Friday, 7 October 2011
Bali Day 1 Part 2 - Toolbox stuff
Toolbox stuff
CORI - collect, organize, represent and interpret
The Knotted String
Provocations and Knowledge - Stand near a statement that provokes you. Stand near a statement that describes you.
Think Dump - on postits or programs like WallWasher. In our workshop the question here was, "A mathematically empowered student can ..."
"It is.../It is not..." Chart
A Kath Murdock site.
A series of books by Paul Swan and Geoff White - Developing Mathematics.
A Truth Line - students stand on a line between two polar statements, or between true and false on one statement.
A What I used to think, What I think now - exercise.
Assessment stratagies to investigate - McTighe and ... - 6 facets of understanding
Bali Day 1
It looks like the IB expects that math that is not authentically integrated with a UOI should have it's own planner written on the IB's planner. I think tomorrow will be interesting at the workshop because we are going to talk about planners, both integrated and stand-alone units. From what the two workshop leaders have said so far, they don't 'do' math through investigations as we do them. The way they talk about 'doing' stand-alone units is to take one strand and develop a deep understanding of all of its facets. However, I've been able to talk to a few other teachers about what we are doing, and they are very excited. Should be interesting.
Grade 4 teachers came up with a bunch of stuff-
McRel - I will need help with this one - I always have trouble navigating the site. I have this link and this document.
iMath - a Queensland textbook, inquiry based - has the sports stadium inquiry.
NZMath
maths300 (a website - on our wiki's resource page)
Scott also shared these with me
Studyladder (similar to Mathletics, but it's free).
iBoard - with lots of support for teachers
Lots of other interesting stuff. I had a bit of an insight when I was asked to put down some goals. As often happens when you write down a question, you come up with an answer. My question, or my goal, was to improve my ability to pre-assess. I came up with a solution immediately. Note down what we want students to learn and then work with Katy to find evidence. Katy should look at half of the class, and I will look at the other half. Other ways to pre-assess include Rocket Writing, Thinking Trades (although I'm not sure how that works, will have to view the video at IB's OCC Opening Classroom Doors) and Provocations (remember to include what I find difficult and what I do well)
The other goals, or questions, that I have include
Improving differentiation strategies - this was modelled well in our workshop when Glen and Bec set up a task to scaffold the learning where tasks of increasing complexity were given, and we worked on them as far as we could go, or wanted to go.
Using inquiry in math
integrating math into the UOI
Another thing we need to do more of in class is reflection, will have to look at that video from Edutopia. There are a sick amount of resources and toolbox items I have to include, but it's late and I'm going to bed.
Grade 4 teachers came up with a bunch of stuff-
McRel - I will need help with this one - I always have trouble navigating the site. I have this link and this document.
iMath - a Queensland textbook, inquiry based - has the sports stadium inquiry.
NZMath
maths300 (a website - on our wiki's resource page)
Scott also shared these with me
Studyladder (similar to Mathletics, but it's free).
iBoard - with lots of support for teachers
Lots of other interesting stuff. I had a bit of an insight when I was asked to put down some goals. As often happens when you write down a question, you come up with an answer. My question, or my goal, was to improve my ability to pre-assess. I came up with a solution immediately. Note down what we want students to learn and then work with Katy to find evidence. Katy should look at half of the class, and I will look at the other half. Other ways to pre-assess include Rocket Writing, Thinking Trades (although I'm not sure how that works, will have to view the video at IB's OCC Opening Classroom Doors) and Provocations (remember to include what I find difficult and what I do well)
The other goals, or questions, that I have include
Improving differentiation strategies - this was modelled well in our workshop when Glen and Bec set up a task to scaffold the learning where tasks of increasing complexity were given, and we worked on them as far as we could go, or wanted to go.
Using inquiry in math
integrating math into the UOI
Another thing we need to do more of in class is reflection, will have to look at that video from Edutopia. There are a sick amount of resources and toolbox items I have to include, but it's late and I'm going to bed.
Monday, 3 October 2011
Monday, 5 September 2011
Questions For the Central Idea
I will need to ask more leading questions to drive the questioning process. May use those questions I had in gmail.
Why do we have government?
How does the government affect us?
What are the different political systems?
How would my life be different if I lived in another political system?
Monday, 29 August 2011
Math Placement Tests
Sunday, 28 August 2011
A New Year, A New Focus
I guess I will be using this as an area to put ideas for math. I think we should look at the mathematical concepts as our benchmarks ("The students should be able to ...") and the learning indicators as a bunch of content areas that we need to cover to get there. Also we should be looking at important mathematical and scientific skills that are included in many curricula world wide, including the Queensland "Ways of Working" These should be incorporated into our scope and sequence because there is a gap there. Just because our interpretation of the MOE curriculum doesn't have these "Ways of Working" doesn't mean the MOE doesn't explicitly state them. However, it is up to us to incorporate them into our curriculum. I am also interested in developing and incorporating inquiries into our curriculum.
The learning indicators are very important as this is were we will be assessed by Taiwanese parents as the point of comparison. Taiwanese parents aren't going to compare the students in our school with others in their conceptual understanding or their ability to apply their understanding with meaning. We will be compared on how well and how quickly our students can perform the mathematical computations. Above all parents do not want their students "falling behind." We are not at the stage where we can say, "They don't do as well on the test, but they have a better understanding."
The learning indicators are very important as this is were we will be assessed by Taiwanese parents as the point of comparison. Taiwanese parents aren't going to compare the students in our school with others in their conceptual understanding or their ability to apply their understanding with meaning. We will be compared on how well and how quickly our students can perform the mathematical computations. Above all parents do not want their students "falling behind." We are not at the stage where we can say, "They don't do as well on the test, but they have a better understanding."
Wednesday, 15 June 2011
Thursday, 9 June 2011
maybe further inquiry
After today's meeting, I had a thought about what we want to do and how we are going to get there. At today's meeting we voiced the opinion that we needed to improve and target oral development. I wonder why. I believe that this view is proglemated because teachers believe that students should have near native competence in English by the end of their time in the PYP. As the current language situation stands in the school, I believe this is unrealistic. I believe that unless the school becomes a English immersion school, students are unlikely to reach this level of competence, and have that expectation is unrealistic.
The reason for this is that studies have show that elective bilinguals studying in a bilingual setting are unlikely to obtain near native competence, there just isn't enough time and resources.
The reason for this is that studies have show that elective bilinguals studying in a bilingual setting are unlikely to obtain near native competence, there just isn't enough time and resources.
Thursday, 26 May 2011
What I can
Stephanie was very excited to search for and find books about butterflies. Belle is getting better at reading and becoming a student who can talk about what she has learned. Grace was amazed that her English has improved and is better than Iro. Eric seems more comfortable working at the lowest level. William is writing more and Joy is not. Iro struggles at the middle level.
Friday, 8 April 2011
Long Time No See
What a day/week/semester!
Not much to remark upon, not because nothing is happening or there is nothing to report, but because my brain is fried. Just needed to note that Jonathan is very good at music, James is very good at Math (or mathletics at least), Grace is very good at mental math and Rachael is not. Belle would write more if she was writing stories, maybe even in book form. Stephanie and Grace edited each others work. FANTASTIC!!!
Not much to remark upon, not because nothing is happening or there is nothing to report, but because my brain is fried. Just needed to note that Jonathan is very good at music, James is very good at Math (or mathletics at least), Grace is very good at mental math and Rachael is not. Belle would write more if she was writing stories, maybe even in book form. Stephanie and Grace edited each others work. FANTASTIC!!!
Tuesday, 22 February 2011
February 23, 2011
Rachael, Jonathan, Vivian, Liz (both finished), Grace, Ruby and Stephanie have all started typing their stories on the computer. I've posted their work on today's log (https://sites.google.com/site/isisgradetwo/home/class-log/february232011). As I have said before, this process is part of the editing process for most, but for Rachael I am hoping it is part of the writing process. Sean and James are working well. Joy and Iro need to start again, they are not using their plan to write their draft, and it is the only way I know to get them to expand their writing. I'm not sure what Eric's problem is, but he is not writing.
In math, the students are working on timeline problems and most are able to do it, but it is difficult and they will need to have more practice. Stephanie and Rachael will benefit most from more practice.
In math, the students are working on timeline problems and most are able to do it, but it is difficult and they will need to have more practice. Stephanie and Rachael will benefit most from more practice.
Monday, 21 February 2011
February 22, 2011
Today's English class went very well. Jonathan, Vivian and Liz have done excellent work and are progressing well. Rachael is progressing well, but the way she is engaging in the process means that she is limiting, rather than expanding her views. I am monitoring her and hope that typing will allow her to add details. Grace, Ruby and Stephanie are doing good work, but they are doing it slowly, patience is required. Sean and James are writing, but they have started over, so I will need to help them. Iro, Joy and Eric will need to start again.
In math we are continuing with timelines and time problems. Some are slower than others, but everyone seems to be getting there.
In math we are continuing with timelines and time problems. Some are slower than others, but everyone seems to be getting there.
Thursday, 17 February 2011
February 17, 2011
Today in English class we presented our stories so far. I was hoping for the students to provide some feedback to their peers, but this did not happen too much, Sean and Rachael were able to add some comments. I was able to give some suggestions. I hope students take these on-board and use these to write a second draft. Some students are able to write more complex stories than others, with Vivian and Liz doing good work, Stephanie, Grace and Ruby are writing complex stories as well, but it is taking them a long time to get the words down. Rachael enjoys this exercise, Jonathan does well, but needs time to think, and Sean continues to show his reflective abilities by decided to write a new story. Belle surprises me with the way she tries to do well.
In our UOI class, we started to work on the title of our unit, "A Sense of Place" and the students are making a poster about their favourite place. As the unit progresses some students may be able to take this up as a project (either a poster with information, or a presentation). Table B show good negotiation skills when the girls wanted to do a house, and the boys wanted to do a park. I told them they needed to persuade the others. Instead they reached a compromise, and decided to do a Park House.
We also had Jane, a Korean from 6R come to answer students questions. The students enjoyed asking her questions and documenting the answers. I think they like learning how to say things in Korean, especially as Chris is from Korea. They asked Jane to ask Chris some things. We will need to do some reflection about Jane's talk in our next class, we also need to do some preparation for the email and survey to Japan (it was good to see that Joy asked when we were going to do that, THAT'S PROGRESS!
In math class we continued working on timelines. I overestimated their abilities. Last class we did a timeline without any instruction, and the class did very well, so I thought this time I would just need some minor instruction, however I found that the students had trouble accurately representing time on the timeline. Next time we will need explicit instruction on how to represent time on the timeline.
In our UOI class, we started to work on the title of our unit, "A Sense of Place" and the students are making a poster about their favourite place. As the unit progresses some students may be able to take this up as a project (either a poster with information, or a presentation). Table B show good negotiation skills when the girls wanted to do a house, and the boys wanted to do a park. I told them they needed to persuade the others. Instead they reached a compromise, and decided to do a Park House.
We also had Jane, a Korean from 6R come to answer students questions. The students enjoyed asking her questions and documenting the answers. I think they like learning how to say things in Korean, especially as Chris is from Korea. They asked Jane to ask Chris some things. We will need to do some reflection about Jane's talk in our next class, we also need to do some preparation for the email and survey to Japan (it was good to see that Joy asked when we were going to do that, THAT'S PROGRESS!
In math class we continued working on timelines. I overestimated their abilities. Last class we did a timeline without any instruction, and the class did very well, so I thought this time I would just need some minor instruction, however I found that the students had trouble accurately representing time on the timeline. Next time we will need explicit instruction on how to represent time on the timeline.
Tuesday, 15 February 2011
February 16, 2011
We started the day by reflecting on yesterday's session in the computer lab. Will need to make sure that reflection is part of the daily process. Then we worked on Mr. Men and Little Miss books. It's just the first draft and some students are working well (Vivian and Liz, Rachael (she works well on her own) and some students are not working to their potential (Grace, Stephanie and Ruby in one group (Ruby is a disruptive influence in a group), Eric and Jonathan working individually). Sean and James are producing things, but it will need more work. Belle is doing quite well, but Iro and Joy will need some support. The problem with helping Joy is that she doesn't say anything or do anything, so I don't know how to help her. They need to finish illustrations tonight, so that they can present their first draft to the group tomorrow.
In math class, we were presenting our timelines. All the students had trouble organizing their presentations, omitting an introduction. They all had trouble with using appropriate gestures. Many had trouble adding duration (e.g. I watched TV for 1 hour) and making sentences (using "I washed my hair at 7pm" rather than, "7 washed my hair"). In terms of drawing timelines, Grace wrote hers right to left and Jonathan did not use uniform time durations.
In math class, we were presenting our timelines. All the students had trouble organizing their presentations, omitting an introduction. They all had trouble with using appropriate gestures. Many had trouble adding duration (e.g. I watched TV for 1 hour) and making sentences (using "I washed my hair at 7pm" rather than, "7 washed my hair"). In terms of drawing timelines, Grace wrote hers right to left and Jonathan did not use uniform time durations.
February 15, 2011
Today was more troublesome than yesterday. We continued an activity that we started last semester, however some students had left their material at home, some had lost it, some decided to try something different, everyone is at different levels of completion. I'm not really sure how to help them. I am supporting the students who need help but I feel at the moment that I would just like the process to be complete.
In maths class we talked about time, I taught them some new words (decade and century) and the students referred to the dictionary to confirm another word (millennium). I then read a story (literacy listening skills; Vivian and Rachael did well) and we then did a timeline together. For homework, the students are going to draw a timeline and use it to tell a story. The students are familiar with digital and analogue clocks. Showing another way to represent time gives them a better understanding of time. The timeline is great because the idea of time being represented as length means students have a better understanding of duration. The activities have a real literacy aspect as well.
The problem came with UOI. I modeled the "Think, Puzzle, and Explore" thinking engagement. However, when students were asked to apply this to the central idea of the UOI, they had difficulty. I will need to find questions to support their enquiry, and I will need to break the concept of the central idea into manageable parts.
When it came time to make questions for our guest speaker, Jane from grade 6, the students started slowly, but improved over the course of the lesson. The questions, with a little rewording from me, are:
1.Why does Korea have this stuff?
2.What Korean food can we buy in Taiwan?
3.Why did you come to Taiwan?
4.What Taiwanese food can you buy in Korea?
5.What did you think about Taiwan before you came here?
6.What things are the same between Taiwan and Korea?
7.Do you think it is easy to learn Chinese?
8.Is it easy to write Korean? Can you teach us how to write something?
9.Do you grow chilies in Korea?
10.Do you prefer school in Taiwan or Korea?
11.Do you like Taiwan?
12.Is Kimchi very spicy?
13.Do you think Taiwan is a good place?
14.Why are Korean products, like food, expensive in Taiwan?
15.How did you learn English?
16.Can you teach us how to speak some Korean?
17.How long does it take to fly Korea?
18.Why do Koreans eat kimchi?
19.What are the best places to go in Korea?
20.Do you have fun at ISIS?
The real problem came when we went online to search for answers to our questions. I modeled the process, but I will need to have the students reflect on what went wrong with their search. Then I am going to have to show them how to make good search questions. We also need to look at our question and the type of information or evidence we expect to get. Are we looking at facts or opinion? What are the sources of this information? I will model the process with one student's research question. I am also going to have to meet with each student (once a week, checking UOI notebook) and help them plan their inquiry, asking these types of questions (e.g. type of information, fact or opinion, alternative research questions). I could also have a researcher come in and talk to the students about inquiry.
In maths class we talked about time, I taught them some new words (decade and century) and the students referred to the dictionary to confirm another word (millennium). I then read a story (literacy listening skills; Vivian and Rachael did well) and we then did a timeline together. For homework, the students are going to draw a timeline and use it to tell a story. The students are familiar with digital and analogue clocks. Showing another way to represent time gives them a better understanding of time. The timeline is great because the idea of time being represented as length means students have a better understanding of duration. The activities have a real literacy aspect as well.
The problem came with UOI. I modeled the "Think, Puzzle, and Explore" thinking engagement. However, when students were asked to apply this to the central idea of the UOI, they had difficulty. I will need to find questions to support their enquiry, and I will need to break the concept of the central idea into manageable parts.
When it came time to make questions for our guest speaker, Jane from grade 6, the students started slowly, but improved over the course of the lesson. The questions, with a little rewording from me, are:
1.Why does Korea have this stuff?
2.What Korean food can we buy in Taiwan?
3.Why did you come to Taiwan?
4.What Taiwanese food can you buy in Korea?
5.What did you think about Taiwan before you came here?
6.What things are the same between Taiwan and Korea?
7.Do you think it is easy to learn Chinese?
8.Is it easy to write Korean? Can you teach us how to write something?
9.Do you grow chilies in Korea?
10.Do you prefer school in Taiwan or Korea?
11.Do you like Taiwan?
12.Is Kimchi very spicy?
13.Do you think Taiwan is a good place?
14.Why are Korean products, like food, expensive in Taiwan?
15.How did you learn English?
16.Can you teach us how to speak some Korean?
17.How long does it take to fly Korea?
18.Why do Koreans eat kimchi?
19.What are the best places to go in Korea?
20.Do you have fun at ISIS?
The real problem came when we went online to search for answers to our questions. I modeled the process, but I will need to have the students reflect on what went wrong with their search. Then I am going to have to show them how to make good search questions. We also need to look at our question and the type of information or evidence we expect to get. Are we looking at facts or opinion? What are the sources of this information? I will model the process with one student's research question. I am also going to have to meet with each student (once a week, checking UOI notebook) and help them plan their inquiry, asking these types of questions (e.g. type of information, fact or opinion, alternative research questions). I could also have a researcher come in and talk to the students about inquiry.
Monday, 14 February 2011
February 14, 2011
Today was an interesting day. The first day of the new semester, first day of the new approach. 15 students with one absent (Vivian). I asked the students to write notes about their holidays and present the information orally.I only got to listen to 1/2 of the class, tables A and B, will need to hear the other two tables. They all still just answer the question. Will have to find an approach which will encourage them to give better responses. Maybe along the lines of what I expect, with a group discussion of the type of responses they need to give in grade two.
The math class was excellent. We played a game to practice multiples of 3. We called it "BOOM", everyone sits in a circle, calling out the numbers in order. Instead of a multiple of 3, you call out "BOOM". I think we can play games more often to check understanding. It was done in English, so we need to play it again in Chinese to test results, but it looks like Iro (maybe Joy and Belle too) need more practice at this. (Chris didn't participate).
In the UOI class, we deconstructed the central idea (The development of a global perspective is support through the understanding of our place in the world and the relationship with others) and students wrote their own version of the central idea. After a few moments to think about possible responses, I modelled one possible response. This prompted the other teams, with Team B getting some good ideas (Rachael mostly, Ruby supported; Jonathan and Eric had difficulty, however Eric was able to recall the meaning of some of the words from the original central idea). Team A (without Vivian) struggled to develop something. Liz works well with Vivian, and seemed to be annoyed that Grace especially was not able to fill this role. I guess she needs that creative/productive spark.
Tr. Sophia said that Team D did well in developing a Central Idea (it was in Chinese, I don't understand) and that their product demonstrates a clear understanding. Team D are going to struggle this semester without Gallant. Team C did produce something today, which displayed an adequate understanding of the principle. This is an important step forward for my most oral team.
The math class was excellent. We played a game to practice multiples of 3. We called it "BOOM", everyone sits in a circle, calling out the numbers in order. Instead of a multiple of 3, you call out "BOOM". I think we can play games more often to check understanding. It was done in English, so we need to play it again in Chinese to test results, but it looks like Iro (maybe Joy and Belle too) need more practice at this. (Chris didn't participate).
In the UOI class, we deconstructed the central idea (The development of a global perspective is support through the understanding of our place in the world and the relationship with others) and students wrote their own version of the central idea. After a few moments to think about possible responses, I modelled one possible response. This prompted the other teams, with Team B getting some good ideas (Rachael mostly, Ruby supported; Jonathan and Eric had difficulty, however Eric was able to recall the meaning of some of the words from the original central idea). Team A (without Vivian) struggled to develop something. Liz works well with Vivian, and seemed to be annoyed that Grace especially was not able to fill this role. I guess she needs that creative/productive spark.
Tr. Sophia said that Team D did well in developing a Central Idea (it was in Chinese, I don't understand) and that their product demonstrates a clear understanding. Team D are going to struggle this semester without Gallant. Team C did produce something today, which displayed an adequate understanding of the principle. This is an important step forward for my most oral team.
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