PYP PRACTICESPYP PRACTICESPlanning, Teaching Planning, Teaching & Assessment & Assessment

PYP PRACTICESPYP PRACTICESPlanning, Teaching Planning, Teaching & Assessment & AssessmentColegio Colombo BritánicoColegio Colombo Británico

Claudia Fayad, PYP Claudia Fayad, PYP CoordinatorCoordinator

P L A N N I N G

• Planning in isolation from other teachers.

•Planning collaboratively using and agreed, flexible system.

• Planning disconnected from curriculum.

•Planning based on agreed student learning outcomes and in the school context of a coherent school-wide program.

• The teacher making all the key decisions.

•Involving students in planning for their own learning and assessment.

• Planning which ignores students’ prior knowledge and experience.

•Planning which builds on students’ prior knowledge and experience.

• Planning a large number of units which will be covered superficially.

•Planning fewer units, to be explored in depth.

• Addressing assessment issues at the conclusion of the planning process.

•Addressing assessment issues throughout the planning process.

• Planning which present the curriculum as separate, isolated disciplines.

•Planning which emphasizes the connections between and among disciplines.

• Planning which assumes a single level of language competency.

•Planning which recognizes a variety of levels of language competency.

• Planning which assumes a single level of ability.

•Planning which recognizes a range of ability levels.

• Planning units which focus on one culture or place.

•Planning units which explore similarities and differences between cultures and places.

• Planning units which are a token to minorities and have internationalism tacked on.

•Planning units which explore broad human experiences from a range of perspectives.

• Planning units in which exploration of major issues is incidental.

•Planning units which focus directly on major issues.

T E A C H I N G

• Over-reliance on a limited set of teaching strategies.

•Using a range and balance of teaching strategies.

• Over-reliance on one grouping strategy.

•Grouping and regrouping students for a variety of learning situations.

• Viewing the teacher as the sole authority.

•Viewing students as thinkers with emergent theories of the world.

• Focusing on what students do not know.

•Building on what students know.

• Over-reliance on one teaching resource from one culture.

•Using multiple resources representing multiple perspectives.

• Teaching about responsibility and the need for action by others.

•Empowering students to feel responsible and to take action.

• Viewing students as passive recipients.

•Involving students actively in their own learning.

• A teacher-directed focus on rigid objectives.

•Pursuing open-ended inquiry and real-life investigations.

• Employing teaching strategies suitable only for first language learners.

•Maintaining constant awareness of the needs of second language learners.

• Employing teaching strategies suitable for one level and type of ability.

•Addressing the need of students with different levels and types of ability.

A S S E S S M E N T

• Viewing planning, teaching and assessing as isolated processes.

•Viewing planning, teaching and assessing as interconnected processes.

• Over-reliance on one assessment strategy.

•Using a range and balance of assessment strategies.

• Viewing assessment as the sole prerogative of the teacher.

•Involving students in peer- and self-assessment.

• Over reliance on one strategy of recording and reporting.

•Using a range and balance of recording and reporting strategies.

• Seeking student responses solely to identify the right answer.

•Seeking student responses in order to understand their current conceptions.

• Concluding each unit only by summative testing.

•Involving the students in shared reflection at the end of each unit.

• Assessing for the sole purpose of assigning grades.

•Enabling students to see assessment as a means of describing learning.

• Embarking on new learning before assessing the levels of students’ current knowledge and experience.

•Assessing the levels of students’ current knowledge and experience before embarking on new learning.

• Evaluating units in isolation from other teachers.

•Evaluating collaboratively using an agreed, flexible system.

T h a n k y o u !T h a n k y o u ! T h a n k y o u !T h a n k y o u !