4. A little bit about me...
From Bsc in Applied
Liverpool in Zoology
the UK.
Spent 6 years in
London
Running,
skiing, hiking
Lived in Hong Taught for six
Kong for one year years
21. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
22. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
23. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
24. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
• Theme: Sharing the Planet
• Focus: Rights of Children Around the World
25. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
• Theme: Sharing the Planet
• Focus: Rights of Children Around the World
• Theme: Where We Are In Place and Time
• Focus: How we Study the Past
26. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
• Theme: Sharing the Planet
• Focus: Rights of Children Around the World
• Theme: Where We Are In Place and Time
• Focus: How we Study the Past
• Theme: Who We Are
• Focus: Changes in the Human Body
28. Inquiry-based learning
Tuning
In
Taking Finding
Action Out
Making
Connections Sorting
Out
Going
Further
29. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In
Taking Finding
Action Out
Making
Connections Sorting
Out
Going
Further
30. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Connections Sorting
Out
Going
Further
31. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Connections Sorting
Out
Organizing and
analyzing data
Going
Further
32. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Connections Sorting
Out
Organizing and
analyzing data
Going
Further
Presenting findings
33. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Reflecting- How did my Connections Sorting
Out
Organizing and
understanding change? analyzing data
Going
Further
Presenting findings
34. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
How can I use what I have researching,
learnt in my life? Taking Finding experimenting
Action Out
Making
Reflecting- How did my Connections Sorting
Out
Organizing and
understanding change? analyzing data
Going
Further
Presenting findings
36. What does it look like in the classroom?
exploring, wondering and questioning
37. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
38. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
39. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
40. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position
41. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
42. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories
43. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
44. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events
45. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events
solving problems in a variety of ways
46. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events
solving problems in a variety of ways
deepening understanding through the application of a concept
47. Learning Intentions (Objectives)
a.
Know what assessment looks like in the Lower
School
b.
To provide a deeper understanding of our
achievement descriptors
c.
To discuss and build further understandings
about criteria-based assessment and how it
relates to assessment for learning as an ongoing
process
48. Success Criteria:
-
be able to discuss assessment in a way that is
mutually understood
-
focus on feedback as a means of learning for
success
- consider formative assessment and success
criteria as taking priority over summative
assessment and grades
49. Assessment
•
Assessment is not …
•
Assessment is …
•
When I was in school assessment looked like …
•
Questions I have about assessment are …
•
Assessment at CDNIS IS…
•
I would like assessment to be…
56. ìWhen students are involved in their own assessment, mistakes
become feedback they can use to adjust what they are doing. When
students mistakes are identified by others and feedback is limited to
marks or letter grades, students are less likely to know what to do
differently next time.
Assessment and Classroom Learning, Black and William , 1998
Do not confine your children to your own learning for they were born
in another time.
Hebrew Proverb
58. Reporting and Assessment Timeline
October 14th
Portfolios go home
November 3rd and 4th
3- way learning review
April 18th
Student-Led Learning Reviews
April 8th
Student Portfolio & Progress Report are
sent home
