Teacher Portfolio @danikemeny-blog - Tumblr Blog

Imagen interactiva by Daniela Kemeny on Genial.ly

Learning about Collaboration Teaching students about collaboration and social skills is an important part of the IB PYP. This activity was developed to get students to understand the basics about collaboration: - everyone in the team must participate - being respectful to others is a must Students were asked to build a tower of plastic cups using a rubber band and attached strings, and it was impossible for them to accomplish the task without working together. After trying it out, we reflected on what went well and what did not go so well. Through this discussion, the students concluded that in order for collaboration to happen a series of attitudes and behaviors need to take place.

This article summarises ideas on meaningful learning and experiences and argues in favor of designing learning engagements of a constructivist nature. It cites different investigations and scientific articles on constructivism, Vygotsky's Zone of Proximal Development, and others.

This article is only available in spanish.

This article was created to explain the use of open-ended materials as a teaching strategy in Early Childhood Centers. It argues that open-ended materials are an excellent option to help develop a range of learning outcomes and skills in children, in many cases even better than commercial concrete toys created for the development of a particular learning goal.

This article is only available in spanish.

After I studied the book "The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning" by Ann. S. Epstein I deepened my knowledge about assessment. As I knew from before and confirmed through the study of this book, assessment must be conducted to identify children's learning and needs, and also to identify the quality of my own teaching practices.

Working with the Primary Years Program I came to learn that reflecting on the choices we make as teachers is an essential part of the program and allows teachers to perfect their teaching practices in light of the learning goals we want children to learn. Assessing what we have learned applies not only to children, but to us as teachers as well.

Coincidently, our curriculum coordinator at Santiago College had created a reflection sheet which we were being asked to complete at the end of every week, to systematise our reflections on the teaching practices developed. Bellow are two examples of my personal reflections:

Build a Chair for Mr. Bear: Exploring Materials

This experience served as a summative assessment for a Unit of Inquiry on materials and their properties, for the transdisciplinary theme "How the world works".

This is evidence from a summative assessment conducted to evaluate the childrens' new understandings as a prodduct of the Unit of Inquiry about materials and their properties, for the transdisciplinary theme "How the world works" from the Prymary Years Program.

Children demonstrated their newly acquired knowledge on the following concepts:

Form: understanding that everything has a form that may be recognized, observed, described.

Function: understanding that everything has a purpose, a role or a way of behaving.

Along with this, children showed their development of the following skills:

Research skills: formulating questions, observing, planning, organizing data and presenting research findings.

... and showed their understanding of the following lines of inquiry:

Characteristics and properties of different material

Uses of materials for different purposes

The assessment was a an open-ended task where students were asked to create a chair for a stuffed animal, "Mr. Bear". To do this, they had to choose among a set of materials: paper, rubber bands, clay, or lego blocks.

Children worked collaboratively in groups of four, and had to organize themselves and make every decision to pursue the task.

Children had to observe the materials they picked and use the knowledge they acquired throughout the unit to make decisions about the best way to build a chair for Mr. Bear. Because they knew that the materials to choose and the form to give them depended on the function that the final object would have, they also had to observe and analyze

Mr. Bear.

Children put into practice the skills they had been gaining throughout the unit: group decision-making and problem solving, among others.

"Rubber bands are not so good, because rubber bands are rubber, they stretch, like this... so they are no good because they can't hold on. Plastic is good so - so, it is a little weak, but you can still do it (the chair), because it is not as elastic as the rubber bands".

"Paper is soft and it falls. It's good because we use it witch scotch tape. Scotch helps make the chair more resistant, because Mr. Bear is heavy so it has to be resistant".

"Legos can be used to make houses, but toy houses, not real ones."

"Legos are strong, I don't know why they are strong. They are strong plastic."

"I think they have something hard inside them."

"Mr. Bear can sit on this chair made of legos, because its hard, but a real person would fall, because people are more heavy".

#inquiry #unitofinquiry #science #ibpyp #edchat

The format and use of these documents was originally created by Santiago College's PYP Curriculum Coordinator, Jessica Allen.

These weekly plans were created for a Kindergarten class (children 5 and 6 years old) and include a brief summery of the learning engagements that were to be developed during the daily routine. The moments of this daily routine are as follow:

Choice time: where children were invited to choose different materials and activities set out along the classroom and where my co-teacher and I had the opportunity lead differentiated activities with small groups of children.

Circle time: a group moment where movement activities, songs, calendar activities and other group discussions were held

Small group 1 and 2: a learning engagement usually designed with an inquiry model, directed to the development of the unit of inquiry and the development of other outcomes related to the different curriculum domains.

Break: free play time outside in the playground

Story time: a daily read aloud moment where different comprehension skills and strategies were taught, as well as other learning outcomes related to the literacy curriculum strand. Also, books related to the unit of inquiry concepts were read and discussed.

SSR: silent reading time where children could pick different books to read, pretend to read, or simply look at, with close interactions by my co-teacher and I, who read child chosen books one to one.

Which Spoon is Better? Exploring Materials

Visit Original Link

This lesson was part of a Unit of Inquiry on materials, their properties and characterstics, for the transdisciplinary theme "How the world works". It was designed along the following inquiry model:

Throughout the experience, children worked on the following lines of inquiry:

Characteristics and properties of different materials

Uses of materials for different purposes

...and developed these transdisciplinary skills:

Thinking skills: application, in that they had to use the previously learned knowledge in new ways to explore the materials given;

Social skills: cooperating, in that they worked cooperatively in a group; andresolving conflict, in that they had to listen to each other, accept responsabilities and react reasonably to find a solution to the use of the materials given.

Social skills: group decision-making, in that they had to listen to others, discuss their ideas, ask questions and work towards and obtaining consensus.

Communication skills: listening and speaking, in that they had to use these skills to communicate with each other

Self-management skills: organization, in that they had to plan and carry out the activity themselves; and time management, in that had to use time effectively and appropriately.

Research skills: formulating questions, in that they had to ask compelling and relevant questions while they explored the materials; and observing, in that they had to use all their senses to notice relevant details.

For this activity, children had to form groups and four. Each group was given a spoon made of different

materials: paper, cardboard, metal, plastic, and clay. The groups were also given a glass of water and were asked to take turns in drinking the water using the spoon. With notebooks in hand, children had to record what happeed and their observation. They were encouraged to discuss their reactions and share their observation, as well as make different decisions about how to best compelte the task with the materials they were given.

After ample time was given for exploration, the whole group was gathered for a dicsussion guided by the lines of inquiry stated above and some of the following teacher questions:

What are the properties and characteristics of the different materials used to create the spoons?

In what ways do these properties and characteristics affect the use of the spoon?

Why do think the spoon was or was not useful for drinking the water?

In what ways could we make each spoon more useful?

What can you conclude about these materials and the uses that we can give them?

Below you may click on the attatchment link to download the audio clip of this discussion (the audio clip is only available in spanish). Also, you will find an attatchment link to a document with the written transcription of it.

Some of the conclusions that the students reached throughout the exploration and experimentation included:

Water has a different effect on different materials

Materials need to be resistant to the things they are made for (spoons need to be resistant to water, for example)

Things are made of a particular material for a reason

The fact that something is "hard" does not make it better, good, or useful, because that depends on the use that will be given to the object

Water is absobed by different materials

The shape of an object has an effect on how well the purpose of the object is met.

Inquiry Cycle: Creating Flags

This learning experience was immersed in a Unit of Inquiry for the PYP's transdisciplinary theme "Who we Are" , and was created as a way to connect academic outcomes to the unit of inquiry. Students were ages 6 and 7.

The learning goal was for children to explore different shapes as a way to begin working with geometry, and at the same time explore the concept of symbol as part of the unit's lines of inquiry regarding the way we create symbols to represent who we are.

For this activity, the following inquiry model for teaching and learning was used:

Laying the groundwork

Previously, children had brought in a homework assignment where they had to search for different symbols. Many of the children brought in flags of different countries, and they seemed very interested in these since they related them to soccer matches that had taken place the year before for the 2010 World Cup, so we decided to work with flags and their geometric shapes.

Flags from different countries were provided so that children could discuss the symbols, their colos and shapes, around the idea that each symbol has been chosen to represent something particular to that country. These discussions were done using the think-pair-share strategy, where first each student thinks about these ideas in his or her own and at a signal, pairs with another student to share their thoughts. At a third signal, students take turns to share what they have concluded as a pair.

Exploration

Students were invited to work with the pattern

blocks, which they had used several times before, and were asked to create some of the flags that had been used in the discussion

with the pattern blocks. Durring this exploration, children were encouraged to talk amongst themselves about the shapes involved in each flag, the colors, and what they thought these symbols meant.

Making connections

For this part of the experience, the students were gathered in a group to share what they had done individually. The discussion involved the concept of symbol (why did the country choose that particular color? What do you think this color represents? Why did the country choose these shapes? what are they a symbol for?) and gemoetric concepts as well (What shapes did you use to recreate the flag? With what other shapes could you recreate it? How many of each did you need to use? In how many different ways could you create the same flag with different blocks?).

Branching out

As a branching out experience, students had the opportunity to create their own flags,thinking about the symbols they would like to include (colors and shapes) and about the block shapes they would have to use to create their designs.

#inquiry #math #inquirycycle #ibpyp

Family Traditions

This lesson belongs to a unit of inquiry for children 4 to 5 years of age and is part of the Program of Inquiry framed in the Primary Years Program. The transdisciplinary theme for this is unit is "Who we are" and it is about traditions and celebrations.

This learning engagement was part of our unit of traditions and celebrations, as part of our study of "Who we are" with a group of 4 to 5 year olds. Throughout this lesson children and parents collaborated to complete venn diagrams to compare and contrast different family traditions.

Presentation: In preparation for the lesson, pairs of cards showing a tradition or celebration were made as well as large venn diagrams on construction paper. To start the activity, each student took a card and with their parents help had to find the student with the matching card. In this way, children and parents made a group. Each group recieved an empty venn diagram and were given the instruction to discuss the tradition/celebration they had on their cards.

Process: Parents and children engaged in conversation, telling about special ways each family celebrated the particular tradition. Interaction was oriented towards having parents help their children identify the similarities and differences in the ways each family practiced the tradition or celebration. Both children and parents worked collaboratively to complete the venn diagram to show the conclusions of their discussions.

Closure: A group discussion was held where each team could share their work and their conclusions. Some questions which were provided to guide the discussion were:

What called your attention while you talked in your group?

What special things do you do to celebrate ____?

What special things do you do to celebrate, that the other family does not do?

In what ways were the celebrations similar or different?

Why do you think there are similarities?

Why do you think there are differences?

This Venn Diagram shows how these two chidlren compared and

contrasted their birthday celebrations.

This Venn Diagram shows how these two children compared and contrasted

the way they celebrate in december.

#inquiry #unitofinquiry #ibpyp #edchat

You are Writers!

This lesson is aimed towards having children view themselves as writers, understanding the expanded definition for writing: "writing includes any and all efforts to represent meaning on a page" ("Already Ready" by Wood Ray and Matt Glover). The foundation for the lesson is in that children must learn that writing is a way to make meaning and must have a writer's attitude in order to learn about the process of writing, which includes:

problem solving

problem posing

imagening and innovating

taking risks

Learning these skills and gaining a writers attitude is the starting point to make literacy meaningful for children and pathing the way for teaching other skills related to reading and writing.

The inquiry cycle used for this learning experience was Kolb's Learning Cycle.

Experiencing:

Different kinds of books were set out for children to explore (illustrated story books including the following: lots of text, only a few words, large illustrations, a few illustrations, no words). Children were asked to talk amongst themselves about what calls their attention.

In a group discussion some of the following questions came up:

What was interesting in the books?

In what ways are the books alike and different?

What should a writer consider when writing a book?

Processing

Children were told they would be writing books that may be as varied as those they explored (with many, few or no words; many or few illustrations).

Pre-stapled paper and pencil was given out for chidren to create their books. Ample time was provided for children to work and discuss as they did so.

Some guiding questions used while interacting with children were:

What type of story would you like to tell?

What is the first thing about your story that you are going to tell?

How can you make sure that others will understand your story

What can you add so that others can understand this idea?

Generalizing

Children were gathered in a group to have a discussion along the following questions:

Why do think others will understand your story?

What did you do that helps others understand?

What may writers to to make sure others understand their stories?

Conclude on these ideas with the ideas given by children

Applying

Pre-stapled paper and pencils in a special writing area were provided, where children could write during play or choice time. Children were allowed and invited to work on their books for various days; interaction was provided to scaffold their progress in the meaning making process and the different products were saved for on-going assessment.

"There once was a snake that was poisonous. It threw poison on the grass. It is throwing poison all over the grass. It threw poison in the jungle."

"A girl wanted to find cats. There were some cats with their family. She found them. And they played."

#writing #inquiry #teachingstrategy #literacy

An Inquiry into Teaching Math Through Inquiry

For a very long time I have been reflecting on the following question:

How can I extend inquiry teaching and learning into other subject areas, outside of the teaching of science and social studies (out of the Program of Inquiry of the PYP)?

Along with this, another reflection that I have had many times regards the teaching of mathematics, as for me this has been an ongoing challenge that I have eagerly been trying to surpass by continuing with my professional development.

Because of this, one of my personal projects during the 2013 involved the creation of a Unit of Inquiry in mathematics.

I had the opportunity of working with a math coach in Santiago College, and therefore took the advantage of the support given by her and the co-teacher I had at the time, with whom I shared many of these reflections. Together, we set out to create a Unit of Inquiry to teach students about the base ten number system. Among our main objectives, was our central idea or big understanding:

Tens and ones are a way to represent numbers, that we can use to solve everyday problems.

As for our outcomes of objetives, we were looking for students to...

Understand the concept of "systems", particularly the base then system.

Understand the concept of "change" and how numbers and quantities may change as we use them

Understand the concept of "function", as in how we can use this system in our everyday lives, to solve everyday problems.

We gave much importance to the fact that we wanted to students to apply their understandings and skills, as we did not want them to merely learn facts and procedures in math, but meaningfully understand how they can use these procedures and skills in real life.

Because of this, we carefully selected the math standards and outcomes that we would be needing to help students develop their understandings, as well as the summative assessment activity through which they would demonstrate these.

At the end of the unit we wanted the students to solve a real - world problem, using the skills and understandings developed. We decided to take advantage on a campaign the school was having to collect different things for a particular school in Haiti which had been terribly affected by an earthquake. We asked the students to collect different school supplies which we then had to sort and group before delivering them. Through this task, students had to use their understanding of number, quantity and the base ten system.

You can view a detailed plan of this activity here: Math Unit of Inquiry Performance Task. The following are samples of the students work regarding this assessment:

Throughout the unit, students had the opportunity to explore their prior knowledge about numbers, the base ten system, and how to apply these understandings to their real lives.

We also had a variety of learning engagements in which students could reflect on the use of numbers greater than ten, practice math skills such as adding and subtracting numbers greater than ten, and apply this learning to different real - world situations.

This unit of inquiry was not just an incredible learning opportunity for the students, it was also a big eye - opener for the co-teacher I was working with, the math coach, and me. We learned that it is posible to have units of inquiry outside of the Programme of Inquiry of the PYP, and that learning through inquiry, though it is true that it takes more time, is an excellent way for students to acquire important skills in every content area, gain deep understandings on different subjects, and most importantly, understand how they can use these in their real lives.

#teaching #teaching math #inquiry

In this video you will see a lesson or students 6 to 7 years of age, in which they use "the donut", or "inner-outer circle" strategy to communicate their research findings in the context of a Unit of Inquiry into "Sharing the Planet".

#Classroom practice #teaching #collaborative learning

Trending Blogs

Recently Viewed Blogs

Teacher Portfolio