https://sites.google.com/site/assessmentinthepyp/dr-suess-learner-profile
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Whilst completing my Bachelor of Education in Primary Teaching I was placed at a registered International Baccalaureate - Primary Years Program world school, where I developed a great passion for inquiry learning. Whilst at the school I planned and taught for inquiry based learning sequences and developed an understanding of the IB learner profiles that characterise successful learners.
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Who We AreThis unit of inquiry for foundation students was based on students exploring different community helpers such as doctors, vets, paramedics, police officers, teachers, firefighters, mechanics, chefs and many more. The students explored the different roles these people played in the community. At the completion of this unit the students had a dress up day where they dressed up as a community helper and participated in a range of rotational activities. Our classroom was the 'Mechanics Workshop'. The students used a range of materials to build a variety of cars that different members of the community would use.
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How the World WorksThis unit of inquiry involved the foundation students exploring how things are made and the different materials they are made from. The students explored metals, plastics, cardboards and many other materials, where they come from and how they are made. These pictures show students investigating objects that sink or float and why this is. You can also see students working together to try and build a bridge over a body of water. The students had to devise a plan of how they were going to build the bridge and what they would need to hold the bridge up over the water using only cardboard bricks.
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SustainabilityWhilst exploring the topic of sustainability with grade twos I started off by reading ‘Where the Forest Meets the Sea’ by Jeannie Baker. Using a student centred approach I then let the lessons flow in the direction of the students' interests.
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Links to the Australian Teaching Standards:
1. Know students and how they learn 1.1 'Physical, social and intellectual development and characteristics of students' (AITSL, 2014). 1.2 'Understand how students learn' (AITSL, 2014). 1.5 'Differentiate teaching to meet the specific learning needs of students across the full range of abilities' (AITSL, 2014). 2. Know the content and how to teach it 2.5 'Literacy and numeracy strategies' (AITSL, 2014). 2.6 'Information and Communication Technology (ICT)' (AITSL, 2014). 3. Plan for and implement effective teaching and learning 3.1 'Establish challenging learning goals' (AITSL, 2014). 3.4 'Select and use resources' (AITSL, 2014). 4. Create and maintain supportive and safe learning environments 4.1 'Support student participation' (AITSL, 2014). 5. Assess, provide feedback and report on student learning 5.2 'Provide feedback to students on their learning' (AITSL, 2014). 6. Engage in professional learning 6.1 'Identify and plan professional learning needs' (AITSL, 2014). 7. Engage professionally with colleagues, parents/carers and the community 7.1 'Meet professional ethics and responsibilities' (AITSL, 2014). 7.2 'Comply with legislative, administrative and organisational requirements' (AITSL, 2014). 7.3 'Engage with the parents/carers' (AITSL, 2014). |
Links to Principles of Learning and Teaching:
1. The learning environment is supportive and productive 1.2 'Promotes a culture of value and respect for individuals and their communities' (Victorian Government Education and Training, 2016). 1.3 'Uses strategies that promote students' self-confidence and willingness to take risks with their learning' (Victorian Government Education and Training, 2016). 1.4 'Ensures each student experiences success through structured support, the valuing of effort, and recognition of their work' (Victorian Government Education and Training, 2016). 2. The learning environment promotes independence, interdependence and self motivation 2.1 'Encourages and supports students to take responsibility for their learning' (Victorian Government Education and Training, 2016). 2.2 'Uses strategies that build skills of productive collaboration' (Victorian Government Education and Training, 2016). 3. Students' needs, backgrounds, perspectives and interests are reflected in the learning program 3.1 'Uses strategies that are flexible and responsive to the values, needs and interests of individual students' (Victorian Government Education and Training, 2016). 3.2 'Uses a range of strategies that support the different ways of thinking and learning' (Victorian Government Education and Training, 2016). 3.3 'Builds on students' prior experiences, knowledge and skills' (Victorian Government Education and Training, 2016). 3.4 'Capitalises on students' experience of a technology rich world'(Victorian Government Education and Training, 2016). 4. Students are challenged and supported to develop deep levels of thinking and application 4.1 'Plans sequences to promote sustained learning that builds over time and emphasises connections between ideas' (Victorian Government Education and Training, 2016). 4.2 'Promotes substantive discussion of ideas' (Victorian Government Education and Training, 2016). 4.3 'Emphasises the quality of learning with high expectations of achievement' (Victorian Government Education and Training, 2016). 4.4 'Uses strategies that challenge and support students to question and reflect' (Victorian Government Education and Training, 2016). 4.5 'Uses strategies to develop investigating and problem solving skills' (Victorian Government Education and Training, 2016). 4.6 'Uses strategies to foster imagination and creativity' (Victorian Government Education and Training, 2016). 5. Assessment practices are an integral part of teaching and learning. 5.2 'Ensures that students receive frequent constructive feedback that supports further learning' (Victorian Government Education and Training, 2016). 5.4 'Uses assessment practices that encourage reflection and self assessment' (Victorian Government Education and Training, 2016). |