Download - 4C Curriculum Night 2013
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Welcome to Curriculum Night
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AGENDA
• Teacher introduction and welcome• Ice breaker - Clapping Activity • Written Curriculum – provide an overview of…
– Grade level units of inquiry– Literacy Programme– Math Programme– Home Learning
• General routines• Key grade level events• Communication/Blogs • Student Portfolio
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LET’S CLAP!!
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LET’S CLAP!!
• Learning Intention: To clap in a musical way
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LET’S CLAP!!
Learning Intention: To clap in a musical way
Success Criteria: I can clap rhythmicallyI can clap using dynamics (expression)I can clap with emotion.
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Learning Intentions
We are learning to…• Understand the value of the portfolio in the
reporting cycle.• Gain an overview of how math, literacy and
units of inquiry are taught at CDNIS.• Understand basic expectations for your child
in Grade 4C• Better understand on how to support your
child’s learning at home• Understand general routines and procedures
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Success Criteria
• Follow along as the teacher explains• Ask questions if you don’t understand• Spend time at home to read curriculum
documents, overviews and information posted on the 4C Blog
• Be actively involved in your child’s learning
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PROGRAMME OVERVIEW
Where does it come from?• IB Scope and Sequence Documents• First Steps • Collaborative reflective practice – ongoing
review and assessment• Understanding the needs of a 21st century
learner
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UNDERSTANDING (Central Idea/Concepts)–
powerful ideas that students explore and
develop a coherent understanding
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KNOWLEDGE –significant, relevant content
SKILLS – research, communication, self-
management, social, thinking
ATTITUDES/ATTRIBUTES– e.g. thinker,
principles, commitment, tolerance
ACTIONdemonstrates student
initiated learning; “putting it into practice”
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How best will we learn?
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How best will we learn?
Technology:
• Accesses the wealth of global information• Stimulates learning• Extend learning beyond the classroom• Teaches digital literacy skills
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How best will we learn?Transdisciplinary Learning
• Learning links with literacy, math, social studies, science, geography, art, etc.
• Emphasis on disciplines varies in each unit• To create authentic learning
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STAND ALONE LESSONS
• Focuses on math or literacy skills• Regular or daily lessons• Whole class or small group learning, centre
rotations• An inquiry approach used as a way of learning
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Based on the model presented in Kathy G. Short’s article “The Search for ‘Balance’
Comprehension StrategiesITTMPredictingMaking ConnectionsVisualizingInferringQuestioningSynthesizingSummarizingClarifying
Book ClubLiterature CirclesIndependent ReadingRead Alouds
Reading During Inquiry
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How can you support reading at home?
• Encourage reading for enjoyment• Read with your child on occasion• Discuss what they are reading• Encourage reading of multi-modaltext types (including magazines,newspapers,
comics, non-fiction, etc...)
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•Use of Texts
•Contextual Understanding
•Conventions
•Processes and Strategies
•Inquiry/Investigation
•Reflections
•Independent Writing
•Digital Literacye.g. blogging, email
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How can you supportwriting at home?
• Encourage writing for a purpose - notes to grandparents, holiday journals, shopping lists, etc.
• Teach independence• Provide an environment for thinking and writing• Online communication• When proofreading, identify mistakes together
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Mathematics in the PYP
Number
Pattern & Function
Shape & Space
Measurement
Data Handling
5 Strands Learning Math model
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Sharing prior knowledge, using manipulatives to show what is known, asking questions for inquiry, goal setting, active learning,
Transferring understanding into symbols, making connections, reflecting, using mathematical vocabulary
practical hands-on applications, problem solving, investigations, presenting new mathematical knowledge
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sharing/showing prior knowledge,hands-on, experimenting, talking, active learning
e.g. model addition strategiese.g. understand standard units to measure area
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using mathematical vocabulary, symbols, writing, making connections
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applying new knowledge, problem solving, focus onauthentic tasks and inquiry
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Mathematics
• Linked as much as possible to the units of inquiry
• Transdisciplinary and Stand Alone units
• Regular practice of mental math skills or working with numbers
• Math Problems and Challenges
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How will we know what we have learned?
Types of Assessments:
Diagnostic assessment – what students already know and understand
Formative assessment – continuous assessment of the 5 essential elements; continuous exploration of learning styles and individual needs
Summative assessment – a “final summary” of students’ understanding and skills
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How will we know what we have learned?
ASSESSMENT STRATEGIES
Open-ended tasks, selected responses, process focused, observations and dialogue, paper/pencil tests, self-assessments, peer assessments
ASSESSMENT RECORDING TOOLS
Rubrics, checklists, continuums, anecdotal notes, verbal feedback
*Success criteria is often student generated (with teacher guidance)
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HOME LEARNING GRID
• Homework policy• Based on Ian Lillico’s Homework Grid• Children need life skills as well as academic
skills to cope with life beyond school and home.
• Parents and teachers work together• Allows flexibility
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HOME LEARNING GRID
• to prepare for lessons in class • to share learning at home in class• To develop attitude/attributes – independent
inquirer, commitment, responsibility• To develop skills – self-management skills,
research skills• Build study habits, foster independent learning• Promotes a balanced lifestyle
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HOME LEARNING GRIDExpectations
• Parent signature on the grid• Use the homework diary as planning tool• Children complete tasks independently• Possibly differentiated grids in the future• Parents support their children with planning and
managing their activities• Positive reinforcement and encouragement• Feedback on effort, shared• Diaries checked randomly for organization
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Other Information
• General Routines• Key Grade Level Events• Communication• Birthdays• Elective Absences
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Reporting Timeline
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Portfolios
Learning Intention: • To understand the value of the portfolio in
the reporting cycle.• To learn different ways of using the portfolio
to engage your child in a discussion about his/her learning.
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Portfolios
What do you know about the Student Portfolios?
(Pre-Assessment) How do you make the portfolio a positive and useful experience?
(Think/Pair Share) How do you see your role in the Student Portfolio? How would you like to be involved?
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THANK YOU FOR LISTENING!
Please complete the exit pass.
What are two things you learned tonight?
What do you wonder? What questions do you have?