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LEARNING FROM TODDLE BOOT CAMP - Coggle Diagram
LEARNING FROM TODDLE BOOT CAMP
Leading Inquiry in Uncertain Times by Kimberly L. Mitchell
Offer some Certainty
Psychological safety , Dependability , Structure and clarity , Meaning , Impact
Get Personal
Getting personal does not mean you are in center of all the conversation. You need to provide opportunity and culture to foster the culture
Stay curious
Asking right questions and talk the curiosity . It is contagious
Cultivating Curiosity
Ask more , talk less
Promote culture of collaboration to lead / learn and grow
Find a Mantra
Identifying few words that motivates , and helps you get going
CURRICULUM DEVELOPMENT
PYP Mathematics: Planning for Learning and Teaching by Ellen Manson
COLLABORATION
Culture of collaboration supporting Teachers ,students to be heard , valued , being in perspectives .
Involving school community to collaborate (Parents , students , teachers , leaders , community )
MATH UNIT OF INQUIRY OUTSIDE POI
MIND MAP THE PLANNING AND ITS OVER VIEW AND ALL ARE INVITED TO CONTRIBUTE
PLANNING THE UNIT WITH MAPPING OF PYP ELEMENTS
STAND ALONE SOUNDS DISCONNECT IT SHOULD PROMOTE TRANSDICIPLINARY NATURE
CO CONSTRUCT LEARNING GOLAS / SUCESS CRETRIA AND CENTAL IDEAS WITH STUDENTS
Making students available to the documents to Scope and sequence documents to help them to connect , map and use the language
DESIGNING LEARNING EXPERIENCES FACILITATE LEARNING
Power of provocation , pedagogy of flexibility (math is integrated authentically ) , integration , authentic / real world inquiry / agency
RESOURCE SUPPORT
Add resources adding value , authentic (real world examples , students centered and differentiated resources , literature as resources , technology , visual representation (youcubed)
ASSESSMENT
Assessment to be ongoing and authentic , promoting inquiry based learning and MONITORING learning
VIEWING A UNIT OF INQUIRY THROUGH LENS OF MATHEMATICS
Connections can be drawn through CI / LOI / Assessment task / Teachers and students questions , concepts , skills etc.....
Deconstruct the assessment grid with our school teachers / students
LEARNING ABOUT THROUGH AND IN MATHEMATICS
When specific math skills , knowledge and understanding are taught students are learning "
ABOUT
" mathematics
LEARNING THROUGH MATH
When Skills , knowledge and understanding are applied in authentic context within a UOI or math focus inquiry
Students learning
ABOUT and THROUGH
mathematics are conceptualizing IN math
The Logic in Language & Literacy Planning by Christopher Frost and Miho Nishita
Turn the outcome into assessable "I CAN STATEMENTS "
Map outcomes / conceptual understandings
Start with a broad language conceptual lens
central idea is big idea it defines conceptual lens
Map it to the curriculum learning outcomes
Rephrasing conceptual understanding as questions and add these questions to planners
Planning Significant, Engaging, Relevant, and Challenging Curriculum by Chad Hyatt
DEFINING TERMS AND EVALUATING THEIR PURPOSE IN THE CURRICULUM DEVELOPMENT
SIGNIFICANT : IS IT WORTH KNOWING ?
ENGAGING : WILL LEARNERS FIND IT INTERESTING ?
RELEVANT : DOES IT MATTER IN THE LIVES OF LEARNERS ?
CHALLENGING : WILL THIS GROW THE LEARNER ?
ALL 4 ELEMENTS SIGNIFICANT , RELEVANT , CHALLENGING AND SIGNIFICANT AS IT ALL COMPLEMENTS AS KEY ELEMENTS IN DESIGNING AN CURRICULUM
HALLIDAY'S LANGUAGE MODEL AS A FRAMEWORK FOR CURRICULUM DESIGNING
CURRICULUM MODEL : MICHEAL HALLIDAY'S LANGUAGE MODEL : TO BE TRANSFERRED INTO DISCIPLINARY AND TRANSDISCIPLINARY PLANNING
PLANNING FOR TD UNITS (What TD
knowledge and understanding
will be developed in this unit / whats
worth
learning about ? what
matters
to the children?)
KNOWLEDGE OF STRUCTURE
DESIGN
ASTEHSTICS
MATERIAL AND RESOURCES
KNOWLEDGE OF FUNCTION
BEHAVIOUR
PURPOSE
Strengthening Student Agency in the Enhanced PYP by Erin M. Threlfall
Social cognitive theory - Notion to be able to take action. (The core feature of personal agency addresses the issue of what it means to human
CORE FEATURES
INTENTION - I CAN MAKE THINGS HAPPEN THROUGH MY ACTION
FORE THOUGHT - I CAN SET AND ACHIEVE CHALLENGING GOALS
PERSONAL GOAL SETTING BY TEACHERS AND STUDENTS FOR THEIR PERSONAL GROWTH AND MEETING THEIR LEARNING TARGETS
SELF REACTIVENESS - I CAN SELF REGULATED AND BE MOTIVATED BY MY VALUES TO STAY ON TASK
SELF REFLECTIVENESS - I CAN EVALUATE MY ACTIONS , GOALS AND BELIEFS AND REDIRECT
AGENCY IS CONNECTED IN PYP
THEME
LEARNING SIGNIFICANT
WHEN AND WHERE DO WE GATHER STUDENT INTERESTS
IS KNOWLEDGE RELEVANT IN LOCAL AND GLOBAL CONTEXT
IS THE KNOWLEDGE A CATALYST TO PROMOTE ACTION
CONCEPTS
ATL
ROLE OF LEADERSHIP
PROMOTING
ROLE MODELING
BUILDING CULTURE
MODES OF HUMAN AGENCY
PERSONAL - I CAN MAKE THINGS HAPPEN IN THE WORLD
PROXY : I CAN ADVOCATE FOR MYSELF AND ASK FOR HELP
COLLECTIVE : I CAN WORK WITH OTHERS TO IMPACT CHANGE
AGENCY BY DESIGN
Beyond the Action Plan by Anja Junginger
ORGANIZE AND PRIORITIZE
COMMUNITY ASPIRATIONS
MAKING IT MEANINGFUL FOR WHILE COMMUNITY
HOW WILL WE KNOW WE HAVE BEEN SUCCESSFUL IN OUR IMPLEMENTATION
