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Curriculum Night Agenda and Overview
- 1. Welcome to Curriculum Night .
- 2. AGENDA • Teacher introduction and welcome • Ice breaker - Clapping Activity • Written Curriculum – provide an overview of… – Grade level units of inquiry – Literacy Programme – Math Programme – Home Learning • General routines • Key grade level events • Communication/Blogs • Student Portfolio
- 4. LET’S CLAP!!
- 5. LET’S CLAP!! • Learning Intention: To clap in a musical way
- 6. LET’S CLAP!! Learning Intention: To clap in a musical way Success Criteria: I can clap rhythmically I can clap using dynamics (expression) I can clap with emotion.
- 7. Learning Intentions We are learning to… • Understand the value of the portfolio in the reporting cycle. • Gain an overview of how math, literacy and units of inquiry are taught at CDNIS. • Understand basic expectations for your child in Grade 4C • Better understand on how to support your child’s learning at home • Understand general routines and procedures
- 8. Success Criteria • Follow along as the teacher explains • Ask questions if you don’t understand • Spend time at home to read curriculum documents, overviews and information posted on the 4C Blog • Be actively involved in your child’s learning
- 9. PROGRAMME OVERVIEW Where does it come from? • IB Scope and Sequence Documents • First Steps • Collaborative reflective practice – ongoing review and assessment • Understanding the needs of a 21st century learner
- 11. ACTION demonstrates student initiated learning; “putting it into practice”
- 12. How best will we learn?
- 13. How best will we learn? Technology: • Accesses the wealth of global information • Stimulates learning • Extend learning beyond the classroom • Teaches digital literacy skills
- 14. How best will we learn? Transdisciplinary Learning • Learning linkswith literacy, math, social studies, science, geography, art, etc. • Emphasis on disciplines varies in each unit • To create authentic learning
- 15. STAND ALONE LESSONS • Focuses on math or literacy skills • Regular or daily lessons • Whole class or small group learning, centre rotations • An inquiry approach used as a way of learning
- 16. Learning to Enjoy Reading Learning Through Reading Learning About Reading Based on the model presented in Kathy G. Short’s article “The Search for ‘Balance’ Comprehension Strategies ITTM Predicting Making Connections Visualizing Inferring Questioning Synthesizing Summarizing Clarifying Book Club Literature Circles Independent Reading Read Alouds Reading During Inquiry
- 17. How can you support reading at home? • Encourage reading for enjoyment • Read with your child on occasion • Discuss what they are reading • Encourage reading of multi-modal text types (including magazines,newspapers, comics, non-fiction, etc...)
- 18. Learning Through Writing Learning to Enjoy Writing Learning about Writing •Use of Texts •Contextual Understanding •Conventions •Processes and Strategies •Inquiry/Investigation •Reflections •Independent Writing •Digital Literacy e.g. blogging, email
- 19. How can you support writing at home? • Encourage writing for a purpose - notes to grandparents, holiday journals, shopping lists, etc. • Teach independence • Provide an environment for thinking and writing • Online communication • When proofreading, identify mistakes together
- 20. Speaking and Listening Active Listening in large and small groups Speaking in large and small groups; conventions Oral presentations
- 21. Mathematics in the PYP Number Pattern & Function Shape & Space Measurement Data Handling 5 Strands Learning Math model
- 22. Sharing prior knowledge, using manipulatives to show what is known, asking questions for inquiry, goal setting, active learning, Transferring understanding into symbols, making connections, reflecting, using mathematical vocabulary practical hands-on applications, problem solving, investigations, presenting new mathematical knowledge
- 23. sharing/showing prior knowledge, hands-on, experimenting, talking, active learning e.g. model addition strategies e.g. understand standard units to measure area
- 24. using mathematical vocabulary, symbols, writing, making connections
- 25. applying new knowledge, problem solving, focus on authentic tasks and inquiry
- 26. Mathematics • Linked as much as possible to the units of inquiry • Transdisciplinary and Stand Alone units • Regular practice of mental math skills or working with numbers • Math Problems and Challenges
- 27. How will we know what we have learned? Types of Assessments: Diagnostic assessment – what students already know and understand Formative assessment – continuous assessment of the 5 essential elements; continuous exploration of learning styles and individual needs Summative assessment – a “final summary” of students’ understanding and skills
- 28. How will we know what we have learned? ASSESSMENT STRATEGIES Open-ended tasks, selected responses, process focused, observations and dialogue, paper/pencil tests, self-assessments, peer assessments ASSESSMENT RECORDING TOOLS Rubrics, checklists, continuums, anecdotal notes, verbal feedback *Success criteria is often student generated (with teacher guidance)
- 29. HOME LEARNING GRID • Homework policy • Based on Ian Lillico’s Homework Grid • Children need life skills as well as academic skills to cope with life beyond school and home. • Parents and teachers work together • Allows flexibility
- 30. HOME LEARNING GRID • to prepare for lessons in class • to share learning at home in class • To develop attitude/attributes – independent inquirer, commitment, responsibility • To develop skills – self-management skills, research skills • Build study habits, foster independent learning • Promotes a balanced lifestyle
- 31. HOME LEARNING GRID Expectations • Parent signature on the grid • Use the homework diary as planning tool • Children complete tasks independently • Possibly differentiated grids in the future • Parents support their children with planning and managing their activities • Positive reinforcement and encouragement • Feedback on effort, shared • Diaries checked randomly for organization
- 32. Other Information • General Routines • Key Grade Level Events • Communication • Birthdays • Elective Absences
- 34. Portfolios Learning Intention: • To understand the value of the portfolio in the reporting cycle. • To learn different ways of using the portfolio to engage your child in a discussion about his/her learning.
- 35. Portfolios What do you know about the Student Portfolios? (Pre-Assessment) How do you make the portfolio a positive and useful experience? (Think/Pair Share) How do you see your role in the Student Portfolio? How would you like to be involved?
- 36. THANK YOU FOR LISTENING! Please complete the exit pass. What are two things you learned tonight? What do you wonder? What questions do you have?
Hinweis der Redaktion
- Can I have two volunteers? Your name? You are about to enter a clapping contest. Judges, you must score the clap out of 10. Ok go. Second clapper go. Judge, how did you know how to score the clap? Contestant, how did you know how to clap?” “Learning Intention: To clap with musicality, to clap in appreciation of a performance” “Success Criteria – elements that indicate achievement within that learning intention” “This is what your children need to know and understand in order to be able to reflect on whether or not they learned anything”
- Can I have two volunteers? Your name? You are about to enter a clapping contest. Judges, you must score the clap out of 10. Ok go. Second clapper go. Judge, how did you know how to score the clap? Contestant, how did you know how to clap?” “Learning Intention: To clap with musicality, to clap in appreciation of a performance” “Success Criteria – elements that indicate achievement within that learning intention” “This is what your children need to know and understand in order to be able to reflect on whether or not they learned anything”
- -There are five essential elements of learning.-First, we must understand that the curriculum is concept driven, not content driven. Students explore powerful ideas. Key concepts are ideas that are transferrable from theme to theme and underpin the Central Idea and lines of inquiry in each unit. Related concepts are ideas that specifically relate to the focus of the inquiry. The lines of inquiry narrow the focus of the inquiry. This indicates the knowledge that the student needs to acquire for each unit. Students need the knowledge, along with the understanding of the concepts to prove the Central Idea is true. The way knowledge is acquired is through structured, guided inquiry.This section indicates the skills focus for each unit. Now the six areas of skills developments is practiced all year round, but certain units naturally lend itself for authentic opportunities for focused skills development. Note that skills is always a formative assessment.Attitudes/attributes are the characteristics of a global citizen that we want the students to attain.ACTION – misconception that action has to be big and grand, like taking action to save the pink dolphins. Action is anything that the student has done to take his learning further or put his learning into practice in authentic contexts. How to decide what action to take is guided by the teacher, by choosing, acting, reflecting. But how to take action, or what that entails can only come from the studentsThe aim is for the children to come to enduring understandings which are important ideas that have value beyond the classroom. To develop skills that are relevant and essential in this day and age. So although knowledge is important, and knowing facts and figures, it is about using the knowledge to lead them to the Central Idea and enduring understanding. What is the Central Idea? – The big idea that is like the magnet that hold the other elements together.
- “A Transdcisiplinary approach to teaching allows children to utilize their skills and apply their knowledge through a range of disciplines or subjects (math, science, ss, history, art). It enables them to understanding their learning in authentic contexts, and to develop holistically. We believe that children should as much as possible not be taught subjects in isolation or compartmentalize their learning.”“Having said that, there are times when we do focus on concepts and skills within a subject, which is why we do have Stand Alone Units which are unrelated to the units of inquiry.” When we create the program, we work to ensure that there is a balance of disciplines across the program
- Reading the focus on developing comprehension strategies. Going further than decoding skills and content based comprehension. Work toward devleoping comprehension strategies that require a higher level of thinking. Reading program in grade 4 is based on the SharpReading program. We will offer a workshop in the near future for parents interested in learning more about this program. Parents can practice it with their children at home and for parent volunteers, we would especially invite you to that workshop to help us in the classroom.Children should view reading as something to enjoy. So we try to achieve that through book clubs or literature circles which allows the children to discuss what they’ve read and apply comprehension strategies and listening and speaking skills at the same time. Also read alouds by me should be a pleasant experience for the children. Independent reading, look at reading behaviours, approach to reading. What do they like to read? How do they read? Learning through reading – UOI, how do they read to access information, how do they synthesize information, how do they evaluate it
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- 4 areas of writing that we teachUse of texts – can be spoke, written or visual text, how they approach writing, composing a range of text, different text forms, how text is used to retrieve, record and organise informationContextual understanding – What is the purpose of the text? Who is the audience? What are the features and organization of this text? How can we adjust the language and ideas to suit that purpose and audienceConventions- punctuation, spelling, grammar, capitalization, organization of ideas, vocabularyProcesses and strategies – way to approach writing, ways to edit and refine writing,spelling strategies how to publish text that reflects the intended audience and purposeIt is impossible to teach and assess every aspect of each indicator in one focus of writing. e.g. writing to describe – context – understand purpose and the audience, conventions – basic punctuation, spelling, capitalization, processes – self-editing, using proofreading marks
- Homework provides opportunities to deepenunderstanding, review and practice skills, and prepare students for future lessons. AtCDNIS, it is our belief that homework helps children achieve better results in schoolwhen homework assignments are meaningful, completed successfully and whenfeedback on assignments is timely. Homework is not formally assessed nor is itconsidered when to determining a student’s level of achievement. However, it isconsidered when reporting on a student’s Personal and Social Skill development.
- General Routines – show blog, spelling, Khan Academy, home learning grid - questions about work, what to do in routines – the child has to ask me first to promote responsibility, via email, come up to me in the morning in class. Encourage the child to write down the question or email me.Math Routines – Grade level- Mon, Wed and Fri – differentiated groupsKey Grade Level Events – on blog – camp, end of April, xmas party and halloween party – coordinated by the students; School wide events and adminstrative information, school websites is your first point of referenceCommunication – feel free to email me, try my best to get back in 24 hours. Depending on the nature of the email, I may have to deliberate with others so you may first get an email of acknowledgement-urgent message, go through the office, not guaranteed I can check it in the day, will not respond after 7:30am or before 2:30pm-5pm.-meetings, 15 min slots beginning at 2:30 after school.