understand that the form and quality of the presentation of their work reflects their thinking and attitudes. Missing TEKS 6, 7, 9,14 1- Agreement on Program of Inquiry: 1. We will assess all central ideas as a whole staff to ensure a balanced program of inquiry once a year at the end of the year. 2. We will post the Program of Inquiry in the Commons where the whole school community can view the units we are currently addressing and forthcoming units. Units will be updated by teachers from appropriate grades. 3. We will collaborate with the PYP Coordinator and our grade counterparts if we want submit changes to the central idea and lines of inquiry, and these will be subject to�``p""` resourcing implications and the balance, continuity and progression of the Program of Inquiry. 4. We will endeavor to incorporate at least one specialist teacher (in a menaingful way that fosters inquiry) per unit. 5. We will have a copy of the Program of Inquiry in every specialist teacher's room indicating the current and upcoming units of inquiry. 2- Agreement on Planners: 1. We will engage in collaborative planning which is fundamental to the success of the PYP at our school. 2. We will complete the review section of planners in partnership, two weeks following the completion of the unit- as well as filling in student questions. 3. We will review the planners annually and make changes according to our own development in PYP and instructional differentiation according to the needs an interests of students. 4. We will archive planners in the correct academic year folder, in the groups area on the computer. We will print out two hard copies of planners at the end of the academic year, one to be filed by PYP Coordinator and one for a staff file that will remain in the staff room. 5. We will specify the approximate date that we start and finish the unit as well as the approximate number of hours and weeks spent on each unit. 6. We will include the PYP Coordinator in the reflection stage of the meeting and seek guidance from Coordinator and colleagues with regard to planners. 3- Agreement on Learner Profile: 1. Staff and students will model, develop and reflect upon the traits in the learner profile as a continual process through daily interactions 2. We will stress the direct link between an international minded person and the learner profile. 3. We will have the learner profile visibly displayed in each room, including specialists, library and special ed. 4. We will use literature, history and other disciplines to encourage students to identify, apply and reflect on traits and attitudes in a variety of contexts, using assemblies, class tutorial times, guidance and counseling times and commendation ceremonies to encourage reflection on learner profile traits and attitudes. 4- Agreement on language: 1. We will encourage students to learn language, learn about language and learn through language, within the curriculum. 2. We will use and develop a wide variety of language teaching strategies and styles within transdisciplinary units of inquiry. 3. We will make educational accommodations to actively support mother- tongue language development. 4. We will promote a wide range of literature, including international classics and nurture an appreciation of the richness of language. 5. We will encourage students to focus on meaning in reading and writing. 6. We will provide an environment where students are able to make reading selections based on their interests. 7. We will continue to grow in our teaching practices, through regular professional development. 8. We will strive to create a language learning environment where all students feel accepted, encouraged and confident. 9. We will provide contexts for students to explore concepts through literature. 10.We will create opportunities for students to use language for creative problem solving and information processing. 11. We will promote the use of varied assessment tools including miscue analysis, response journals and writing sample analysis. 12. We will encourage students to develop a range of independent spelling strategies. 13. We will promote writing as a process and provide a variety of scaffolded learning experiences to build on students' own learning. 14. We will provide an environment where spontaneous writing and cooperative discussion are valued. 5- Agreement on action/ service: 1. We will foster the understanding of action and service as the small and large changes students make, and an understanding of service that goes beyond charity to incorporate what students do to help. 2. We will create space and opportunities for student initiated action and service within our curriculum and support students to focus on service/ action projects that shape the future by what they do now. 3. We will encourage student initiated action and service within the PYP unit planners and by understanding the action cycle (choose- act- reflect). 4. We will encourage students developing house service projects to follow the house service procedure ( contact house captains, house mistresses, then HOS, for approval). Other service projects can be initiated through classes. 5. We will promote a student to student "mentor" program that allows older students an opportunity to model service project development & goals to younger students. 6- Agreement on assessment and reporting: 1. We will employ backwards design in our planning to ensure that learning takes place with the end in mind and share assessment tools with students and parents as needed. 2. We will focus on the holistic assessment of students utilizing both formative and summative assessments, incorporating the concepts, skills, knowledge and action that students demonstrate. 3. We will employ a variety of opportunities (tasks) for students to demonstrate their understanding throughout the year and use a variety of tools to assess students. 4. We will hold formal conferences twice per year with at least one conference being student- led. 5. Rubrics will be one important assessment tool that will be used, when appropriate. They will be shared with students and accessibleI to parents when they receive the task. 6. We will promote instances for teachers to discuss grading criteria and feedback in order to build a common ground, within and across grades. 7. Interim progress and term report cards will be consistent with our understanding of assessment which is that we plan and report based upon having the end in mind. 8. The assessment stage of the planner should include criteria, task and tool which should be added as an attachment or file link, where appropriate. The teacher reflection stage should include teacher self assessment of the unit's effectiveness. 9. Assessments (summative) should relate to central idea and be authentic (real' world and transdisciplinary) performances of understanding. 10. We will assess transdisciplinary skills in units of inquiry, and describe and attach the tool we used in our planners, for example, a rubric for assessing group roles. 11. We will promote student reflections (written, oral, pictorial) and self- assessment opportunities including portfolios and student- led conferences. 7- Portfolios: 1. Portfolios will be designed to demonstrate successes, growth, higher order thinking, creativity, and reflection. 2. The criteria for collection of portfolio items by classroom teachers will be: 1 Math problem - showing problem -solving and/or application 1 Writing - including prewriting and rough drafts where appropriate 1 Science - showing application, understanding, concept development, or process/method 1 Social Studies 3. Specialists teachers (Art, Spanish, PE, Music) will collect 1 item for each child for the year. The item will represent the student as a learner. 4. In the collection process, teachers will utilize a cross -curricular approach whenever possible. 5. Each selected portfolio item will be documented with a PIR (Portfolio Item Record). 6. The Teacher Reflection section of the PIR (Portfolio Item Record) will be based on the following information: How does the piece show growth? What does it showftell about the student as a learner? What were the expectations or circumstances of the assignment? 7. The Student Reflection section of the PIR (Portfolio Item Record) should be a thoughtful reflection by the student as a learner. 8- Agreement on Best Practice: 1. We support and promote the IBO philosophy and mission. 2. We will follow a constructivist approach to teaching and learning that employs guided inquiry as a vehicle towards understanding. 3. We consider that varied models of inquiry exist that incorporate elements such as, observing, frontloading, experiencing, questioning, hypothesizing, researching, ' analysing, synthesizing, making connections, reflecting, applying, demonstrating understanding, generalizing, performing, creating etc... 4. We will develop our understanding of inquiry through reading "Making it Happen", PYP curriculum documents, current bibliography, journals, attending PYP workshops, sharing in staff meetings, and using the OCC. 5. We will promote student centered teaching practice with the teacher acting as facilitator for learning rather than the teacher as center stage. Teachers will also be inquirers. 6. Teachers will arrange visits to other classrooms to see inquiry and get fresh ideas. Teachers can utilize PYP Coordinator to cover classes, if necessary. 7. We will model collaboration to students by regularly utilizing opportunities for team teaching within our own grade and in other grades, where at all possible. We will faciliate collaboration amongst all students in our classroom. 8. We will incorporate differentiation into our planning, exploiting and developing opportunities that reflect the different learning styles, abilities, intelligences, and cultural backgrounds that our students display. 9. We will value and promote international mindedness and respectful interactions amongst students. 10. We will be flexible and open- minded practitioners, willing to change plans and support staff whenever needed. 9- Agreement on Special Education 1. We will ensure we make good use of all the resources we have available for special education: - CARE committee - Spec. Ed. teachers - Counselor - Classroom & specials teachers - Outside individuals (such as OT, diagnostician...) 2. We will ensure that the CARE committee meets every 6 weeks and has representatives from each age group to discuss student issues that are brought to the committee. 3. We agree to utilize the SPED teachers as a resource for suggestions, assistance, and modifications for students as soon as an issue arrises. (Ask for help prior to CARE committee.) 4. Classroom teachers will implement suggestions given by either SPED teachers, CARE committee, etc. as appropriate to situations, and document the results of such interventions. This can be used in the future if the issue does warrant a referral to SPED or 504. A document of strategies implemented will serve as support in the case of future referral. 5. Special Ed. teachers will ensure that all subject teachers are aware of spec. ed needs and implementation requirements by sharing appropriate documentation. Specials teachers are expected to attend meetings for this purpose. 6. Teachers will be responsible for continued development in their understanding of special ed. behaviors and disorders through their personal research, attending conferences and sharing expertize and experiences in staff meetings. 10- Agreement on Technology 1. We will search out technology that supports the IB style of learning. 2. We will promote the use technology to distribute information outside of email. 3. We will take responsibility for the upkeep and reliability of computer equipment through checking after lessons and through the IT Coordinators regular inventory of equipment. 4. We will aim to instill committment in students as to the proper care and use of technology in students. 5. We will request and check out equipment and report problems concerning technology using Westlake Academy's website. 11- Agreement on school communication: 1. We will practice and model respectful communication. 2. We will use staff meetings and carousel times to share ideas and best practice. We will meet in carousel times at least twice a month, with a focus either provided by the PYP Coordinator or vertical teams, working commitees etc... and communicate discussions with the rest of the school with email summaries or feedback in staff meetings. I We will hold inter- grade assemblies at least once a week to promote collaboration between grades and the development of learner profile, attitudes and skills. 4. We will write a grade newsletter, trying to include specialists, once a week and post it on the parent section of the website. 5. We will hold at least two meetings a year to inform and educate parents about the IBO. 6. We will inform the office whenever we would like an event to be posted on the school calendar. 7. PYP Coordinator or Head of School will schedule report due dates and conferences at the beginning of the year. 8. All teachers, support staff and office personnel are responsible for providing feedback to parents when an issue arises through parent conferences, phone calls, emails or letters depending on the form of communication that has been established. Communication needs to exist between and among these groups as well. 9. We will encourage students to use planners as of 2nd grade to communicate homework to parents. Teachers are encouraged, whenever possible, to post homework on the homework page. 10. We will ensure fluent communication between class teachers and specialists by effectively using planning times, staff meetings and technology (emails, online planner) 11. We will encourage inter- grade communication through the house system, assemblies and special events, learning buddies, etc... 12- Agreement on Resourcing 1. The library will be a place where students can read for pleasure, study independently or in groups, apply the transdisciplinary research skills. 2. All library use will be purpose driven. I The library will be a key means to develop, display and use resources that provide readers with international perspectives. 4. The librarian, as a valued resource, will regularly plan and teach units focusingon transdisiplinary skills, units of inquiry, the learner profile and library skills, in collaoration with class teachers. 5. We will promote a meaningful and selective use of technology resources (software, online resources, etc...) and be commited to developing these. 6. The planners will be the main database for listing the resources used in each unit. 7. The librarian, in collaboration with class teachers, will prioritize resources that sup ort units of inquiry and the PYP at Westlake Academy. p 8. Annually staff will fill out a 'wish list' template, provided by the librarian, highlightin the reference materials they would like purchased to support units of inquiry. g 9. In collaboration with class teachers, the librarian will be responsible for judging whether a particular unit of inquiry requires the purchase of more or different resources. 13- Agreement on teacher training and inservice: 1. Staff trainings will be planned based on our needs as a PYP school and take into account staff expertize and the balance of areas to develop, including the area of inquiry and what it means to be internationally minded. There will be flexibility in the planning of such meetings. 2. We will refer to "Making it Happen" during inservice. g 3. Mentors will be provided for teachers new to the school and/ or new to IBO upon orientation, on a continual basis. These may include ex partners, the PYP Coordinator and/ or the Head of Primary. need teachers, grade teaching 4. We will commit to staying abreast of research in the field of education (and share, for example, once a month in a staff meeting). 5. We will show our commitment by attending teacher training and inservice and proactive) seeking out opportunities to develop. y 6. We will strive to be open minded during teacher training and inservice and provide support in the development of various aspects of the school. 7. Staff will provide feedback on training they have attended. We will share reflections during inservices that promote the dissemination of best practice. 8. Staff will strive to implement the techniques and ideas from inservice that should be helpful to professional development and IB best practice. 14- Agreement on Professionalism: 1. We will exemplify the highest standards of ethical behaviors and attitudes of a professional educator and become outstanding role models for all students. 2. We will uphold confidentiality when dealing with issues concerning students, parents school staff and the school itself, that is in keeping with the philosophy of the IBO. 3. We will seek to create harmony among the staff by encouraging collegiality and the respecting of others' opinions whether we agree with them or not. We will exhibit positive attitudes and sensitivity that will maintain and enhance good staff morale. 4. We will be punctual at meetings and show respect to presenters by being attentive and appreciative. 5. We will develop the professional maturity to apologize, make ammendments, celebrate others' successes, and demonstrate the ability to reflect if we have failed and try again. 6. Staff should make every effort to ensure they follow the same procedures set up for all parents. 7. We will use the appropriate channels of communication for comments, suggestions, grievances and other professional matters. Such channels include contacting first therson directly involved, then supervisor, then Head od School and finally the Board of Trustees. 15- Agreement on Display/ Classroom environment 1. We will display work which is varied in content, and educational for the rest of the class and school community. We will endeavor to display something from each child so that all know their best work is appreciated. 2. We will display work that shows the development of inquiry and is not `cookie cutter' work. We will value the process involved in producing work and `active learning' and display that. 3. We will display the learner profile, attitudes, key concepts and transdisciplinary skills in all grade and specialist classrooms as well as in the library. 4. We will post the current central idea prominently as a focal point in our classroom. 5. We will display key questions and student questions in class displays. 6. We will display the evidence of action in our classroom or around the school. 7. We will display our classroom agreements (rules). 8. We will ensure that there are displays to reflect current units of study. 9. We will organize classrooms to promote independence amongst students and ensure that they are well resourced. 10. We will strive to provide an environment that promotes a sense of safety amongst students (both mental and physical) g 11. We will strive to improve communications between staff regarding expectations in the library, dining hall, play areas, specials classes and computer areas. 16- Collaborative planning: 1. We will agree that our goal will be collaborative planning. 2. We will use planning times for planning effectively and with a goal in mind. 3. Planning time will be scheduled appropriately with team members. 4. Everyone's ideas will be respected. 5. We will come prepared with ideas, questions, materials, etc 6. Every team member will contribute to the planning process as risk takers, demonstrating open mindedness. 7. Members of the collaborative team will rotate leadership roles. Essential Agreements for collaborative planning: 1. We will agree that our goal will be collaborative planning. 2. We will use planning times for planning effectively and with a goal in mind. 3. Planning time will be scheduled appropriately with team members. 4. Everyone's ideas will be respected. 5. We will come prepared with ideas, questions, materials, etc 6. Every team member will contribute to the planning process as risk takers, demonstrating open mindedness. 7. Members of the collaborative team will rotate leadership roles. Checklist for Collaborative Plannin • Share a common goal which we do not deviate from • Share ideas respectfully and show respect for those sharing. • Share ideas which are developed and reshaped X4(6 bO I K: F6WxI,i/ • People talking and actively listening to each other • Members are present and participating • Have fun WESTLAKE ACADEMY SELF -APPRAISAL PYP General Information a) Teacher's name b) Date c) Subjects taught d) Grade level/s e) ' Total number of students O—Outstanding: Above and beyond the necessary qualities for the `minimum criteria'; VG- Very Good: j Above the necessary qualities for the 'minimum criteria'. S -Satisfactory: All necessary qualities for them ., ' M #" `minimucriteria'; NI—Needs Improvement: Does not consistently meet the requirements of the iL `minimum criteria' Section A: philosophy 0 VG S NI AI: There is close alignment between the educational beliefs and values of the teacher and those of the program. 1. The teacher is committed to the principles defined in the IBO and Academy mission statements. 2. The teacher is committed to developing in students the qualities, attitudes and characteristics described in the IB learner _profile. 3. The teacher is committed to continuous improvement. 4. The teacher promotes student inquiry and the development of critical -thinking skills. 5. The teacher provides a climate that encourages positive innovation in implementing the philosophy of the program. A2:The school promotes international -mindedness on the art of the adults and the students in the school community. 1. The teacher values and makes productive use of the diversity of cultures and perspectives that exist in the school and in the local, national and global communities to enhance learning. 2. The teacher encourages learning that fosters responsible citizenship and international -mindedness. 3. The teacher encourages student learning that strengthens the student's own cultural identity, and celebrates and fosters understanding of different cultures. 4. The teacher provides students with opportunities for learning about issues that have local, national and global significance, leading to an understanding of human commonalities. 5. The teacher develops a climate of open communication and careful expression of ideas, attitudes and feelings. 6. The teacher makes use of resources that offer access to different cultures, perspectives and languages. 7. The teacher provides a safe, secure and stimulating environment based on understanding and respect. 8. Where possible, the teacher ensures access to global information and recognizes the potential for wider communication through the availability and use of appropriate information and communication technologies. 9. The teacher takes advantage of the international network of IB schools teaching the same program through email, personal exchanges and the OCC. Standard B: organization Bl: The school demonstrates ongoing commitment to, and 4 VG S NI provides support for, the program through appropriate administrative structures and systems, staffing and resources. 1. The teacher takes advantage of the time for collaborative Tannin and reflection built into the teacher's schedule. 2. The teacher provides effective support for students with learning and/or physical disabilities. Standard C: curriculum C1: A comprehensive, coherent, written curriculum, based on the requirements of the program and developed by the school, is available to all sections of the school community. 1. The teacher considers the students' previous learning ex eriences and future educational needs. 2. The teacher clearly identifies the skills, concepts, knowledge and attitudes to be —,-ht over time. 3. The teacher places appropriate demands on the students according to their age and stage of development, and inco orates issues that are relevant to them. 4. The teacher encourages students to become award of individual, local, national and global issues. 5. The teacher promotes all the attributes of -the IB learner Profile. 6. The teacher encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. 7. The teacher provides ample opportunity for student inquiry and the presentation of ideas. 8. The teacher provides opportunities for students to work both -independently and collaboratively. 9. The teacher is sensitive to cultural, gender, linguistic, ethnic and religious differences. 10. The teacher takes advantage of local community organizations and the expertise of other adults to foster learning 11. Where appropriate, the teacher provides for learning experiences to be made visible to others throuch disnlay.s_ osiers, assemblies, public performances. etc. 12. The teacher's unit planners are the product of sustained, collaborative work with the appropriate staff. 13. There is a carefully considered balance between disciplinary and transdisci linar Tannin and aching. C2: The school has implemented a system through which all teachers Ian and reflect in collaborative teams. 1. The teacher Tans collaboratively. 2. Planning is based on agreed expectations for student learning and in the context of a coherent proEram. 3. Planning accommodates a range of learning needs and styles, as well as var in levels of competencies. 4. Planning addresses assessment issues throughout the lannin rocess. 5. Planning focuses on strengthening the transdisciplinary nature of the curriculum and on ensuring that the pedagogy of the PYP is ervasive throu hout the entire program. 6. Planning addresses all the essential elements (concepts, skills, knowledge, attitudes and action). 7. Planning provides opportunities for students to be involved in lannin for their own learning and assessment. 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. 1. Teachin builds on what students know and can do. 2. Teaching allows students to become actively responsible for their own learning. 3. Teacher uses a range and balance of teaching strategies to meet the objectives —r-1. ro ram. 4: Teachin -recognizes and reflects multiple pers ectives. 5. Teacher addresses the needs of students who have reached different stages in their development and those who have different learning styles 6. Teaching and learning in the classroom is supported by a range of a ro riate resources, including technology. 7. Teacher engages students as critical thinkers with developing views of their own. 8. Teaching and learning in the classroom encourages students to take appropriate action in response to their own needs and the needs of others. 9. Teaching meets the needs of students who are not proficient in the Ian ua e of instruction. 10. Teaching promotes the understanding and practice of academic honesty. 11. Teaching uses in wiry across the curriculum. 12. Teaching provides for grouping and regrouping students for a,variety of leaming situations. 13. Evidence is collected of each student's engagement with in ui in its various forms. 14. Students are shown how to reflect on their development and understanding through careful consideration of their work over time, and are able to articulate this development to others. C4: There is an agreed approach to assessment, and to the recording and reporting of assessment data, which reflects the ractices and re drements of the program. 1. Assessment is viewed as being integral with planning, teachin and learning. 2. Learning expectations and integral assessment strategies are made clear to students and parents. 3. The teacher uses a balanced range of strategies for formative and summative assessment, which are reviewed re ularl . 4. Leamin involves students in bothpeer- and self-assessment. 5. The levels of students' current knowledge and experience are assessed before embarking on new learning - 6. Students are provided with regular and prompt feedback to inform and improve their learning. 7. Assessment provides students with regular opportunities for reflection on their own learning. 8. Assessment data is analyzed to provide information about the individual needs of students. 9. Assessment data is analyzed to inform the evaluation and subsequent modification of teachipZ and learnin strategies. Standard D: the student D1: Students learn to choose to act, and to reflect on their O VG actions, so that they contribute to their own well-being and S NI that of the community,and the em ironment. 1. The teacher provides a climate in which students learn to res ect and value self -initiated action. 2. Opportunities are provided for students to develop the skills and attitudes that lead to taking action. 3. The teacher supports students in learning how to reflect on their experiences and make more informed, independent choices. 4. The teacher provides opportunities for student action to be an integral part of the curriculum and/or an extension of the curriculum. D2. In the final year of the program, all students complete a program -specific project that allow them to demonstrate a consolidation of their learning, in the case of the PYP and MYP, and to demonstrate the extension and development of their learning in the Diploma Program. 1. The teacher understands the requirements of the exhibition/personal ro'ect/extended essay and how to assess it 2. The teacher guides students through each phase of the nrnnnco 3. Students are provided with formative feedback throu the process. 4. The exhibition is thoroughly planned well in advance and records are kept of the process. 5. All students are actively and productively involved in the exhibition from planning stages to the final presentation 6. The exhibition reflects all mayor features of the program including evidence of the five essential elements. 7. The exhibition incorporates a range of media and forms of expression (for example, written work, oral presentations, flPrfnrmc)"n . 8. The exhibition is shared with members of the wider school 9. There is adequate assessment of and reflection on the exhibition, with opportunity provided for input from students. parents and teachers. 10. There is appropriate monitoring of the exhibition, and idequate records are kept of teacher collaboration and reflection Past — Current — Future • What parts of your job have given you the greatest satisfaction during this academic year? What parts of your job have given you the least satisfaction during this academic year? • Is there anything that could be done to overcome the latter? • Which are the major obstacles that impede you from achieving your objectives? • What can be done to remove these obstacles? • What additional things might be done to help you • What contribution do.you feel you can make towards staff development in the school? Westlake Academy Appraisal Program The Aims of Appraisal Appraisal can help all staff realize full potential, build on strengths, tackle weaknesses and carry out duties more effectively and enjoyably. The great vitality of a school is due to the creative and energetic independence of its staff and it is hope that appraisal will build on this good practice. In particular, the scheme provides an opportunity: 1. to establish a mentoring or `critical friend' system for new and established staff, the mentor should be thought of as a resource, a `critical friend' and someone to go to with questions 2. to schedule regular contact between members of staff and colleagues 3. to enable an analysis to be made by staff members of the nature of their work and activities past, present and future 4. to establish proper recognition of an individual's contribution in the classroom and to the school as a whole 5. to register difficulties encountered, including some beyond the individual member's control 6. to exchange ideas on professional concerns and to seek solutions 7. to help plan ahead and consider career development including the need for training or wider experience There will be no direct or automatic link between appraisal and promotion or additions to salary. Nevertheless, information from appraisal will be taken into account with other relevant information when necessary. Who Will Be Appraised All full-time academic and non-academic staff will be regularly appraised. In addition, established part-time staff (working more than .5 timetable) may also be appraised. Who Will Carry out the Appraisal 1. The Head of School is and will continue to be appraised annually by the Board of Education 2. Coordinators will be appraised by the Head of School 3. All other staff will choose a Mentor. The Mentor can be a colleague, a Coordinator or the Head of School. Mentors should never be responsible for more than 2 staff members, although they may choose to be a Mentor for only one staff member. 4. All new staff will choose a Mentor but will complete a Self Appraisal at mid -year and will have a brief review meeting at the end of the year with the Head of School and/or Coordinator. The Appraisal Cycle The Appraisal Cycle is two years in duration. The first year comprises the Self -Appraisal, Classroom Observation, Appraisal Interview and Statement. The second year the Review Meeting is held. Half of the Staff will start the complete cycle each year. A. Self Appraisal This forms the most essential and fundamental part of the appraisal and sets the agenda for the initial appraisal meeting. The self -appraisal form has been re- designed to reflect IBO Standards, Principles and Practices. B. Classroom Observation An arrangement should be made for four observations during the year to take place. Two observations should be made by the Mentor. Another two classes will be observed by the Coordinator or the Head of School; in lieu of these, the appraisee many select another colleague, who has been previously authorized by the Coordinator or Head of School, to carry out two of the observations. C. AppraisalInten,iew The interview should provide an opportunity for a genuine dialogue. About an hour and a half should be kept for the interview. 1. Consideration of existing job description 2. Review of work including success and areas for development 3. Discussion of the appraisee's contribution to extra -curricular activities 4. Discussion of professional development needs and career development 5. Consideration of factors which could improve performance 6. Identification of targets for future action. Appraisal Statement 1. This comprises a written account of the key points of the appraisal meeting 2. It records specific targets for action with deadlines 3. Any specific INSET needs (requests should be recorded and the details should be sent separately to the Head of School) 4. The statement should be signed and dated by the appraiser and appraisee. This should then be sent to the Head of School. It is a confidential document. Review Meeting This important meeting will take place in the second year of the cycle. It should be much briefer than the appraisal interview and does not comprise observations. Its purpose should be to: o Review the progress of the appraisee in attaining targets o Consider new targets for the coming year o Provide an opportunity for the appraisee to raise any particular issues relating to his or her work. A Review Statement should be signed and dated by the appraiser and appraisee. This should be sent to the Head of School. Complaints Procedure Where a serious difference of opinion arises regarding appraisal, the appraiser or appraisee may appeal to the Head of School (or, if appropriate, to the President of the Board of Education). Success in an Appraisal Interview ✓ Two way street ✓ No surprises! ✓ Celebrate success ✓ Take into account the role with all its facets ✓ Professional Development ✓ Looking to the Future Performance and development are helped by: ✓ Identifying improvement needs ✓ Identifying resource needs ✓ Celebrating good practice ✓ Improving communication ✓ Improving job satisfaction ✓ Encouraging mutual help Elements of an Effective Program Establish Goals & Objectives 9 Performance Review of Advancement Review & Feedback �= ( & training Help Sources of Standards and Goals: The task in itself ✓ Level of task performance: classroom management, teaching, competencies and practices ✓ Development of the curriculum and new methodology ✓ Projects: extracurricular and special events ✓ Pastoral care of students and parent/student relationship ✓ Personal development: INSET and interests ✓ Community ties ✓ Budget management What are good goals: ✓ C- Mfic definite results, individual commitment, alignment easureable quantitative, ,Qualitative, control Realistic responsibility, resources, defined information Timed challenging, feasible, mutually agreed upon time frames, milestones SMART goals Specifying Goals and Appropriate Objectives fGoal Final Result Organize and Structure The conversation Plan and Prepare Appraisal Summarize and Take action Criteria to Measure Succes Explore: don't assume premature conclusions Make a balanced appraisal Explore without making premature conclusions 1. Questioning Techniques • Open-ended questions: ✓ `Could you tell me your ideas about....' ✓ `Could you give a few examples...' ✓ `In your opinion, what were your successes....' Open-ended questions are particularly useful during the initial stage of an interview to establish the appropriate atmosphere. They allow the expression of opinions. • Closed questions: ✓ `Did you try to... ✓ `What happened when...' ✓ `Do you find the work interesting?' Closed questions help to control the format and length of the answer. Generally this type of question is used to focus the interview and follow with more open-ended questions. • Comparative questions: ✓ `You said before that.... Could you elaborate how you... ✓ `Up to what point did your participation in that course (committee, project) change your idea about...' ✓ `How would you describe that situation since...' These types of questions allow the interviewee to make an assessment of a `before and after'. They are also useful to make a move in another direction. 2. Building, clarifying and summarizing • Elaboration of ideas • Paraphrasing — checking • Empathetic response • Investigate • Summarize 3. Choose your words with care 4. Listen `actively' 5. Don't be afraid of silence; give room for thinking 6. Non-verbal communication • Eye contact • Posture 0 Gestures 7. Interview style Say and Sell Say and Listen Advise ALWAYS: Positive / Celebrating all successes / Pragmatic with goals and advice Review and Take Action • Review all the interview elements for its effect in the section of the school and its resources • Write the sununary and agree on it with the interviewee • Take action in the areas of: ✓ INSET ✓ Necessary resources ✓ Interests • Set goals and time line for meeting them • Establish times for discussing progress Plan and Prepare • Prepare with enough time ✓ Make a preliminary appraisal ✓ Prepare all the information ✓ Assign adequate time ✓ Organize the meeting place • Preliminary interview ✓ Discuss the process of observation and appraisal ✓ Explain the teaching competencies ✓ Agree on classes to observe • Prepare ✓ Complete your notes ✓ Reflect on the complete and year-long role ✓ Consult with peers and other members of staff • Observation ✓ Be sensitive and diplomatic ✓ Give some immediate feedback ✓ Maintain perspective Organization and Structure of the Interview 6 Stages 1. Meet in an adequate place 2. Review successes 3. Agree on areas to improve 4. Map out the future: next year at Westlake Academy 5. Considerations for professional and personal development 6. Summary and agreed actions PERFORMANCE SUMMARY When providing comments consider the appraisee's performance against objectives, key factors from the Appraisee Performance section above, and strengths/potential improvements. Comments: OVERALL RATING ❑ Exceptional Performance ❑ Exceeds Expectations Meets Expectations Marginal Performance J]Unsatisfactory Performance OBJECTIVES FOR UPCOMING REVIEW PERIOD Use the following section to record major accountabilities and goals for the next review period. In the space provided, specify the objectives and success indicators and describe how to measure whether they are achieved. Objective #1: Success Indicators: Objective #2: Success Indicators: WESTLAKE A C A D E M Y Westlake Academy Classroom Observation Guidelines When observing classes use the following as a guide: ✓ Displays: o Are they at a suitable height for the children? o Do they contain student work? o Are they attractive and well backed? o Do they give evidence to the Unit of Investigation / Student Profile / Attitudes / Skills / MYP Matrix and units / Student questions and wonderings? ✓ Resources and organisation of space: o Does the classroom library have variety and breadth? o Are there IT and media resources? o Is there evidence of transdisciplinary study; e.g. a variety of books or text series for each subject area? o Is there hands-on material available for Maths, Science, specific subjects, Units of Investigation? o Are resources accessible to students and arranged logically (e.g. in corners, Investigation tables, etc)? o Is the arrangement of students' desks, tables and chairs conducive to constructivist learning? To cooperative tasks? To flexible use of space? o Does the teacher also use his/her space flexibly to cater to the needs of the group and the activity? o Is there evidence that students have clearly defined routines for the organisation and care of the space and that they are active participants? ✓ Student work: o Does student work in progress give evidence to student investigation, transdi scip] i nary work, a variety of activities, different writing skills, student originality and choice, differentiation? o Does student work give evidence to the teacher having shared learning objectives and having provided suitable feedback to the student? o Is there evidence of cooperative or collaborative work? ✓ Teacher methodology: o Does the teacher praise good behaviour and work? o Is it evident that the teacher has high expectations and that s/he communicates the belief that students are capable? o Does the teacher use a range of techniques to motivate children and open questions to lead investigation and learning? o Has the teacher established clear routines that facilitate student involvement and accountability as well as an efficient use of time? o Are there additional adults in the classroom who provide teaching support? o Is it evident that the teacher is a facilitator and guides student learning? o What evidence is there that the teacher is addressing multiple intelligences and/or different learning styles? • Speaking informally with students: ✓ This can be done in class, on the playground, in the library or IT lab. ✓ In a very non threatening way have children tell you about their investigations and how they carry them out; their use of the library and IT facilities; how the present their work; how they work cooperatively; how they are `graded', etc. y ✓ School is about children. Talking with them will provide the atmosphere for the work on paper. Essential Agreement for Program of Inquiry & Planners 4/18/07 1:47 PM MY PROGRESS REPORT- TEACHER NAME: Rate yourself on the following continuum using the key: 1 = More time and experience needed 2 = Developing with positive progress 3 = Mostly developed 4 = Acquired I contribute to assessing all central ideas as a whole staff to ensure a balanced program of inquiry once a year at the end of the year. I collaborate with the PYP Coordinator and grade counterparts if I want to submit changes to the central idea and lines of inquiry, and these will be subject to resourcing implications and the balance, continuity and progression of the Program of Inquiry. I endeavor to incorporate at least one specialist teacher (in a meaningful way that fosters inquiry) per unit. I have a copy of the Program of Inquiry in my room indicating the current and the upcoming units of inquiry. (if specialist teacher) OR I let the specialist teachers know the current and future unit of inquiry (if class teacher) In collaboration with my grade counterpart I complete the review section of planners in partnership, two weeks following the completion of the unit- as well as filling in student questions. In collaboration with my.grade counterpart, I review the planners annually and make changes according to our own development in PYP and the different sets of students we are teaching. I specify the approximate date that we start and finish the unit as well as the approximate number of hours and weeks spent on each unit. I invite the PYP Coordinator to the reflection stage of the meeting and seek guidance from Coordinator and colleagues with regard to planners. Agreement on Assessing and Reporting 4/18/07 1:47 PM I employ backwards design in our planning to ensure that learning takes place with the end in mind and share assessment tools with students and parents as needed. 1 focus on the holistic assessment of students focusing on both formative and summative assessments, incorporating the concepts, skills, knowledge and action that students demonstrate I employ a variety of opportunities (tasks) for students to demonstrate their understanding throughout the year and use a variety of tools to assess students I hold student - led conferences twice per year I have developed and shared rubrics that assess understanding and knowledge with students and these are also accessible to parents I have developed and shared rubrics that assess transdisciplinary skills of students and these are also accessible to parents I actively promote instances for myself and colleagues to discuss grading criteria and feedback in order to build a common ground, within and across grades (for example, during carousel times). I assess with the end in mind in the progress reports and reports My planner includes documentation of the criteria, task and tool added as an attachment or in the same file as my planner My teacher reflections sometimes include self assessment as to the effectiveness of the summative task I use to assess understanding and the tool 1 use to gauge the level of understanding My summative assessments relate to the central idea and are `real world' applications of understanding I promote student reflection and self — assessment opportunities (written, oral, pictoral), including through portfolios and student- led conferences z s WHEN ASSESSMENT IS INQUIRY DIANE STEPHENS WITH JENNIFER STORY, KITTYE AIHARA, STEPHANIE HISATAKE, BETTE ITO, CARRIE KAWAMOTO, SANDI KU-BOTA, JOCELYN MOKULEHUA, SUSAN OKA-YAMASHITA, SALLY OMALZA, ELAINE TSUCHIYAMA, FRAN YAMATE, ELAINE YOSHIOKA, LYNN YOSHIZAKI, AND DIANNE YOSHIZAWA How we think about issues in language arts education is every bit as important as what we think This article describes a prneess for assessing children's reading that has proved useful to a number of teachers with whom Diane Stephens has worked A few years ago, in an article in Language Arts, Mem Fox (1988) used the expression "ache with caring" (p. 113). I've used that expression several times since to describe myself. For me, the ache shows up in lots of places, but it has always been a part of my relationship to people who don't feel successful as readers. I can trace that ache back to my fust teaching job, and I can follow it through all the jobs I have held since. With the ache --tire wanting to help --has come worry: Will I be able to help? Eventually, with the aid of many of the people I worked with and people I read (most notably, Y. Goodman [1985) on kidwatching, and Piaget, in Ginsberg do Opper [1979) on observing and asking questions), I was less worried about my ability to be helpful to people who struggled as readers, writers, and learners. I believed I could help. This occurred just about the time I graduated from a doctoral program at Indiana University. And then I was offered my first college -level teach- ing job. As part of that job, I was asked to teach a mas- ter's level course on reading assessment. I remember feeling as if the bottom had dropped out. I didn't have a clue about what to do. How could I "teach" reading assessment? I think of teaching, like writing, as a "back burner" process. Things simmer until one day you wait up with an idea about what you might do/write. And so I came up with a pian for "teaching" reading assessment. Basi- cally, what I decided to do for the first day of tint grad- uate class was to make explicit to others what my mind did when I was trying to understind.someone else as learner. What I did was (a) notice, (b) think broadly about what might be going on, (c) look across all possi- bilities and make my best guess, (d) figure out what I could do to test out my hypotheses, and then (e) start noticing again. I kept this up until'I trusted my under- standings enough to take action. Because the entire pro- cess was shaped by the theories I held, I fust wanted to put (b), the thinking about (which would snake theory explicit), before (a), the noticing. However, I subse- quently came to understand that it is through reflection that we make our theories explicit for ourselves and others. I therefore kept the order shown above. On paper, that process ended up looking like Figure 1. I made copies of that paper and took it to class. I . can't remember what I said that fust night, but what I say now is that this is a way of thinking I am suggesting you try on, to see for yourself whether or not it is help- ful to you. I explain that I have known a number of teachers who have found this way of thinking helpful. I use the name the teachers in that first graduate class gave it: HT for "Hypothesis Test." Teaching is, for the most part, a private acL What teachers, including professors, do in their classrooms is Language Arts, Vol. 73, Febmuy 1995 105 though 1 was only an observer, that I decided to attend every session. Recently, people have entered into our conversa- tions, become interested in what was happening with the HT process, and asked us to write about what we were doing and thinking. We decided to accept that What started out as, an assess- ment process had become an inquiry process. invitation in the hopes that what we wrote would be helpful to other teachers and the children they wont' about. In this article, we lay out the HT process and talk about some of the things we learned from our reflec- tions in and on action (Schon,1983). An overview of the HT Process Column One: Observations In this column, we record things we have noticed about a childnearner we are worried about. Two things make this difficult: (a) It's hard to figure out what is worth noticing/recording, and (b) it's hard to write down what you we instead of what you think about what you see. Both of these things gd easier with time. Relative to the first difficulty. what happens is that you learn fromdoing and from collaborating with oth- ers which kindis of observations start you on a path to understanding and which ones dead end. The hardest part is trusting the process. With practice, patterns emerge, and it becomes clear what will be generative and what will not. As for the second difficulty, we worst on it together. If a colleague tolls us what he or she saw (for example. "When David came into the room, he stayed right by the doon sort of hugging it; and when anyone came near, he started to ay"), then we tee able to think with that person about what tray be going on for David; we can talk about why he might have behaved that way. But, if :'colleague tells us that "David is insecure," there really isn't anything for us to say. The HT process is about understanding. We can't generate possibilities if a judgment has already been made. By talking with each other about these kinds of things, we have gotten better at writing down obser- vations that help us understand the child as learner. These observations are the first step on our path to understanding - What follows is a partial list of observations one teacher, Stephanie Hisatalce, made about V'ugie. When Assessment Is Inquiry Because Stephanie recorded what she saw, we were able to think with her about what those observations could mean. These observations then turned out to be generative ones. Virgie, Age 9, Third Grade Observations from first one-on-one session: 1. When V'4e was seated to my left and was engaging in conversation with me, she responded four times to my remarks by positioning her bead close to me at an angle with her left car facing me and said. "Huh." 2 Prior to reacting The True Story of rhe Three Unle Pigs (Sciezzka. 1989), I Head the tick and author and identified the author's name. Yrgie asked, "What's an author?" When asked what an illustrator was, she shrugged her shoulders and answered, "I don't know." 3. When aced to rad There I a H4 otmnw Under My Bat (Thaler, 1978) ging a Sherrod Reading Experience. Vergie immediately Picked up the book opened it to the first page, and began to read aloud. 4. Vugie made numerous miscues on each page, often substituting nonsense words. She read quickly, and the miscues were na corrected. S. When asked to write her name, her sisters' names, and their phone numbs, Virgie wrote the information legibly without any hesitation. 6. When asked to write in ber journal about what transpired the first dal, Virgie shook her head from side to side and said, "No, I don't want to." Waren told her writing would not be abated with others, she took the journal tablet acrd wrote: I nen a dad and 1 rit wry sire and I rit mey fru She mad her entry back to me: -1 read a book and I write my sis- ters' name and I write my phone numtxt" Column No. Interprruuivns Once we have a number of observations about a child, we begin to talk about what the observations mean. Stephanie and her study group, for example, came up with these interpretations of Stephanie's third observa- tion about Yngie's miscues: 1. Yirgie may not understand what she is reading. 2. Yi4e may not be self-correcting when some- thing does not make sense. 3. Virgie may not know that she should self-cartect.. 4. Virgie may not have a variety of strategies she can use to make meaning. F1l"tJ S. Virgie was rushing to complete the task. When we first started using the HT process, we tended to write down one hypothesis for each observa- tion. This turned out to be counterproductive because we most often picked the interpretation we liked best and put it in the Hypothesis column. We found it was more useful to look across all the interpretations and come up with 4 or S possible explanations that we wanted to explore the next time we were with the child. J Stephanie eventually decided, for example, that she wanted to understand if Virgie: 1. had any difficulty hearing 2. had a solid understanding of English (Stephanie wondered what language was spoken in the hone and how long Vergie had been speaking English herself) 3. had much exposure to written text 4. had much experience as a writer S. understood that reading was a_meaning-making .. 6. used her "worldly knowledge" to make meaning from the text 7. was aware that site could self -monitor and self - correct in order to. bring meaning to the text 8. had strategies for self-monitoring 9. was confident about herself as reader and writer. Colu nn Four. Curricular Recisions Curricular Decisions are plans we make that will enable us to test out our hypotheses. The goal is to understand better the child as leaner. Very often, these plans include observing mote:, listening more, and spending more time with the child and texts. Stephanie, for example, decided'to talk to Virgie and her mother about V4e's hearing and about Vugie's experiences with English and possibly with other languages. She talked to Virgie, her mothm and ber'teacher about Virgie as a. reader. She tried to understand how much reading Vir- gie did and of what kinds of text. She recorded and analyzed miscues. She observed Virgie in a variety of reading situations to try to understand her confidence and her willingness to take risks. She talked to Virgie about what she was reading so she could better under- stand Vugie's meaning -making processes. Initially, Stephanie's Curricular Decisions had been to (a) provide a distraction -fixe environment; (b) ask Virgie, "Does that make sense?" when she does not self -monitor, and (c) model the use of semantic, syntac- tic, and graphophonemic cues. However, because we When Assessment Is Inquiry have learned that we first need to understand the person as mader/leamer before we make decisions about bow to be helpful, Stephanie backed off from making "quick fixes" and instead focused on learning more about Vir- gie by testing out her hypotheses. Continuing the Prvicesst"Pretty Sures" Once Curricular Decisions have been made and carried out, we begin a new cycle. On a new HT sheet, we record the Observations we make while implementing our Curricular Decisions, consider new Interpretations, make new Hypotheses, and plan new Curricular Deci- sions. Rirly soon, teachers am "pretty sure" about what is going on for their child as reader, writer, and learner: These "Pretty Sures" go on a cover shed and are used to guide instruction: By her fourth meeting with Virgie, Stephanie wrote she was `pretty sure" bras: 1. V4e feels confident about her ability to read pm ictable, familiar picturebooks with support; 2. When reading these kinds of books, Virgie uses picture cues as a strategy to predict and make sense of the text. 3. Virgie has had limited exposure to the English language. Stephanie had also discovered that V4e had a hearing aid which she did not consistently wear in school and which she chose not to wear at home. Vergie explained that it was too noisy in her house, and when she wore the hearing aid, the noise hurt her cars. At this time. Stephanie revisited her interpretations and hypotheses and compiled a master list of hypotheses she still wanted to explore. She listed them as questions. 1. Does Virgie consistently use self-monitoring and self -correction? 2. Does Virgie consistently use picture cuts (in other reading situations)? 3. Does Virgie use syntactic cues? 4. Does Virgie make effective use of grapho- phonemic information? S. Under what other conditions will Virgie feel con- fident? Take risks? Predict? 6. Has Virgie had limited exposure.to written texts? Has that, coupled with the limited exposure to oral language caused by her hearing loss, affected her concept development? 7. What books will Virgie read independently with- out my nearby support? 8. What function is written language serving for her? understand. We got out of the way of the students' learning. Initially. because we did not want to jump to quick fixes, and because we were looking for multiple interpretations, we inadvertently gave students mors time to solve their own problems. We subsequently came to value this time, time which Fran Yamate labels "discovery time—time for the child to figure out and use new strategies." Because we valued this discovery time, we changed the shape of our responses. Rather than trying to solve problems for a particular child, we helped the child solve problems for him/herself. As Dianne Yoshizawa, a kindergarten teacher, explains: I found myself observing more and thinking about why a child does what he/she does, instead of my directing him/her to do it my way. I also found myself asking a child to think through his/her actions so we could name and value them. I can see that by doing so, I give chil- dren the time and opportunity they need to think for themselves and make their own decisions. We also changed our ways of teaching. Bette Ito, who &cher at a middle school, reports that because of the HT process, she altered her role and her goals: I now want them to teach me what they know, how they have come to know that, and show me what they're going to do with that knowledge-... I taw believe my job is to guide them beyond what they can already do. My students need to read for their own purposes and write in their own voice and answer their questions, not mine. They must discover how powerful their own voice can be. Because I've thought with the HT pro- cess. I've given back of a lot of the responsibility for learning to them. Making the "Abstraction Connection" This terra was coined by Lynn Yoshizaid, and many of us who have worked with Lynn have adopted the term because we have found it a useful way to label the third reason we value the HTprocess. Lynn explains that the abstraction connection happens when a learner gets "beneath the surface" and really understands. She says abstraction connections am 'Internalized understand- ings". and that making an abstraction connection is "like Thomas Edison's light bulb going on. Something clicks inside your brain. You get an 'shat' and that feels so gam." We were able to make abstraction connections because we focused on understanding the "particulars." As Elaine TsucWyama, a first -grade teacher, argues: It is the particulars that bring forth new understandings which help us make informed generalizations labstrac- 111 When Assessment'Is Inquiry' tion connections). This idea of looking at the particu- lars of a child's learning is the driving force behind the HT Process. It is the particulars that germinate possibil. ides that lead to new planes of understanding, making us, as learners, boner teachers. With this new-found knowledge we then began to use what we had learned to help all the children in the classroom. For all of us, the HT process allowed us to make abstraction connections. Things we knew, things that were somehow outside of us, became things we under- stood, things that were part of us. For many of us, this revolutionized how we thought *and how we taught Carrie Kawamoto, who was then teaching first grade., explains: As I listened to the children M241 could now see them making sense! Margaret Meek's [1987) words came alive for me. I had read her essay many times over the years, but rex until this year did her words make sense to me. I am now able to see the children learning to read with a new set of eyes. A Fourth Reason? There is, perhaps, a fourth reason --a mason that tran- scends all other reasons and, although simpler, is also mon complex: Using the HT process leaves us in a bet- ter place as teachers. All of us "ache with caring"; all of us continually want to do a better job for children. We have seen that the HT process helps us do that. As Jennifer Story. a sixth -grade teacher, says: HT helps me begin the year feeling hopeful instead of helpless. I know that most of my bids, even the ones who have had bad school experiences, begin the year hoping that this year will be different, that this year they mill be good and successful and that wAdxis will like them. It's obvious on the first day that all the chil- dren are trying to make a good first impression. It is only after they once again encounter the bitterness of failure that they begin to disrupt, all attention to them- selves, or resist through silence or lack of cooperation. With HT, I hope to begin to find those students before they find me. Through my observations, I an be pmw- tive instead of reactive; I an help my kids who Dead mos help before they cry out for it; and, before they encounter failure again, perhaps I cin introduce to them the sweet taste of success. For all of us, this last reason is reason enough. References Fox, M. 0988). Notes from the battlefield: Towards a theory of why people write. Language Arta, 65, 112-125. Ginsberg, H., do Opper. S. (1979). Piagets theory of uttellec. tuat development. Englewood Cliffs, NJ: Prentice -Hall. Page 1 of fila•//('•\T 1"n,,.,.o„t�OL7n .ao/�n��rr:. \1.1. ;�,, 1 \Af..O/7nTl r \rA..o/1nn: ..._ _\inn nnNA mr ciniI%nnn Westlake Academy Language Policy February, 2007 WESTLAKE ACADEMY LANGUAGE POLICY 't (-14 Westlake Academy Language Policy February, 2007 Mission Statement The teaching and learning of language at Westlake Academy is based on the belief that language is a means to express, convey, explore, reinforce and expand the learner's self-discovery, ideas, perspectives, culture, and to understand those of others. Students learn language, learn through language, and learn about language. Statement of Philos�0- All teaching and learning is driven by the idea that through language instruction, we are encouraging intercultural awareness and new perspectives, a culture of curiosity, as well as an appreciation of the richness of our world's diversity. We strongly believe that through this exploration of language, students develop as deeper, independent thinkers; as responsible, understanding citizens of the world; and as better communicators in our multilingual world. All students experience an enriched, language program in which English is the primary language of instruction and Spanish is taught as an additional language. At Westlake Academy, we consider Math, Visual Arts, and Music as other valuable languages to which all students are consistently exposed and encouraged to use to understand the world. 2 Westlake Academy Language Policy February, 2007 Purpose of the Lan ua a Polic This document has the purpose of making explicit the language' philosophy of Westlake Academy, a multicultural school, offering an international education to children from K through Grade 12. It outlines the school's lin uistic and academic goals and defines how its students will attain them. g This document will also compile and inform teachers about teaching and learning practices regarding the language curriculum, and will communicate and involve families in the process of shaping international, life long learners. Language Values Westlake Academy Language Policy February, 2007 Language is a means for constructing the learner's social life. Language is a social construction in itself, for it is a means and example of social interactions. Children develop language and language proficiency through their social interactions. it can be developed and used to promote social justice and an opportunity for changing the social mobility of the individuals involved in the linguistic interaction. Language is knowledge in itself, and the means to construct knowledge. Children develop language as they develop thought, and they develop thought as they develop language. Language is thought, and it offers scaffolding for more complex thoughts. It is an evidence of thought and a tool for thought. Language promotes creation and is a means to express knowledge. As well as communicating meaning, it can be used "to make things." Literature Mathematics, Music, etc. are examples of its ability to create. Language is a system that is acquired and learned through generalizations and correction of errors in a natural and taught way. Language is a system with rules and conventions that may be transferred between systems. Those conventions are built through generalizations and the communicator's need to be understood by the audience. Inconsistent correction of mistakes may cause fossilization of errors misconceptions and ineffective communication. 4 Westlake Academy Language Policy February, 2007 Language is seen as a means as well as evidence of the learner's thou ht development. We will commit to facilitate o g to learn and acquire language both consciously unitiand es for all our students exposing them to different varieties of language,subconsciously by symbols, and forms of language. aud►ences, literature, 5 Westlake Academy Language Policy Language B February, 2007 Spanish is the additional language taught at Westlake Academy. Learning an additional language helps students understand other cultures and become more international in their outlook. Starting in Kindergarten, students receive instruction in an interactive, immersion approach to Spanish. Emphasis on grammatical structures, verbal and writing skills, and vocabulary will help students develop the tools they need to become effective communicators. International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the d ay life, and behavior of people in Spanish speaking countries, and throe hout the world. g Language for Learning: Best Practices n Westlake Academy Language Policy February, 2007 Essential A reement Common: 1. Our teaching will try to emulate the natural acquisition (communicative) of language, but we will also provide a framework for learning skills and tools. 2. We will strive to create an environment where authentic learning experiences are emphasized and a culture of curiosity is nurtured. 3. We will always make students active learners, fostering inquiry and promoting real life applications using language as the means to inquiry and intellectual development. 4• We will ensure that with teacher guidance, explorations chosen by the learners are those that generate a sufficient amount of interest and uncertainty to provoke creative thinking and open to different avenues of exploration problem solving, and are 5• We will foster a holistic approach to lear iritter-disciplinary connections. ning making trans -disciplinary and 6. We will cater to local educational requirements without compromising or disregarding the development of a truly international curriculum. 7• We will support the learners' actual development and will act as facilitators who guide them to reach their potential. 8• We will also differentiate when assessing the learners' work tor ovide meaningful tasks and assessment for all students considering all levels and abilities. 9. We will provide opportunities to construct knowledge through exposing the students to different purposes and audiences, as well as through the exploration of various genres. 10. We will consistently apply formal instruction on language use that is progressively sophisticated. I. We will develop and expand our students' ability to express, represent, and understand thoughts, feelings and experiences of self and others Writing Across the Curriculum 7 NN'estlake Academy Language Policy February, 2007 Common: Essential A reement I • We will foster the students' intrinsic motivation and natural desire to communicate through writing by giving real purpose to their writing, by helping them be aware of the different audiences for their writing, and b facilitating the students' exposure to varied, challenging and meaningful writing nn ---f- nities 2. We will establish clear expectations (style, audience, purpose presentation) at the start of assignments through the usage of teacher/student made rubrics or other assessment tools, according to rade levels I We will ensure the development of this skill through constructive, critical feedback from peers, teachers, and iDarents 4. We will provide consistency through the promotion of "process writing" throughout the three programs in order to encourage a natural acquisition of this process as part of the students' writing tools. 5. We will communicate clear evidence that students' writing is highly valued and read through a range of strategies including such as displaying their work on walls and notice -boards, periodically adding students' writing samples to the grade newsletters, having they can share their writing, and sending samples' and different types conferences eof feedback home. 6. We will encourage parental interest in student writing through various ways such as home/school journal of letters, sharing portfolio pieces during student -led conferences, showcasing samples according to groups to help parents have realistic and accurate expectations, presenting to parents positive Ways to respond to their child's writin . 7• We will encourage parental interest in student writing through various ways such as home/school journal of letters, sharing portfolio pieces during student -led conferences, showcasing samples according to age groups to help parents have realistic and accurate expectations, PYP: presenting to parents Positive ways to respond to their child's writin . 8. We will introduce this skill to young learners by using tactile methods t hat will encourage fine motor development as well as correct muscular development to avoid issues such as incorrect pencil grip, inappropriate hand movements, etc., for writing is a learned behavior and bad habits are hard to correct. 9. We will encourage and ensure that writers develop a sense of Dur and audience. ose p 10. We will encourage students to develop a reading -writing connection b incorporating structures and literary devices from their literature texts o their own writin . 11 • We will rovide op ortunities for writin a varlet ofenres. 12. We will cater to a balance between personal response writing and Westlake Acadeniv Language Policy February, 2007 rocess writin . 13. We will Provide Opportunities for collaborative writing. 14. We will encourage and provide opportunities for students to publish work be and the teacher or school. their 15. We will provide opportunities for students to understand and use technical language specific to different subject areas. 16. We will encourage students to look for patterns in words as part of understanding spelling as well as relevance to reading/writing reading/writingexperience. MYP: 17. We will encourage students to create their own works several genres (poetry,rose, etc. of literature in 18. We will encourage the usage and exploration of different types and styles of language as the students choose, develop, and present their Personal Projects. In this context, language (writing, reading, oral presentations music, etc) may be a means used to explore the chosen topic, or the final outcome itself. 19. We will provide students with instructions on ways to construct their formal writing through a process that incorporates prior learnin and organization strategies. g 20. We will build upon students' prior knowledge and understanding of different strategies when planning, organizing and writing extended structured pieces of work (outlines, se uencin ,etc). 21. We will introduce introduce the concept of the Desi citation. n Cycle. 22. We will require students to cross-reference their sources with correct 23. We will educate the students on how to compile an appro riate biblio rah (includingMLA and APA formats) p 24. We will provide opportunities for students to reflect upon, and evaluate their work in writin 25. We will provide opportunities for students to write about their methods used inproblem-solving mathematics and science). 26. We will require students to write a coherent 200 -word essay in S anish (a requirement for Lan ua e B, Year 5) p Reading Across the Curriculum Common: Essential A reement Z Westlake Academy Language Policy , February, 2007 I. We believe on the importance of literature as a way of understanding one's self and others. - 2. We will encourage the development of linguistic competences through reading, paying special attention to grammar, syntax, speech patterns, and dialects. 3. We believe reading has to be viewed as a priority, and this has to be reflected through active participation of staff, parents, students, and our communit members at lar e in the promotion of increased literacy skills. 4. We believe that we can show our commitment to universal literacy by providing a strong reading program including reading aloud, reading for pleasure, critical literacy, informative reading, and extension reading, PYP: essential components of an inquiry based program. 5. We will promote reading for understanding moving from phonemic awareness to context readin . 6. We believe that exposing the students to good quality, international literature will encourage international awareness and the development of a rich a reciation of this area of Ian ua e. 7. We believe that having resources at student reading levels, as well as extensive classroom libraries, enhances student driven research skills and Ian ua a development. 8. We will expose the students to a variety ofenres. 9. We believe reading aloud should be consistently encouraged, for it strengthens oral reading skills such as listening comprehension skills, fosters the student's self esteem, promotes critical thinking and discussions, and allows a time for modeling oral reading to students. 10. We will promote deep explorations of the meaning of stories told through literature. 11. We will provide opportunities to explore language and words to heighten awareness of the beaut of language. 12. We will explore the different purposes for reading and situations where we read. 13. We will identify struggling readers using K-3 Inventory Program, and will provide students with a differentiated reading development and recovery program. Whenever possible, hesitant readers should be afforded time to read a passage silent) before reading aloud. 14. We will promote additional readin opportunities into daily schedules and all areas ofhe curriculumninluding special them classes, through Book Buddies and designated DEAR time. g p c al 1\7YP: 15. We will expose students to all forms of prose (journals, epics, poet , novels, short stories. poetry 16• We will incorporate the study of all dramatic elements through international plays and media. 17. We will instruct students in literary anal sis, close readin and textual IN Westlake Academy Language Policy February, 2007 annotation to improve comprehension. 18• We will 'Incorporate translated feces of literature at eve grade level. 19. We will provide students with Opportunities mathematical, scientific and technological 'informationetfrand om tract sources. These should include graphical representation of data, raw written and Primary documents. Oral Language Across the Curriculum Common: Essential A reement Westlake Academy Language Policy February, 2007 1. We will promote oral language development through exposing our stude to the chance of carrying out oral presentations, speeches, role- and role-play, p y d 2. We will provide opportunities and encourage students to make oral presentations to their class as well as to other classes, to share and resent what they are learning, 3. We will provide opportunities for small and large groupregularly fostering student talking time, listening skills, and diiscudrsive and metacognitive development. We will do so b students to engage in oral discussion regarding the giving rner Profile,time for Areas of Interaction, Attitudes, etc. of PYP: 4. We will model correct grammar in conversation and will be mindful correctin errors. of 5. We will romote student use and exploration of a wide vocabula . 6. We will modelactive listenin and romote active listening in class. 7. We will expose students to conventions of oral language and will teach oral skills that aid students to respond appropriately in a range of contexts and to different audiences. 8. We will convey the importance of body language, gestures, and faci ex ressions as aids to communicate in certain contexts. al 9. We will have assemblies once a week organized by grade level or combination of grade levels. Through the assemblies, students will be provided opportunities to experience and develop good communication skills and confidence. 10. We will encourage the exploration of language as another means towards deepening and broadening the students' perspectives and points of vie during the PYP Exhibition. They will be encouraged to displaytheir r knowledge and ability to communicate through oral presentations an displays duringthe preliminarystages and the PYP exhibition itself. d IUIYP: 1. We will encourage students to share ideas orally in group discussions activities -during tutorial sessions. and 12. We will require all MYP students to lead a student/parent/teacher conference, twice a year. They will discuss their weaknesses, and strate les for improvement. strengths and 13. We will require all 8th and 10' Grade students to meet with their mentors about their progress on their Personal Project. Students will also have to Present their Projects in front of an Evaluation Committee made up of their peers, parents and teachers. 14. We will have a weekly MYP Assembly developed by one class. students will be responsible for choosing the focus of the assembly The that may be linked to a specific subject matter or to one of the Areas of Interaction. They will be able to combine oral communication skills, dram visual communication, music, etc. a, 12 Westlake Academy Language Policy February, 2007 15. We will require students to perform in character at least on Drama roduction. once a year in a 16. We will encourage students in Aristotlthe study of rhetoric includingt e's rinci les of rhetoric and the avoidance of logic fallacies. 17. We will encourage a greater understanding he study of A& B. g and awareness m Languages dents to maintain a two minute conversation in Spanish. 18. We will regiire stu International Awareness Through Language Across the Curriculum Common: 1• Westlake Academ Essential Agreement motes cultural curiosit throu h encoura 13 Westlake Academy Language Policy Februan', 2007 students to seek different oints of view. 2. Westlake Academy believes that guided inquiry is theappropriate for student learnin vehicle 3. Westlake Academy will encourage students to embrace their c linguistic heritage by modelingcultural and environment of respect and o en-mindednepsoviding a non -threatening 4• Westlake Academy will provide o languages in non -threatening waportunities for using students' additional rcordin readin that Ian ua e for native s eake s inthe area and donating books 5• Westlake Academy will foster international mindedness b students to quality fiction and non-fiction from or about other y exposing f_ o_ s_ term the tB Learner Profile. r cultures and 6. Westlake Academy will attach importance to language learning the encouragement of the development of each student's through and the ac uisition of S apish and En fish. mother er tongue 7. Westlake Academy will offer Spanish, in addition to the I instruction to students from K to 12. language of BiblioQrar,hy Brizuela, Barbara M., 2004, Mathematical Development in Youn Exploring Notations, Teachers College Press. 9 Children Brown, H. Douglas, 2000, Teaching by Principles, Logman. Caine and Caine, 1997, Unleashing the Power of Perceptual Change, ASCD. 14 Westlake Academy Language Policy February, 2007 Corson, David, 1999, Language Policy In Schools: A Resource for Teachers Administrators, Lawrence Erlbaum Associates and Escomba, Miguel A., 1999, Construir la Escuela Intercultural Reflexiones y propuestas para trabajar la diversidad etnica y cultural, Grab. Krashen, Stephen, 2004, The Power of Reading, Heinemann -Libraries Unlimited. Krashen, Stephen, 2003, Explorations in Language Acquisition and Use Heinemann. 1130, 2003, Primary Years Programme Language scope and sequence. IBO, 2007, Making The PYP Happen. Perkins, David, 1994, The Intelligent Eye, Learning to Think by Looking at Art J.Paul Getty Museum. g Schiffer, Deborah, Twomey, Catherine, 1993, Reconstructing Mathematics Education, Teachers College Press. Schiffer, Deborah, 1996, What's Happening in Math Class? Vol 2, Teachers College Press. Tishman, S., Perkins, D., Jay, E., 1995, The Thinking Classroom, Learnin a Teaching in a Culture of Thinking, Allyn and Bacon 9 nd Twomey Fosnot, Catherine, 1996, Constructivism, Teachers College Press. Whitehead, R. Marian, 1997, Language and Literacy in the Early Years Se Edition, Paul Chapman Publishing Ltd. Gond Schifter, Deborah, Twomey, Catherine, 1993, Reconstructing Mathematics Education, Teachers College Press. Schifter, Deborah, 1996, What's Happening in Math Class? Vol 2Teacher College Press. , r s 15 WESTLAKE ACADEMY PYP COORDINATOR SELF -APPRAISAL General Information a) Name b) Date O—Outstanding: Above and beyond the necessary qualities for the `minimum criteria'; VG— Very Good: Above the necessary qualities for the `minimum criteria'. S -Satisfactory: All necessary qualities for the `minimum criteria'; NI—Needs Improvement: Does not consistently meet the requirements of the `minimum criteria' Section A: philosophy NY (:Z< ,,z t -& 0 VG S NI Al: There is close alignment between the educational beliefs and values of the Coordinator and those of the program. 1. The Coordinator is committed to the principles defined in the IBO and Academy mission statements. 2. The Coordinator is committed to developing in students abd staff the qualities, attitudes and characteristics described in the IB learner profile. 3. The Coordinator is committed to continuous improvement. 4. The Coordinator promotes student and teacher inquiry and the development of critical -thinking skills. 5. The Coordinator provides a climate that encourages positive innovation in implementing the philosophy of the program. A2: The school promotes international -mindedness on the art of the adults and the students in the school communih'. 1. The Coordinator values and makes productive use of the diversity of cultures and perspectives that exist in the school and in the local, national and global communities to enhance learning. 2. The Coordinator encourages learning that fosters responsible citizenship and international -mindedness. 3. The Coordinator encourages teacher learning that celebrates and fosters understanding of different cultures. 4. The Coordinator develops a climate of open communication and careful expression of ideas, attitudes and feelings. 5. The Coordinator provides a safe, secure and stimulating environment based on understanding and respect. 6. The Coordinator takes advantage of the international network of IB schools teaching the same program through email, personal exchanges and the OCC. 7. The Coordinator conducts parent information sessions 8. The Coordinator sets up systems for communication and NY (:Z< ,,z t -& collaboration among all staff members. Standard B: orizanization B1: The school demonstrates ongoing commitment to, and O VG S NI protides support for, the program through appropriate administrative structures and systems, staffing and resources. 1. The Coordinator takes advantage of the time for collaborative Tanning and reflection built into the teacher's schedule. 2. The Coordinator provides effective pro -active support for teachers. 3. The coordinator ensures that copies of the IBO publications are available to all staff members. 4. The Coordinator prepares and submits any documentation re uired for authorization and evaluation. 5. The Coordinator responds to requests for information from the IBO. 6. The Coordinator makes recommendations for purchasing suitable resources to support the program. 7. The Coordinator identifies local people and resources that can be used to support the program. Standard C: curriculum C1: Comprehensive, coherent, written documents based on the requirements of the program and developed by the school, are available to all sections of the school community. 1. The Coordinator publishes the school's Program of Inquiry. 2. The Coordinator leads the staff in regular review and revision of the Program of Inquiry and the Units of Inquiry. 3. The Coordinator assists teams in developing Units of Inquiry. 4. The Coordinator establishes and maintains a record of completed lanners. 5. The Coordinator leads the process of developing and reviewing the school's scope and sequence documents. ensuring that the Texas TEKS are included. 6. The teacher promotes all the attributes of the IB learner profile. 7. The Coordinator participates in the development and review of the school's strategic plan. C2: The school has implemented a system through which all teachers plan and reflect in collaborative teams. 1. The Coordinator is involved in collaborative planning sessions on a regular basis. C3: Teaching and learning at the school empowers and encourages teachers to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action. 1. The Coordinator ensures that staff are made a,.N-are of professional development oportunities. 2. The Coordinator plans on-campus professional development sessions. 3. The Coordinator identifies teacher strengths and involves staff members in leading professional development sessions. 4. The Coordinator makes recommendations regarding training opportunities on and off campus.. 5. The Coordinator keeps a record of workshops and school visits. 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 program. 1. The Coordinator is responsible for the formulation of assessment policies and documents. 2. The Coordinator plays a leading role in the development of mentoring and appraisal programs. 3. The Coordinator uses data to analyze and inform the evaluation and subsequent modification of teaching and learning strategies. Past — Current— Future What parts of your job have given you the greatest satisfaction during this academic year? What parts of your job have given you the least satisfaction during this academic year? ■ Is there anything that could be done to overcome the latter? ■ Which are the major obstacles that impede you from achieving your objectives? ■ What can be done to remove these obstacles? ■ What additional things might be done to help you ■ What contribution do you feel you can make towards staff development in the school? 1r, MNDE RSTAND1NG by b± E S1 G N 4- To begin n•ith the cnd in mind means to Start with a dear understanding of is to i;now whor you're going So yrnlr destination. It mea tlhat you better understand whcre you arc "a"' so that the sups you take are always in the tight dirrction. —STEPHE:`t R. CovEy THE SE%*E.\, HABITS OF HIGHLY EFFECTIVE PEOPLE Design—(-,•b) To have purposes and intentions; to plan 2nd execute O\rORD EXGLISH DICTIONARY TEACHERS .ARE DESIGNERs. AN ESSENTIAL ACT OF OL'R ; profession is the design of curriculum and learning experiences to meet specified purposes. We are also designers of assessments to diagnose student needs to guide our teaching and to enable us, our stu- dents, and others (parents and administrators) to determine whether our goals have been achicved; that is, did the students learn Mid understand the desired kno\vlcdge? Like other design professions, such as architcc- ture, engineering, or grapljic arts, designers in edu- cation must be mindful of their audiences. Professionals in these fields are strongly client cen- tered. The cffecti\•cness of their designs cot-rcsponLIS to \\ hcther they have nceomplished their gOals for the end users. Clearly, students are our primary clients, givetn thnt the effectiveness of curriculum, assessment, and instructional designs is ultimately determined by their achievement of desired learnings. As Nvith other design professions, standards inform and shape our work. The architect, for example, is guided by building cocks, customer budget,and ncstltctics. The teacher as dcsioncr is similarly constrained. We are not free to teach ny topic we choose. Rather, we are guided by national, state, district, or institutional standards that specify whit stridents should know and be able to do. These standards provide a framework to help its identify teaching and learning priorities and guide our t UNDERST-A-N -D -ING by `D E- S-1 G N design of curriculum and assessments. in addition to external standards, we also consider the needs of our students when designing learning experiences. For example, student interests, developmental lev- els, and previous achievements influence our designs. Are the Best Curricular Designs "Backward"? Ho\v, then, do these design considerations apply to curriculum planning? We use curriculum as a means to an end. We focus on a particular topic (e.g., racial prejudice), use a particular resource (e.g., To Kill a AJocl:ingbird), and choose specific instructional methods (e.g., Socratic seminar to dis- cuss the book and cooperative groups to analyze stereotypical images in films and on television) to cause learning to meet a given standard (e.g., the student will understand the nature of prejudice, and the difference between generalizations and stereotypes). \Vhy do we describe the most effective curricu- lar designs as "backward"? We do so because many teachers begin .with textbooks, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards. We are advo- cating the reverse: One starts with the cnd—the desired results (goals or standards)—and then derives the curriculum from the evidence of learn- ing (performances) called for by the standard and the teaching needed to equip students to, perform. This view is hardly radical. Ralph Tyler (1949) described the logic of backward design clearly and succinctly about 50 years ago: Educational objectives become the criteria by %%ilich materials are selected, content is outlined, instructional procedures arc de%•eloped, and tests and examinations are prepared.... The purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that instntctionai activities can be planned and developed in a gray likely to attain these objectives (pp. 1, 43). Backward design may be thought of as pur- poseful task analysis: Given a task to be accom- plished, how do \ve get there? Or one might call it planned coaching. What kinds of lessons and prac- tices are needed to master key performances? The approach to curricular design we are advocating is logically forward and commonsensical but back- ward in terms of conventional habits, whereby teachers typically think in ternis of a series of activities (as in the apples unit presented in the Introduction) or how best to cower a topic (as in the world histo- ry vignette). This backward approach to curricular design also departs from another common practice: think- ing about assessment as something we do at the end, once teaching is completed. Rather than creat- ing assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropri- ately assess our standards), backward design calls for us to operationalize our'goals or standards in terms of assessment evidence as we begin to plan a unit or course. it reminds us to begin with the ques- tion, would we accept as evidence that stu- dents have attained the desired understandings and proficiencies—bcfore proceeding to plan teaching- and eachingand learning experiences? Many teachers who have adopted this design approach report that the process of "thinking like an assessor" about evi- dence of learning not only helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students per- fornn better knowing their goal. Greater coherence among desired results, key performances, and teaching and learning experiences leads to better student per(onnance—the purpose of design. The Backward Design Process The logic of backward design suggests a plan- ning sequence for curriculum. This sequence has three stages, shoum in Figure I.I. in this section, ,ve examine these stages and illustrate their application with an example of a design for a 5th grade unit on nutrition. FIGURE 1.1 STAGES IN THE BACKWARD DESIGN PROCESS Identify desired results. 4ZD Determine acceptable evidence. Plan learning experiences and instruction. 9 WHAT Is BACKWARD DESIGN? Stage 1. Identify Desired Results What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired? In this first stage, we consider our goals, exam- ine established content standards (national, state, and district), and review curriculum expectations. Given that there typically is more content than can reasonably be addressed, we are obliged to make choices. A useful rrame\vork for establishing curric- ular priorities may be depicted using the three nest- ed rings sho\-.-n in Figure 1.2 (see p. 10). The empty background within the middle ring represents the field of possible content (topics, skills, and resources) that might be examined dur- ing the unit or course. Clear]}; we cannot address all areas; thus, the largest ring identifies kno\\lcdge that students should find worth being familiar with. During the unit or course, what do we want stu- dents to hear, read, view, research, or otherwise encounter? For example, in an introductory course on classroom assessment, it makes sense for adult students to be conversant with the history of sian- dardizcd testing in the United states and in other nations. Broad -brush knowledge, assessed through traditional quiz or test questions, would be suffi- cient, given the purpose of the course. In the middle rind, we sharpen our choices by specifying important I;rlowledge (facts, concepts, and principles) and skills (processes, strategics, and methods). \\e would say that student learning is incomplete if the unit or course concluded without mastery of these essentials. For instance, the charac- teristics of, and distinctions beuveen, norm- nild criterion -referenced nssessments :could be consid- ered essential knowledge in the assessnncnt course, and some use of iiint knowledge would properly be 11 Tights of individuals—concepts such as due process. This big idea transcends its roots in 13th century England to become a cornerstone of modern demo- cratic societies. A big idea also can be described as a linchpin idea. The linchpin is the pin that keeps the wheel in place on an axle. Thus, a linchpin idea is one that is essential for understanding. For instance, without grasping the distinction between the letter and the spirit of the law, a student cannot understand the U.S. constitutional and legal system even if that stu- dent is highly knowledgeable and articulate about the facts of our history. Without a focus on linchpin ideas that have lasting value, students may be left with ensily forgotten fragments of knowledge. In sum, as jeron,e Bruner (1900) put it bluntly in The Process of Educa(ion, "For any subject taught in primary school, we might ask [is it] worth an adult's knowing, and whether having known it as a child makes a person a better adult" (p. 52). A ncJ ntive or ambiguous answer means the "material is cluttering up the curriculum." Filter ?. To what extent docs the idea, topic, or process reside at the heart of the discipline? By invoh•ing students in "doing" the subject, Nve provide them with insights into how kno:vlcdge is generated, tested, and used. Consider the ways professionals work within their chosen disciplines—conducting investigations in science, writing for different pur- poses (to inform, persuade, orcntcrtain) to real audi- ences, interpreting events and primary source docu- 111e111s ill history. appl)-ing nrlthenlatics to solve real- world problems, researching, critiquing books and n1ovics, and debating issues of social and economic policy Authentic learning experiences shirt a student frons the role ora passive knowlcdge receiver into a more active rale is a constructor of nlcaning.1 WHAT IS BACKWARD DESIGN? Filter 3. To what extent does the idea, topic, or process require uncoverage? Think about the abstract ideas in the unit or course, those concepts and principles that are not obvious and may be counterintuitive. For example, in physics, students frequently struggle with ideas concerning gravity; force, and motion. When asked to predict which object—a marble or a bowling ball—will strike the ground first when dropped simultaneously; matey students reveal a common misconception by incor- rectly selecting the bowling ball. What important concepts or processes do stu- dents often have difficulty grasping? What do they typically struggle with? About which big ideas are they likely to harbor a misconception? These are fruitful topics to select and uncover—by teaching for understanding. Filter 4. To what extent does the idea, topic, or process offer potential for engaging students? Certain ideas are inherently interesting to students of various ages. And textbook knowledge that ini- tially scans dry or inert can be brought to life by inquiries, simulations, clebatcs, or other kinds of inherently engaging experiences. By having students encounter big ideas in ways that provoke and con- nect to students' interests (as questions, issues, or problems), we increase the likelihood of student cllgagerllcnt and sustained inquiry For example, the question, \\-11at does it mean to be independent? not only serves as an essential question for the esplo- rntion of topics in social studies (Revolutionary War, Slavery. and ccononlics) but relates to a rundanicn- tnl quest of adolc5cc11CC. ldcas stlCh as thCSC rc doorways to other big ideas, such as, \ti�llnt are the responsibilities and constraints that necompmly increased rrecdoms? short-term to long-term), setting (from decontextu- alized to authentic contexts), and structure (from highly to nonstructured). Because understanding develops as a result of ongoing inquiry and rethink- ing, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event—a single moment -in -time test at the end of instruction—as so often happens in current practice. 1:1 t' USCONCEPTION ALERT When xve speak of evidence of tmdcrstanding, we are referring to evidence gathered through a variety of formal and informal assessments during a unit of study or a course. We are not alluding only to end - of -teaching tests or euhninating petformince tasks. Rather, the coliccted evidence ive seek may well include observations and dialogues, traditional qui::_cs and tests, pctformance tasks and projects, ns well as students' self assessments gathered over time. Given its focus on understanding, our unit or course will be anchored by performance tasks or pro- jects—these pro\-ide evidence that students are able to use their knowledge in context, a more nppropri- nte means of evoking and assessing enduring under- standing. More traditional assessments (such as quizzes, tests, and prompts) nre used to round out the picture by assessing essential knowledge and skills that contribute to the culminating perfor- mances. Figure 1.4 (sec p. 14) shows the balanced use of different types of assessments. QVC can relate these: Various assessment t)Tcs to the ncsteii rims to show the relationship of curriculum priorities and assessments, as Figure 1.5 (sce p. 15) illustr.lics. 13 WHAT Is BACKWARD DESIGN? Stage 3. Plan Learning Experiences and Instruction With clearly identified results (enduring under- standings) and appropriate evidence of understand- ing in mind, educators can now plan instructional activities. Several key questions must be considered at this stage of backward design: ■ What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? ■ What activities will equip students with the needed knowledge and skills? ■ What will need to be taught and coached, and how should it best be taught, in light of perfor- mance goals? ■ What materials and resources are best suited to accomplish these goals? X is the overall design coherent and effective? . Note that the teacher will acldress the specifics of instructional planining choices about teaching methods, sequence of lessons, and resource nnatcri- . —r jter identifying the desired results and nsscss- ments. Teaching is a mans to an end. Having a clear goal helps its ns educators to focus our pl2nning and guide purposeful action toward the intended results. Application of Backward Design Setting: We arc inside the head of a 5th gado tca cher, Bob James, as he dermis a throe-\,;cck unit Oil nutrition. Using these standards as the starting point, I need to decide what enduring understanding I want my students to take away from the unit. Although I've never deliberately thought about enduring knowledge, per se, I like the concept and think that it will help me focus my teaching and limited class time on the truly important aspects of this unit. As think about the three content standards and the four filters for understanding, I think that what I'm really after is Students will use an understanding of the ele- ments of good nutrition to plan a balanced diet for themselves and others. This understanding is clearly enduring, because planning nutritious menus is an authentic, lifelong 15 WHAT IS BACKWARD DESIGN? need and way to apply this knowledge. I'm still a little unclear about what "use an understanding" means, though. I'll need to reflect further on how an understanding goes beyond the use of specific knowledge. The basic concepts of nutrition are fair- ly straightforward, after all. as are the skills of menu planning. Does anything in the unit require, then, any in-depth and deliberate uncoverage? Are there typical misunderstandings, for example, that I ought to more deliberately focus on? Well, as I think about it. I have found that many students harbor the misconception that if food is good for you, it must taste bad. One of my goals in this unit is to dispel this myth so that they won't have an automatic aversion to healthy food. In terms of the potential for engagement, no problem Figure 1.5 CURRICULAR PRIORITIES AND ASSESSR!ENTS Worth being Assessment Types - familiar %with Traditional quizzes and tests ;----- - ■ paper/pencil _ u selected response o constructed -response Important to ((understanding Performance tasks and projects :-----know and do ■ open-endeda complex o authentic "Enduring" them. They'll have to learn about the minimum daily requirements for these nutritional elements and about various health problems that arise from poor nutrition. In terms of skills, they will have to learn how to read and interpret the nutrition fact labels on foods and how to scale a recipe up or down since these skills are necessary for their culminating project—planning healthy menus for camp. Now for the learning experiences. I'll use resources that I've collected during the past several years—a pamphlet from the USDA on the food groups and the food pyramid recommendations; a wonderful video, "Nutrition for You"; and, of course, our health textbook (which 1 now plan to use selec- tively). As I have for the past three years, I will invite the nutritionist from the local hospital to talk about diet, health, and how to plan healthy menus. I've noticed that the kids really pay attention to a real-life user of information they're learning. My teaching methods will follow my basic pat- tern—a blend of direct instruction, inductive (con- structivist) methods, cooperative learning group work, and individual activities. Planning backward has been helpful. I now can more clearly specify what knowledge and skills are really essential, given my goals for the unit. I'll be able to concentrate on the most important topics (and relieve some guilt that I am not covering everything). It is also interesting to realize that even though some sections of the textbook chapters on nutrition will be especially useful (for instance, the descriptions of health problems arising from poor nutrition), other sections are not as informative as other resources I'll now use (the brochure and video). In terms of assessment, I novr know more clearly v,rhat I need to assess using traditional 17 WHAT IS BACKWARD DESIGN? quizzes and tests, and why the performance task and project are needed—to have students demon- strate their understanding. I'm getting the feel for backward design. Notice that the approach to design described in the nutrition unit has four essential features: 1. The assessments—the performance tasks and related sources of evidence—are designed prior to the lessons. These assessments serve as teaching tar- gets for sharpening the focus of instruction, because ,%ve know in specific terms what ive Nvant students to understand and be able to do. These assessments also guide our decision making about \vhnt content needs to be emphasized versus content that is not essential. 2. Most U -eh; the familiar and favorite activities and projects frill have to be modified in light of the evidence needed for assessing targeted standards. For instance, if the apple unit described in the Introduction Nvere planned using this backnvard design process, We Would expect some of the activ- ities to be revised, to better support the desired enduring understandings. 3. The teaching methods and resource materials are chosen last, mindful of the Nvork that students must produce to meet the standards. For example, rather than focusing on cooperative learning because it's the "in" teaching strate,Y; the question from a backward design perspective becomes, %V1i:it instructional strategics gill be most effective at lhclp- ing us reach our targets? Cooperative learning may or may not be the best nppron ch fora group of stu- dents and these particular standards. 4. The role of the textbook may shift from the prim; ry resource to 1 supporting one. Indeed, in the Take Stage 1, which concerns the targeted understanding. The designer must first clarify what is most worthy of understanding—in need of uncovering within a unit. Considering appropriate local, state, and national standards documents helps frame the target and prioritize instruction. The designer continues to refer to the design criteria to narrow and sharpen the focus of the unit, using the filters. The final product is a unit framed in terms of essential questions, which points clearly and explic- itly toward a big idea. Refer to teacher Bob James's thinking about his nutrition unit in Stage 1 to sce a hypothetical example. In, future chapters, we uncover this design process, examining its implications for the develop- ment and use of assessments, the planning and organization of curriculum, and the selection of powerful methods of teaching. In the closing chap- ters, we present a complete design template corre- 19 WHAT Is BACKWARD DESIGN? sponding to each of the cells of Figure 1.6, a tool for designers that incorporates the elements of back- ward design. Finally; we visit the issue of quality control and offer a set of design standards by which assessments, curriculums, and teaching for under- standing may be gauged—and improved. Our first task, though, as the first cell in the fia ure suggests, is to better understand what content is worthy and needful of understanding. (Recall that teacher Bob James questioned how knowledge and skill differ from understanding.) Our first task for the next three chapters, then, is to better under- stand understanding. Endnote 1. For greater insight into authenticity in learning and achievement, see Newmann ST Associates (1990 and Wig;ins (199S). TABLE 10 Holistic rubric (Adapted from McTighe, 2002) Assessment 33 Topic Name 17 Has a thorough and complete Always plans for inquiry; identifying all information and understanding of the topic. Has an resource needs, forming good questions and setting time advanced grasp of the connections lines and goals. Consistently works independently to between all ideas, identification of gather and sort information from a large range of concepts and key ideas. Able to apply resources. Always presents information in a wide range of knowledge to many other situations. appropriate formats that are exceptionally clear and easy to understand. Has a solid understanding of the topic. Generally plans for inquiry; identifying most information Has a good grasp of most of the and resource needs, forming some good questions and connections between all ideas, setting some time lines and goals. Frequently works identification of concepts and key ideas. independently to gather and sort information from a With prompting, is usually able to apply limited range of resources. Generally presents information knowledge to most other situations. in a limited range of appropriate formats that are usually clear and easy to understand. Has a good understanding of the topic. Occasionally plans for inquiry; identifying some Makes some connections between the information and resource needs, forming a few good ideas, identifies most of the concepts questions and, with support, setting some time lines and and key ideas. With moderate assistance goals. Requires minimal assistance to gather and sort is usually able to apply knowledge to information from a small range of resources. Sometimes other situations. presents information in a small range of appropriate formats that may be difficult to understand. - Has misconceptions which affect Rarely plans for inquiry. Requires considerable assistance understanding of the topic. Makes few, if to identity information and resource needs to form a few any connections between ideas. Unable basic questions. Rarely sets time lines and goals without to identity concepts and key ideas. With considerable assistance. Requires considerable considerable assistance may apply some assistance to gather and sort information from a couple knowledge to limited situations. of resources. Needs considerable assistance to present information in an appropriate format. Often difficult to understand. (Adapted from McTighe, 2002) Assessment 33 (Adapted from McTighe, 2002) Assessment 33 F -V Seven Practices for • Teachers in all content areas can use these seven assessment and grading practices to enhance learning and teaching. Jay McTighe and Ken O'Connor Formative assessments occur concurrently with instruction. These ongoing assessments provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning. Formative assess- ments include both formal and informal methods, such as ungraded quizzes, oral questioning, teacher observa- tions, draft work, think- alouds, student -constructed concept maps, learning logs, and portfolio reviews. Although teachers may record the results of formative assessments, we shouldn't factor these results into summative evaluation and grading. Keeping these three cate- gories of classroom assess- ment in mind, let us consider seven specific assessment and grading practices that can enhance teaching and learning. Practice 1: Use summative assessments to frame meaningful performance goals. On the first day of a three-week unit on nutrition, a middle school teacher describes to students the two summative assessments that she will use. One assess- ment is a multiple-choice test examining student knowledge of various nutrition facts and such basic skills as analyzing nutrition labels. The second assessment is an authentic performance task in which each student designs a menu plan for an Upcoming two-day tripito an outdoor education facility. The menu pian must Provide well-balanced and nutritious meals and snacks. The current emphasis on established content standards has focused teaching on designated knowledge and skills. To ,void the danger of viewing the stan- dards and benchmarks as inert content to "cover," educators should frame the standards and benchmarks in terms of desired performances and ensure that the performances are as authentic as possible. Teachers should then present the summative performance assessment tasks to students at the beginning of a new unit or course. This practice has three virtues. First, the summative assessments clarify the targeted standards and benchmarks for teachers and learners. In standards- based education, the rubber meets the road with assessments because 'they define the evidence that will determine whether or not students have learned the content standards and benchmarks. The nutrition vignette is illustrative: By knowing what the culminating assess- ments will be, students are better able to focus on what the teachers expect them to learn (information about healthy eating) and on what they will be expected to do with that knowledge (develop a nutritious meal plan). Second, the performance assessment tasks yield evidence that reveals under- standing. When we call for authentic 12 EDUCATIONAL LEADERSHIP/NOVEMBER 2005 application, we do not mean recall of basic facts or mechanical plug -ins of a memorized formula. Rather, we want students to transfer knowledge—to use what they know in a new situation. Teachers should set up realistic, authentic contexts for assessment that enable students to rpply their learning thoughtfully and flexibly, thereby demonstrating their understanding of the content standards. Third, presenting the authentic performance tasks at the beginning of a new unit or course provides a mean- ingful learning goal for students. Consider a sports analogy. Coaches routinely conduct practice drills that both develop basic skills and purpose- fully point toward performance in the game. Too often, classroom instruction and assessment overemphasize decon- textualized drills and provide too few opportunities for students to actually "play the game." How many soccer players would practice corner kicks or nun exhausting wind sprints if they weren't preparing for the upcoming examples that display both excellent and weak work. These models help translate the rubric's abstract language into more specific, concrete, and understandable terns. Some teachers express concern that students will simply copy or imitate the example. A related worry is that showing an excellent model (sometimes known as an exemplar) will stultify student creativity. We have found that providing multiple models helps avoid these potential problems. When students see several exemplars showing how different students achieved high- level perfonnance in unique ways, they are less likely to follow a cookie -cutter approach. In addition, when students study and compare examples ranging in quality—from very strong to very weak—they are better able to inter- nalize the differences. The models enable students to more accurately sell ^esess and improve their work before .ning it in to the teacher. Practice 3: Assess before teaching. Before beginning instruction on the five senses, a kindergarten teacher asks each student to draw a picture of the body parts related to the various senses and show what each part does. She models the process by drawing an eye on the chalkboard. "The eye helps us see things around us, "she points out. As students draw, the teacher circulates around the room, stepping to ash clarifying questions (1 see you've drawn a nose. What does the nose help us do?-). On the basis of what she learns about her students from this diagnostic Pre-test, she divides the class into two groupsfordifferenti- ated instruction. At the conclu- of the unit, the teacher asks students to do another drawing, which she collects and compares with their original pre-test as "With performance assessments, the juice must be worth the squeeze." evidence of their learning. Diagnostic assessment is as impor- tant to teaching as a physical exam is to prescribing an appropriate medical regimen. At the outset of any unit of study, certain students are likely to have already mastered some of the skills that the teacher is about to introduce, and others may already understand key concepts. Some students are likely to be deficient in prerequisite skills or harbor misconceptions. Armed with this diagnostic information, a teacher gains greater insight into what to (each, by knowing what skill gaps to address or by skipping material previously mastered; into how to teach, by using grouping options and initiating activi- ties based on preferred learning styles and interests; and into how to connect the content to students' interests and talents. t - Teachers can use a variety of practical Pre -assessment strategies, including pre-tests of content knowledge, skills checks, concept maps, drawings, and K -W L (Know -Want to learn -team) charts. Powerful pre -assessment has the potential to address a worrisome phenomenon reported in a growing body of literature (Bransford, Brown, & Cocking, 1999; Gardner, 1991): A size- able number of students come into school with misconceptions about subject matter (thinking that a heavier object will drop faster than a lighter one, for example) and about themselves as leamers (assuming that they can't and never will be able to draw, for example). If teachers don't identify and confront these misconceptions, they will Persist even in the faro ,r FIGURE 2. Student Learning lbbrves J c 0 d J O C 0 14 Duration Represents several (2 or 3) pieces of evidence. Copyright O Ken O'Connor. Reprinted with permission. Four students master a given learning goal by the end of an instructional segment but have vastly different learning curves. 14 EDUCATIONAL LEADERSHIP/NOVEMBER 2005 good teaching. To uncover existing misconceptions, teachers can use a short, nongraded true -false diag- nostic quiz that includes several potential misconcep- tions related to the targeted learning. Student responses will signal any prevailing misconceptions, which the teacher can then address through instruction. In the future, the growing avail- ability of portable, electronic student -response systems will enable educators to obtain this information instantaneously. Practice 4: Offer appropriate choices. As part of a culminating assess- ntcnt for a major unit on their - state's history andgeography, a i --per. The next class provides additional opportunities to apply various watercolor techniques to achieve such effects as color blending and soft edges. The class culmi- nates in an informal peer feedback session Skill development and refinement result from the combined effects of direct instruc- tion, modeling, and opportunities to prac- tice guided by ongoing feedback. It is often said that feedback is the breakfast of champions. All kinds of learning, whether on the practice field or in the classroom, require feedback based on formative assessments. Ironi- cally, the quality feedback necessary to enhance learning is limited or nonexis- tent in many classrooms. To serve learning, feedback must meet four criteria: It must be timely, specific, understandable to the receiver, and formed to allow for self -adjustment on the studen't's part (Wiggins, 1998) First, feedback on strengths and weak- r-ses needs to be prompt for the :ler to improve. Waiting three weeks to find out how you did on a test will not help your learning. In addition, specificity is key to helping students understand both their strengths and the areas in which they can improve. Too many educators consider grades and scores as feedback when, in fact, they fail the specificity test. Pinning a letter (B-) or a number (82%) on a student's work is no more helpful than such comments as "Nice job" or "You can do better." Although good grades and positive remarks may feel good, they do not advance learning. Specific feedback sounds different, as r in this example: Your research paper is generally well organized and contains a great deal of information on your topic. You used multiple sources and documented them correctly. However, your paper lacks a clear conclusion, and you never really answered your basic research question. metimes the language in a rubric is lost on a student. Exactly what does well organized" or "sophisticated reasoning" mean? "Kid language" rubrics can make feedback clearer and more comprehensible. For instance, instead of sa)Ing, "Document your reasoning process," a teacher might say, "Show your work in a step-by- step manner so the reader can see what you were thinking." Here's a simple, straightforward test for a feedback system: Can learners tell specifically from the given feed- back what they have done well and what they could do next time to improve? If not, then the feedback is not specific or understandable enough for the learner. Finally, the learner needs opportuni- ties to act on the feedback—to refine, evise, practice, and retry. V+rriters rarely compose a perfect manuscript m the first try, which is why the writing process stresses cycles of Irafting, feedback, and revision as the oute to excellence. Not surprisingly, ie best feedback often surfaces in the erformance-based subjects—such as rt, music, and physical education— id in extracurricular activities, such band and athletics. Indeed, the Bence of coaching involves ongoing sessment and feedback. 16 EDUCATIONAL LEADERSMr/NOVEMBER 2005 Practice 6: Encourage self- assessment and goal setting. Before turning in their - .Science lab reports, students review their Ieorh against a list of explicit criteria. On the basis of their scif- assessments, a number of students mahe revisions to improve their reports before handing them in. Their teacher obsen-es that the overall quality of the tab reports has improved. The most effective learners set Personal learning goals, employ proven strategies, and self -assess their work. Teachers help cultivate such habits of mind by modeling self-assessment and goal setting and by expecting students to apply these habits regularly. Rubrics can help students become more effective at honest self -appraisal and productive self-improvement. In the rubric in Figure 1 (p. 13), students verify that they have met a specific criterion—for a title, for example—by placing a check in the lower left-hand square of the applicable box. The teacher then uses the square on the right side for his or her evaluation. Ideally, the two judgments should match. If not, the discrepancy raises an opportunity to discuss the criteria, expectations, and performance stan- dards. Over time, teacher and student judgments tend to align. In fact, it is not unusual for students to be harder on themselves than the teacher is. The rubric also includes space for feedback comments and student goals and action steps. Consequently, the rubric moves from being simply an evaluation tool for "pinning a number" on students to a practical and robust vehicle for feedback, self-assessment, and goal setting. Initially, the teacher models how to self -assess, set goals, and plan improve- ments by asking such prompting ques- tions as, ■ What aspect of your work was most effective? ■ What aspect of your work was least effective? ■ What specific action or actions will A conceptual structure for curriculum is important because conceptual understanding requires content knowledge, but the reverse is not true. TOPICAL ORGANIZERS Frame a set of isolated facts Maintain lower level of thinking I fold learning to the fact or activity level I lave short-term use — to cover an event, issue, or set of facts Increase the overload curriculum CONCEPTUAL ORGANIZERS Provide a mental schema for categorizing common examples Lead to a higher level of thinking Aid in the development of higher -order generalizations Serve as a tool for processing life events Reduce the overload curriculum by framing the most salient or critical examples of the concepts What are generalizations? Generalizations are the enduring understandings, the "big ideas". They synthesize the factual examples and summarize learning. An example by James Banks (1991): FACT: The Chinese immigrants who came to San Francisco in the 1800s established the hid kaon. GENERALIZATION: In all human societies, forms of social organizations emerge to satisfy the needs of individuals and groups. In this book, the focus is on universal generalizations — the enduring understandings that have wide applicability through time and across cultures. Teachers do not usually tell students the generalizations. They teach inductively to develop students' abstract thinking abilities as they relate specific facts to transferable understandings. Generalizations are summaries of thought and answer the relevancy question, "what do I understand as a result of my study?" Generalizations are deeper understandings that transfer through time and across cultures. They hold truth as long as they are supported by the situational examples. Universal generalizations, as they are written, use no past, past -perfect, or present -perfect tenses. To do so would set them in time as facts. What are guiding questions? Guiding questions are a critical driver for teaching and learning. They engage students in the study and create a bridge between performance-based activities and deeper, conceptual understandings. I leidi 1layes- Jacobs (1997), in Mapping the Big Picture, states, "The essential question is conceptual commitment. In a sense you are saying, `This is our focus for learning. I will put my teaching skills into helping my students examine the key concept implicit in the essential question"'. 2 Why are essential questions important in the teaching/learning process? There are a number of reasons why essential questions are important: - We can help students discover patterns and build personal meaning through the effective use of questions. - Essential questions allow for inductive teaching — guiding students to discover meaning rather than relying mainly on deductive lecture methods. - Essential questions are one of the most powerful tools for helping students think at more complex levels. Essential questions have far greater power in the instructional process than do our traditional 'objectives". 1 agree will) I )ayes -Jacobs (1997) that "when the curriculum is formed around questions (rather than objectives), the clear message to the students is that you are probing with them". Wily are essential questions so difficult to write? One reason why teachers are having trouble writing essential questions is that they have not consciously identified the conceptual ideas (generalizations) toward .which the questions should be focused. Consequently, the questions keep flowing toward the specific topic. What is the culminating performance? The culminating performance allows you to make a final assessment on how well students relate content to transferable, conceptual ideas, and on how well they are able to perform with their knowledge. It answers the question, "What do I want students to know, understand, and be able to do as a result of this unit of study? WE are assessing understanding of a major idea (generalization) for the unit, supported by critical content knowledge and demonstrated through a complex performance. ilow do »e evaluate the culminating performance A scoring guide (rubric) is developed as pan of the unit planning process to assess the levet of performance. Is the culminating performance the only assessment in the unit? Definitely not. Throughout the unit, you will use an array of assessn)ents that match the kinds of learning that students are to demonstrate. Interviews, true / false assessments, multiple choice, writing tasks, oral presentations are just a few examples of assessments that provide information about different kinds of learning. flow do we is -rile the culminating performance? A major problem with many performances being written today is that there is often little or no display of deep understanding. I think that this is once again because our traditional curriculum design only takes us to the superficial level of topics and facts. I low, then, can %ve write assessments for deep understanding? I lere we show a simple formula for writing a demonstration of culn)inating performance. This format helps to ensure an assessment of deep understanding. Wl IAT analyze, evaluate, investigate Wily in order to ........... HOW Demonstrate understanding by....... Lest We Forget Summative Assessment Task: Imagine that the Native Americans had somehow travelled to Europe and settled there. What legacy would they have left on European culture and society? Why do you think these things would be legacies? What evidence might you find of the legacy in Europe today? Criteria: demonstrates an understanding of the different types of legacy (Form) can be an event a person may leave a legacy in terms of their characteristics, reputation and achievements (good or bad) - language may be a legacy - an area of learning may be a legacy - a discovery may leave a legacy - an invention may leave a legacy - a legacy can be abstract (like an idea) or concrete (like a painting) explain, giving reasons, how legacies influence the people who come after (Causation) * understand why some things leave a legacy on a large scale while others leave it on a smaller scale. (Causation) * understand the reasons why aspects of the past leave a legacy (Function) * be aware of various, past societies and the legacies they have left * knowledge of a society and culture including government, beliefs, economy, daily life, work and leisure, learning and ideas, Rubric for Assessment: 4 Imagines a number of legacies based on an understanding of the many forms of legacy. Composition is based on knowledge and understanding of Native American culture and society that is accurate. Suggest reasons why these aspects would leave a legacy. Imagines where you would be and find the components that make this legacy. 3 Imagines a number of legacies based on an understanding of the many forms of legacy. Composition is based on knowledge and understanding of Native American culture and society that is for the most part accurate. Suggest a reason or two why these aspect would leave a legacy. Imagines where you would find the components that make this legacy. 2 Imagines a two legacies based on an understanding of the many forms of legacy. Composition is based on knowledge and understanding of Native American culture and society that is somewhat accurate. Suggest one reason why this aspect would leave a legacy. Imagines where you would find the component that make this a legacy. 1 Imagines one legacy based on an understanding of the many forms of legacy. 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CL r bij u GJ -15 tj > b z Cl 30 4) > Cj c -i .c c -i U E vi 0 E Vi "Jj> E ZZ IJ tq' 7= u V) Q > wj "J CI) Cr IM c CJ C— t) tij CJ= W) 13 tj k t q ct CJ ny > t) Q "J IM Ln CJ= W) cz Eli to C5 0 cr 0— > t c 0 r-) 7= > > 0 M u .0 0 C ! 75 V, - C� C) C40) J� tj CRITERIA FOR KNOWLEDGE AND UNDERSTANDING: 1. Understands why people have sought to obtain rights (causation) 2. Understands the concept of rights and human rights (form) 3. Understands why and how rights have been regarded in different times and places (perspective and change) 4. Knowledge and understanding of the civil rights movement in USA including key individuals, context, motivation & events that led up to civil rights movements 5. Understands that rights are ideals that people work towards (reflection) TRANSDISCILINARY SKILL FOCUS: Informed choices- selecting an appropriate course of action or behavior based on fact or opinion Reading- Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions Dialectical thinking- Thinking about two or more points of view at the same time; understanding both points of view; being able to construct an argument; for either point of view based on the knowledge of the other; realizing that others can also take one's point of view. Accepting responsibility- Taking on and completing a task in an appropriate manner; being willing to assume a share of the responsibility Organization- I can plan, carry out and complete activities. I keep my work in order. I keep my things tidy. I know where my things are Planning- I think about what I am going to do. I can write an outline (plan) of what I am going to do. 1 can think of ways to get the information that I need. ATTITUDE FOCUS: Empathy Commitment LEARNER PROFILE FOCUS: Open- minded Reflective TASK: In Pairs Guided options: To develop an action plan where Presentation Things you can write: Report Story Letter Feature Article Email Poem Brochure Portfolio Things you can create: Play Video Drawing Model Game Song Website Presentation Things you can do: Give a speech or oral report Talk to people Talk on the phone How did you do? Did you follow the plan? Did you answer the main question? Did you record your information? How did you score on the rubric? Did you write down sources accurately? Did you present the information in the way it was assigned? Did you learn something? Was it fun to share with others? Process assessment- working in pairs- accepting responsibility application, synthesis, dialectical thinking, organization, planning Reflection Injustice and suffering can motivate people to seek rights Overview: S You will be working in pairs to produce an action plan for a group of people in society today or in the past. Think about a group of people who have experienced injustice and suffering for whatever reason. Think about a right or some rights that you think they should be entitled to. Prepare an action plan to support these people in seeking those rights. Decide one way you can act from the following list Presentation : Things you can write: Report Story Letter Article Brochure Things you can create: Play Game Song Things you can do: Give a speech or oral report Knowledge and awareness of the right they feel people are entitled to Awareness of injustice and suffering felt by others The presentation should indicate the empathy of the author towards the peoples suffering and injustice. The presentation should indicate the author's commitment to change. The presentation should indicate the enthusiasm the author has towards the cause. RUBRIC A 4 The students will show an indepth knowledge and awareness of the right they feel people are enttitled to. The students demonstrate an indepth awarness of injustice and suffering felt by others. The presentation will show empathy the author has towards the peoples suffering and injustice. The presentation will indicate the author's commitment to change. The presentation will indicate the enthusiasm the author has towards the cause. A 3 The students will show a basic knowledge and awareness on the right they feel people are entitiled to. The students will demonstrate an awareness of injustice and suffering felt by others. The presentation will show empathy the author has towards the peoples suffering and injustice. The presentation will indicate the author's commitment to change. The presentation will indicate the enthusiasm the author has towards the cause. A 2 The students will show a superficial knowledge and awaremess of the right they feel people are entitiled to. The students will demonstrate an awareness of injustice and suffering felt by others. The presentation will show empathy the author has towards the peoples suffering and injustice. The presentation will indicate the author's attempt to make a change. The presentation will demonstrate very little enthusiasm the author has towards the cause. A 1 The student shows little or no knowledge and awareness of the right they feel people are entitled to. The students attempt to demonstrate an awarenes of injustice and suffering felt by others. The presentation will show little or no empathy the author has towards the peoples suffering and injustice. The presentation does not attempt to make a change. The presentation will lack enthusiasm the author has towards the cause. Injustice and suffering can motivate people to seek rights Overview: You will be working in pairs to produce an action plan for a group of people in society today or in the past. Think about a group of people who have experienced injustice and suffering for whatever reason. Think about a right or some rights that you think they should be entitled to. Prepare an action plan to support these people in seeking those rights. Presentation : Things you can write: Report Story Letter Feature Article Brochure Things you can create: Play Game Song Things you can do: Give a speech or oral report file:/IC:\Documents%20and%20Settings\bbrizuela\Local%20Settings\Temporary%20Intemet%20Files\Co... 5/9/200 School: Westlake Academy An inquiry into: Age 11-12 6' Grade PYP of the 18: Template for Program of Inquiry version 17- May 2007 Who we are Where we are in How we express How the world How we organise How we share the time and place ourselves works ourselves planet An inquiry into the Culture Folk tales. effects of Commonalities and Mythology. beneficial and nature of he self; An inquiry into An inquiry into the An inquiry into An inquiry into the An inquiry into beliefs and values; orientation in place ways in which we the natural world interconnectedness rights and personal, physical, and time; personal discover and and its laws; the of human- made responsibilities in mental, social and histories; homes and express ideas, interaction systems and the struggle to spiritpal health; journeys; the feelings, nature, between the communities; the share finite human discoveries, culture, beliefs and natural world structure and resources with relationships explorations and values; the ways in (physical and function of other people and including families, migrations of which we reflect biological) and organizations; with other living friends, humankind; the on, extend and human societies; societal decision- things; communities, and relationships enjoy our how humans use making; economic communities and cultures; rights and between the creativity; our their activities and their the relationships responsibilities; interconnectedness appreciation of the understanding of impact on within and what it means to of individuals and aesthetic. scientific humankind and the between them; be human. civilizations, from principles, the environment. access to equal local and global impact of opportunities; perspectives. scientific and peace and conflict technological resolution. advances on society and on the environment. 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The function of rdependence coha the family, school, literature show the role of gravity as different modes of bitation among community, and diversity of a force and its transportation. The species. world cultures and effect on matter role of geography human and balance. and climate in character. A transportation variety of ways systems. stories are presented (through dance, music, puppetry, pictures and various versions) offer different views of human character. 5-6 K Unit Title: Unit Title: My Unit Title: Tell Unit Title: All Unit Title: When Unit Title: The Starting School How We've Me A Story About Matter I'm Big Circle of Life Subject Focus: Grown! Subject Focus: Subject Focus: Subject Focus: Subject Focus: Language Arts, Subject Focus: Language Arts, Science, Math Social Studies Science, Social Studies Social Studies Social Studies Language Arts Central Idea: A Central Idea: Central Idea: formal education Central Idea: Our Central Idea: The world is Communities need Central Idea: provides an lives change Societal values made of different people to fulfill The cycles and opportunity to through experiences and attitudes are forms of maser, roles and provide survival of living learn and share and time reflected through resources in our things is affected information. literature. community. by how living An Inquiry things interact. An Inquiry Into: An Inquiry An Inquiry Into: How matter What school looks Into: How events Into: Expression is categorized An Inquiry An Inquiry like and how change our of PYP traits and into solid, liquid Into: The types of Into: How the school is understandings. Sim attitudes through and gas. Changes jobs performed by similarities and organized. ilarities and literature. Fairy in matter to community differences of Why, what and differences between tales as a means of another workers. The living things affect how we learn personal histories of understanding state. How matter purpose and life cycles. Our ideas. students in . cultural lessons is measured responsibility of personal What our class. How time and specific jobs. How responsibility to responsibilities are affects our growth. messages. How jobs are protect and as learners, parts of a fairytale interconnected and preserve the are designed to cooperate within environments of develop the our living things message of the community. The around the world. story. knowledge, commitment and foundation needed 4-5 to perform a job. 3-4 IBO © September 1999 Beliefs nd i values language Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning. David Corson, Language Policy in Schools: A Resource for Teachers and Administrators (1999) Language is fundamental to learning, thinking and communicating, and permeates the whole curriculum. it is necessary not only to learn language, but also learn about language and through language. Learning best takes place in authentic contexts, and literature plays a special role in enabling this to happen. The strands of oral, written and visual communication are learned across and throughout the subject areas. Each aspect is only relevant in relation to the whole. PYP schools have a special responsibility to recognize and support language development to ensure that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and in the social life of the school, as well as to develop as individuals. All teachers in a PYP school are considered teachers of language. Language learning plays a major role in schools where the language(s) of instruction may not be the student's first language. Research has shown that development of mother -tongue language is crucial for cognitive development and in maintaining cultural identity. It also has the potential to increase intercultural awareness and understanding, and enables students to remain in touch with and maintain esteem for the language, literature and culture of their home country. It is a strong predictor of their long-term academic achievement, including acquisition of other languages. Respect for differences between languages and between dialects should be promoted. Every child benefits from having access to different cultures, perspectives and languages. Acquisition of more than one language enriches personal growth and helps facilitate international understanding. Therefore, a PYP school provides the opportunity for all students to learn more than one language. Exposure to and experience with language, in all its richness and diversity, opens doors to key questions about life and learning, and encourages students to develop responsible attitudes and find appropriate ways to take action, in order to make a difference in the world. The IB learner profile is integral to teaching and learning language in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the programme—knowledge, concepts, skills, attitudes and action—informs planning, teaching and assessing in language. Good language practice Language is the major connecting element across the curriculum. Therefore, in a PYP school, the focus is not only on language for its own sake, but also on its application across the subject areas and throughout the transdisciplinary programme of inquiry. There are also connections with the wider community. 68 0 International Baccalaureate Organization 2007 R6: Language in the Primary Years Programme The role of language in the programme of inquiry The programme of inquiry provides an authentic context for students to develop and use language. Wherever possible, language should be taught through the relevant, realistic context of the units of inquiry. The teacher plans language instruction that supports students' inquiries and the sharing of their learning. Links to the transdisciplinary themes or central idea should be explicitly made when language is being taughtoutside the programme of inquiry. A developing understanding of these links will contribute to the students' understanding of the use of language in the world. Regardless of whether language is being taught within or outside the programme of inquiry, in the PYP it is believed that purposeful inquiry is the way in which students learn best. The starting point should always be students' prior and current understanding. However, it should also be recognized that there are occasions when it is preferable for students to be given a series of strategies for learning language (including rote learning) in order to progress in their understanding rather than struggling to proceed. How language practices are changing Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP. However, it is recognized that many educational innovations (or, more accurately, educational reworkings) suffer from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive, in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose. The degree of change needed to teach language in this way will depend on the individual teacher. For those teachers who have grown weary of imposed change for which they see little point, it should be stressed that teachers are not expected to discard years of hard-earned skill and experience in favour of someone else's ideas on good teaching. It is suggested, rather, that teachers engage in reflection on their own practice, both individually and in collaboration with colleagues, with a view to sharing ideas and strengths, and with the primary aim of improving their teaching to improve student learning. In doing so, they will be modelling the skills and attitudes that have been identified as essential for students. As an aid to reflection, the following set of subject -specific examples of good practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to continuous improvement. How are language practices changing? Increased emphasis on: Decreased emphasis on: promoting integrated language development teaching language as isolated strands language as a transdisciplinary element throughout the curriculum language as a separate discipline additional -language teachers viewed (and viewing themselves) as PYP teachers additional -language teachers seen as solely single -subject teachers a literature -based approach to learning language using skill -drill texts and workbooks to learn language a teaching approach that sees making mistakes in language as inevitable and necessary for learning a teaching approach that focuses on encouraging students not to make mistakes in language 70 0 International Baccalaureate Organization 2007 Language in the Primary Years Programme We need to develop students' appreciation of language, their awareness of the nature of language, of the many influences on language, and of the variety in and between languages and dialects. Students should recognize the transdisciplinary nature of language—they use language within and across the disciplines and in a way that transcends them, both inside and outside the classroom. They should be encouraged to recognize that competency in language—and in more than one language—is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Furthermore, learning that language and literature is a creative process encourages the development of imagination and creativity through self-expression. What do we want students to know? Metalanguage: Using language both as an instrument for thought and social using language to learn about interaction, and for understanding about the nature of language itself. language • The diversity of functions of language • Circumstantial effects/changes (style, audience, purpose) • Variety in and between languages and dialects • Historical, geographical and societal influences on language • Language as a power in society • Language as a means of reflection • Language as a valuable life skill • Language as a system of communication Transdisciplinary language: The language of other disciplines. learning through language • Language of the arts • Language of mathematics • Language of science • Language of social studies • Language of personal, social and physical well-being • Language of technology Literature: The body of written works of a language, period or culture considered language as an art worthy of aesthetic merit. • Variety in literary forms, structure, elements and purposes The importance of literature as a way of understanding ourselves and others • Differences and similarities in literature (structure, purpose, cultural influence) • Literature as a power to influence and structure thinking. It is recognized that for students to participate fully in their language learning, they need to be empowered to comprehend language through listening, reading and viewing, and to express themselves with increasing confidence through speaking, writing and presenting. As part of their overall language acquisition, students need to develop both proficiency and enjoyment in these areas of communication. These areas are addressed in the language scope and sequence (2003) document by arranging the major language expectations into three main strands: oral communication, written communication and visual communication. 72 0 International Baccalaureate Organization 2007 SECTION B. FEEDBACK TO PUPILS `Praise should be contingent — it must depend on some particular thing the pupil has done rather than on their general performance. behaviour not for the child. ' Some would say it should be for a specific `It should be specific — it should identify the specific behaviour being praised and the reason why, so that the pupil knox's what aspect of their work is being singled out for praise.' `The praise must be credible; praise that follows a formula' 0 is always expressed in the same way) or which sounds insincere is likely to be inef�'ective since pupils can see through this very quickly. Praise should be spontaneous and expressed in a variety of wayX' Mike Askew and Dylan wiliam, Recent Research in Mathematics Education.5 —16, 1995 How clear is the feedback given to pupils? "Develop these ideas further.. .................. "More detail needed" .............................. "You must try harder ............................... Ask....................................................... "A lovely story„ ...................................... "Good work" ........................................... "Spellings" ................................. "Use paragraphs" .................................... Yes, but how? Yes, but I'd thought it had all the details it needed, so now I'm not clear �rrr��rr�r About what? So is it perfect, then? How good? In what way? Which? Yes, but I don't know how, which is %•hy I didn't in the first place How do pupils interpret feedback? `A tick means he probably likes it' (Year 6) `He wrote on it so it must be good' (Year 3) `If it's a tick I'm quite happy because it means its good work, but if it's two sentences at the bottom it means it's quite bad.' (Year 6) 'Good doesn't help much —he's just saying that it's not really very good. I'd like it if he just told the truth' (Year 3) `It's one of my best because my handwriting is joined up neat.' (Year 3) `Smiley faces are for working hard, neat handwriting, spelling, the date right.' (Year 3) The LEARN Project — September 1999 — 7 Feedback in Written Form — Guidance on Marking Work • The purpose of individual pieces of work should be made clear. • How the work is to be assessed should be made clear i.e. the success criteria should be made explicit. • Teachers should let pupils know when they can expect their work to be marked and returned. • Pupils should be quite clear what follow-up is expected to any piece of work: e.g. `do corrections', `finish it off, `practise certain skills', `develop the work in certain ways'. • Teachers' comments should focus on the success criteria already established. They should be positive in overall tone. They should be personalised, e.g. using the pupil's name. • A grade, score, level or code, if used, should be fully understood by the pupil. • Teachers sometimes correct single errors, but they should routinely look for opportunities to teach patterns. Some good ways of doing this are: - having the pupils do follow-up learning work, e.g. using a special notebook or pages in their exercise books to collect word families/spelling patterns; - setting targets: at word level (e.g. spelling or vocabulary), punctuation, structure, tense, sense), or at text level (e.g. paragraphing, levelce ng, cohesion, introduction, development, ending). • When targets are used, they should be referred to in the marking of subsequent pieces of work, until the targets are hit. Targets give the marking focus. • Use targets as a way of encouraging the pupils to take ownership of their learning. Lesson objectives are usually defined by the teacher, but the pupil should have a real investment in choosing targets for improving her/his work. W, When the groups have completed this task, the pieces of written work, together with the comments, are passed on to another group. Each group first reviews the new piece of work against the criteria and then looks at the previous group's marking, explanation and feedback. They need to consider: • Was the comment appropriate? • Was the explanation properly related to the criteria? • Was the feedback clear, constructive and helpful? Step Three When most of the pupils are ready to do this kind of exercise on their own the teacher can use another piece of written work related to a different set of outcomes and do the activity individually. This time each pupil tries to make a comment and offer feedback on his/her own before comparing findings with others. For pupils less able to manage this process on their own, the teacher may provide support, putting them with a learning partner or using an easier task or fewer criteria. For pupils who are developing the skill more rapidly than others, a more challenging task should be provided. Key:- Being an autonomous learner inrolres the capability to recognise and correct mistakes Case Studies of Pupils' Self- and Peer -Assessment Case Study 1 A group of Y2 pupils were given the task of writing instructions for making a telescope which would be suitable for Y1 pupils. The group drafted their instructions and tried them out on the Yl pupils. They received a great deal of helpful feedback! For example, they were told that some words didn't make sense and that some instructions seemed to be in the wrong order. As a result of this feedback the Y2 pupils redrafted their instructions, in some cases completely re -ordering them. The teacher then asked them what they thought he should be looking for when he came to mark their instructions. They came up with a list of suggestions which were turned into a success ladder. Mr R j Success \ Richard handwriting must be neat each instruction must be short and clear make important words stand out number the instructions each instruction must sav one each instruction must be understandable instructions must be in the right order Case Study Z One teacher who had used a similar system of self-assessment and target -setting to the ladders above decided to take the work one stage further, particularly within the framework of.the Literacy Hour. Working with a Y3 class, she decided to emphasise the key objectives for particular pieces of written work by outlining the success criteria which the work would be marked against. The children had to respond to these in the form of questions before handing in their work, e.g. Task: Writing a fable Success Criteria: Does your fable have a character or characters which are animals? Have you described your main character? Have you described your setting? Has your fable got a beginning, a middle and an end? Can you write down the moral of your fable? Was there anything that you found particularly difficult about this task? These questions were typed out on an A5 piece of paper which was stuck into the pupils' books. The teacher was keen to develop a more differentiated approach to using targets and she began to refine the success criteria by using three simple words:, "must", "should" and "could". Task: Write a character portrait of someone you know or someone from your imagination Success Criteria: You must write a portrait of a character. You should use some describing words. You could use some interesting or very special adjectives or some similes e.g. red as a cherry. Now write how well you have achieved the above criteria. ............................................................................................................... Write below any individual targets you have this week. ............................................................................................................... Individual targets were then transferred to individual target cards which the children referred to when doing any written work. How I might adapt that approach to a class of mine: - 13 Commentary on feedback audit Teachers' written feedback Most time is traditionally spent marking secretarial features such as capital letters and full stops and punctuation, even though research shows that children's achievement is greater if the teacher's feedback focuses on the learning intention of the task. Children have many opportunities in the Literacy Hour to practise skills where the focus of the learning intention is spelling or punctuation, so we do not need to make this the focus of every piece of marking. Giving children too many criteria to focus on, and then later feedback about those criteria, causes demoralisation, puts children off writing and deters them from tackling adventurous words and keeping their focus on the learning intention of the piece. To develop specific writing expertise, learning intentions need to be precise and many pieces of writing need to be short and focused, so that aspects of writing are explored in depth (e.g. different types of cliff-hanger endings, persuasive language in a letter, etc). Any changes in emphasis in marking should be clearly communicated to parents and governors, citing research findings and explaining how spelling, etc, will be taught in places other than marking. Acknowledgement marking, such as ticks and initials, has little impact on children's progress. However, it implies that some dialogue took place during the lesson, which will have had impact on the child's learning. The acknowledgement simply informs others that the work has been dealt with orally, in a group or whole -class setting. A summative comment relating to a knowledge, skill or concept learning intention is not particularly worthwhile for children, because it usually makes them reluctant to consider any element of improvement. Those who do not attain the learning intention feel demoralised. A summative comment on an application learning intention is much more helpful, because it shows children where they have got to so far. Highlighting success and improvement needs against the learning intention and then asking for some small improvement is rich in its impact on children's writing and their attitude to improvement and learning, but is time-consuming for teachers, especially at the beginning. This should be seen as 'quality marking' which would not take place for every piece of work. With training and modelling by the teacher, children can be encouraged to mark their own and each other's work using this approach, thus avoiding time management problems. If quality marking replaces secretarial marking, the same amount of time will be spent. Where individual targets are used, commenting on the development of a child's personal writing target is worthwhile and manageable if it is only done occasionally. Children should be encouraged to track their own targets by tallying each time they meet it in a piece of writing, thus relieving the load for the teacher and giving children more control over their learning. Personal, emotionally -based marking comments should be written at the teacher's discretion. Some children, especially those with special needs, seek confirmation from the teacher that they are achieving, and this can be fruitful. However, in order to aim for intrinsic motivation, we need to be sparing in our congratulations, encouraging children to identify their own successes first, then celebrating with them. Over -praise can produce 'praise junkies' and a dependency on the teacher's approval. From Enriching Feedback in the Primary Classroom, by Shirley Clarke, published by Hodder & Stoughton Educational. The nuhlishers Qrant permission for nhotocooies of this sheet to be made for INSET purposes. All other rights reserved. Paired marking Getting children to take ownership of their marking is a slow process which begins with teacher modelling, shared marking and the teacher's own quality marking against the learning intention. The first step is to ask children to decide on the parts of their writing they like the most, leading to identifying success against the learning intention, then on to deciding where they could make an improvement against the learning intention. As with children marking their own work, it saves teacher time if children swap work and mark each other's, but can be demoralising and stressful if the partner is not trusted. It is better, therefore, to allow children to mark their own work only. Correcting errors as they go along does no harm — in fact it shows a natural instinct to get things right. Similarly, paired children editing each other's work for secretarial features can be a merciless process unless strict ground rules are established. Looking for errors means the focus is essentially negative. Identifying, in pairs, positive aspects, then success against the learning intention, then where improvement could take place against the learning intention is more positive and will have a far greater impact on children's learning and progress. These steps need to be taken one after the other rather than all at once, so that children can thoroughly consolidate their analytical and evaluative skills as they go along. From Enriching Feedback in the Primary Classroom, by Shirley Clarke, published by Hodder & Stoughton Educational. Tt,P r„thlichPry anent nrrmission for ohotocooies of this sheet to be made for INSET purposes. All other rights reserved. Scaffolded prompt Why was it a dismal time? Why did you hate being there? How do you think Darryl felt about not being believed? Do you think he might have regretted anything he'd done before? Let's use some adverbs to describe how they fought. Fill in the words: Jason tried to distract him, but the dragon ly used his strength to get past. Jason stabbed his sword ly into the dragon's nearest side. What kind of monster was he? Change bad for a word which makes him sound more scary. Write it in the box. What type of boy is James? Good, bad, kind, shy, excitable, loud, naughty? Try to help us know him. James was a ...... What do you think the merman said to the mermaid before they went home together? Example prompt Choose one of these or your own: ■ It was dismal because I was bored all the time. ■ I found it dismal having only my granddad to talk to. How do you think he felt? ■ Angry that people did not trust him. ■ Annoyed with himself for lying in the past. Your own ideas? Improve the fight by using one of these or your own: ■ The dragon's tail lashed viciously, cutting Jason's flesh. ■ Jason bravely lunged at the dragon, thrusting his sword fiercely into its side. Try one of these or your own instead of bad: ■ ferocious ■ terrifying ■ evil Describe James's character. Perhaps: ■ James was a kind, likeable boy with a great sense of humour. For instance.... ■ James was often excitable and noisy but would be quiet and serious when he was working. Write one of these or your own ending: ■ 'I love you' said the merman. The mermaid took his hand and they swam away. ■ The merman looked embarrassed as he explained to the mermaid why he had taken so long to find her. She forgave him with a smile. From Enriching Feedback in the Primary Classroom, by Shirley Clarke, published by Hodder & Stoughton Educational. The publishers grant permission for photocopies of this sheet to be made for INSET purposes. All other rights reserved. Feedback strategies: audit (continued) 1 = difficult/little impact 10 = easy/high impact Child marking Manageability Impact on child's Verdict own Work . learning and progress Marks own closed exercises a Edits own work (secretarial features only) Identifies where personal target has been met Identifies where success criteria have been achieved Identifies where improvement could be made against learning intention/success criteria and makes improvement Response partners Manageability Impact on child's Verdict learning and progress Swap work and mark closed exercises Edit written work (sec features only) Identify positive aspects only Identify successes and improvement needs against learning intention Present paired marking decisions to class or group From Enriching Feedback in the Primary Classroom, by Shirley Clarke, published by Hodder & Stoughton Educational. .. _._ - -- —_ _. ____.___ _ 9,._ . ti .,:ems -t +h;< <n"t to hp marir inr INSET nurnoses. All other rights reserved. Key features of effective feedback • Effective feedback consists of information about the learning intention of the task, pointing out success and improvement needs against the learning intention • Limit the task demands and subsequent feedback: give feedback only about what children were asked to pay attention to — do not give feedback on what they were not • Ask children to focus on one factor at a time rather than all at once • Focus on spelling in other contexts releasing children from spelling as a constant criterion — children spell correctly when they know how to spell the word, not when they don't • For distance marking: make sure they can read it make sure they can understand it give set lesson time. for children to read it (3 minutes) give set lesson time for one focused improvement to be made (5 minutes) • Use coded marking against the learning intention for accessibility and manageability • Use a `closing the gap' prompt to structure improvement points: Either a reminder prompt a scaffolded prompt an example prompt • Avoid external rewards, which act as a grade, demotivating the less able • Inform parents of the school's feedback policy T drov �*wm. t�u�u 5�^9 st9 .a. vmfk .Jca.,:,��-s � L . � • � �,,� r�+o�ta'ari S�,V�e.1'�o.,�n L�c�n/1 EIS 2D� 1.. CJI.,n'L W f i � � _ os�•. _ CIO" LJI -� l r,, wee j'k=-•� &.10o�.+ 5w� p , ,,J c„w,.F- (b 1-. c�,,,.e !} t, 0 o ort f co o rn C, tz ' 1 be tXXLL&c W 0 f c,.r, c�.S' fy) (; nKi. a�tRs� Page l of 1 fV d 4 { � 1 } r x - M a I 2 ling, Reflections: we grading? What does a irrative look like? How can we use'our documentation and it tools (i e., rubrics) to give a rerstanding of our students' ioredge and skills? #5 3 1 II IiiI � IIS( �II I I III IIID III t 7 ?� Page \VFl .. ._._ -.-- —.-.. ' .. ' . ., .^,—" .. ^.`- - ",.",. rmr,^o- Page 1 of ri/ice.I -.-- ... • . .- -- - - - APPROACHES TO SERVICE -LEARNING 1. "Discipline -based" WHO? Teachers who wish to stick to the content or units with which they are already familiar. HOW? Incorporates a focused experiential service element into the foundation of teaching units, standards and benchmarks, and/or resources being used. YOUTH & ADULT ROLES: Teacher designs the project beforehand but allows student initiative and leadership in specific project tasks. 2. "Pre-existing curricula" WHO? Teachers who believe in service-leaming but would like more structure throughout the process. HOW? Reviews existing recommended (Project Learning Tree, Peace Jam) or other outside community-based curricula, completes specific curricula training, tailors it to and implements it in the classroom. YOUTH & ADULT ROLES: Teacher carefully selects curricula that ,%ill work for her/his classroom "needs, but allows students to design the accompanying service activity. 3. "Process -based" WHO? Teachers with more flexibility in content and a larger emphasis on skid building. HOW? Allows students to determine the community focus. Either utilizes a generic service -learning process (Fee page S) or an existing process -based model for learning through community action (Public Achievement, Project Citizen, etc.). YOUTH & ADULT ROLES: Teacher sets skill building goals and helps students determine a community focus of significance to them. Activities are then designed to meet goals (Le. practice with persuasive writing, use of the scientific method) using the community focus as the subject matter. 4. "Problem -based" WHO? School staff (counselors, community liaison, LTE, etc), student groups (student councils, EPYCS, All - Stars, mentoring programs, youth councils, honor societies, etc.), or a community-based organization. HOW? Begins with the identification of a real community need through a community survey or group dialogue, then outlines learning goals for the project before beginning work YOUTH & ADULT ROLES: Adult acts as a facilitator, resource to the wider community and helper in defining relevant learning goals for the group. Youth focus on identifying a genuine community need of interest to them and making use of the group's collective knowledge and abilities. 5. "Capstone" WHO? Student(s) prepared to work independently on a culminating experience. HOW? Personal interests and experience are used to identify a real community need and cumulative learning is drawn upon in the design of the project YOUTH & ADULT ROLES: Teacher/adult acts as an advisor or sounding board for project ideas, successes and challenges; helps to set parameters and learning goals for the project; and evaluates and celebrates the final product Student(s) seeks out community connections and proposes a project to the advisor. 6. "Ori -going" WHO? Teachers who wish to adopt the *Principles of service-Ieaming into their teaching methods on an on- going basis rather than for an isolated project. HOW? Teacher becomes familiar with the essential components of service -learning (youth leadership and ownership, civics, reflection, addressing a community need), and then deliberately incorporates them into regular classroom practice. YOUTH & ADULT ROLES: Teacher becomes a facilitator for self-directed learning and discovery. Youth regularly show initiative and leadership in their classroom and community. plc: METHODS OF REFLECTION It is important to include a variety of methods and group dynamics in reflection in order to accommodate all learning styles. Throughout your service -learning project, use the table to the right as a guide to ensure all students have the opportunity to reflect in the way they feel most successful and comfortable. Metaphor Making Students select a word or phrase in place of another object, event, or idea to suggest a likeness between them. Challenge students to create metaphors that best describe a particular experience they had. Role Taking Students assume different roles during the reflection session and look back on the experience through REFLECT written oral creative individual pair group class different eyes. They describe what happened through the imagined perception of the service recipient, policymaker or other stakeholder. The point of this exercise is to help students view the experience from a new perspective, in the expectation that new meanings will emerge. Peer Leadershiu Volunteers from among the students are assigned to observe the activity and then lead the reflection session. Ask them to identify key issues and topics to reflect upon afterward. Provide volunteers some planning time to re-organiie their reflection strategy before asking them to Iead. Fish Bow!Lng The group divides in half. Both halves make a circle with one circle inside the other. The outer circle faces inward and the inner circle faces outward so that each person is paired with a person of the opposite circle. The facilitator asks a question to the group and the pairs begin to dialogue. When the allotted time is up, the inside circle moves one to the right and either a new question is given or the same one is repeated. Quotation Responses The facilitator reads a quotation to .the group and asks them to relate it to what happened during the activity. A variation is to write separate quotations on pieces of paper and have members draw one. Ask them to reflect upon the quotation. Do they agree or disagree with it? How does it relate to their experience? Allow members to read their quotation and share their thoughts. "Unless someone ble you cares a whole awful Iot, nothing is going to get better. It's not." - Theodore (Dr. Seuss) Geisel, The Lorax "What matters is that you are not cruel or wasteful; that you don't keep the truth from those who need it, suppress someone's will or talent, take more than you need from nature, or fail to use your own talent and will." -Gloria Steinem, OotrageomsAds & Everydg Rebe!/ions Plus /Delta In order to gain different perspectives on an activity, the facilitator stops the group and calls on people to describe positive things that are happening and to give constructive comments on what the group could do differently and why. Aspects to evaluate may include: participation Ievels, decision - 3 making, completion of tasks, group climate, cooperation and attention to guidelines. This format allows the group to actively work on suggested feedback. Videotaping or "Instant Photographs„ Assign a student to be the videographer or photographer to record the activity on film or tape. Play the video or analyze an instant photograph as a way to recapture the event and begin the discussion (good for visual learners!). Finding_Feelirgs Write a variety of feeling words on separate 3x5 cards and ask participants to select a word that best describes how they feel after completing an activity, about a topic or event, about themselves or their buddy. A variation is to cut out an interesting array of magazine photos displaying various feelings and let students pick one that depicts how they are feeling. E_px laining to Parent/President/Principal The facilitator tells the group that the President is coming and wants an explanation about the last activity or service project and why it was valuable. Perhaps a volunteer can dress like the person or character and ask the group questions that probe the importance of the activity. Be creative The Other View Locate a talking object to represent "another view." When students hold the object, they take a position on an issue that doesn't necessarily represent their own viewpoint This is a good way to involve people in broader discussions about social, political or global issues and can reveal perspectives that might not othawise receive adequate attention from the group. Role-Pla3ng Role-playing can be implemented at the spur of the moment or suggested by the facilitator or someone else in the group as a creative means of exploring a particular issue or problem. The facilitator can think about a role-play ahead of time, writing down a scenario and distributing it to all group members. Certain roles may be defined ahead of time and shared with only a few members who will be acting out the role-play. One technique to involve more students in the role-play is called "tapping the shoulder." For example, if a role-play observer in the class has a different idea for how a tutor might respond, she/he should tap the shoulder of the person playing the tutor, replace them in that role and then act out their idea_ With any role-play, encourage creativity, spontaneity and mutual respect Bulletin Board Have students create a bulletin board in a public area to display what they're working on. Students can post pictures of the project, written work, research, literature or thank -you letters from community members written in response to the project Guided Image - Participants get comfortable, close their eyes if they wish and listen to a scenario followed by questions. Example: "Today you are going to serve meals to people who are homeless. Picture yourself arriving at the shelter. What do you see? What do you smell? What do you hear?" Students get creative and write a response to the guided imagery, imagining what they'll experience throughout the day. This exercise can help participants get in touch with their expectations, assumptions and even fears about the service experience. It can also be used to help participants imagine the lives of those for whom they serve. Adapted from: Knapp, Clifford E Laming Lrrmnr. A Teacber'r Guide to Rrflrct g oar E-Verience ; Jacobs, Harvill & Musoo. Graup Corinreb'nb Stratedier and Shil , Reed, Julie & Koltba, Chtistopber. Fadita6mg RdkctioicA Monua1* j.todea and E&ratort University of Vermont Available from http://www.uvm.edu/--dewey/reflection_manual/ N Books on Service -Learning Giggans, Patricia Occhiuzzo and Barrie Levy. SU Ways to a Safer World: Everyday Actions You Can .Take to Prevent Holence in Neighborhoods, Schools, and Communh es. Seattle: Seal Press, 1997. Hildreth, Robert. Building Worlds, Transforming Lives, Making History, A Guide to Public Achievement, second edition. Minneapolis, MN:, The Center for Democracy and Citizenship, 1998. Hubbard, Jim. Shooting Back. A Photographic Flew of Life by Homeless Children. Washington, D.C.: Shooting Back, Inc 1991. Kaye, Cathryn Berger. 77re Complete Guide to Service -Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action. Minneapolis, MN: Free Spirit Publishing, 2004. Lewis, Barbara A. The B'id's Guide to Social Action: How to Solve the Social Problems You Choose — and Turn Creative Thinking Into Positive Action. Minneapolis, MN: Free Spirit Publishing, Inc., 1998. Peace -Jam: An Apprenticeship in Peacemaking with Shirin Ebadi (Teacher's Resource Guide). Denver, CO: PeaceJam Foundation, 2006. PeaceJam. Junior Jammer Teacher's Guide. Denver, CO: PeaeeJarn Foundation, 2001. Project Citizen. Calabasas, CA: Center for Civic Education, 1996. , Project Learning Tree. Environmental Education Activity Guide. Washington D.C.: American Forest Foundation, 1993. Project Learning Tree: Green Works! Washington D.C.: American Forest Foundation, 2001. Roots and $'hoots. The Jane Goodall Institute, 2001. Stand Up For Your Rights. Chicago, IL: World Book, Inc., 1998. Strom, Yale. Quilted landscape: Conversations with Young Immigrants. New York, NY: Simon and Schuster Books for Young Readers, 1996. Tamar, Erika. The Garden of Happiness. San Diego, CA: Harcourt Brace & Company, 1996. List provided by District 11, Colorado College, and Sen ice -Learning Colorado Sprints