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Philadelphia IB MYP Language Aquisition Category 2 Workshop

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Genevieve Poucel

on 29 October 2015

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Transcript of Philadelphia IB MYP Language Aquisition Category 2 Workshop

In Philadelphia, our leader, Parfait Awono, mentioned, "The IB learner profile" includes the student, his teachers, as well as his parents!
I thought it was the PYP student, MYP then DP!
We must all (students, teachers, and parents) strive to be:
Knowledgeable
Thinkers
Communicators
Principled
Inquirers
Open-Minded
Caring
Risk-takers
Balanced
Reflective

I chose to use PREZI.com for my post-workshop paper along with the inspiration I got from Mr. Parfait Awono, swho hared a fascinating video about changing education paradigms, it is by Ken Robinson, below is the link. It talks about creativity, among other fascinating ideas.

https://www.google.com/search?q=ken+robinson+rsa&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb
Among the tools that gathered to help me organize my unit plans and streamline my lessons.
Example
I will continue to be open to fine tuning the methods I learned during my workshop in Philadelphia, June 2014.
Communication Key concept (1)
Accent and Patterns Related concepts (2)
Orientation in Space Global Context (1)
(Specifically peoples, boundaries, exchange, interaction)
Other examples of statements of inquiry from the workshop:
"Purposeful and structured connections create commonality despite diversity."
"Commonality, diversity, and interconnection influence the purposes and conventions of human connection."
"Self-discovery plays a vital role in the development of the whole person and can affect the cultivation of personal connections."
Inquiry questions-
These shape and scope a unit of study, promote student-initiated inquiries, and satisfy curiosity. They can also "Invite" students into the learning. It was said that, "It is hard to ask a question about where you are going, without knowing where you are going."
Unit Plan
RECIPE FOR A STATEMENT OF INQUIRY:
1 Key concept (This is broad, and organizes the teaching.)
2 Related concepts
1 Global context
Add the intention to develop international mindedness and help make the learning relevant, and consider its personal/local/national/international significance. Ask yourself why they are learning this.
Produce a statement of inquiry that is broad enough to cover other disciplines.
Above: How to create a strong statement of inquiry, be willing to change and re-work it later if it doesn't align with your summative task. (As a reminder, one should remember that statements of inquiry should not use proper or personal nouns, they should avoid forms of the verb 'to be', they should be written in the present tense, and there may be a need for a qualifying statement such as

IB Workshop
Language Acquisition
Category 2
Philadelphia
June 20-June 23 2014

Genevieve Poucel

Assignment:
Improving
units
and daily practices
in the
IB MYP

I have more knowledge on how to access what I may need on the OCC.
I feel ready to do more work on my Unit Plans.
I see better how to craft my lessons around students needs, and with their buy-in.
"Communication changes according to accent and patterns depending on context"
How will I personally use this skill?
I will be more streamlined when I get to the OBJECTIVES and ASSESSMENT CRITERIA.
Address each MYP objective at least twice per year, and each strand needs to be addressed at least twice per year.

From the Language Guide page 8-10 : "Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation. The strands are subsets of each whole objective and must be considered when planning,
teaching, assessing and reporting on the student’s language development and communicative competence.
These aspects focus on purpose, context, language control and accuracy."

Continue working on summative assessment tasks. Design them to meet the chosen criteria and in order for students to demonstrate their understanding.
The tool we used was called GRASPS or
G
R
A
S
P
S


OAL

OLE

UDIENCE

ITUATION

RODUCT, PURPOSE, PERFORMANCE
TANDARDS
HOW IS THIS SUMMATIVE ASSESSMENT TOOL USEFUL TO ME?
Here's how it works: You create a summative assessment by first asking
what is the goal?
And then go on as below.
Your task is to communicate with a stranger in France (GOAL)
Your role is a group leader(ROLE)
Your target audience is the owner/manager of an unusual property in France (Farm, chateau, campground, etc...) (AUDIENCE)
The challenge is to get the property owner to invite/welcome you into their property (SITUATION)
Produce a letter that introduces your group, include a photo of your group or yourself, and write the letter in ink (PRODUCT/PERFORMANCE/PURPOSE)
Your letter needs to communicate your group's needs, request information, and use appropriate language. (I would brainstorm with students what type of information.) Then it's time to work with them on how I will assess, sharing the IBMYP rubric, and translating this to their comprehension.
http://opi.mt.gov/PDF/CurriculumGuides/Curriculum-Development-Guide/GRASP.pdf
Before delving into unit plans, an interesting idea was shared with the group. We can assess students for the phase they are in, not necessarily for the one we are teaching. In French phase 3,4 I can have slower students could be assessed at phase 2, and faster ones who could be assessed at phase 5. The same teacher suggested that we write assessments with questions from several phases, starting simpler and getting more in-depth. This is a great solution for differentiating instruction; it also aligns with our school's use of Depth of Knowledge questions.
I plan to follow our workshop leader's advice, write 3 factual, 2 conceptual, and 1 debatable question for each of my units.
During the conference in Philadelphia, we spent a good while crafting better summative assessments. Along with the statement of inquiry, inquiry questions and summative assessments, we were well on our way to great unit plans. THIS TAKES TIME.
Remember that once one has their summative task, and formative tasks that will scaffold the learning, one needs to make sure and look at the "Approaches To Learning" list given on page 97 of "Principles into Practice" to see what skills the students need in order to achieve the task(s).
Let's say I start with a statement of inquiry such as, "Language expresses points of view and motivates action," I then devise my inquiry questions.
Factual :
What words can express point of view?
What motivates action?
What are forms of language?
Conceptual :
How do you determine the line between motivation and manipulation?
What is language?
Debatable:
Does language motivate action?
IB MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
In order to be compliant with MYP, we need to address each MYP objective at least twice per year. The objectives, or standards are:
A Comprehending spoken and visual text
B Comprehending written and visual text
C Communicating in response to spoken, written and visual text
D Using language in spoken and written form
From the guide book: "In order to meet these objectives, teachers will need to concentrate on each of the macro-skills of language:
listening, speaking, reading, writing, viewing and interpreting. These skills are very much interactive and
interrelated, though in some instances teachers may wish to deal with them as discrete skills."
Summative Assessment tasks must be designed to allow the students to meet the chosen criteria, and show their understanding.



Criterion A: Comprehending spoken and visual text
Maximum score: 8
At the end of phase 1, students should be able to:
identify basic facts, messages, main ideas and supporting details
recognize basic conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
Here is an example of ONE of the 4 objectives and its strands, for Phase 1 :
Here is an example of what is meant by "Approaches to Learning" skill. Let's say I am working on getting the students to write and speak using a range of vocabulary, grammatical structures, and conventions, then they must
Write for different purposes
Organize and depict information logically
(See page 97 in "Principles into Practice") So I would practice writing for different purposes with them, and organizing information, etc.
Break it down by steps:
Step 1:

Step 2:

Step 3:
For each ATL skill identified in the ATL section of your unit, design 2 learning experiences that build each of the skills, making sure you use the content of your unit.
Consider how you will assess formatively, and how well my students are acquiring the skill.
How will you differentiate the learning for all students in the class?

I find examples are useful for learning, here is one given by a fellow student in class:
Standard D (Using language in spoken/written form)
Your goal is to convince other students to recycle
Your role: You are an exchange student from the USA in a school in Santiago, Chile and you started the Club Medio del Ambiente
Audience: Your classmates in Chile
Challenge: Persuade kids to recycle
You will create a text in order to convince students
You will need to :
Select appropriate text
Use 'persuasion' words
Use a wide range of vocabulary
Organize info and files
Another example:

Factual inquiry question:
"WHAT ARE THE 2 LINGUISTIC REGISTERS IN FRENCH?"
GOAL: Create a 2 scenes that may occur in a French setting with a partner.
ROLE: You and your partner play the roles in the 2 scenes.
AUDIENCE: The class.
SITUATION: Convey the setting of your sketch without specifically stating it, class guesses.
PRODUCT: 4 separate 30 second dialogues.
STANDARD :(Left blank by student)
Goal: Write then perform a skit explaining why you were late to class.
Role: You are a student.
Audience: The teacher.
Situation: Your personal grooming routine is the reason you were late.
Product: (Left blank by student.)
Standard: (Left blank by student.)
Here is the beginning of another example:
How to improve formative assessments?
Ask the class, "How will we be successful on this task?" Then do the following:
Our workshop leader inspired us, as well, to do far more reviewing of materials. He modeled methods for reviewing. One, where we shouted out whenever we recalled a new datum we had learned; another, whereby everyone stood up, and in order to sit down one needed to share something one had learned.
IMy adice to myself:
Familiarize myself with IB materials frequently.
Make statements of Inquiry that I can re-do if needed.
Create summative assessments using 'GRASPS.'
Make sure my activities are connected.
Ask myself what ATL skills will be needed and plan those.
Consider what problems my students may have, and plan for different phases in my classroom.
Ask myself, do I need more key concepts?
Know how I will arrive at, and record achievement.
Cover all objectives and strands 2 times per year, because we to want to have a range of learning experiences and comply with IB MYP!
I will take time to go back to my formative and summative assessments and re-draft them with Phase 2 and 3 questions and so on, while noting in the margin that the assessments are getting harder. I'll do the same with writing, and speaking assessments.

The Workshop in Philadelphia was a place for salient discussions, on such topics as:
Conceptual knowledge (Why did you choose purpose and form and culture? Why this key concept and/or related concept? )
Inquiry questions
Global context
Interdisciplinary teaching
OCC, using video from website to promote MYP at open house
IB mission statement parallel to school's
Summative Assessments
Task specific clarifications (GRASPS)
ATL and Student achievement
Standardization-vertical/horizontal
Recording/reporting frequently
Aligning the IB mission statement with our own school's
General William J. Palmer
High School

MISSION STATEMENT
William J. Palmer High School is dedicated to pursuing academic excellence
and, in partnership with the community, preparing our diverse student population for responsible and productive lives
may, can, or often.)
Get the rubric we will use
Have the class translate it into words they understand
Have the class agree on the specifics on how we will assess them.
Use page 42 of Language Guide.
Is our whole school's
mission statement
at
William J Palmer

aligned with IB?
Here are the two statements :
I loked that one of my colleagues in the workshop mentioned, in one of the the review sessions, that he had learned he should inquire, act, reflect, inquire, act, reflect, etc.

We were talking about the various community and service projects we work on in IBMYP, and Mr. Arwono wrote on the board:
Tell me and I will forget,
show me and I will remember, involve me and I will understand, step back and I will act.
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