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LEARNING BOX:
Approaches to
Learning &
Approaches to
Teaching in the
IB Continuum
PRESENTED BY
GILES PINTO
MYP
COORDINATOR,
BRANKSOME
HALL
(Toronto, Canada)
Session
Time
9:00 10:00
10:00 11:00
3: Approaches to Teaching
11:00 12:00
1:00 2:00
2:00 3:00
Communication
skills
Selfmanagement
skills
Communication
Organization
Information
literacy
Creative
thinking
Affective skills
Media literacy
Transfer
Reflection
Thinking skills
Critical thinking
Social skills
Collaboration
Research skills
Crowd control?
Gaining good qualifications?
Team workers
Independent
inquirers
Self-managers
Creative
thinkers
Effective
participators
Reflective
learners
Responsibility
Organization
Independent
work
Collaboration
Initiative
Self-regulation
Mexico
Belgium
Italy
Poland
Slovakia
Spain
Turkey
New
Zealand
Singapore
South Korea
Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration & teamwork
10 essential skills for
Tools for Working
st
success
in
the
21
Information literacy
Century
ICT literacy
Living in the World
Citizenship local and global
Life and career
Personal & social responsibility including cultural awareness and
competence
(Binkley, Erstad, Herman, Raizen,
Ripley & Rumble, 2010)
PYP Awareness
MYP Acquisition
teaching specific strategies, techniques
DP Amalgamation
Many skills involved in the completion of every task
But what about new student entries in Diploma 1? Consistent
review is needed.
APPROACHES TO TEACHING
Students?
Teachers?
Pedagogical
leaders?
LEARNING
Approaches to Teaching
1. Teaching based on inquiry
2. Teaching focused on conceptual understanding
3. Teaching developed in local and global contexts
4. Teaching focused on effective teamwork and
collaboration
5. Teaching differentiated to meet the needs of all learners
6. Teaching informed by assessment (formative and summative)
HOW READILY DO YOUR TEACHERS EMBRACE THIS PARADIGM?
WHAT STRATEGIES DO YOU THINK CAN DEVELOP THESE CAPACITIES?
Pedagogical principles
underpinning the Diploma
What is of paramount importance in the pre-university stage
is not what is learned but learning how to learn
What matters is not the absorption and regurgitation either of
fact or pre-digested interpretations of facts, but the
development of powers of the mind or ways of thinking which
can be applied to new situations and new presentations of
facts as they arise.
Peterson (1972)
Why?
Not self-regulated learning environment
Lack the right skills to successfully learn in a selfregulated learning environment
OR
Too supported??
THE
TEENAGE
BRAIN &
THE
VALUE OF
EXPLICIT
SKILL
BUILDING:
The View
from
Science
LUNCH
Prior to DP
scaffold the
thinking process
THINKING SKILLS
DP continue
the scaffold and
extend
To Think Critically
Critical is related to criteria against which one proves a claim
From Roland Case The Critical Thinking Consortium
(re-search)
to critical inquiry
Ask questions
Acquire resources
Explore data
Analyze information
Act upon knowledge
Might be reasoned
judgement, but might
not...
Example Questions:
What is the result of refugees
moving from this land across
the border to?
What are the merits and
limitations of the main
globalization indices?
Do answers exist in
textbooks and online?
Being explicit is
essential.
Teachers have reported that what they like about DP is
that one knows exactly what one must teach.
Connect, extend,
challenge
Headlines
Claim, support,
question
(routine for exploring
claims; Students make a
claim, identify support for
that claim, then ask a
question related to that
claim)
DUE TO!!!
NOVICE
BEGINS
(observing)
LEARNER
DEVELOPS
(emulating)
PRACTITIONER
USES
(demonstrating)
EXPERT
SHARES
(self-regulating)
Even in study
notes, we can
support
students to set
up structures to
support
analysis
C.2
Teaching and learning engages students as inquirers and thinkers.
The written curriculum incorporates relevant experiences for students.
The written curriculum identifies the knowledge, concepts and skills and
attitudes to be developed over time.
C.3
Teaching and learning uses a range and variety of strategies.
Visual metaphor
In groups, please come up with
1 aspect of ATL
that inspires or
motivates you...
Oral presentations
Note taking
How the heck do you paraphrase?
Roles in a group
Study method for subject
Exemplars
reflection
How did I do?
Was there a process I can use again?
How can I transfer this?
What did I learn today?
How could I have done better?
Did I self assess?
Exemplars
Exemplars
SPIDER WEB for social skills
Strategies for self reflection
Strategies for self-regulation
What is assumed
to be understood
in your task(s)?
Is there an idea
from the TSMs to
reinforce a skill?
ATL Skills
Content
What dont I understand yet?
Strategies
What strategies have I used or been
exposed to today?
Novice
(observation)
Recording information
Asking good questions
Negotiate effectively
Recognize unstated
assumptions and bias
Compare conceptual
understanding across
multiple subject groups and
disciplines
Persistence and
perseverance
Focus and concentration
Self-motivation
Delaying gratification
Practice bouncing back after
adversity, mistakes and
failures
Learner
(emulation)
Practitioner
(demonstration)
Expert
(selfregulation)
http://blog.lashgroup.ca/2014/11/08/10-stunningly-beautiful-pictures-of-the-toronto-skyline/