Self-directed change as performance of understanding In every unit of inquiry there is potential for student-generated assessment. As learning is a response to deliberately designed experiences, learning is a change in the learner’s skills, knowledge, understanding as well as post-unit decisions or actions. Action as a result of learning can be owned and led by […]
In rethinking the shift to constructivist approaches in the classroom, one guiding principle stands out as key in considerations around inquiry. Warren Berger, in his book A More Beautiful Question, captures the process of inquiry, “Ambitious, catalytic questioning tends to follow a progression, one that often starts with stepping back and seeing things differently and […]
A PHE teacher once told me that a struggle in implementing a balanced PHE programme was the attitude that PHE is just “a gym class.” As a gym class, the implication was that (1) PHE was not ‘academic’ because (2) students did not learn anything except how to play sports or games, (3) everything health in PHE […]
The MYP eAssessment is a logical next step for our school. We shifted to a conceptual curriculum three years ago, realizing that learning through a spiraling conceptual curriculum would allow our students to transfer knowledge, understanding, skills and attitudes more easily across a range of open-ended problems to solve. The eAssessment requires this sort of transfer […]
Please help me thank Tania, a PYP Educator who commented on a previous post Portrait of a Self-Directed Learner and nudged some thinking about how skills are linked to conceptual understanding. Tania said, My first thoughts from a PYP perspective were that we use the Transdisciplinary Skills (ATLs) to help develop the conceptual understanding in our young […]
As we develop Approaches to Learning skills in our students, we are essentially presenting them with this question (rephrased from Costa & Kallick, 2014) to ask themselves: When the solution to this unfamiliar problem is not readily apparent, what do I do to learn? For MYP Year 5, we ask the question of our students […]
