PYP PRACTICES Planning, Teaching

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PYP PRACTICESPlanning, Teaching
Assessment

• Colegio Colombo Británico
• Claudia Fayad, PYP Coordinator

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P L A N N I N G
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• Planning in isolation from other teachers.
• Planning collaboratively using and agreed,
  flexible system.

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

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

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

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

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

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

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

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

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

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• Planning units which are a token to minorities
  and have internationalism tacked on.
• Planning units which explore broad human
  experiences from a range of perspectives.

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

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T E A C H I N G
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• Over-reliance on a limited set of teaching
  strategies.
• Using a range and balance of teaching strategies.

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

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

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

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

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

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

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

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

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

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A S S E S S M E N T
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• Viewing planning, teaching and assessing as
  isolated processes.
• Viewing planning, teaching and assessing as
  interconnected processes.

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

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

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

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

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

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

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• Embarking on new learning before assessing the
  levels of students current knowledge and
  experience.
• Assessing the levels of students current
  knowledge and experience before embarking on new
  learning.

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

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T h a n k y o u !