pyp practices planning, teaching & assessment colegio colombo británico claudia fayad, pyp...
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PYP PRACTICESPYP PRACTICESPlanning, Teaching Planning, Teaching & Assessment & Assessment
PYP PRACTICESPYP PRACTICESPlanning, Teaching Planning, Teaching & Assessment & AssessmentColegio Colombo BritánicoColegio Colombo Británico
Claudia Fayad, PYP Claudia Fayad, PYP CoordinatorCoordinator
• Planning in isolation from other teachers.
•Planning collaboratively using and agreed, flexible system.
• Planning disconnected from curriculum.
•Planning based on agreed student learning outcomes and in the school context of a coherent school-wide program.
• The teacher making all the key decisions.
•Involving students in planning for their own learning and assessment.
• Planning which ignores students’ prior knowledge and experience.
•Planning which builds on students’ prior knowledge and experience.
• Planning a large number of units which will be covered superficially.
•Planning fewer units, to be explored in depth.
• Addressing assessment issues at the conclusion of the planning process.
•Addressing assessment issues throughout the planning process.
• Planning which present the curriculum as separate, isolated disciplines.
•Planning which emphasizes the connections between and among disciplines.
• Planning which assumes a single level of language competency.
•Planning which recognizes a variety of levels of language competency.
• Planning which assumes a single level of ability.
•Planning which recognizes a range of ability levels.
• Planning units which focus on one culture or place.
•Planning units which explore similarities and differences between cultures and places.
• 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.
• Planning units in which exploration of major issues is incidental.
•Planning units which focus directly on major issues.
• Over-reliance on a limited set of teaching strategies.
•Using a range and balance of teaching strategies.
• Over-reliance on one grouping strategy.
•Grouping and regrouping students for a variety of learning situations.
• Viewing the teacher as the sole authority.
•Viewing students as thinkers with emergent theories of the world.
• Over-reliance on one teaching resource from one culture.
•Using multiple resources representing multiple perspectives.
• Teaching about responsibility and the need for action by others.
•Empowering students to feel responsible and to take action.
• A teacher-directed focus on rigid objectives.
•Pursuing open-ended inquiry and real-life investigations.
• Employing teaching strategies suitable only for first language learners.
•Maintaining constant awareness of the needs of second language learners.
• Employing teaching strategies suitable for one level and type of ability.
•Addressing the need of students with different levels and types of ability.
• Viewing planning, teaching and assessing as isolated processes.
•Viewing planning, teaching and assessing as interconnected processes.
• Viewing assessment as the sole prerogative of the teacher.
•Involving students in peer- and self-assessment.
• Over reliance on one strategy of recording and reporting.
•Using a range and balance of recording and reporting strategies.
• Seeking student responses solely to identify the right answer.
•Seeking student responses in order to understand their current conceptions.
• Concluding each unit only by summative testing.
•Involving the students in shared reflection at the end of each unit.
• Assessing for the sole purpose of assigning grades.
•Enabling students to see assessment as a means of describing learning.
• 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.
• Evaluating units in isolation from other teachers.
•Evaluating collaboratively using an agreed, flexible system.