Rate your level of comfort in using technology as a learning tool.

(1=low, 5=high)
1 0
2 0
3 1
4 5
5 1
1 0
2 0
3 3
4 2
5 2
Rate your level of comfort with collaborative learning.
(1=low, 5=high)
Rate your level of comfort with self-guided learning. (1=low,
5=high)
1 0
2 0
3 3
4 1
5 3
14%
71%
14%
1 2
3 4
5
29%
29%
43%
1
2
3
4
5
43%
14%
43%
1
2
3
4
5
Rate your level of willingness to try new approaches and tools in
your classroom. (1=low, 5=high)
1 0
2 0
3 0
4 1
5 6
Use of: smartboard, mathletics, googledocs.
Record students (both audio and video) to help them assess their performance
Platforms like ManageBac to post announcements, les, assignments, etc.
Use of electronic metronomes to help with rhythm and tempo
Presentation of class content (PP, prezi, YouTube, collaborative Forums etc.)
Communication with my students about homework and deadlines (ManageBac)
Final assessments (Glogster, podcasts, videos, recordings, etc.)
I use YouTube/BrainPop/etc to show videos about material we are covering. This helps deepen understanding and shows many
examples in a short period of time in an entertaining way.
eChalk for demonstrations and interactive games and activities. This allows me to show visually some of the content in a way that
is clearer than me drawing it on the board. The games are engaging and competitive.
I allow students to research questions in class on smartphones, laptops and iPads and then report the info to the rest of the
class.
86%
14%
1
2
3
4
5
List three main ways that you use technology in the classroom.
I had a SMART board in previous schools, which I used for direct and interactive teaching, the children used for presenting and
for self-directed learning, and much more. At ISS, there is Mimio, but it is not installed permanently in the class and the projector
is on a trolley, so it would be less ideal for interactive work. However, I know that I will be using it for some aspects of teaching -
shapes in maths springs to mind. Mostly, however, I now just use the projector, and I write on the board with a real pen. Teaching
in Grade 1-2, I try to use music and song more than I used to with Grade 3-4, and the internet is a great resource for this (I'm not
a gifted musician).
in science classes - equipment for practicals such as data loggers or even just spreadsheets, educational videos, calculators
(can't think of much else)
visional help (pictures, videos)
Power Point Presentations to present new material (e.g. vocabulary)
learning websites (e.g. managebac)
Describe your approach to assessment, both in philosophy and practice.
Assessment is an important tool in nding out what students know, and more importantly what they don't know. It guides
teaching. I like to use pre assessment to ascertain an appropriate starting point for each student. I use formative and summative
assessment to help students identify their strengths and areas that they need to work on. To be e!ective and meet the needs of
all students assessment should be ongoing and not simply used at the end of a unit.
I believe that students should be both formatively and summatively assessed as much as often. They should receive many grades
throughout the semester to help them chart their academic progress, and multiple grades should be used to calculate their nal
grade rather than a single summative assessment. Students should also be given the rubrics for grading ahead of time to help
them complete each assessment to the best of their abilities, and should have the chance to re-take certain assessments for a
higher grade if they are so motivated.
My assessment philosophy is don't test what you haven't taught and don't give a summative assessment until you know via
formative assessment that the students have gotten the content.
In practice, I do a lot of formative assessing with exit tickets, do nows, quizzes and cold call questioning."
I was, I think, lucky to do my PGCE (teacher training certicate) during the time when 'Assessment for Learning' was coming in.
This is formative assessment, giving meaningful feedback and also opportunities for children to mark their own work against
success criteria. I have used this approach ever since, as, even though it comes from a government (England) curriculum, it ts in
perfectly with the PYP too. For example, in an English assignment (for Grade 3-4), I would identify with a class what the good
features of a text type are, and then we would study and practise these, and nally there would be a longer piece of writing with a
'marking ladder', where the children tick each aspect as they successfully include it. The PYP rubric is an extended version of the
marking ladder, though there is a limit here to how many success criteria can be divided up into OK-good-better-best, and still be
meaningful to children.
Summative assessment is useful, but more as a way for teachers to assess their teaching.
I try to have not all assessments be tests. I like to give quizzes and projects (ie. make a video, make a board game, give a
presentation)
I like to think that the assessment itself can be a learning procedure or a chance to learn something. I often will even use tests as
a way to push students to explore problem solving methods.
I'd like my students to have a number of formative assessments and at the end a summative assessment.
I like little tests in between just to see how students are dealing with new acquired content. I use those tests to give students
feedback on the areas they need to work on. They are ungraded.
The summative assessment is used to give them a grade.
Give three examples of assessment tools and strategies that you have used in the past year.
Formative assessment - 3 stars and a wish
Summative assessment - end of unit tests
Self assessment - allowing students to think about and assess their own learning"
Rubrics
Multimedia Projects
Portfolio Assessments
exit tickets
bellringers or do nows or warm-ups
choice of products (poster, paper, presentation, test)
Tic-tac-toe
Graduation games
Board races
pyramid
I have used a marking ladder to prompt the inclusion of good aspects of writing.
I have used PYP rubrics to promote best practice in a variety of aims.
I have taken part in standardised testing which calibrated my [former] school against other international schools across the world.
Oral quiz on explaining how a simple machine works rather than a written quiz. Random grab bag of things to choose from and then the student
reached in, took one and the explained how it worked.
In groups, I had students write, perform in and edit a short video on one of Newton's Laws
Students choose a short clip from a movie and take the measurements, scale and basic estimations of quantities (mass, time, length, etc.)
needed to analyze the motion in the clip and make a judgement of whether or not that clip is possible and obeying the classical laws of physics,
such as Newton's Laws, etc.
Math students design a board game designed to teach or practice a certain aspect of mathematics. Assessed on math content, but also, how
fun the game is, how educational it is, and how thorough and understandable the instructions and rules of the games are.
multiple choice
open questions
role plays
I also like to have a more creative approach to my assessments. I have my students turn poems into cartoons, I have them ll a blank space
within a text by putting themselves into the protagonist point of view. They will then either write a letter a diary entry, they will nish the end of
the story...
This will show you the student's understanding from a di!erent angle.
Give three examples of a real-world context (ex. global warming, the olympics, etc) that is applicable to your curriculum.
Debt crisis, the olympics
Should English be an International language for business?
How has technology use changed the English language? (For example, text speech) Are these changes an acceptable addition to the
English language or are they ""wrong""?
Varieties of English (e.g. British English, American English, Australian English, Canadian English, eh?)
Acid rain
Car safety
Architecture and Design
In maths when teaching Grade 1, every lesson must have context, even if it is hypothetical (""There are three elephants in my garden. Seven
more come in..."").
In English, when reading a story in Language Hour, this is always related to the current unit, which is currently One For All And All For One.
So, we read about communities, helpers, useful jobs, working dogs etc. This lends a real-world context to the literature. The wider context
of current events plays a part of course: news stories of people helping their communities can be shared with the class, etc."
Math and Physics are all around us at all times. Learning how to stack things so they don't fall, position a ladder safety, stopping distance
when driving a car and other safety considerations all the way to exploring alternate fuels, space exploration, advancing technology.
In terms of math, problem solving and the ability to perform math calculations is unavoidable in the adult world....from balancing a budget,
planning for a vacation, making investment decision even down to being good enough at mental math to make split second decisions
involving purchases, transactions or other judgements."
any type of sport that is rather played in Germany than in other countries
writing a CV and an application letter based on their Praktikum this year
food