Process portfolio This is a follow-up writing to my “Student Learning Portfolio” post. At my current school, MYP students create their learning portfolio using Google Site. The practice of allocating time and guiding students to build their learning portfolio is inconsistent and the quality of students’ reflections varies. In order to promote the use of learning portfolio, …
What do we mean by saying ‘Discussion’? Reading The Big List of Class Discussion Strategies written by Jennifer Gonzalez, I find myself in agreement with her statements as described below: “We will discuss actually meant the teacher would do most of the talking.” “…ultimately just a conversation between the teacher and a handful of extroverted students.” …
Comprehensible Output Through Discussion By Design Read More »
Roles and responsibilities for the MYP Personal Project I am very passionate about the MYP personal project as it gives students full ownership of their learning. This is a PROCESS in which students are guided to expand their potentials and encouraged to follow their natural curiosity making their project. They have free choice of topic, …
The WHY of GRASPS assessment design GRASPS is a model advocated for by Grant Wiggins and Jay McTighe to guide teachers in designing authentic performance-based assessment. It’s a form of assessment that engages learners to employ their thinking skills and demonstrate application of essential knowledge, conceptual understanding, and skills acquired throughout a unit of learning.
Introduction Teachers are beginning to plan the learning spaces to welcome students for the upcoming academic school year of 2022-2023. Before we rush to buy materials or print posters to display in the classroom, it might be beneficial to pause and consider what makes an environment conducive and safe for learning. Can you recall any …
The Empathy Map: A Teacher’s Tool to Design Learning Read More »
Feedback Principles Since we launched the Formative and Feedback Project at KIS in 2017, we received positive responses from teachers, students, and parents. Teachers and students have not only become more intentional about summative and formative assessment design but also enhanced their understanding of the assessment criteria. Students are involved in setting their own learning goals and …