Assessment for learning

I enjoy looking at data which I gather after a diagnostic task. It reveals so much about the different ways students think. This data which I am about to show you, reveals the misconceptions that my students still have. Some are baffling, while others indicate various levels of understanding. I am still trying to figure out how the students got certain answers! I am also putting to use what I learnt from a course at Stanford University, where Professor Jo Boaler emphasizes the power of mistakes. The most powerful thing a teacher can do is to teach students how to embrace mistakes and use them as stepping stones for learning rather than cringe when they make one! My next lesson is going to be an exciting one. The students will be analyzing each others mistakes and trying to pinpoint misconception. This will be followed by a metacognitive activity where they will reflect on the whole process of analyzing mistakes. I will post their reflections later on.

The Diagnostic Task

Rubric Problem Solving

Comments

Unravelling the inquiry cycle in a PYP class room

“ People can make choices to support the sustainability of the Earth’s energy resources .” Me to students : Does that make sense? Students to me : (after a while)...not really... Their understanding of "energy" during the pre-assessment task also reflected a superficial knowledge of the term. And thus our unit of inquiry started. As I was browsing the net, I came across this picture prompt- a map, which I thought would serve as a great provocation. The annual energy consumption per person . Kids love guessing where countries are, so it was a great way to address some geography at this point. I had also been reading Craig Dwyer's post which inspired me to change my inquiry cycle and use a simpler one. Wonder (while exploring)- Explore (while wondering)- Create (while reflecting)- Reflect (with subsequent wonderings). I was feeling more at ease now. The map allowed the students to make a lot of inferences based on patterns which slowly

A teacher's antidote to stress

Life can become hectic for us teachers. What does a Friday feel like to you sometimes? By the end of the day, I feel like having a hot bath, switching off my mobile phone, and ignoring everyone around me. For my Masters program, the first thing we were made aware of was the intense stress teachers go through and how important it is to make time for yourself. I always felt selfish when I took out a little 'me' time. My kids would be banging on the door while I was getting a massage done at home. When I would come out after one hour, feeling happy, I would get sarcastic looks from everyone in the house! But I always knew that if I did not take out some time for myself, I would get mad! I love Hatha Yoga. Every morning I feel and enjoy the stretches; I am conscious of how I breath. I silently communicate with my body and get to know it. With a little practice, this becomes a really good habit. I love smooth pebbles! I collect them whenever I see one that intrigues me

Student Agency in a PYP classroom

http://www.teacherstakecharge.com/ We have just started our unit on Ancient Civilisations. My students had been complaining about their summative task for the last unit. They were experts on the human body systems and we had a "Hot Seat" session where they were asked a few questions. They found it boring after a while. Frankly, so did I. And so I decided to relinquish control of the IB planner to them...at least stages 3 and 4. I have never tried this before. I will be working on the " reflection stage" with them later on. What can I say! The past two days have been exciting, eventful, noisy and very, very fruitful. As they looked at the central idea and the lines of inquiry, the whole class brainstormed tuning-in activities in groups. As they spoke, I updated my planner (stage 4 - learning engagements) This is what they came up with: Play "Chinese Whispers" to see how messages from the past can change as they filter down to us. Watch”

Learning Never Stops

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