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InternationalBaccalaureateIB AmericasReading and writing through inquiry

Category 3

San Diego, CaliforniaJune 2015English

Kathy Couillard and Linda Johnson

© International Baccalaureate Organization 2012


Teacher Training Workshop

This workbook is intended for use by a participant at an IB-approved workshop. It contains several types of material: material that was created and published by the IB, material that was prepared by the workshop leader and third-party copyright material.

Following the workshop, participants who wish to provide information or non-commercial in-school training to teachers in their school may use the IB-copyright material (including student work) and material identified as the work of the workshop leader unless this is specifically prohibited.

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The IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Programme standards and practices (For use from 1January 2014) 6

Literacy Placemat 50

Language scope and sequence 51

TORP Test 83

Rubric for Becoming an Inquiry Based Teacher 86

PYP Planner Rubric 2010 90

Writing 95

Concept Map for ELA 97

Reading 98

Classroom Structures 99

Assessor v Activity Designer 102

Questioning and Response Behavior 103


Workbook contents

Open-Ended Questions 114

The Search for Balance in Literature-rich Classrooms 119

Cental Idea and Assessment 127

128Transdisciplinary Map I


Programme standards and practicesFor use from 1 January 2014

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Programme standards and practicesFor use from 1 January 2014

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Published January 2014

Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,

Switzerland by the

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Cardiff, Wales CF23 8GLUnited Kingdomebsite: www.ibo.org


The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes.

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Email: [email protected]

Primary Years Programme, Middle Years Programme, Diploma Programme and IB Career-related Certificate

Programme standards and practices

Note: IB Career-related Certificate (IBCC) has been renamed to Career-related Programme (CP). Although the term IBCC may appear in this document, please ensure you use the correct term CP when leading this workshop.

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IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.



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Contents

Introduction 1

Programme standards and practices for all programmes 3

Programme standards and practices with requirements for the Primary Years Programme 7

Programme standards and practices with requirements for the Middle Years Programme 15

Programme standards and practices with requirements for the Diploma Programme 21

Programme standards and practices with requirements for the IB Career-related Certificate 27

Glossary 33

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1Programme standards and practices

Introduction

The Programme standards and practices document is part of a suite of documents that is essential for all prospective and authorized IB World Schools. The suite provides critical information for the planning, implementation, development and evaluation of all International Baccalaureate® (IB) programmes.

• The foundation of what it means to be an IB World School is articulated in the Programme standards and practices document.

• The process of how schools attain and maintain authorization is articulated in the authorization and evaluation documents.

• The legal stipulations are articulated in the rules and general regulations related to the IB programmes.

All of these documents can be found on the IB public website (http://www.ibo.org).

This Programme standards and practices document provides a set of criteria against which both the IB World School and the IB can evaluate success in the implementation of the four programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the IB Career-related Certificate (IBCC). It replaces the document published in 2010.

This document contains programme standards (common to all programmes), practices (common to all programmes) and requirements (specific to an individual programme).

IBCCrequirements

DPrequirements

MYPrequirements

PYPrequirements

Standards Practices

Figure 1The standards are general requisites established for schools to implement any IB programme. Practices are further definitions of the standards. Requirements are programme-specific, as each programme has unique features and demands-specific requirements. These programme requirements are detailed under the related practice and are also referenced in other programme-specific documentation. The common standards and practices, and the programme-specific requirements are necessary for the successful implementation of the relevant IB programme.

The IB is aware that for each school, the implementation of an IB programme is a journey and that the school will meet these standards and practices to varying degrees along the way. However, the IB expects that the school must make a commitment towards meeting all the standards, practices and programme requirements. Programme standards and practices is the foundational document for schools and the IB to ensure quality and fidelity in the implementation of its programmes.

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IntroductionIntroduction

Programme standards and practices2

Note: This is an updated version of the 2010 publication. It incorporates the IBCC programme standards and practices—therefore, the separate publication of the IBCC Standards, practices and requirements (2011) is now withdrawn.

This updated version does include changes to the MYP requirements.

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Programme standards and practices for all programmes

Section A: Philosophy

Standard AThe school’s educational beliefs and values reflect IB philosophy.1. The school’s published statements of mission and philosophy align with those of the IB.

2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.

3. The school community demonstrates an understanding of, and commitment to, the programme(s).

4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

5. The school promotes responsible action within and beyond the school community.

6. The school promotes open communication based on understanding and respect.

7. The school places importance on language learning, including mother tongue, host country language and other languages.

8. The school participates in the IB world community.

9. The school supports access for students to the IB programme(s) and philosophy.

Section B: Organization

Standard B1: Leadership and structureThe school’s leadership and administrative structures ensure the implementation of the IB programme(s).1. The school has developed systems to keep the governing body informed about the ongoing

implementation and development of the programme(s).

2. The school has developed a governance and leadership structure that supports the implementation of the programme(s).

3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.

5. The school develops and implements policies and procedures that support the programme(s).

6. The school has systems in place for the continuity and ongoing development of the programme(s).

7. The school carries out programme evaluation involving all stakeholders.

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Standard B2: Resources and supportThe school’s resources and support structures ensure the implementation of the IB programme(s).1. The governing body allocates funding for the implementation and ongoing development of the

programme(s).

2. The school provides qualified staff to implement the programme(s).

3. The school ensures that teachers and administrators receive IB-recognized professional development.

4. The school provides dedicated time for teachers’ collaborative planning and reflection.

5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s).

6. The library/multimedia/resources play a central role in the implementation of the programme(s).

7. The school ensures access to information on global issues and diverse perspectives.

8. The school provides support for its students with learning and/or special educational needs and support for their teachers.

9. The school has systems in place to guide and counsel students through the programme(s).

10. The student schedule or timetable allows for the requirements of the programme(s) to be met.

11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s).

12. The school allocates resources to implement the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), the DP extended essay and the IBCC reflective project for all students, depending on the programme(s) offered.

Section C: Curriculum

Standard C1: Collaborative planningCollaborative planning and reflection supports the implementation of the IB programme(s).1. Collaborative planning and reflection addresses the requirements of the programme(s).

2. Collaborative planning and reflection takes place regularly and systematically.

3. Collaborative planning and reflection addresses vertical and horizontal articulation.

4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.

5. Collaborative planning and reflection is based on agreed expectations for student learning.

6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

7. Collaborative planning and reflection is informed by assessment of student work and learning.

8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.

9. Collaborative planning and reflection addresses the IB learner profile attributes.

Note: “Collaborative planning and reflection” is used as a single concept as the two processes are interdependent.

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Programme standards and practices 5

Standard C2: Written curriculumThe school’s written curriculum reflects IB philosophy.1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).

2. The written curriculum is available to the school community.

3. The written curriculum builds on students’ previous learning experiences.

4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.

5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.

6. The written curriculum incorporates relevant experiences for students.

7. The written curriculum promotes students’ awareness of individual, local, national and world issues.

8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.

9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).

10. The written curriculum integrates the policies developed by the school to support the programme(s).

11. The written curriculum fosters development of the IB learner profile attributes.

Standard C3: Teaching and learningTeaching and learning reflects IB philosophy.1. Teaching and learning aligns with the requirements of the programme(s).

2. Teaching and learning engages students as inquirers and thinkers.

3. Teaching and learning builds on what students know and can do.

4. Teaching and learning promotes the understanding and practice of academic honesty.

5. Teaching and learning supports students to become actively responsible for their own learning.

6. Teaching and learning addresses human commonality, diversity and multiple perspectives.

7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue.

8. Teaching and learning demonstrates that all teachers are responsible for language development of students.

9. Teaching and learning uses a range and variety of strategies.

10. Teaching and learning differentiates instruction to meet students’ learning needs and styles.

11. Teaching and learning incorporates a range of resources, including information technologies.

12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others.

13. Teaching and learning engages students in reflecting on how, what and why they are learning.

14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.

15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.

16. Teaching and learning develops the IB learner profile attributes.

Note: “Teaching and learning” is used as a single concept as the two processes are interdependent.

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Standard C4: AssessmentAssessment at the school reflects IB assessment philosophy.1. Assessment at the school aligns with the requirements of the programme(s).

2. The school communicates its assessment philosophy, policy and procedures to the school community.

3. The school uses a range of strategies and tools to assess student learning.

4. The school provides students with feedback to inform and improve their learning.

5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).

6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).

7. The school analyses assessment data to inform teaching and learning.

8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

9. The school has systems in place to ensure that all students can demonstrate a consolidation of their learning through the completion of the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), the DP extended essay and the IBCC reflective project, depending on the programme(s) offered.

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Programme standards and practices with requirements for the Primary Years Programme





PYP requirementsa. The values of the PYP as indicated in the curriculum documents have an explicit impact on

decision-making and functioning of the school.

b. The school as a community of learners is committed to a collaborative approach to curriculum development.

c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills.

d. The school is committed to the PYP as the framework for all planning, teaching and learning across the curriculum.

e. The school demonstrates a commitment to transdisciplinary learning.





PYP requirementsa. The school makes provision for students to learn a language, in addition to the language of

instruction, at least from the age of seven. Schools with two languages of instruction are not required to offer an additional language.

b. The school supports mother tongue and host country language learning.

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Requirements for the Primary Years Programme




PYP requirementa. The school implements the PYP as an inclusive programme for all students.


Standard B1: Leadership and structureThe school’s leadership and administrative structures ensure the implementation of the PYP.1. The school has developed systems to keep the governing body informed about the ongoing



PYP requirementsa. The responsibility for pedagogical leadership within the school is a shared responsibility,

including at least the PYP coordinator and the primary school principal.

b. The governing body places the responsibility for the implementation of the PYP on the pedagogical leadership team.




PYP requirementsa. The school has developed and implements a language policy consistent with IB expectations.

b. The school has developed and implements an assessment policy that is consistent with IB expectations.




programme(s).


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PYP requirementa. The school complies with the IB professional development requirement for the PYP at

authorization and at evaluation.








PYP requirementa. The schedule or timetable allows for in-depth inquiry into the transdisciplinary and

disciplinary dimensions of the curriculum.





PYP requirementsa. The programme of inquiry and all corresponding unit planners are the product of sustained

collaborative work involving all the appropriate staff.

b. Planning at the school makes use of the PYP planner and planning process across the curriculum and by all teachers.

c. Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme.

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PYP requirementsa. There is a systematic approach to integration of the subject-specific scope and sequences

and the programme of inquiry.

b. The school ensures balance and articulation between the transdisciplinary programme of inquiry and any additional single-subject teaching.


PYP requirementsa. The school provides for easy access to completed PYP planners.

b. The school ensures that PYP planners are coherent records of student learning.








PYP requirementsa. The programme of inquiry consists of six units of inquiry—one for each transdisciplinary

theme—at each year/grade level, with the exception of students who are 3–5 years, where the requirement is at least four units at each year/grade level, two of which must be under “Who we are” and “How we express ourselves”.

b. The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.

c. The PYP exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme.

d. There is documented evidence that the curriculum developed addresses the five essential elements of the PYP.

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PYP requirementsa. The school has scope and sequence documents that indicate the development of conceptual

understanding, knowledge and skills for each PYP subject area.

b. The overall expectations of student achievement in the school’s scope and sequence documents are aligned with those expressed in the PYP scope and sequence documents.



PYP requirementa. The written curriculum provides opportunities for student learning that is significant,

relevant, engaging and challenging.


PYP requirementa. The programme of inquiry includes the study of host or home country, the culture of

individual students and the culture of others, including their belief systems.



PYP requirementa. There is a system for regular review and refinement of the programme of inquiry, individual

units of inquiry and the subject-specific scope and sequences.



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PYP requirementsa. The school ensures that students experience coherence in their learning supported by the

five essential elements of the programme regardless of which teacher has responsibility for them at any point in time.

b. The classroom teacher takes responsibility at least for the language of instruction, mathematics, social studies and science, to support the PYP model of transdisciplinary teaching and learning.

c. The school ensures that personal and social education is the responsibility of all teachers.


PYP requirementa. The school ensures that inquiry is used across the curriculum and by all teachers.


PYP requirementa. Teaching and learning addresses the competencies, experiences, learning needs and styles

of students.








PYP requirementa. The school provides for grouping and regrouping of students for a variety of learning

purposes.



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PYP requirementsa. The school provides environments in which students work both independently and

collaboratively.

b. Teaching and learning empowers students to take self-initiated action as a result of the learning.





PYP requirementsa. Assessment at the school is integral with planning, teaching and learning.

b. Assessment addresses all the essential elements of the programme.

c. The school provides evidence of student learning over time across the curriculum.






PYP requirementa. Student learning and development related to all attributes of the IB learner profile are

assessed and reported.


PYP requirementa. The school ensures that students’ knowledge and understanding are assessed prior to new

learning.

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Programme standards and practices with requirements for the Middle Years Programme





MYP requirementa. The school ensures that all staff, students and parents understand the central importance

of the personal project for students in year 5 of the programme (or community project for programmes that end in MYP year 3 or 4).







MYP requirementa. The school strongly encourages participation for all students.





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Requirements for the Middle Years Programme




MYP requirementa. The MYP coordinator is part of the school pedagogical leadership team.


MYP requirementsa. The school has developed and implements a language policy that is consistent with IB

expectations.

b. The school has developed and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.

c. The school has developed and implements an assessment policy that is consistent with IB expectations.

d. The school has developed and implements an academic honesty policy that is consistent with IB expectations.


MYP requirementa. The school’s organizational structures support the implementation of all subject groups

offered by the school, approaches to learning, service and the personal project (or community project for programmes that end in MYP year 3 or 4).



programme(s).



MYP requirementa. The school complies with the IB professional development requirement for the MYP at


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MYP requirementsa. The schedule or timetable provides a broad and balanced choice of subjects from the

required MYP subject groups.

b. The schedule or timetable provides the minimum required teaching hours per year for the required MYP subject groups.

c. The schedule or timetable promotes concurrency of learning.





MYP requirementsa. The school has an approach to curriculum planning that involves all MYP teachers.

b. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-curricular skills and the deepening of disciplinary understanding.






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MYP requirementsa. The curriculum fulfills the aims and objectives of each subject group offered in each year of

the programme and the personal project (or community project for programmes that end in MYP year 3 or 4).

b. The written curriculum includes an approaches to learning planning chart for all years of the programme.

c. The written curriculum includes subject group overviews for each subject group offered for each year of the programme.

d. Unit plans are documented according to the MYP unit planning process.

e. The curriculum fosters disciplinary and interdisciplinary understanding.

f. There is a system for the regular review of individual unit plans and of the planning of approaches to learning skills.




MYP requirementa. The written curriculum includes the prescribed key concepts and related concepts in each

subject group.


MYP requirementa. The curriculum provides sufficient opportunities for students to meet the learning outcomes

for service in every year of the programme.



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MYP requirementsa. Teaching and learning at the school uses global contexts as contexts for inquiry.

b. Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied.

















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MYP requirementsa. The school uses the prescribed assessment criteria for each subject group in each year of the

programme.

b. Teachers standardize their understanding and application of criteria before deciding on achievement levels.





MYP requirementa. The school has a system for the qualitative monitoring of student involvement in service

according to the school’s learning expectations for service.





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Programme standards and practices with requirements for the Diploma Programme











DP requirementsa. The school provides for the full DP and requires some of its student body to attempt the full

diploma and not only individual diploma courses.

b. The school promotes access to the diploma and diploma courses for all students who can benefit from the educational experience they provide.

c. The school has strategies in place to encourage students to attempt the full diploma.






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Requirements for the Diploma Programme




DP requirementsa. The school has an admissions policy that clarifies conditions for admission to the school and

the DP.

b. The school develops and implements a language policy consistent with IB expectations.

c. The school develops and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.

d. The school develops and implements an assessment policy that is consistent with IB expectations.

e. The school has developed and implements an academic honesty policy that is consistent with IB expectations.

f. The school complies with the IB regulations and procedures related to the conduct of all forms of assessment for the administration of examinations for the DP.




programme(s).

DP requirementsa. The allocation of funds includes adequate resources and supervision for the creativity,

action, service (CAS) programme and the appointment of a CAS coordinator.

b. The allocation of funds includes adequate resources to implement the theory of knowledge course over two years.



DP requirementa. The school complies with the IB professional development requirement for the DP at


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DP requirementsa. The laboratories and studios needed for groups 4 and 6 subjects provide safe and effective

learning environments.

b. There are appropriate information technology facilities to support the implementation of the programme.

c. The school provides a secure location for the storage of examination papers and examination stationery with controlled access restricted to senior staff.


DP requirementa. The library/media centre has enough appropriate materials to support the implementation

of the DP.




DP requirementa. The school provides guidance to students on post-secondary educational options.


DP requirementsa. The schedule provides for the recommended hours for each standard and higher level

subject.

b. The schedule provides for the development of the theory of knowledge course over two years.

c. The schedule respects concurrency of learning in the DP.



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DP requirementsa. Collaborative planning and reflection includes the integration of theory of knowledge in

each subject.

b. Collaborative planning and reflection explores connections and relations between subjects and reinforces knowledge, understanding and skills shared by the different disciplines.











DP requirementsa. The curriculum fulfills the aims and objectives of each subject group and the core.

b. The curriculum facilitates concurrency of learning.

c. The curriculum is balanced so that students are provided with a reasonable choice of subjects.

d. The school develops its own courses of study for each subject on offer and for theory of knowledge.




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DP requirementa. Teaching and learning at the school addresses all of the aims and objectives of each subject.

















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DP requirementa. Assessment of student learning is based on the objectives and assessment criteria specific to

each subject.









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Programme standards and practices with requirements for the IB Career-related Certificate





IBCC requirementsa. The school demonstrates commitment to learner-centred education and an inquiry-based

approach to teaching and learning, which promotes student inquiry and the development of critical-thinking skills.

b. The school demonstrates commitment to the process of experiential learning in the provision of the IBCC core.

c. The school acknowledges the important role that both holistic education and international-mindedness play in curriculum development.






9. The school supports access for students to IB programme(s) and its philosophy.

IBCC requirementa. The school promotes access to the IBCC for students who can benefit from the educational

experience it provides.

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Requirements for the IB Career-related Certificate









IBCC requirementsa. The school develops and implements a language policy that is consistent with IB

expectations.

b. The school develops and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.

c. The school develops and implements an assessment policy that is consistent with IB expectations.

d. The school has developed and implements an academic honesty policy that is consistent with IB expectations.



Standard B2: Resources and supportThe school’s resources and support structures ensure the implementation of the programme(s).1. The governing body allocates funding for the implementation and ongoing development of the

programme(s).

IBCC requirementsa. The allocation of funds includes adequate resources and supervision for the community and

service programme.

b. The allocation of funds includes adequate resources for the approaches to learning course.

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IBCC requirementsa. The school complies with the IB professional development requirement for the IBCC at






8. The school provides support for its students with learning and/or special education needs, and support for their teachers.



IBCC requirementsa. The schedule provides the recommended hours for each standard level and higher level DP

course and for each component of the core.

b. The schedule respects concurrency of learning.


12. The school allocates resources to implement the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), DP extended essay and the IBCC reflective project for all students, depending on the programme(s) offered.


Standard C1: Collaborative planningCollaborative planning and reflection support the implementation of the IB programme(s).1. Collaborative planning and reflection addresses the requirements of the programme(s).

IBCC requirementsa. The IBCC curriculum is the product of sustained collaborative work involving all the

appropriate staff.

b. The school’s IB teaching staff works closely with the career-related studies staff to ensure balance and articulation of the students’ full educational experience.


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IBCC requirementsa. The curriculum fulfils the aims and objectives of each DP subject group.

b. The school develops a coherent core programme that allows the learning objectives for the IBCC core to be achieved.

c. The school develops its own courses of study for each DP course on offer.

d. The school develops its own course of study for the approaches to learning course.

e. The school develops its own action plan for the community and service programme.

f. The school develops its own action plan to support language development.

g. The school develops its own action plan to support the reflective project.











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IBCC requirementsa. Teaching and learning at the school addresses all of the aims and objectives of each DP

subject.

b. Teaching and learning addresses the aims and objectives of the IBCC core.

c. The school encourages a constructivist approach to teaching and learning within the IBCC core.

















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IBCC requirementsa. Assessment of student learning is based on the objectives and assessment criteria specific to

each DP course.

b. Assessment of student learning is based on the objectives and assessment criteria of the IBCC core.

c. Assessment includes teachers engaging in the process of standardization of student work.




IBCC requirementsa. The school incorporates formative assessment techniques when assessing the approaches to

the learning component of the IBCC core.


6. The school has systems for reporting student progress that are aligned with the assessment philosophy of the programme(s).



9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), DP extended essay and the IBCC reflective project, depending on the programme(s) offered.

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Glossary

Concurrency of learning A principle promoted in the MYP, the DP and the IBCC. Students deal with a balanced curriculum each year in which the required subjects are studied simultaneously.

Curriculum All aspec ts of the teaching and learning process for students in the programme, namely its design, implementation, assessment and review.

Evidence The observation or documentation that verifies a practice. It demonstrates that a practice is in place at the school.

Governing body The duly constituted individual or group that has the ultimate legal authority to make decisions on behalf of the school.

Head of school (principal in some systems)

The person who leads and supervises the daily operations of the school, ensuring that the policies of the governing body are put into practice.

IB philosophy The IB’s set of beliefs and values that guides the development and delivery of its educational programmes. It is reflected in the mission statement, the learner profile and the programme-specific documents that describe and explain each individual programme—for example, Making the PYP happen: A curriculum framework for international primary education (January 2009); MYP: From principles into practice (August 2008); The Diploma Programme: From principles into practice (April 2009); and the IBCC-specific documents.

IB-recognized professional development

Activities listed on the IB events calendar on the IB public website (http://www.ibo.org/events/) or school professional development activities organized by the relevant IB office.

Language learning A generic term in this document that may or may not include the ideas of language development and acquisition, depending on context.

Pedagogical leadership The effective management of resources, systems or structures to ensure that teaching and learning at the school addresses the overarching mission of the school and the IB programme standards; or those responsible for its management.

Practices Further definitions of standards. Implementing a practice will result in an outcome that can be identified with evidence. Practices will be implemented to varying degrees over time as a result of the growth and development of an IB programme at the school.

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Glossary


Programme(s) The four educational programmes offered by the IB (the Primary Years Programme, the Middle Years Programme, the Diploma Programme and the IB Career-related Certificate). A school may have authorization to offer one or more.

Programme requirements These provide programme-specif ic detail on some common practices. Both the requirements and practices are necessary for the successful implementation of the respective IB programme.

Resources This may include people, time, materials and money.

School community All stakeholders of the school—students, parents, school staff, school managers and the governing body. The IB anticipates its educational programme(s) will have a positive influence upon the entire school community.

Staff All school personnel involved in the programme(s), including those with managerial roles, those with academic roles (teachers/faculty) and those with support roles.

Standards The general requisites established for schools to implement any IB programme. They indicate what schools must have in place to implement the PYP, the MYP, the DP and the IBCC. The standards must be met at the point of authorization and at each programme evaluation. Programme standards are what schools demonstrate in order to maintain authorization; they can be reached by implementing the practices identified for each standard.

Teaching hours The number of clock hours of contact time with students.

The school A holistic term referring to the entity established for implementing the programme(s), the decision-makers and its stakeholders.

Written curriculum The documentation identifying in detail what is to be taught, such as planners, units, outlines, lesson plans and syllabuses.

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Literacy Placemat

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Language scope and sequence

Primary Years Programme

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PYP107Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire

Published February 2009

International BaccalaureatePeterson House, Malthouse Avenue, Cardiff Gate

Cardiff, Wales GB CF23 8GLUnited Kingdom

Phone: +44 29 2054 7777Fax: +44 29 2054 7778

Website: http://www.ibo.org


The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world.

The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright.

IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff.

Phone: +44 29 2054 7746Fax: +44 29 2054 7779Email: [email protected]



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IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.



IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


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Contents

Introduction to the PYP language scope and sequence 1

What the PYP believes about learning language 1

Language in a transdisciplinary programme 2

The structure of the PYP language scope and sequence 3

How to use the PYP language scope and sequence 5

Language planning: Sample processes 6

Learning continuums 8

Oral language—listening and speaking 8

Visual language—viewing and presenting 11

Written language—reading 15

Written language—writing 19

References 23

Samples 24

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Introduction to the PYP language scope and sequence

The information in this scope and sequence document should be read in conjunction with the language subject annex in Making the PYP happen: A curriculum framework for international primary education (2007).

What the PYP believes about learning languageThe need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships.

The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes.

Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. In the IB Primary Years Programme (PYP), it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.

The language profiles of students in PYP schools may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother-tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages.

The complex processes involved in language learning represent a series of developmental continuums. A teacher is able to identify where on those continuums a student is positioned to better design appropriate, contextualized learning experiences—to move the student from one development phase to the next. In this way, the learner is able to build on established skills and understanding, while being supported to meet appropriate challenges to extend their learning within their “zone of proximal development” (Vygotsky 1999), which may be represented by more than one phase.

In PYP schools all students have the opportunity to learn more than one language from at least the age of 7. Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness. For these reasons it could be argued that bilingualism, if not multilingualism, is the hallmark of a truly internationally minded person and that this requirement should be central to all three IB programmes. However, to accept this premise one would have to argue in support of the reciprocal position, that a monolingual person has a limited capacity to be internationally minded.

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Language scope and sequence2

This is not the position the PYP has chosen to adopt. As well as the learning of an additional language, the other elements of the PYP framework that contribute to international-mindedness are described in Making the PYP happen: A curriculum framework for international primary education (2007). Most IB World Schools implementing the PYP, particularly state or national system primary schools, would struggle to create a learning community where bilingualism was a realistic goal—indeed, it would be an impossibility in most cases. Consequently, the strategic goal of the IB to broaden access to its programmes would be in conflict with the notion of IB World Schools having bilingualism as a goal for all of their students.

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. Language provides a vehicle for learners to engage with the world and, in an IB World School, to relate to, and accept, responsibility for the mission of the IB to “help to create a better and more peaceful world”.

Language in a transdisciplinary programmeLanguage is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry. It is the school’s responsibility to provide authentic contexts for language teaching and learning in all areas of the curriculum that are a reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme. In PYP schools there should be opportunities for students to negotiate their roles. Literacy, including oral and visual literacy as well as the ability to read and write, becomes increasingly important as greater demands are placed on learners as participants in the learning process.

Language provides a vehicle for inquiry. In an inquiry-based classroom, teachers and students enjoy using language, appreciating it both functionally and aesthetically. The love and enjoyment of language through the integration of literature into student inquiry is an indicator of good practice in a PYP classroom. For example, this may include: a series of books read as an author study; regional fairy tales as part of a unit of inquiry with a particular social studies emphasis; discussing a scientist’s biography or a newspaper article to front-load a science investigation; early years counting stories as reinforcement for mathematics development; and the comparison and practice of illustration techniques to encourage the development of art skills.

The programme of inquiry provides an authentic context for learners to develop and use language. Wherever possible, language should be taught through the relevant, authentic context of the units of inquiry. The teacher should provide language learning opportunities that support learners’ inquiries and the sharing of their learning. Regardless of whether language is being taught within or outside the programme of inquiry, it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always be learners’ prior experience and current understanding.

When teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply their learning, and transfer their conceptual understanding to new situations. This progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning.

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The structure of the PYP language scope and sequenceThe complexity and diversity of language provision, and the range of individual language profiles that are represented in PYP schools throughout the world, present a unique challenge. Some of the variables that exist in PYP schools include students learning in:

a programme with one dominant language of instruction, which may be the students’ mother tongue •or an additional language for them

a bilingual programme where, most often, one of the languages of instruction is the student’s mother •tongue

a programme that offers support for students who are new to the language(s) of instruction; and •additional mother-tongue support.

You may note that in PYP curriculum documents there is a reluctance to refer to “second language learning” and “second language learners” even though “second language” is a recognized linguistic term. Because it has several overlapping meanings, a decision was made over ten years ago by the PYP committee of the IB that the term “second language” could be misinterpreted and therefore misrepresent and oversimplify the experiences of some students. It is in recognition of the complexity of language learning situations in IB World Schools that the preferred PYP term is a learner of “an additional language”.

Some of the factors that will influence language development include similarities among language groups, exposure to the language, aptitude for the language, maturity, motivation, and both teaching and learning styles. The rate of language development varies from one learner to another, and on the significance of the language being learned to the learner. In all language learning situations it is necessary to identify the learner’s current developmental phase in order to plan learning experiences that will build on existing capability and understanding so as to support the learner’s progression onto the next developmental phase.

Acknowledging that learning language is a developmental process, the scope and sequence document presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years. Consideration of the range of language learning situations that exist in PYP schools is reflected in this document. It is intended to inform and support all teachers, as all teachers are teachers of language.

In previous PYP language documents, progressive stages were organized into age groups. This compartmentalization of learning does not recognize the real developmental aspects and fluid nature of language learning; nor does it recognize the compression and expansion of learning according to the previous experience of the learner. Recognizing that learners in PYP schools enter the programme at different ages and with varying levels of language experience, it was decided that a sequence of developmental phases would enable teachers to more accurately identify current levels of a student’s development and plan learning experiences leading onto subsequent phases.

The strands of written, oral and visual language have been described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing. Each strand is summarized through a list of overall expectations—generic statements that encapsulate the expected learning in a broad sense.

The four language continuums in this document have been organized into five developmental phases with each phase building upon and complementing the previous one. These phases have not been named in order to avoid the value judgment implied in labelling a learner as “developing” or “proficient”, for example. The continuums make explicit the conceptual understandings that need to be developed at each phase.

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Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show evidence of some—but not all—of the learning outcomes identified in the early phases when moving into a new language of instruction; a child beginning school at age 3 may spend several years consolidating understanding to demonstrate consistently the learning outcomes identified in the initial phase.

Bearing in mind the range of individual differences and the diversity of language learning experiences, learners are likely to display understanding and skills from more than one of the developmental phases at a time. Consequently, it is recognized that teachers will interpret this scope and sequence according to the needs of their students and their particular teaching situations.

Some learners may enter the programme already demonstrating all of the outcomes in phase 1, while others may not demonstrate all of the outcomes in phase 5 by the end of their PYP years. However, the identification of possible learning outcomes across five phases allows teachers to plan learning experiences that are challenging, rigorous and relevant to each student’s knowledge, understanding and skills, according to their previous experience, individual starting points and diverse ways of learning. It is also understood that the process of learning and development does not progress from one phase to another solely in one direction, but that the learning is often more iterative.

All three of the language strands are learned across and throughout the curriculum, and each strand is an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning (figure 1). While the receptive and expressive aspects are clearly reciprocal, the processes involved in receiving and constructing meaning are different from those involved in creating and sharing meaning. The learner’s ability to understand language and use it effectively varies in different situations and from one individual to another. For this reason, it is important to distinguish between these two modes of learning and the demonstrated proficiencies associated with them. For example, a learner may listen attentively and reveal understanding through written or visual representations, but may require support to communicate ideas orally in the classroom.

The acknowledgment of both the receptive and expressive aspects of the language strands serves to ensure that teachers will be aware of the need to provide a balanced programme. Opportunities to listen to, and receive, ideas and information in oral form should be balanced with opportunities to express ideas orally. In visual language, learners will view and interpret other people’s work and create and share their own presentations. The interwoven receptive and expressive aspects of the oral and visual strands are represented in one continuum for each strand. In written language, learners will experience reciprocal gains as they develop skills and understanding in reading and writing. Separate continuums have been developed for reading and writing aspects of the written language strand.

Strand Receptive—receiving and constructing meaning

Expressive—creating and sharing meaning

Oral language Listening Speaking

Visual language Viewing Presenting

Written language Reading Writing

Figure 1Receptive and expressive aspects of language strands

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How to use the PYP language scope and sequenceThis language scope and sequence should be used in the context of a transdisciplinary, inquiry-based programme. It does not stand alone, but complements:

the annex entitled “Language in the Primary Years Programme” in • Making the PYP happen: A curriculum framework for international primary education (2007)

Guidelines for developing a school language policy • (2008)

Learning in a language other than mother tongue in IB programmes• (2008).

The language scope and sequence is structured around broad, transferable ideas—conceptual understandings—that all learners need to understand to become confident, creative and effective communicators. The document has been generalized to apply to as many language groups and language learning situations as possible. It does not, therefore, include specific elements of a particular language or situation.

In the process of producing their written curriculum, schools may decide to use and adapt the PYP scope and sequences according to their needs. For example, schools may decide to:

incorporate the developmental continuums of the PYP scope and sequence into their existing school •documents

frame their language scope and sequence document around the conceptual understandings outlined •in the PYP document, but develop another aspect, such as the learning outcomes, differently

integrate additional external requirements, for example, indicators, benchmarks and standards, into •the PYP scope and sequence document.

Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given that the overall expectations in the PYP language scope and sequence are presented as broad generalities, it is recommended that the entire document be read and considered.

The continuums make explicit the conceptual understandings that need to be developed at each phase. The development of these understandings is supported by the learning outcomes associated with each phase of each strand. The learning outcomes are written as observable behaviours or actions that will indicate to teachers how learners are constructing, creating and sharing meaning through language. The learning outcomes provide teachers with a way of looking at what learners can actually do and where they may progress to next. They are, therefore, both diagnostic tools and a means of informing planning for further development. The overall expectations provide teachers with a narrative summary of the learning outcomes at each phase. In summary, each group of linked overall expectations, conceptual understandings and learning outcomes is called a “phase”; five phases represent the developmental continuum(s) of each strand.

The continuums do not, however, provide evaluative criteria through which every learner is expected to progress in sequential order. They reflect a developmental view of learning and are clearly related to the contexts in which learning is taking place. Language development is not seen as a series of defined incremental steps through which all learners will progress in the same way.

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The following points should be considered when using the continuums to inform planning, teaching and assessing.

The phases attempt to describe the language learning processes through which learners progress.•

It is acknowledged that there are earlier and later phases that have not been described in these •continuums.

Learners within the same age group will have different proficiency levels and needs—therefore •teachers should consider a range of phases when planning language learning experiences for a class of learners.

Each learner is a unique individual with different experiences and perceptions, so no two learners •progress at the same rate, or along the same developmental pathways.

A learner may exhibit a range of learning outcomes from various phases at any one time. •

Learners seldom progress in a neat and predictable manner; in• stead they may remain in one phase for some length of time and move rapidly through other phases.

The PYP language continuums are not prescriptive tools that assume a learner must attain all the •outcomes of a particular phase before moving on to the next phase, nor that the learner should be in the same phase for each strand, or in the same phase for each language he or she is learning at any one time.

When using the continuums regularly, patterns will emerge for learners, indicating strengths and needs. The teacher should be looking for evidence of what learning outcomes the student consistently demonstrates. An analysis of the demonstrated learning outcomes of each student will help the teacher decide when to consolidate, reinforce or extend the learning. For example, if a student is in phase 3 for “oral language” but only in phase 1 for “writing”, he or she may need additional support with the written language aspect of language learning.

The use of the PYP language continuums will be an encouragement for teachers to plan for differentiated instruction in the classroom. Providing appropriate learning experiences, as indicated by the assessment of which phase a learner is in, will support each learner to make progress through the phases of development.

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Figure 2Sample processes when planning for language learning experiences

Within a unit of inquiryIt is important that the integrity of a central idea and ensuing unit is not jeopardized by a subject-specific focus too early in the planning process. Once an inquiry has been planned through to the identification of learning experiences, it would be appropriate to consider the following process.

Outside the units of inquiryWhen specific aspects of language learning need to be addressed outside the units of inquiry, purposeful inquiry is still considered the principal way in which students learn best.

Considering the central idea, the summative assessment task(s), and the learning experiences of the unit of inquiry, identify which conceptual understanding(s) (from the language continuums) will support and inform learning in the unit of inquiry.

Identify learning outcomes (listed in the language scope and sequence continuums) that will provide evidence of each student’s language development while contributing to engagement with the unit of inquiry.

Decide whether all the language learning experiences will occur within the unit of inquiry or whether some subject-specific front-loading experience is required, prior to application within the unit of the inquiry.

Identify which conceptual understanding(s) (from the language continuums) students have already shown evidence of.

To build on what students already understand and can do, identify the conceptual understanding(s) that will provide either reinforcement or an appropriate level of challenge for the next stage of learning.

Identify the demonstrated learning outcomes (listed in the language scope and sequence continuums) that should provide observable evidence of whether the conceptual understanding(s) have been achieved, and whether the students have been able to apply their understanding in diverse ways.

Plan a range of learning experiences that accommodate the appropriate developmental phases of all learners, and will enable individual learners to consolidate and develop understanding, demonstrate skills and knowledge and move on to new challenges.

Ensure that assessment will inform each student’s language profile and further learning needs.

Language planning: Sample processesWhen planning for language learning experiences, be mindful of the following practices.

Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP.•

Wherever possible, language should be taught through the relevant and authentic context of the •transdisciplinary programme of inquiry.

Decide what differentiation will be required in order to appropriately use and develop language for each student during the unit.

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Learning continuums

Oral language—listening and speakingListening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Almost all children arrive at school with an impressive command of their mother-tongue language. However, the expectations and approach to language development in school is often very different from the successful learning environment the child has previously experienced. In the transition from home to school, or from one school to another, it is important to acknowledge the language profile of the individual and build on previous learning in ways that are positive and productive.

Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).

In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a means by which “inner speech” (Vygotsky 1999) can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.

Overall expectationsPhase 1Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.

Phase 5Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

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Learning continuums


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rs:

liste

n an

d re

spon

d in

sm

all o

r •

larg

e gr

oup

s fo

r inc

reas

ing

per

iods

of t

ime

liste

n to

and

enj

oy

•st

orie

s re

ad a

loud

; sh

ow u

nder

stan

din

g b

y re

spon

din

g in

ora

l, w

ritt

en o

r vi

sual

form

mem

oriz

e an

d jo

in in

wit

h •

poe

ms,

rhym

es a

nd s

ongs

follo

w c

lass

room

•

inst

ruct

ions

, sho

win

g un

der

stan

din

g

Lear

nin

g o

utc

om

esLe

arne

rs:

liste

n at

tent

ivel

y an

d sp

eak

•ap

pro

pri

atel

y in

sm

all a

nd

larg

e gr

oup

inte

ract

ions

liste

n to

a v

arie

ty o

f ora

l •

pre

sent

atio

ns in

clud

ing

stor

ies,

poe

ms,

rhym

es a

nd

rep

orts

and

resp

ond

wit

h in

crea

sing

con

fiden

ce a

nd

det

ail

pic

k ou

t mai

n ev

ents

and

•

rele

vant

poi

nts

in o

ral t

exts

follo

w m

ulti

-ste

p d

irect

ions

•

rete

ll fa

mili

ar s

tori

es in

•

sequ

ence

Lear

nin

g o

utc

om

esLe

arne

rs:

liste

n ap

pre

ciat

ivel

y an

d •

resp

onsi

vely

, pre

sent

ing

thei

r ow

n p

oint

of v

iew

and

re

spec

ting

the

view

s of

ot

hers

liste

n fo

r a s

pec

ific

pur

pos

e •

in a

var

iety

of s

itua

tion

s

iden

tify

and

exp

and

on m

ain

•id

eas

in fa

mili

ar o

ral t

exts

liste

n re

flec

tive

ly to

sto

ries

•

read

alo

ud in

ord

er to

id

enti

fy s

tory

str

uctu

res

and

idea

s

Lear

nin

g o

utc

om

esLe

arne

rs:

par

tici

pat

e ap

pro

pri

atel

y •

as li

sten

er a

nd s

pea

ker,

in

dis

cuss

ions

, con

vers

atio

ns,

deb

ates

and

gro

up

pre

sent

atio

ns

gen

erat

e, d

evel

op a

nd

•m

odif

y id

eas

and

opin

ions

th

roug

h d

iscu

ssio

n

liste

n an

d re

spon

d •

app

rop

riat

ely

to in

stru

ctio

ns,

ques

tion

s an

d ex

pla

nati

ons

infe

r mea

ning

s, d

raw

•

conc

lusi

ons

and

mak

e ju

dgm

ents

ab

out o

ral

pre

sent

atio

ns

67/165

Learning continuums


inte

ract

eff

ecti

vely

wit

h •

pee

rs a

nd a

dult

s in

fam

iliar

so

cial

set

ting

s

tell

thei

r ow

n st

orie

s us

ing

•w

ords

, ges

ture

s, a

nd o

bje

cts/

arti

fact

s

rep

eat/

echo

sin

gle

wor

ds•

use

sing

le w

ords

and

tw

o-

•w

ord

phr

ases

in c

onte

xt

join

in w

ith

poe

ms,

rhym

es,

•so

ngs

and

rep

eate

d p

hras

es

in s

hare

d b

ooks

und

erst

and

sim

ple

que

stio

ns

•an

d re

spon

d w

ith

acti

ons

or

wor

ds

follo

w c

lass

room

dire

ctio

ns

•an

d ro

utin

es, u

sing

con

text

cu

es

real

ize

that

peo

ple

sp

eak

•d

iffe

rent

lang

uag

es

use

the

mot

her t

ongu

e (w

ith

•tr

ansl

atio

n, if

nec

essa

ry) t

o ex

pre

ss n

eeds

and

exp

lain

id

eas

real

ize

that

wor

d or

der

can

•

chan

ge

from

one

lang

uag

e to

ano

ther

use

own

gram

mar

sty

le

•as

par

t of t

he p

roce

ss o

f d

evel

opin

g gr

amm

atic

al

awar

enes

s.

des

crib

e p

erso

nal

•ex

per

ienc

es

obta

in s

imp

le in

form

atio

n •

from

acc

essi

ble

sp

oken

text

s

dis

ting

uish

beg

inni

ng,

•m

edia

l and

end

ing

soun

ds

of w

ords

wit

h in

crea

sing

ac

cura

cy

follo

w t

wo

-ste

p d

irect

ions

•

pre

dic

t lik

ely

outc

omes

whe

n •

liste

ning

to te

xts

read

alo

ud

use

lang

uag

e to

ad

dre

ss th

eir

•ne

eds,

exp

ress

feel

ings

and

op

inio

ns

ask

ques

tion

s to

gai

n •

info

rmat

ion

and

resp

ond

to in

quir

ies

dire

cted

to

them

selv

es o

r to

the

clas

s

use

oral

lang

uag

e to

•

com

mun

icat

e du

ring

cl

assr

oom

act

ivit

ies,

co

nver

sati

ons

and

imag

inat

ive

pla

y

talk

ab

out t

he s

tori

es,

•w

riti

ng, p

ictu

res

and

mod

els

they

hav

e cr

eate

d

beg

in to

com

mun

icat

e in

•

mor

e th

an o

ne la

ngua

ge

use

gram

mat

ical

rule

s of

the

•la

ngua

ge(

s) o

f ins

truc

tion

(le

arne

rs m

ay o

verg

ener

aliz

e at

this

sta

ge)

.

anti

cip

ate

and

pre

dic

t whe

n •

liste

ning

to te

xt re

ad a

loud

use

lang

uag

e fo

r a v

arie

ty

•of

per

sona

l pur

pos

es, f

or

exam

ple

, inv

itat

ions

exp

ress

thou

ghts

, id

eas

and

•op

inio

ns a

nd d

iscu

ss th

em,

resp

ecti

ng c

ontr

ibut

ions

fr

om o

ther

s

par

tici

pat

e in

a v

arie

ty

•of

dra

mat

ic a

ctiv

itie

s, fo

r ex

amp

le, r

ole

pla

y, p

upp

et

thea

tre,

dra

mat

izat

ion

of

fam

iliar

sto

ries

and

poe

ms

use

lang

uag

e to

exp

lain

, •

inqu

ire a

nd c

omp

are

reco

gniz

e p

atte

rns

in

•la

ngua

ge(

s) o

f ins

truc

tion

an

d us

e in

crea

sing

ly a

ccur

ate

gram

mar

beg

in to

und

erst

and

that

•

lang

uag

e us

e is

influ

ence

d b

y it

s p

urp

ose

and

the

aud

ienc

e

und

erst

and

and

use

spec

ific

•vo

cab

ular

y to

sui

t dif

fere

nt

pur

pos

es

hear

and

ap

pre

ciat

e •

dif

fere

nces

bet

wee

n la

ngua

ges

.

und

erst

and

that

idea

s an

d •

opin

ions

can

be

gen

erat

ed,

dev

elop

ed a

nd p

rese

nted

th

roug

h ta

lk; t

hey

wor

k in

p

airs

and

gro

ups

to d

evel

op

oral

pre

sent

atio

ns

argu

e p

ersu

asiv

ely

and

•d

efen

d a

poi

nt o

f vie

w

exp

lain

and

dis

cuss

thei

r ow

n •

wri

ting

wit

h p

eers

and

adu

lts

beg

in to

par

aphr

ase

and

•su

mm

ariz

e

orga

nize

thou

ghts

and

•

feel

ings

bef

ore

spea

king

use

a ra

nge

of s

pec

ific

•vo

cab

ular

y in

dif

fere

nt

situ

atio

ns, i

ndic

atin

g an

aw

aren

ess

that

lang

uag

e is

influ

ence

d b

y p

urp

ose,

au

die

nce

and

cont

ext

real

ize

that

gra

mm

atic

al

•st

ruct

ures

can

be

irreg

ular

an

d b

egin

to u

se th

em

appr

opria

tely

and

con

sist

ently

use

oral

lang

uag

e •

app

rop

riat

ely,

con

fiden

tly

and

wit

h in

crea

sing

acc

urac

y

verb

aliz

e th

eir t

hink

ing

and

•ex

pla

in th

eir r

easo

ning

reco

gniz

e th

at d

iffe

rent

•

form

s of

gra

mm

ar a

re u

sed

in

dif

fere

nt c

onte

xts

app

reci

ate

that

lang

uag

e •

is n

ot a

lway

s us

ed li

tera

lly;

und

erst

and

and

use

the

figur

ativ

e la

ngua

ge

of th

eir

own

cult

ure.

use

an in

crea

sing

voc

abul

ary

•an

d m

ore

com

ple

x se

nten

ce

stru

ctur

es w

ith

a hi

gh le

vel

of s

pec

ifici

ty

argu

e p

ersu

asiv

ely

and

•ju

stif

y a

poi

nt o

f vie

w

show

op

en-m

ind

ed a

ttit

udes

•

whe

n lis

teni

ng to

oth

er

poi

nts

of v

iew

par

aphr

ase

and

sum

mar

ize

•w

hen

com

mun

icat

ing

oral

ly

und

erst

and

and

use

•fig

urat

ive

lang

uag

e su

ch a

s si

mile

, per

soni

ficat

ion

and

met

apho

r

use

oral

lang

uag

e to

•

form

ulat

e an

d co

mm

unic

ate

pos

sib

iliti

es a

nd th

eori

es

use

stan

dar

d gr

amm

atic

al

•st

ruct

ures

com

pet

entl

y in

ap

pro

pri

ate

situ

atio

ns

use

regi

ster

, ton

e, v

oice

leve

l •

and

into

nati

on to

enh

ance

m

eani

ng

app

reci

ate

that

peo

ple

sp

eak

•an

d re

spon

d ac

cord

ing

to p

erso

nal a

nd c

ultu

ral

per

spec

tive

s

use

spee

ch re

spon

sib

ly

•to

info

rm, e

nter

tain

and

in

fluen

ce o

ther

s

refl

ect o

n co

mm

unic

atio

n to

•

mon

itor a

nd a

sses

s th

eir o

wn

lear

ning

.

68/165

Learning continuums


Visual language—viewing and presentingViewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.

Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

Overall expectationsPhase 1Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

69/165

Learning continuums


Lear

nin

g c

on

tin

uu

m fo

r vi

sual

lan

gu

age—

view

ing

an

d p

rese

nti

ng

Ph

ase

1P

has

e 2

Ph

ase

3P

has

e 4

Ph

ase

5

Co

nce

ptu

al u

nd

erst

and

ing

sV

isua

l lan

guag

e is

all

arou

nd u

s.

The

pic

ture

s, im

ages

, and

sy

mb

ols

in o

ur e

nviro

nmen

t ha

ve m

eani

ng.

We

can

enjo

y an

d le

arn

from

vi

sual

lang

uag

e.

Co

nce

ptu

al u

nd

erst

and

ing

sPe

ople

use

sta

tic

and

mov

ing

imag

es to

com

mun

icat

e id

eas

and

info

rmat

ion.

Vis

ual t

exts

can

imm

edia

tely

ga

in o

ur a

tten

tion

.

Vie

win

g an

d ta

lkin

g ab

out t

he

imag

es o

ther

s ha

ve c

reat

ed

help

s us

to u

nder

stan

d an

d cr

eate

our

ow

n p

rese

ntat

ions

.

Co

nce

ptu

al u

nd

erst

and

ing

sV

isua

l tex

ts c

an e

xpan

d ou

r dat

abas

e of

sou

rces

of

info

rmat

ion.

Vis

ual t

exts

pro

vid

e al

tern

ativ

e m

eans

to d

evel

op n

ew le

vels

of

und

erst

and

ing.

Sele

ctin

g th

e m

ost s

uita

ble

fo

rms

of v

isua

l pre

sent

atio

n en

hanc

es o

ur a

bili

ty to

exp

ress

id

eas

and

imag

es.

Dif

fere

nt v

isua

l tec

hniq

ues

pro

duce

dif

fere

nt e

ffec

ts a

nd a

re

used

to p

rese

nt d

iffe

rent

typ

es

of in

form

atio

n.

Co

nce

ptu

al u

nd

erst

and

ing

sV

isua

l tex

ts h

ave

the

pow

er

to in

fluen

ce th

inki

ng a

nd

beh

avio

ur.

Inte

rpre

ting

vis

ual t

exts

invo

lves

m

akin

g an

info

rmed

jud

gmen

t ab

out t

he in

tent

ion

of th

e m

essa

ge.

To e

nhan

ce le

arni

ng w

e ne

ed

to b

e ef

ficie

nt a

nd c

onst

ruct

ive

user

s of

the

inte

rnet

.

Co

nce

ptu

al u

nd

erst

and

ing

sTh

e ai

m o

f com

mer

cial

med

ia

is to

influ

ence

and

per

suad

e vi

ewer

s.

Ind

ivid

uals

resp

ond

dif

fere

ntly

to

vis

ual t

exts

, acc

ord

ing

to

thei

r pre

viou

s ex

per

ienc

es,

pre

fere

nces

and

per

spec

tive

s.

Know

ing

abou

t the

tech

niqu

es

used

in v

isua

l tex

ts h

elp

s us

to

inte

rpre

t pre

sent

atio

ns a

nd

crea

te o

ur o

wn

visu

al e

ffec

ts.

Synt

hesi

zing

info

rmat

ion

from

vi

sual

text

s is

dep

end

ent u

pon

p

erso

nal i

nter

pre

tati

on a

nd

lead

s to

new

und

erst

and

ing.

Lear

nin

g o

utc

om

esLe

arne

rs:

atte

nd to

vis

ual i

nfor

mat

ion

•sh

owin

g un

der

stan

din

g th

roug

h p

lay,

ges

ture

s, fa

cial

ex

pre

ssio

n

reve

al th

eir o

wn

feel

ings

•

in re

spon

se to

vis

ual

pre

sent

atio

ns, f

or e

xam

ple

, b

y sh

owin

g am

usem

ent,

curi

osit

y, s

urp

rise

Lear

nin

g o

utc

om

esLe

arne

rs:

atte

nd to

vis

ual i

nfor

mat

ion

•sh

owin

g un

der

stan

din

g th

roug

h d

iscu

ssio

n, ro

le p

lay,

ill

ustr

atio

ns

talk

ab

out t

heir

own

feel

ings

•

in re

spon

se to

vis

ual

mes

sage

s; s

how

em

pat

hy fo

r th

e w

ay o

ther

s m

ight

feel

rela

te to

dif

fere

nt c

onte

xts

•p

rese

nted

in v

isua

l tex

ts

acco

rdin

g to

thei

r ow

n ex

per

ienc

es, f

or e

xam

ple

, “T

hat l

ooks

like

my

uncl

e’s

farm

.”

Lear

nin

g o

utc

om

esLe

arne

rs:

view

vis

ual i

nfor

mat

ion

and

•sh

ow u

nder

stan

din

g b

y as

king

rele

vant

que

stio

ns

and

dis

cuss

ing

pos

sib

le

mea

ning

dis

cuss

thei

r ow

n fe

elin

gs in

•

resp

onse

to v

isua

l mes

sag

es;

liste

n to

oth

er re

spon

ses,

re

aliz

ing

that

peo

ple

reac

t d

iffe

rent

ly

real

ize

that

vis

ual

•in

form

atio

n re

flec

ts

and

cont

rib

utes

to th

e un

der

stan

din

g of

con

text

Lear

nin

g o

utc

om

esLe

arne

rs:

view

, res

pon

d to

and

•

des

crib

e vi

sual

info

rmat

ion,

co

mm

unic

atin

g un

der

stan

din

g in

ora

l, w

ritt

en a

nd v

isua

l for

m

des

crib

e p

erso

nal r

eact

ions

•

to v

isua

l mes

sag

es; r

efle

ct o

n w

hy o

ther

s m

ay p

erce

ive

the

imag

es d

iffe

rent

ly

und

erst

and

and

exp

lain

how

•

visu

al e

ffec

ts c

an b

e us

ed to

re

flec

t a p

arti

cula

r con

text

Lear

nin

g o

utc

om

esLe

arne

rs:

view

and

cri

tica

lly

•an

alys

e a

rang

e of

vis

ual

text

s, c

omm

unic

atin

g un

der

stan

din

g th

roug

h or

al,

wri

tten

and

vis

ual m

edia

iden

tify

fact

ors

that

•

influ

ence

per

sona

l rea

ctio

ns

to v

isua

l tex

ts; d

esig

n vi

sual

te

xts

wit

h th

e in

tent

ion

of

influ

enci

ng th

e w

ay p

eop

le

thin

k an

d fe

el

anal

yse

and

inte

rpre

t the

•

way

s in

whi

ch v

isua

l eff

ects

ar

e us

ed to

est

ablis

h co

ntex

t

70/165

Learning continuums


obse

rve

visu

al c

ues

that

•

ind

icat

e co

ntex

t; sh

ow

und

erst

and

ing

by

mat

chin

g p

ictu

res

wit

h co

ntex

t

reco

gniz

e fa

mili

ar s

igns

, •

lab

els

and

log

os, f

or

exam

ple

, ped

estr

ian

wal

king

si

gn, e

mer

gen

cy e

xit s

ign,

no

dog

s al

low

ed; i

den

tify

si

mila

riti

es a

nd d

iffe

renc

es

mak

e p

erso

nal c

onne

ctio

ns

•to

vis

ual t

exts

, for

exa

mp

le, a

p

ictu

re b

ook

abou

t chi

ldre

n m

akin

g fr

iend

s in

a n

ew

situ

atio

n

use

bod

y la

ngua

ge

to

•co

mm

unic

ate

and

to c

onve

y un

der

stan

din

g, fo

r exa

mp

le,

poi

ntin

g, g

estu

ring

, fac

ial

exp

ress

ions

sele

ct a

nd in

corp

orat

e •

colo

urs,

sha

pes

, sym

bol

s an

d im

ages

into

vis

ual

pre

sent

atio

ns

show

ap

pre

ciat

ion

of

•ill

ustr

atio

ns in

pic

ture

boo

ks

by

sele

ctin

g an

d re

read

ing

fam

iliar

boo

ks, f

ocus

ing

on

favo

urite

pag

es

loca

te a

nd u

se a

pp

rop

riat

e •

ICT

icon

ogra

phy

to a

ctiv

ate

dif

fere

nt d

evic

es, f

or

exam

ple

, com

put

er g

ames

, C

D p

laye

r, te

levi

sion

loca

te fa

mili

ar v

isua

l tex

ts

•in

mag

azin

es, a

dve

rtis

ing

cata

logu

es, a

nd c

onne

ct

them

wit

h as

soci

ated

p

rodu

cts

show

thei

r und

erst

and

ing

•th

at v

isua

l mes

sag

es

influ

ence

our

beh

avio

ur

conn

ect v

isua

l inf

orm

atio

n •

wit

h th

eir o

wn

exp

erie

nces

to

con

stru

ct th

eir o

wn

mea

ning

, for

exa

mp

le, w

hen

taki

ng a

trip

use

bod

y la

ngua

ge

in

•m

ime

and

role

pla

y to

co

mm

unic

ate

idea

s an

d fe

elin

gs v

isua

lly

real

ize

that

sha

pes

, sym

bol

s •

and

colo

urs

have

mea

ning

an

d in

clud

e th

em in

p

rese

ntat

ions

use

a va

riet

y of

imp

lem

ents

•

to p

ract

ise

and

dev

elop

ha

ndw

riti

ng a

nd

pre

sent

atio

n sk

ills

obse

rve

and

dis

cuss

•

illus

trat

ions

in p

ictu

re

boo

ks a

nd s

imp

le re

fere

nce

boo

ks, c

omm

enti

ng o

n th

e in

form

atio

n b

eing

con

veye

d

reco

gniz

e IC

T ic

onog

rap

hy

•an

d fo

llow

pro

mp

ts to

acc

ess

pro

gram

s or

act

ivat

e d

evic

es

reco

gniz

e an

d na

me

fam

iliar

•

visu

al te

xts,

for e

xam

ple

, ad

vert

isin

g, lo

gos

, lab

els,

si

gns,

ICT

icon

ogra

phy

obse

rve

and

dis

cuss

fam

iliar

•

and

unfa

mili

ar v

isua

l m

essa

ges

; mak

e ju

dgm

ents

ab

out e

ffec

tive

ness

dis

cuss

per

sona

l exp

erie

nces

•

that

con

nect

wit

h vi

sual

im

ages

use

acti

ons

and

bod

y •

lang

uag

e to

rein

forc

e an

d ad

d m

eani

ng to

ora

l p

rese

ntat

ions

sele

ct a

nd u

se s

uita

ble

•

shap

es, c

olou

rs, s

ymb

ols

and

layo

ut fo

r pre

sent

atio

ns;

pra

ctis

e an

d d

evel

op w

riti

ng/

calli

grap

hy s

tyle

s

real

ize

that

text

and

•

illus

trat

ions

in re

fere

nce

mat

eria

ls w

ork

tog

ethe

r to

conv

ey in

form

atio

n, a

nd c

an

exp

lain

how

this

enh

ance

s un

der

stan

din

g

wit

h gu

idan

ce, u

se th

e •

inte

rnet

to a

cces

s re

leva

nt

info

rmat

ion;

pro

cess

and

p

rese

nt in

form

atio

n in

w

ays

that

are

per

sona

lly

mea

ning

ful

use

app

rop

riat

e te

rmin

olog

y •

to d

iscu

ss v

isua

l tex

ts,

for e

xam

ple

, log

os, f

ont,

fore

grou

nd, b

ackg

roun

d,

imp

act

reco

gniz

e an

d na

me

fam

iliar

•

visu

al te

xts

and

exp

lain

why

th

ey a

re o

r are

not

eff

ecti

ve,

for e

xam

ple

, ad

vert

isin

g,

log

os, l

abel

s, s

igns

, b

illb

oard

s

inte

rpre

t vis

ual c

ues

in

•or

der

to a

naly

se a

nd m

ake

infe

renc

es a

bou

t the

in

tent

ion

of th

e m

essa

ge

exp

lain

how

• re

leva

nt

per

sona

l exp

erie

nces

can

add

to

the

mea

ning

of a

sel

ecte

d fil

m/m

ovie

; writ

e an

d ill

ustr

ate

a p

erso

nal r

esp

onse

iden

tify

asp

ects

of b

ody

•la

ngua

ge

in a

dra

mat

ic

pre

sent

atio

n an

d ex

pla

in

how

they

are

use

d to

con

vey

the

moo

d an

d p

erso

nal t

rait

s of

cha

ract

ers

des

ign

pos

ters

and

cha

rts,

•

usin

g sh

apes

, col

ours

, sy

mb

ols,

layo

ut a

nd fo

nts,

to

ach

ieve

par

ticu

lar e

ffec

ts;

exp

lain

how

the

des

ired

effe

ct is

ach

ieve

d

dis

cuss

a n

ewsp

aper

rep

ort

•an

d te

ll ho

w th

e w

ords

and

p

ictu

res

wor

k to

get

her t

o co

nvey

a p

arti

cula

r mes

sag

e

pre

par

e, in

div

idua

lly o

r •

in c

olla

bor

atio

n, v

isua

l p

rese

ntat

ions

usi

ng a

ra

nge

of m

edia

, inc

lud

ing

com

put

er a

nd w

eb-b

ased

ap

plic

atio

ns

iden

tify

ele

men

ts a

nd

•te

chni

ques

that

mak

e ad

vert

isem

ents

, log

os a

nd

sym

bol

s ef

fect

ive

and

dra

w

on th

is k

now

led

ge

to c

reat

e th

eir o

wn

visu

al e

ffec

ts

real

ize

that

cul

tura

l inf

luen

ces

•af

fect

the

way

we

resp

ond

to

visu

al e

ffec

ts a

nd e

xpla

in h

ow

this

aff

ects

our

inte

rpre

tatio

n,

for e

xam

ple,

the

use

of

part

icul

ar c

olou

rs o

r sym

bol

s

real

ize

that

ind

ivid

uals

•

inte

rpre

t vis

ual i

nfor

mat

ion

acco

rdin

g to

thei

r per

sona

l ex

per

ienc

es a

nd d

iffe

rent

p

ersp

ecti

ves

show

how

bod

y la

ngua

ge, f

or

•ex

amp

le, f

acia

l exp

ress

ion,

ge

stur

e an

d m

ovem

ent,

pos

ture

and

ori

enta

tion,

eye

co

ntac

t and

touc

h, c

an b

e us

ed to

ach

ieve

eff

ects

and

in

fluen

ce m

eani

ng

app

ly k

now

led

ge

of

•p

rese

ntat

ion

tech

niqu

es in

or

igin

al a

nd in

nova

tive

way

s;

exp

lain

thei

r ow

n id

eas

for

achi

evin

g d

esire

d ef

fect

s

exam

ine

and

anal

yse

text

•

and

illus

trat

ions

in re

fere

nce

mat

eria

l, in

clud

ing

onlin

e te

xt, e

xpla

inin

g ho

w v

isua

l an

d w

ritt

en in

form

atio

n w

ork

tog

ethe

r to

rein

forc

e ea

ch o

ther

and

mak

e m

eani

ng m

ore

exp

licit

71/165

Learning continuums


liste

n to

term

inol

ogy

•as

soci

ated

wit

h vi

sual

text

s an

d un

der

stan

d te

rms

such

as

col

our,

shap

e, s

ize.

thro

ugh

teac

her m

odel

ling,

•

bec

ome

awar

e of

te

rmin

olog

y us

ed to

tell

abou

t vis

ual e

ffec

ts, f

or

exam

ple

, fea

ture

s, la

yout

, b

ord

er, f

ram

e

view

dif

fere

nt v

ersi

ons

of

•th

e sa

me

stor

y an

d d

iscu

ss

the

effe

ctiv

enes

s of

the

dif

fere

nt w

ays

of te

lling

the

sam

e st

ory,

for e

xam

ple

, the

p

ictu

re b

ook

vers

ion

and

the

film

/mov

ie v

ersi

on o

f a s

tory

bec

ome

awar

e of

the

use

•an

d or

gani

zati

on o

f vis

ual

effe

cts

to c

reat

e a

par

ticu

lar

imp

act,

for e

xam

ple

, d

omin

ant i

mag

es s

how

wha

t is

imp

orta

nt in

a s

tory

obse

rve

visu

al im

ages

and

•

beg

in to

ap

pre

ciat

e, a

nd b

e ab

le to

exp

ress

, tha

t the

y ha

ve b

een

crea

ted

to a

chie

ve

par

ticu

lar p

urp

oses

.

view

a ra

nge

of v

isua

l •

lang

uag

e fo

rmat

s an

d d

iscu

ss th

eir e

ffec

tive

ness

, fo

r exa

mp

le, f

ilm/v

ideo

, p

oste

rs, d

ram

a

real

ize

that

eff

ects

hav

e b

een

•se

lect

ed a

nd a

rran

ged

to

achi

eve

a ce

rtai

n im

pac

t, fo

r ex

amp

le, t

he w

ay in

whi

ch

colo

ur, l

ight

ing,

mus

ic a

nd

mov

emen

t wor

k to

get

her i

n a

per

form

ance

obse

rve

and

dis

cuss

vis

ual

•p

rese

ntat

ions

; mak

e su

gg

esti

ons

abou

t why

they

ha

ve b

een

crea

ted

and

wha

t th

e cr

eato

r has

bee

n ai

min

g to

ach

ieve

.

dis

cuss

and

exp

lain

vis

ual

•im

ages

and

eff

ects

usi

ng

app

rop

riat

e te

rmin

olog

y,

for e

xam

ple

, im

age,

sy

mb

ol, g

rap

hics

, bal

ance

, te

chni

ques

, com

pos

itio

n

exp

erie

nce

a ra

nge

of

•d

iffe

rent

vis

ual l

angu

age

form

ats;

ap

pre

ciat

e an

d d

escr

ibe

why

par

ticu

lar

form

ats

are

sele

cted

to

achi

eve

par

ticu

lar e

ffec

ts

obse

rve

and

dis

cuss

the

•ch

oice

and

com

pos

itio

n of

vi

sual

pre

sent

atio

ns a

nd

exp

lain

how

they

con

trib

ute

to m

eani

ng a

nd im

pac

t, fo

r ex

amp

le, f

acia

l exp

ress

ions

, sp

eech

bub

ble

s, w

ord

imag

es to

con

vey

soun

d ef

fect

s

real

ize

that

vis

ual

•p

rese

ntat

ions

hav

e b

een

crea

ted

to re

ach

out t

o a

par

ticu

lar a

udie

nce

and

influ

ence

the

aud

ienc

e in

so

me

way

; dis

cuss

the

effe

cts

used

and

how

they

mig

ht

influ

ence

the

aud

ienc

e.

navi

gate

the

inte

rnet

•

in re

spon

se to

ver

bal

an

d vi

sual

pro

mp

ts w

ith

conf

iden

ce a

nd fa

mili

arit

y;

use

ICT

to p

rep

are

thei

r ow

n p

rese

ntat

ions

use

app

rop

riat

e te

rmin

olog

y •

to id

enti

fy a

rang

e of

vis

ual

effe

cts/

form

ats

and

crit

ical

ly

anal

yse

thei

r eff

ecti

vene

ss,

for e

xam

ple

, moo

d, m

edia

, ju

xtap

osit

ion,

pro

por

tion

anal

yse

the

sele

ctio

n an

d •

com

pos

itio

n of

vis

ual

pre

sent

atio

ns; s

elec

t ex

amp

les

to e

xpla

in h

ow

they

ach

ieve

a p

arti

cula

r im

pac

t, fo

r exa

mp

le,

dom

inan

t im

ages

, use

of

colo

ur, t

extu

re, s

ymb

olis

m

iden

tify

the

inte

nded

•

aud

ienc

e an

d p

urp

ose

of a

vis

ual p

rese

ntat

ion;

id

enti

fy o

vert

and

sub

limin

al

mes

sag

es

refl

ect o

n w

ays

in w

hich

•

und

erst

and

ing

the

inte

ntio

n of

a v

isua

l mes

sag

e ca

n in

fluen

ce p

erso

nal

resp

onse

s.

72/165

Learning continuums


Written language—readingReading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials.

Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students.

Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.

Overall expectationsPhase 1Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.

Phase 2Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.

Phase 3Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Phase 4Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Phase 5Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.

73/165

Learning continuums


Lear

nin

g c

on

tin

uu

m fo

r w

ritt

en la

ng

uag

e—re

adin

g

Ph

ase

1 P

has

e 2

Ph

ase

3 P

has

e 4

Ph

ase

5

Co

nce

ptu

al u

nd

erst

and

ing

sIll

ustr

atio

ns c

onve

y m

eani

ng.

Prin

t con

veys

mea

ning

.

Peop

le re

ad fo

r ple

asur

e.

Stor

ies

can

tell

abou

t im

agin

ed

wor

lds.

Prin

ted

info

rmat

ion

can

tell

abou

t the

real

wor

ld.

Ther

e ar

e es

tab

lishe

d w

ays

of

sett

ing

out p

rint

and

org

aniz

ing

boo

ks.

Co

nce

ptu

al u

nd

erst

and

ing

sTh

e so

unds

of s

pok

en la

ngua

ge

can

be

rep

rese

nted

vis

ually

.

Wri

tten

lang

uag

e w

orks

d

iffe

rent

ly fr

om s

pok

en

lang

uag

e.

Con

sist

ent w

ays

of re

cord

ing

wor

ds o

r id

eas

enab

le m

emb

ers

of a

lang

uag

e co

mm

unit

y to

co

mm

unic

ate.

Peop

le re

ad to

lear

n.

The

wor

ds w

e se

e an

d he

ar

enab

le u

s to

cre

ate

pic

ture

s in

ou

r min

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sele

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read

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74/165

Learning continuums


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75/165

Learning continuums


real

ize

that

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orga

niza

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•

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ew

und

erst

and

ing

use

the

inte

rnet

resp

onsi

bly

•

and

know

led

gea

bly

, ap

pre

ciat

ing

its

uses

and

lim

itat

ions

loca

te, o

rgan

ize

and

•sy

nthe

size

info

rmat

ion

from

a

vari

ety

of s

ourc

es in

clud

ing

the

libra

ry/m

edia

cen

tre,

th

e in

tern

et, p

eop

le in

the

scho

ol, f

amily

, the

imm

edia

te

com

mun

ity

or th

e gl

obal

co

mm

unit

y.

76/165

Learning continuums


Written language—writingWriting is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

Overall expectationsPhase 1Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Phase 2Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.

Phase 3Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Phase 4Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.

Phase 5Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.

77/165

Learning continuums


Lear

nin

g c

on

tin

uu

m fo

r w

ritt

en la

ng

uag

e—w

riti

ng

Ph

ase

1P

has

e 2

Ph

ase

3P

has

e 4

Ph

ase

5

Co

nce

ptu

al u

nd

erst

and

ing

sW

riti

ng c

onve

ys m

eani

ng.

Peop

le w

rite

to te

ll ab

out t

heir

exp

erie

nces

, id

eas

and

feel

ings

.

Ever

yone

can

exp

ress

th

emse

lves

in w

riti

ng.

Talk

ing

abou

t our

sto

ries

and

p

ictu

res

help

s ot

her p

eop

le to

un

der

stan

d an

d en

joy

them

.

Co

nce

ptu

al u

nd

erst

and

ing

sPe

ople

wri

te to

com

mun

icat

e.

The

soun

ds o

f sp

oken

lang

uag

e ca

n b

e re

pre

sent

ed v

isua

lly

(lett

ers,

sym

bol

s, c

hara

cter

s).

Con

sist

ent w

ays

of re

cord

ing

wor

ds o

r id

eas

enab

le m

emb

ers

of a

lang

uag

e co

mm

unit

y to

un

der

stan

d ea

ch o

ther

’s w

riti

ng.

Wri

tten

lang

uag

e w

orks

d

iffe

rent

ly fr

om s

pok

en

lang

uag

e.

Co

nce

ptu

al u

nd

erst

and

ing

sW

e w

rite

in d

iffe

rent

way

s fo

r d

iffe

rent

pur

pos

es.

The

stru

ctur

e of

dif

fere

nt t

ypes

of

text

s in

clud

es id

enti

fiab

le

feat

ures

.

Ap

ply

ing

a ra

nge

of s

trat

egie

s he

lps

us to

exp

ress

our

selv

es s

o th

at o

ther

s ca

n en

joy

our w

riti

ng.

Thin

king

ab

out s

tory

boo

k ch

arac

ters

and

peo

ple

in re

al li

fe

help

s us

to d

evel

op c

hara

cter

s in

ou

r ow

n st

orie

s.

Whe

n w

riti

ng, t

he w

ords

we

choo

se a

nd h

ow w

e ch

oose

to

use

them

ena

ble

us

to s

hare

our

im

agin

ings

and

idea

s.

Co

nce

ptu

al u

nd

erst

and

ing

sW

riti

ng a

nd th

inki

ng w

ork

tog

ethe

r to

enab

le u

s to

exp

ress

id

eas

and

conv

ey m

eani

ng.

Ask

ing

ques

tion

s of

our

selv

es

and

othe

rs h

elp

s to

mak

e ou

r w

riti

ng m

ore

focu

sed

and

pur

pos

eful

.

The

way

we

stru

ctur

e an

d or

gani

ze o

ur w

riti

ng h

elp

s ot

hers

to

und

erst

and

and

app

reci

ate

it.

Rere

adin

g an

d ed

itin

g ou

r ow

n w

riti

ng e

nab

les

us to

exp

ress

w

hat w

e w

ant t

o sa

y m

ore

clea

rly.

Co

nce

ptu

al u

nd

erst

and

ing

s St

orie

s th

at p

eop

le w

ant t

o re

ad a

re b

uilt

aro

und

them

es

to w

hich

they

can

mak

e co

nnec

tion

s.

Effe

ctiv

e st

orie

s ha

ve a

pur

pos

e an

d st

ruct

ure

that

hel

p to

mak

e th

e au

thor

’s in

tent

ion

clea

r.

Synt

hesi

zing

idea

s en

able

s us

to

bui

ld o

n w

hat w

e kn

ow, r

efle

ct

on d

iffe

rent

per

spec

tive

s, a

nd

exp

ress

new

idea

s.

Know

ing

wha

t we

aim

to a

chie

ve

help

s us

to p

lan

and

dev

elop

d

iffe

rent

form

s of

wri

ting

.

Thro

ugh

the

pro

cess

of

pla

nnin

g, d

raft

ing,

ed

itin

g an

d re

visi

ng, o

ur w

riti

ng im

pro

ves

over

tim

e.

Lear

nin

g o

utc

om

esLe

arne

rs:

exp

erim

ent w

ith

wri

ting

•

usin

g d

iffe

rent

wri

ting

im

ple

men

ts a

nd m

edia

choo

se to

wri

te a

s p

lay,

or

•in

info

rmal

sit

uati

ons,

for

exam

ple

, fill

ing

in fo

rms

in a

p

rete

nd p

ost o

ffic

e, w

riti

ng a

m

enu

or w

ish

list f

or a

par

ty

dif

fere

ntia

te b

etw

een

•ill

ustr

atio

ns a

nd w

ritt

en te

xt

Lear

nin

g o

utc

om

esLe

arne

rs:

enjo

y w

riti

ng a

nd v

alue

thei

r •

own

effo

rts

wri

te in

form

ally

ab

out t

heir

•ow

n id

eas,

exp

erie

nces

and

fe

elin

gs in

a p

erso

nal j

ourn

al

or d

iary

, ini

tial

ly u

sing

sim

ple

se

nten

ce s

truc

ture

s, fo

r ex

amp

le, “

I lik

e …

”, “I

can

…”

, “I w

ent t

o …

”, “I

am

goi

ng

to …

”

Lear

nin

g o

utc

om

esLe

arne

rs:

enga

ge

conf

iden

tly

wit

h th

e •

pro

cess

of w

riti

ng

wri

te a

bou

t a ra

nge

of to

pic

s •

for a

var

iety

of p

urp

oses

, us

ing

liter

ary

form

s an

d st

ruct

ures

mod

elle

d b

y th

e te

ache

r and

/or e

ncou

nter

ed

in re

adin

g

use

grap

hic

orga

nize

rs to

•

pla

n w

riti

ng, f

or e

xam

ple

, M

ind

Map

s®, s

tory

boa

rds

Lear

nin

g o

utc

om

esLe

arne

rs:

wri

te in

dep

end

entl

y •

and

wit

h co

nfid

ence

, d

emon

stra

ting

a p

erso

nal

voic

e as

a w

rite

r

wri

te fo

r a ra

nge

of

•p

urp

oses

, bot

h cr

eati

ve a

nd

info

rmat

ive,

usi

ng d

iffe

rent

ty

pes

of s

truc

ture

s an

d st

yles

ac

cord

ing

to th

e p

urp

ose

of

the

wri

ting

Lear

nin

g o

utc

om

esLe

arne

rs:

wri

te in

dep

end

entl

y an

d •

wit

h co

nfid

ence

, sho

win

g th

e d

evel

opm

ent o

f the

ir ow

n vo

ice

and

styl

e

wri

te u

sing

a ra

nge

of

•te

xt t

ypes

in o

rder

to

com

mun

icat

e ef

fect

ivel

y,

for e

xam

ple

, nar

rati

ve,

inst

ruct

iona

l, p

ersu

asiv

e

78/165

Learning continuums


use

thei

r ow

n ex

per

ienc

e as

•

a st

imul

us w

hen

dra

win

g an

d “w

riti

ng”

show

cur

iosi

ty a

nd a

sk

•qu

esti

ons

abou

t wri

tten

la

ngua

ge

par

tici

pat

e in

sha

red

•w

riti

ng, o

bse

rvin

g th

e te

ache

r’s w

riti

ng a

nd m

akin

g su

gg

esti

ons

liste

n an

d re

spon

d to

sha

red

•b

ooks

(enl

arg

ed te

xts)

, ob

serv

ing

conv

enti

ons

of p

rint

, acc

ord

ing

to th

e la

ngua

ge(

s) o

f ins

truc

tion

beg

in to

dis

crim

inat

e •

bet

wee

n le

tter

s/ch

arac

ters

, nu

mb

ers

and

sym

bol

s

show

an

awar

enes

s of

•

soun

d–s

ymb

ol re

lati

onsh

ips

and

beg

in to

reco

gniz

e th

e w

ay th

at s

ome

fam

iliar

so

unds

can

be

reco

rded

wri

te th

eir o

wn

nam

e •

ind

epen

den

tly.

read

thei

r ow

n w

riti

ng to

the

•te

ache

r and

to c

lass

mat

es,

real

izin

g th

at w

hat t

hey

have

w

ritt

en re

mai

ns u

ncha

nged

par

tici

pat

e in

sha

red

and

•gu

ided

wri

ting

, ob

serv

ing

the

teac

her’s

mod

el, a

skin

g qu

esti

ons

and

offe

ring

su

gg

esti

ons

wri

te to

com

mun

icat

e a

•m

essa

ge

to a

par

ticu

lar

aud

ienc

e, fo

r exa

mp

le, a

ne

ws

stor

y, in

stru

ctio

ns, a

fa

ntas

y st

ory

crea

te il

lust

rati

ons

to m

atch

•

thei

r ow

n w

ritt

en te

xt

dem

onst

rate

an

awar

enes

s •

of th

e co

nven

tion

s of

wri

tten

te

xt, f

or e

xam

ple

, seq

uenc

e,

spac

ing,

dire

ctio

nalit

y

conn

ect w

ritt

en c

odes

•

wit

h th

e so

unds

of s

pok

en

lang

uag

e an

d re

flec

t thi

s un

der

stan

din

g w

hen

reco

rdin

g id

eas

form

lett

ers/

char

acte

rs

•co

nven

tion

ally

and

legi

bly

, w

ith

an u

nder

stan

din

g as

to

why

this

is im

por

tant

wit

hin

a la

ngua

ge

com

mun

ity

dis

crim

inat

e b

etw

een

typ

es

•of

cod

e, fo

r exa

mp

le, l

ette

rs,

num

ber

s, s

ymb

ols,

wor

ds/

char

acte

rs

orga

nize

idea

s in

a lo

gica

l •

sequ

ence

, for

exa

mp

le, w

rite

si

mp

le n

arra

tive

s w

ith

a b

egin

ning

, mid

dle

and

end

use

app

rop

riat

e w

riti

ng

•co

nven

tion

s, fo

r exa

mp

le,

wor

d or

der

, as

requ

ired

by

the

lang

uag

e(s)

of i

nstr

ucti

on

use

fam

iliar

asp

ects

of

•w

ritt

en la

ngua

ge

wit

h in

crea

sing

con

fiden

ce a

nd

accu

racy

, for

exa

mp

le,

spel

ling

pat

tern

s, h

igh

-fr

eque

ncy

wor

ds, h

igh

-in

tere

st w

ords

use

incr

easi

ngly

acc

urat

e •

gram

mat

ical

con

stru

cts

wri

te le

gib

ly, a

nd in

a

•co

nsis

tent

sty

le

pro

ofre

ad th

eir o

wn

wri

ting

•

and

mak

e so

me

corr

ecti

ons

and

imp

rove

men

ts

use

feed

bac

k fr

om te

ache

rs

•an

d ot

her s

tud

ents

to

imp

rove

thei

r wri

ting

use

a d

icti

onar

y, a

thes

auru

s •

and

wor

d b

anks

to e

xten

d th

eir u

se o

f lan

guag

e

keep

a lo

g of

idea

s to

wri

te

•ab

out

over

tim

e, c

reat

e ex

amp

les

•of

dif

fere

nt t

ypes

of w

riti

ng

and

stor

e th

em in

thei

r ow

n w

riti

ng fo

lder

show

aw

aren

ess

of d

iffe

rent

•

aud

ienc

es a

nd a

dap

t wri

ting

ap

pro

pri

atel

y

sele

ct v

ocab

ular

y an

d •

sup

por

ting

det

ails

to a

chie

ve

des

ired

effe

cts

orga

nize

idea

s in

a lo

gica

l •

sequ

ence

rere

ad, e

dit

and

revi

se to

•

imp

rove

thei

r ow

n w

riti

ng,

for e

xam

ple

, con

tent

, la

ngua

ge,

org

aniz

atio

n

resp

ond

to th

e w

riti

ng o

f •

othe

rs s

ensi

tive

ly

use

app

rop

riat

e p

unct

uati

on

•to

sup

por

t mea

ning

use

know

led

ge

of w

ritt

en

•co

de

pat

tern

s to

acc

urat

ely

spel

l hig

h-f

requ

ency

and

fa

mili

ar w

ords

use

a ra

nge

of s

trat

egie

s •

to re

cord

wor

ds/i

dea

s of

in

crea

sing

com

ple

xity

real

ize

that

wri

ters

ask

•

ques

tion

s of

them

selv

es a

nd

iden

tify

way

s to

imp

rove

th

eir w

riti

ng, f

or e

xam

ple

, “Is

th

is w

hat I

mea

nt to

say

?”, “

Is

it in

tere

stin

g/r

elev

ant?

”

chec

k p

unct

uati

on, v

arie

ty

•of

sen

tenc

e st

arte

rs, s

pel

ling,

p

rese

ntat

ion

use

a d

icti

onar

y an

d •

thes

auru

s to

che

ck a

ccur

acy,

b

road

en v

ocab

ular

y an

d en

rich

thei

r wri

ting

adap

t wri

ting

acc

ord

ing

•to

the

aud

ienc

e an

d d

emon

stra

te th

e ab

ility

to

eng

age

and

sust

ain

the

inte

rest

of t

he re

ader

use

app

rop

riat

e •

par

agra

phi

ng to

org

aniz

e id

eas

use

a ra

nge

of v

ocab

ular

y •

and

rele

vant

sup

por

ting

d

etai

ls to

con

vey

mea

ning

an

d cr

eate

atm

osp

here

and

m

ood

use

pla

nnin

g, d

raft

ing,

•

edit

ing

and

revi

ewin

g p

roce

sses

ind

epen

den

tly

and

wit

h in

crea

sing

co

mp

eten

ce

crit

ique

the

wri

ting

of p

eers

•

sens

itiv

ely;

off

er c

onst

ruct

ive

sug

ges

tion

s

vary

sen

tenc

e st

ruct

ure

and

•le

ngth

dem

onst

rate

an

incr

easi

ng

•un

der

stan

din

g of

how

gr

amm

ar w

orks

use

stan

dar

d sp

ellin

g •

for m

ost w

ords

and

use

ap

pro

pri

ate

reso

urce

s to

ch

eck

spel

ling

use

a d

icti

onar

y, th

esau

rus,

•

spel

lche

cker

con

fiden

tly

and

effe

ctiv

ely

to c

heck

acc

urac

y,

bro

aden

voc

abul

ary

and

enri

ch th

eir w

riti

ng

79/165

Learning continuums


wri

te a

n in

crea

sing

num

ber

•

of fr

eque

ntly

use

d w

ords

or

idea

s in

dep

end

entl

y

illus

trat

e th

eir o

wn

wri

ting

•

and

cont

rib

ute

to a

cla

ss

boo

k or

col

lect

ion

of

pub

lishe

d w

riti

ng.

par

tici

pat

e in

teac

her

•co

nfer

ence

s w

ith

teac

hers

re

cord

ing

pro

gres

s an

d no

ting

new

lear

ning

g

oals

; sel

f-m

onito

r and

ta

ke re

spon

sib

ility

for

imp

rove

men

t

wit

h te

ache

r gui

dan

ce,

•p

ublis

h w

ritt

en w

ork,

in

hand

wri

tten

form

or i

n d

igit

al fo

rmat

.

wor

k co

oper

ativ

ely

wit

h •

a p

artn

er to

dis

cuss

and

im

pro

ve e

ach

othe

r’s w

ork,

ta

king

the

role

s of

aut

hors

an

d ed

itors

wor

k in

dep

end

entl

y, to

•

pro

duce

wri

tten

wor

k th

at is

le

gib

le a

nd w

ell-

pre

sent

ed,

wri

tten

eit

her b

y ha

nd o

r in

dig

ital

form

at.

choo

se to

pub

lish

wri

tten

•

wor

k in

han

dw

ritt

en

form

or i

n d

igit

al fo

rmat

in

dep

end

entl

y

use

wri

tten

lang

uag

e as

a

•m

eans

of r

efle

ctin

g on

thei

r ow

n le

arni

ng

reco

gniz

e an

d us

e fig

urat

ive

•la

ngua

ge

to e

nhan

ce

wri

ting

, for

exa

mp

le,

sim

iles,

met

apho

rs, i

dio

ms,

al

liter

atio

n

iden

tify

and

des

crib

e •

elem

ents

of a

sto

ry—

sett

ing,

p

lot,

char

acte

r, th

eme

loca

te, o

rgan

ize,

syn

thes

ize

•an

d p

rese

nt w

ritt

en

info

rmat

ion

obta

ined

from

a

vari

ety

of v

alid

sou

rces

use

a ra

nge

of to

ols

and

•te

chni

ques

to p

rodu

ce

wri

tten

wor

k th

at is

at

trac

tive

ly a

nd e

ffec

tive

ly

pre

sent

ed.

80/165


References

Halliday, M. 1980. “Three aspects of children’s language development: Learning language, learning through language, learning about language”. In Goodman, Y, Haussler, MH and Strickland, D (eds). Oral and Written Language Development Research. Urbana, Illinois, USA. National Council of Teachers of English. Pp 7–19.

Vygotsky, L. 1999. Thought and Language. Cambridge, Massachusetts, USA. The MIT Press.

81/165


Samples

The IB is considering the possibility of providing examples of how schools are using the PYP planner to plan for language learning within the transdisciplinary programme of inquiry as well as in other areas of the curriculum. Such examples of planners, if they become available, will be included in the HTML version of the language scope and sequence on the online curriculum centre. If a school is interested in submitting planners that have been developed and trialled in the school, the PYP coordinator is requested to send the planners to [email protected].

82/165

The DeFord Theoretical Orientation to Reading Profile TORP

Read the following statements. Circle one of the number responses that will indicate the relationship of the statement to your feelings about reading and reading instruction.

SA 1 2 3 4 5 SD SA is strong agreement, and SD is strong disagreement.

1. A child needs to be able to verbalize the rules of phonics in order to assure proficiency in processing new words. 1 2 3 4 5 2. An increase in reading errors is usually related to a decrease in comprehension. 1 2 3 4 5 3. Dividing words into syllables according to rules is a helpful instructional practice for reading new words. 1 2 3 4 5 4. Fluency and expression are necessary components of reading that indicate good comprehension. 1 2 3 4 5 5. Materials for early reading should be written in natural language without concern for short, simple words and sentences. 1 2 3 4 5 6. When children do not know a word, they should be instructed to sound out its parts. 1 2 3 4 5 7. It is a good practice to allow children to edit what is written into their own dialect when learning to read. 1 2 3 4 5 8. The use of a glossary or dictionary is necessary in determining the meaning and pronunciation of new words. 1 2 3 4 5 9. Reversals (e. g., saying "saw" for "was") are significant problems in the teaching of reading. 1 2 3 4 5 10. It is good practice to correct a child as soon as an oral reading mistake is made. 1 2 3 4 5 11. It is important for a word to be repeated a number of times after it has been introduced to insure that it will become a part of sight vocabulary. 1 2 3 4 5 12. Paying close attention to punctuation marks is necessary to understanding story content. 1 2 3 4 5

83/165

13. It is a sign of an ineffective reader when words and phrases are repeated. 14. Being able to label words according to grammatical function (nouns, etc.) is useful in proficient reading. 1 2 3 4 5 15. When coming to a word that's unknown, the reader should be encouraged to guess based upon meaning and go on. 1 2 3 4 5 16. Young readers need to be introduced to the root form of words (run, long) before they are asked to read inflected forms (running, longest). 1 2 3 4 5 17. It is not necessary for a child to know the letters of the alphabet in order to learn to read. 1 2 3 4 5 18. Flashcard drill with sight words is an unnecessary form of practice in reading instruction. 1 2 3 4 5 19. Ability to use accent patterns in multi-syllable words (pho to graph, pho tog ra phy, and pho to graph ic) should be developed as a part of reading instruction. 1 2 3 4 5 20. Controlling text through consistent spelling patterns (The fat cat ran back. The fat cat sat on a hat.) is a means by which children can best learn to read. 1 2 3 4 5 21. Formal instruction in reading is necessary to insure the adequate development of all skills used in reading. 1 2 3 4 5 22. Phonic analysis is the most important form of analysis used when meeting new words. 1 2 3 4 5 23. Children's initial encounters with print should focus on meaning, not upon exact graphic representation. 1 2 3 4 5 24. Word shapes (word configuration, b i g) should be taught in reading to aid in word recognition. 1 2 3 4 5 25. It is important to teach skills in relation to other skills. 1 2 3 4 5 26. If a child says "house" for the written word "home," the response should be left uncorrected. 1 2 3 4 5 27. It is not necessary to introduce new words before they appear in the reading text. 1 2 3 4 5 28. Some problems in reading are caused by readers dropping the inflectional endings from words (e.g., jumps, jumped). 1 2 3 4 5

84/165

Scoring Directions 1. Identify items 5, 7, 15, 17, 18, 23, 26 and 27. 2. Score all other items 1, 2, 3, 4, 6, 8, 9, 10, 11, 12, 13, 14, 16, 19, 20, 21, 22, 24, 25 and 28 by giving the number of points corresponding to the number circled in each item, i.e., if a 4 is circled, give 4 points, etc. Do not score items 5, 7, 15, 17, 18, 23, 26 and 27 when doing this. 3. Now score items 5, 7, 15, 17, 18, 23, 26 and 27 by reversing the process. If a 1 is circled, give 5 points. If a 2 is circled, give 4 points, a 3 = 3 points, a 4 = 2 points, and a 5 = 1 point. 4. Add the total of the two scores for one total score and compare with the following scale.

0 - 65 indicates a decoding perspective. 66 - 110 indicates a skills perspective. 111 - 140 indicates a whole language perspective.

Note: A score in the 85 - 120 range would probably indicate the ability to learn to use a balanced approach to reading instruction.

The International Reading Association

What do you think about what this test tells you about yourself?

85/165

Ada

pted

from

Inqu

ire W

ithin

, D. L

lew

elly

n

Rub

ric fo

r Bec

omin

g an

Inqu

iry B

ased

Tea

cher

Cur

ricul

um

Trad

ition

al A

ppro

ach

Expl

orin

g In

quiry

Tr

ansi

tioni

ng to

Inqu

iry

Prac

ticin

g In

quiry

St

uden

t kno

wle

dge

is s

olel

y ba

sed

on m

aste

ry o

f fac

ts a

nd

tria

l inf

orm

atio

n.

Stud

ent k

now

ledg

e is

bas

ed o

n m

aste

ry o

f fac

ts a

nd p

roce

ss

skill

s.

Stud

ent k

now

ledg

e is

bas

ed o

n m

aste

ry o

f fac

ts, p

roce

ss s

kills

, an

d pr

oble

m-s

olvi

ng s

kills

.

Stud

ent k

now

ledg

e is

bas

ed o

n ab

ility

to a

pply

fact

s an

d pr

oces

s sk

ills

to s

olve

pro

blem

s an

d m

ake

conn

ectio

ns to

new

si

tuat

ions

. C

urric

ulum

is te

ache

r cen

tere

d an

d ba

sed

on p

resc

ribed

ac

tiviti

es w

ith a

ntic

ipat

ed

resu

lts.

Cur

ricul

um a

llow

s fo

r som

e fle

xibi

lity

for i

nves

tigat

ions

ac

cord

ing

to th

e in

tere

sts

of

stud

ents

.

Cur

ricul

um a

llow

s fo

r fle

xibi

lity

of in

vest

igat

ions

and

uni

ts o

f st

udy

acco

rdin

g to

the

inte

rest

s of

stu

dent

s.

Cur

ricul

um is

stu

dent

cen

tere

d an

d pr

ovid

es fl

exib

ility

for

stud

ents

to d

esig

n an

d ca

rry

out

thei

r ow

n in

vest

igat

ions

. C

urric

ulum

is b

ases

on

subj

ect

spec

ific

text

book

s.

Cur

ricul

um u

ses

mul

tiple

te

xtbo

oks

and

reso

urce

s.

Cur

ricul

um u

ses

mul

tiple

te

xtbo

oks,

inte

rnet

and

oth

er

softw

are

reso

urce

s.

Cur

ricul

um u

ses

text

s (w

ritte

n,

visu

al, s

poke

n), t

he in

tern

et,

softw

are,

peo

ple,

pla

ces,

eve

nts,

an

d th

e w

orld

. Le

sson

Pre

sent

atio

n Tr

aditi

onal

App

roac

h Ex

plor

ing

Inqu

iry

Tran

sitio

ning

to In

quiry

Pr

actic

ing

Inqu

iry

Teac

her i

s ce

nter

of l

esso

n.

Teac

her i

s ce

nter

of l

esso

n an

d so

met

imes

act

s as

a fa

cilit

ator

. Te

ache

r is

cent

er o

f les

son

and

freq

uent

ly a

cts

as fa

cilit

ator

. Te

ache

r con

sist

ently

act

s as

ef

fect

ive

faci

litat

or a

nd c

oach

. Te

ache

r fre

quen

tly le

ctur

es a

nd

uses

dem

onst

ratio

ns a

nd

activ

ities

to v

erify

info

rmat

ion.

Teac

her u

sual

ly le

ctur

es a

nd

does

dem

onst

ratio

ns a

nd

activ

ities

to e

xpla

in in

form

atio

n.

Teac

her o

ccas

iona

lly le

ctur

es

and

uses

dem

onst

ratio

ns a

nd

activ

ities

to re

info

rce

conc

epts

.

Teac

her o

ccas

iona

lly le

ctur

es

and

uses

inve

stig

atio

ns s

o st

uden

ts c

an d

emon

stra

te

unde

rsta

ndin

g.

Teac

hers

use

onl

y de

mon

stra

tions

and

str

uctu

red

activ

ities

.

Teac

her u

ses

dem

onst

ratio

n an

d at

tem

pts

open

=end

ed

activ

ities

.

Teac

her u

ses

dem

onst

ratio

ns

and

open

-end

ed a

ctiv

ities

and

oc

casi

onal

ly a

ttem

pts

teac

her-

initi

ated

and

stu

dent

initi

ated

in

quiri

es.

Teac

her u

ses

an in

quiry

pro

cess

ap

proa

ch a

nd c

onsi

sten

tly

prov

ides

teac

her-

initi

ated

and

st

uden

t-ini

tiate

d in

quiri

es.

Teac

her p

lans

onl

y w

hole

-cla

ss

inst

ruct

ion.

Te

ache

r pla

ns w

hole

-cla

ss

inst

ruct

ion

but o

ccas

iona

lly

uses

sm

all g

roup

inst

ruct

ion.

Teac

her p

lans

who

le-c

lass

in

stru

ctio

n an

d re

gula

rly u

ses

coop

erat

ive

lear

ning

gro

ups.

Teac

her e

ffect

ivel

y pl

ans

for

who

le g

roup

inst

ruct

ion

as

need

ed a

nd fr

eque

ntly

use

s co

oper

ativ

e le

arni

ng g

roup

s.

Teac

her h

as d

iffic

ulty

with

un

expe

cted

resu

lts.

Teac

her b

egin

s to

acc

ept

unex

pect

ed re

sults

. Te

ache

r eas

ily a

ccep

ts

unex

pect

ed re

sults

. Te

ache

r acc

epts

and

ant

icip

ates

un

expe

cted

resu

lts.

86/1

65

Ada

pted

from

Inqu

ire W

ithin

, D. L

lew

elly

n

Com

mun

icat

ion

Trad

ition

al A

ppro

ach

Expl

orin

g In

quiry

Tr

ansi

tioni

ng to

Inqu

iry

Prac

ticin

g In

quiry

Te

ache

r rar

ely

allo

ws

stud

ent t

o sh

are

info

rmat

ion

with

eac

h ot

her t

hrou

gh s

mal

l-gro

ups

disc

ussi

ons

and

dial

ogue

.

Teac

her o

ccas

iona

lly a

llow

s st

uden

ts to

sha

re in

form

atio

n w

ith e

ach

othe

r thr

ough

sm

all

grou

p di

scus

sion

s an

d di

alog

ue.

Teac

her f

requ

ently

exp

ects

st

uden

ts to

sha

re in

form

atio

n w

ith e

ach

othe

r thr

ough

sm

all

grou

p di

scus

sion

s an

d di

alog

ue.

Teac

her c

onsi

sten

tly e

xpec

ts

stud

ents

to s

hare

info

rmat

ion

with

eac

h ot

her t

hrou

gh s

mal

l gr

oup

disc

ussi

ons

and

dial

ogue

. Te

ache

r spe

aks

mai

nly

from

the

fron

t of t

he ro

om.

Teac

her u

sual

ly s

peak

s fr

om th

e fr

ont o

f the

room

and

oc

casi

onal

ly m

oves

abo

ut.

Teac

her f

requ

ently

mov

es a

bout

th

e ro

om s

peak

ing

from

di

ffere

nt a

reas

.

Teac

her e

ffect

ivel

y m

oves

abo

ut

the

room

, spe

akin

g fr

om

diffe

rent

are

as to

mon

itor a

nd

enha

nce

lear

ning

. Te

ache

r com

mun

icat

es b

y st

andi

ng a

bove

or o

ver

stud

ents

.

Teac

her o

ccas

iona

lly

com

mun

icat

es to

stu

dent

s by

kn

eelin

g by

or s

ittin

g on

a

stud

ent s

eat t

o m

ake

eye

leve

l co

ntac

t.

Teac

her f

requ

ently

co

mm

unic

ates

to s

tude

nts

by

knee

ling

by o

r sitt

ing

on a

st

uden

t sea

t to

mak

e ey

e le

vel.

Teac

her c

onsi

sten

tly

com

mun

icat

es to

stu

dent

s by

kn

eelin

g by

or s

ittin

g on

a

stud

ent s

eat t

o m

ake

eye

leve

l co

ntac

t. Te

ache

r pro

vide

s lit

tle p

ositi

ve

rein

forc

emen

t. Te

ache

r pro

vide

s oc

casi

onal

po

sitiv

e re

info

rcem

ent.

Teac

her p

rovi

des

freq

uent

po

sitiv

e re

info

rcem

ent.

Teac

her p

rovi

des

freq

uent

and

eq

uita

ble

posi

tive

rein

forc

emen

t. C

omm

unic

atio

n is

mos

tly fr

om

teac

her t

o st

uden

t and

rare

ly

from

stu

dent

to s

tude

nt.

Com

mun

icat

ion

is u

sual

ly fr

om

teac

her t

o st

uden

t by

occa

sion

ally

from

stu

dent

to

stud

ent.

Com

mun

icat

ion

is o

ccas

iona

lly

from

teac

her t

o st

uden

t but

fr

eque

ntly

from

stu

dent

to

stud

ent.

Com

mun

icat

ion

effe

ctiv

ely

varie

s fr

om te

ache

r to

stud

ent

and

from

stu

dent

to s

tude

nt

acco

rdin

g to

the

situ

atio

n.

Enga

gem

ent o

f Stu

dent

s Tr

aditi

onal

App

roac

h Ex

plor

ing

Inqu

iry

Tran

sitio

ning

to In

quiry

Pr

actic

ing

Inqu

iry

Teac

her e

ngag

es s

tude

nts

thro

ugh

oral

que

stio

ning

and

di

scus

sion

.

Teac

her e

ngag

es s

tude

nts

thro

ugh

oral

dis

cuss

ion

and

open

-end

ed q

uest

ions

.

Teac

her e

ngag

es s

tude

nts

thro

ugh

open

-end

ed

disc

ussi

ons

and

inve

stig

atio

ns.

Teac

her e

ngag

es s

tude

nts

thro

ugh

open

-end

ed

disc

ussi

ons,

inve

stig

atio

ns, a

nd

refle

ctio

ns.

Stud

ents

are

mos

tly p

assi

ve b

ut

teac

her u

ses

som

e ha

nds-

on

activ

ities

.

Stud

ents

are

occ

asio

nally

ac

tive;

teac

her u

ses

hand

s-on

ac

tiviti

es b

ut a

ttem

pts

som

e op

en-e

nded

inve

stig

atio

ns.

Stud

ents

are

mos

tly a

ctiv

e;

teac

her u

ses

hand

s-on

act

iviti

es

but a

ttem

pts

open

-end

ed

inve

stig

atio

ns a

nd e

ncou

rage

s st

uden

t-dire

cted

exp

lora

tions

.

Stud

ents

are

con

sist

ently

act

ive;

te

ache

r use

han

ds-o

n an

d m

inds

-on

activ

ities

that

en

cour

age

open

-end

ed, s

tude

nt

initi

ated

inve

stig

atio

ns a

nd

expl

orat

ions

. Te

ache

r rar

ely

solic

its

info

rmat

ion

from

the

stud

ents

. Te

ache

r occ

asio

nally

sol

icits

in

form

atio

n fr

om th

e st

uden

ts.

Teac

her f

requ

ently

sol

icits

in

form

atio

n fr

om th

e st

uden

ts.

Teac

her f

requ

ently

and

ef

fect

ivel

y so

licits

info

rmat

ion

from

the

stud

ents

.

87/1

65

Ada

pted

from

Inqu

ire W

ithin

, D. L

lew

elly

n

Cla

ssro

om O

rgan

izat

ion

Trad

ition

al A

ppro

ach

Expl

orin

g In

quiry

Tr

ansi

tioni

ng to

Inqu

iry

Prac

ticin

g In

quiry

St

uden

t des

ks a

re a

rran

ged

in

row

s w

ith s

eatin

g as

sign

ed b

y th

e te

ache

r; fo

cus

is to

war

d th

e fr

ont o

f the

room

; tea

cher

des

k in

fron

t cen

ter o

f cla

ss.

Stud

ent d

esks

are

usu

ally

ar

rang

ed in

row

s or

in g

roup

s as

sign

ed b

y th

e te

ache

r for

oc

casi

onal

gro

up w

ork;

teac

her

desk

is to

the

side

of t

he

clas

sroo

m.

Stud

ent d

esks

are

arr

ange

d in

gr

oups

ass

igne

d by

teac

her a

nd

stud

ents

for c

oope

rativ

e le

arni

ng g

roup

s; te

ache

r des

k at

si

de o

r in

back

of c

lass

room

.

Teac

her a

nd s

tude

nts

shar

e de

cisi

ons

arou

nd ro

om a

nd

seat

ing

arra

ngem

ents

to

max

imiz

e st

uden

t int

erac

tions

, w

ork,

and

dis

cuss

ions

.

Supp

lies

and

mat

eria

ls a

re

sequ

este

red;

teac

her

perm

issi

on is

nee

ded

for

stud

ents

to a

cces

s an

d us

e ite

ms.

Som

e su

pplie

s an

d m

ater

ials

are

re

adily

ava

ilabl

e fo

r stu

dent

s to

ac

cess

on

own;

teac

her

perm

issi

on is

nee

ded

for

stud

ents

to a

cces

s an

d us

e ce

rtai

n ite

ms.

Man

y su

pplie

s an

d m

ater

ials

are

re

adily

ava

ilabl

e fo

r stu

dent

s to

ac

cess

and

use

on

own;

teac

her

perm

issi

on is

nee

ded

for

stud

ents

to a

cces

s ce

rtai

n ite

ms.

Mos

t sup

plie

s an

d m

ater

ials

are

re

adily

ava

ilabl

e fo

r stu

dent

to

acce

ss a

nd u

se o

n th

eir o

wn;

te

ache

r per

mis

sion

s is

nee

ded

for c

erta

in s

tude

nts

to a

cces

s an

d us

e ce

rtai

n ite

ms.

C

lass

room

doe

s no

t con

tain

ce

nter

s or

are

as fo

r stu

dent

s to

w

ork

inde

pend

ently

; roo

m

arra

ngem

ent r

emai

ns h

e sa

me

for t

he e

ntire

sch

ool y

ear.

Cla

ssro

om o

ccas

iona

lly

cont

ains

cen

ters

; roo

m

arra

ngem

ent c

hang

es

occa

sion

ally

.

Cla

ssro

om re

gula

rly c

onta

ins

cent

ers

and

area

s fo

r in

depe

nden

t wor

k; ro

om

arra

ngem

ent c

hang

es

occa

sion

ally

.

Cla

ssro

om c

onta

ins

cent

ers

and

area

s fo

r stu

dent

to w

ork

or re

ad

inde

pend

ently

; roo

m

arra

ngem

ent c

hang

e re

gula

rly.

Wal

ls a

re m

ostly

bar

e w

ith a

few

co

mm

erci

ally

mad

e po

ster

s di

spla

yed.

Post

ers

and

som

e st

uden

t wor

k di

spla

yed

on w

alls

. So

me

post

ers,

but

mos

tly

stud

ent w

ork

disp

laye

d on

wal

ls.

Wal

ls a

re fi

lled

with

wor

k re

pres

entin

g al

l stu

dent

s in

the

clas

s.

Que

stio

ning

Ski

lls

Trad

ition

al A

ppro

ach

Expl

orin

g In

quiry

Tr

ansi

tioni

ng to

Inqu

iry

Prac

ticin

g In

quiry

Te

ache

r ask

s m

ostly

low

-leve

l, re

call,

and

kno

wle

dge

ques

tions

.

Teac

her a

sks

reca

ll an

d co

mpr

ehen

sion

leve

l que

stio

ns,

atte

mpt

s ap

plic

atio

n an

d ev

alua

tion

leve

l que

stio

ns.

Teac

her p

oses

hig

her-

leve

l and

op

en-e

nded

que

stio

ns.

Teac

her u

ses

all l

evel

s of

qu

estio

ning

and

adj

usts

leve

l to

indi

vidu

al s

tude

nts.

Teac

her u

ses

ques

tions

to

impa

rt k

now

ledg

e an

d so

licit

a de

sire

d re

spon

se fr

om s

tude

nts.

Teac

her u

ses

ques

tioni

ng s

kills

to

initi

ate

disc

ussi

on.

Teac

her u

ses

ques

tioni

ng s

kills

to

ass

ess

prio

r kno

wle

dge

and

initi

ate

inte

ract

ions

bet

wee

n te

ache

r and

stu

dent

s an

d st

uden

ts a

nd s

tude

nts.

Teac

her u

ses

ques

tioni

ng s

kills

to

ass

ess

prio

r kno

wle

dge,

fa

cilit

ate

disc

ussi

ons

and

cons

truc

t kno

wle

dge.

Teac

her l

eads

stu

dent

s to

an

swer

que

stio

ns c

orre

ctly

and

pr

ovid

es c

orre

ct a

nsw

er.

Teac

her l

eads

stu

dent

to a

nsw

er

ques

tions

cor

rect

ly, a

ttem

pts

prom

ptin

g st

rate

gies

.

Teac

her f

requ

ently

use

s pr

obin

g, p

rom

ptin

g an

d re

dire

ctio

ning

tech

niqu

es.

Teac

her c

onsi

sten

tly u

ses

prob

ing,

pro

mpt

ing

and

redi

rect

ioni

ng te

chni

ques

. Te

ache

r rar

ely

asks

ope

n-en

ded

ques

tions

. Te

ache

r som

etim

es a

ttem

pts

to

pose

ope

n-en

ded

ques

tions

. Te

ache

r fre

quen

tly p

oses

ope

n-en

ded

ques

tions

. Te

ache

r con

sist

ently

pos

es

open

-end

ed q

uest

ions

.

88/1

65

Ada

pted

from

Inqu

ire W

ithin

, D. L

lew

elly

n

Teac

her d

oes

not u

se w

ait t

ime

stra

tegi

es.

Teac

her o

ccas

iona

lly u

ses

wai

t tim

e st

rate

gies

. Te

ache

r fre

quen

tly u

ses

wai

t tim

e st

rate

gies

. Te

ache

r con

sist

ently

and

ef

fect

ivel

y us

es w

ait t

ime

stra

tegi

es.

Teac

her p

rovi

des

answ

ers

whe

n st

uden

ts c

anno

t ans

wer

qu

estio

ns.

Teac

her a

ttem

pts

reph

rasi

ng

tech

niqu

es w

hen

stud

ents

ca

nnot

ans

wer

que

stio

ns.

Teac

her f

requ

ently

use

s pr

ompt

s an

d re

phra

sing

te

chni

ques

whe

n st

uden

ts

cann

ot a

nsw

er q

uest

ions

.

Teac

her c

onsi

sten

tly a

nd

effe

ctiv

ely

uses

pro

mpt

s an

d re

phra

sing

tech

niqu

es w

hen

stud

ents

can

not a

nsw

er

ques

tions

. A

sses

smen

t Pro

cedu

res

Trad

ition

al A

ppro

ach

Expl

orin

g In

quiry

Tr

ansi

tioni

ng to

Inqu

iry

Prac

ticin

g In

quiry

Te

ache

r fre

quen

tly u

ses

wor

kshe

ets

to a

sses

s le

arni

ng;

stud

ents

reco

rd le

arni

ng o

n te

ache

r des

igne

d sh

eets

.

Teac

her r

educ

es th

e us

e of

w

orks

heet

s to

ass

ess

lear

ning

; te

ache

r atte

mpt

s ha

ving

st

uden

ts re

cord

on

stud

ent

desi

gned

she

ets.

Teac

her s

eldo

m u

ses

wor

kshe

ets

to a

sses

s le

arni

ng;

stud

ents

reco

rd o

n st

uden

t de

sign

ed s

heet

s an

d/or

jour

nal

with

som

e su

cces

s.

Teac

her s

eldo

m u

ses

wor

kshe

ets

to a

sses

s le

arni

ng;

stud

ents

reco

rd o

n st

uden

t de

sign

ed s

heet

s an

d/or

jour

nal

with

com

plet

e su

cces

s.

Teac

her m

ostly

use

s ob

ject

ive-

type

test

ing.

Te

ache

r use

s ob

ject

ive

test

ing

and

atte

mpt

s to

impl

emen

t au

then

tic a

sses

smen

t.

Teac

her v

arie

s as

sess

men

ts to

in

clud

e ob

ject

ive

test

ing,

po

rtfo

lios,

rubr

ics,

and

oth

er

auth

entic

ass

essm

ents

.

Teac

her c

onsi

sten

tly a

nd

effe

ctiv

ely

varie

s as

sess

men

ts

to in

clud

e ob

ject

ive

test

ing,

po

rtfo

lios,

rubr

ics,

and

oth

er

auth

entic

ass

essm

ents

. Te

ache

r ass

esse

s st

uden

ts

base

d on

con

tent

info

rmat

ion

only

.

Teac

her a

sses

ses

stud

ents

ba

sed

on c

onte

nt a

nd s

kills

. Te

ache

r ass

esse

s st

uden

ts

base

d on

con

tent

, ski

lls a

nd

prob

lem

-sol

ving

ski

lls.

Teac

her a

sses

ses

stud

ents

ba

sed

on c

once

pts,

kno

wle

dge,

at

titud

es, t

rans

disc

iplin

ary

skill

s an

d ac

tion

take

n be

caus

e of

new

le

arni

ng.

Teac

her w

orks

as

an in

divi

dual

. Te

ache

r wor

ks w

ith a

noth

er

teac

her t

o sh

are

inqu

iry

stra

tegi

es a

nd a

ctiv

ities

.

Teac

her w

orks

in c

olla

bora

tion

with

oth

ers

to d

evel

op a

nd s

hare

in

quiry

str

ateg

ies.

Teac

her w

orks

in c

olla

bora

tion

with

oth

ers

in s

tudy

gro

up

sess

ions

to s

hare

uni

ts, a

rtic

les

and

succ

ess

stor

ies.

89/1

65

Sep

tem

ber 2

010

PYP

Plan

ner R

ubric

Expe

rt

Prac

titio

ner

App

rent

ice

Nov

ice

Cen

tral

Idea

an

d Su

mm

ativ

e A

sses

smen

t Ta

sk

• th

e ce

ntra

l ide

a fit

s th

e tr

ansd

isci

plin

ary

them

e •

the

cent

ral i

s tr

ue, n

ot v

alue

la

den,

and

of a

suf

ficie

nt

dept

h to

sus

tain

the

inqu

iry

• th

e un

it d

eman

ds th

at

stud

ents

sea

rch

for a

n

in-d

epth

und

erst

andi

ng

thro

ugh

syst

emic

rese

arch

an

d in

quiry

•

the

unit

is s

igni

fican

t, re

leva

nt, a

nd e

ngag

ing

• th

e su

mm

ativ

e as

sess

men

t is

clea

rly li

nked

to th

e ce

ntra

l id

ea

• th

e st

anda

rds

for t

he

sum

mat

ive

asse

ssm

ent,

i.e.,

crite

ria, m

odel

s, ru

bric

s, a

re

stat

ed a

nd w

ill b

e m

ade

avai

labl

e to

the

stud

ents

ear

ly

in th

e in

quiry

•

the

sum

mat

ive

asse

ssm

ent i

s fle

xibl

e in

that

it a

llow

s fo

r st

uden

t cho

ice

of c

onte

nt o

r st

rate

gies

•

time

allo

tmen

t is

flexi

ble

• th

e ce

ntra

l ide

a fit

s th

e tr

ansd

isci

plin

ary

them

e •

the

cent

ral i

s tr

ue, n

ot v

alue

la

den,

and

a o

f som

e de

pth

to

sust

ain

the

inqu

iry

• pa

rts

of th

e un

it de

man

d th

at

stud

ents

sea

rch

for a

n in

de

pth

unde

rsta

ndin

g th

roug

h sy

stem

ic re

sear

ch a

nd in

quiry

•

the

unit

is s

igni

fican

t, re

leva

nt, a

nd e

ngag

ing

• th

e su

mm

ativ

e as

sess

men

t is

linke

d to

the

cent

ral i

dea

• th

e st

anda

rds

for a

sses

smen

t, i.e

., cr

iteria

, mod

els,

rubr

ics,

ar

e st

ated

and

will

be

mad

e av

aila

ble

to th

e st

uden

ts in

the

inqu

iry

• th

e su

mm

ativ

e as

sess

men

t is

flexi

ble

in th

at it

allo

ws

for

oppo

rtun

ities

of s

tude

nt

choi

ce in

eith

er th

e co

nten

t or

stra

tegi

es

• tim

e al

lotm

ent i

s so

mew

hat

flexi

ble

• th

ere

is a

rela

tions

hip

betw

een

the

cent

ral i

dea

and

the

tran

sdis

cipl

inar

y th

eme

but i

t is

not

str

ong

• th

e ce

ntra

l is

an o

pini

on o

r va

lue

lade

n an

d/or

is n

ot o

f su

ffici

ent d

epth

to s

usta

in th

e in

quiry

•

the

unit

has

stud

ents

repe

at

the

know

ledg

e of

oth

ers

alon

g w

ith s

ome

unde

rsta

ndin

g th

roug

h re

sear

ch a

nd in

quiry

•

the

unit

is e

ngag

ing

and

sign

ifica

nt b

ut la

cks

rele

vanc

e •

the

sum

mat

ive

asse

ssm

ent i

s ta

ngen

tially

link

ed to

the

cent

ral i

dea

• th

e st

anda

rds

for a

sses

smen

t, i.e

., cr

iteria

, mod

els,

rubr

ics,

ar

e st

ated

but

mig

ht n

ot b

e m

ade

avai

labl

e to

the

stud

ents

ea

rly in

the

inqu

iry

• th

e su

mm

ativ

e as

sess

men

t is

the

sam

e fo

r all

lear

ners

•

time

allo

tmen

t is

set

• th

e re

latio

nshi

p be

twee

n th

e ce

ntra

l ide

a an

d th

e tr

ansd

isci

plin

ary

them

e is

not

ob

viou

s •

the

cent

ral i

s an

opi

nion

and

va

lue

lade

n an

d/or

is n

ot o

f su

ffici

ent d

epth

to s

usta

in th

e in

quiry

•

the

unit

dem

ands

that

st

uden

ts re

peat

the

know

ledg

e of

oth

ers

rath

er th

an a

n in

de

pth

unde

rsta

ndin

g th

roug

h sy

stem

ic re

sear

ch a

nd in

quiry

•

the

unit

is e

ngag

ing

but l

acks

si

gnifi

canc

e an

d re

leva

nce

• th

e su

mm

ativ

e as

sess

men

t is

not l

inke

d to

the

cent

ral

• th

e st

anda

rds

for a

sses

smen

t, i.e

., cr

iteria

, mod

els,

rubr

ics,

ar

e no

t sta

ted

• th

e su

mm

ativ

e as

sess

men

t is

the

sam

e fo

r all

lear

ners

•

time

allo

tmen

t is

set

Key

Con

cept

s,

Line

s of

Inqu

iry,

and

Teac

her

Que

stio

ns

• th

e ke

y co

ncep

ts th

at a

re

bein

g em

phas

ized

are

list

ed

and

clea

rly s

uppo

rt th

e in

quiry

•

the

key

conc

epts

use

d he

lp

the

stud

ents

and

the

teac

her

to d

elve

into

the

inqu

iry

• th

e lin

es o

f inq

uiry

get

at t

he

esse

nce

of th

e ce

ntra

l ide

a •

the

lines

of i

nqui

ry a

re o

pen-

ende

d •

the

teac

her q

uest

ions

or

prov

ocat

ions

will

enc

oura

ge

genu

ine

inqu

iry a

nd a

re n

ot

lead

ing

• th

e te

ache

r que

stio

ns h

elp

the

teac

her u

nwra

p th

e bi

g id

eas

• th

e ke

y co

ncep

ts th

at a

re

bein

g em

phas

ized

are

list

ed

and

man

y of

them

sup

port

the

inqu

iry

• th

e ke

y co

ncep

ts u

sed

help

th

e st

uden

ts a

nd th

e te

ache

r to

del

ve in

to th

e in

quiry

•

the

lines

of i

nqui

ry g

et a

t the

ce

ntra

l ide

a •

the

lines

of i

nqui

ry a

re o

pen-

ende

d •

the

teac

her q

uest

ions

or

prov

ocat

ions

can

enc

oura

ge

genu

ine

inqu

iry b

ut a

re

lead

ing

• th

e te

ache

r que

stio

ns m

ay

help

the

teac

hers

unw

rap

the

big

idea

s

• th

e ke

y co

ncep

ts th

at a

re

bein

g em

phas

ized

are

list

ed

but d

o no

t cle

arly

sup

port

the

inqu

iry

• th

e ke

y co

ncep

ts u

sed

may

or

may

not

hel

p th

e st

uden

ts a

nd

the

teac

her t

o de

lve

into

the

inqu

iry

• th

e lin

es o

f inq

uiry

do

not

clea

rly g

et a

t the

ess

ence

of

the

cent

ral i

dea

• so

me

of th

e lin

es o

f inq

uiry

ar

e cl

osed

and

poi

nt to

fact

s •

som

e of

the

teac

her q

uest

ions

or

pro

voca

tions

are

lead

ing

• th

e te

ache

r que

stio

ns a

re

refr

amin

g th

e ce

ntra

l ide

a or

lin

es o

f inq

uiry

• th

e ke

y co

ncep

ts th

at a

re

bein

g em

phas

ized

are

not

lis

ted

and/

or d

o no

t cle

arly

su

ppor

t the

inqu

iry

• th

e ke

y co

ncep

ts u

sed

may

or

may

not

hel

p th

e st

uden

ts a

nd

the

teac

her t

o de

lve

into

the

inqu

iry

• th

e lin

es o

f inq

uiry

do

not

clea

rly g

et a

t the

ess

ence

of

the

cent

ral i

dea

• th

e lin

es o

f inq

uiry

are

clo

sed

and

poin

t to

fact

s •

the

teac

her q

uest

ions

or

prov

ocat

ions

are

lead

ing

• th

e te

ache

r que

stio

ns d

o no

t se

em to

be

rela

ted

to th

e ce

ntra

l ide

a or

line

s of

inqu

iry

90/1

65

Sep

tem

ber 2

010

Sum

mat

ive

Ass

essm

ent,

Fo

rmat

ive

Ass

essm

ent,

Self-

A

sses

smen

t, a

nd P

re-

Ass

essm

ent

• th

e su

mm

ativ

e as

sess

men

t is

clea

rly li

nked

to th

e ce

ntra

l id

ea a

nd th

e lin

es o

f in

quiry

•

the

tran

sdis

cipl

inar

y sk

ills

need

ed fo

r the

sum

mat

ive

asse

ssm

ent a

re id

entif

ied

and

thei

r tea

chin

g is

pla

nned

for i

n th

e le

arni

ng e

xper

ienc

es

• th

ere

is e

vide

nce

of p

re-

asse

ssm

ent a

nd it

is c

lear

ly

stat

ed

• th

e fo

rmat

ive

asse

ssm

ents

le

ad d

irect

ly to

the

sum

mat

ive

asse

ssm

ent

• th

e fo

rmat

ive

asse

ssm

ents

are

lin

ked

to th

e lin

es o

f inq

uiry

an

d th

e le

arni

ng e

xper

ienc

es

as a

ppro

pria

te

• th

e le

arni

ng e

xper

ienc

es a

re

grou

ped

and

a fo

rmat

ive

asse

ssm

ent i

s id

entif

ied

to

chec

k on

the

lear

ner’s

su

cces

s w

ithin

this

gro

upin

g •

reco

rd k

eepi

ng is

pos

sibl

e,

plan

ned

for,

desc

ribed

and

tr

ansp

aren

t for

the

teac

her

and

the

stud

ent

• th

e st

anda

rds

for t

he

form

ativ

e as

sess

men

ts, i

.e.,

crite

ria, m

odel

s, ru

bric

s, a

re

stat

ed a

nd w

ill b

e m

ade

avai

labl

e to

the

stud

ents

ear

ly

in th

e in

quiry

•

stud

ents

are

invo

lved

in

setti

ng th

e cr

iteria

for t

he

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts a

s ap

prop

riate

•

ther

e ar

e op

port

uniti

es fo

r st

uden

ts to

sel

f ass

ess

• tim

e al

lotm

ents

for a

ll as

sess

men

ts a

re fl

exib

le

• th

e su

mm

ativ

e as

sess

men

t is

lin

ked

to th

e ce

ntra

l ide

a an

d th

e lin

es o

f in

quiry

•

the

tran

sdis

cipl

inar

y sk

ills

need

ed fo

r the

sum

mat

ive

asse

ssm

ent a

re id

entif

ied

•

ther

e is

evi

denc

e of

pre

-as

sess

men

t •

man

y of

the

form

ativ

e as

sess

men

ts le

ad d

irect

ly to

th

e su

mm

ativ

e as

sess

men

t •

the

form

ativ

e as

sess

men

ts a

re

linke

d to

the

lines

of i

nqui

ry o

r th

e le

arni

ng e

xper

ienc

es

• m

any

of th

e le

arni

ng

expe

rienc

es a

re g

roup

ed a

nd

a fo

rmat

ive

asse

ssm

ent i

s id

entif

ied

to c

heck

on

the

lear

ner’s

suc

cess

with

in th

is

grou

ping

•

reco

rd k

eepi

ng is

pos

sibl

e,

and

plan

ned

for b

y th

e te

ache

r •

ther

e ar

e so

me

stan

dard

s fo

r as

sess

men

t, i.e

., cr

iteria

, m

odel

s, ru

bric

s, a

nd w

ill b

e m

ade

avai

labl

e to

the

stud

ents

in

the

inqu

iry

• st

uden

ts m

ight

be

invo

lved

in

setti

ng th

e cr

iteria

for t

he

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts

• th

ere

are

oppo

rtun

ities

for

stud

ents

to s

elf a

sses

s •

time

allo

tmen

ts a

re s

omew

hat

flexi

ble

• th

e su

mm

ativ

e as

sess

men

t is

linke

d to

the

cent

ral i

dea

or

som

e of

the

lines

of i

nqui

ry

• th

ere

is li

ttle

men

tion

of th

e tr

ansd

isci

plin

ary

skill

s th

at

are

need

ed fo

r the

sum

mat

ive

asse

ssm

ent a

nd/o

r the

in

tent

ion

to p

lan

for t

heir

inst

ruct

ion

is u

ncle

ar

• th

ere

is s

ome

evid

ence

of p

re-

asse

ssm

ent

• so

me

of th

e fo

rmat

ive

asse

ssm

ents

lead

to th

e su

mm

ativ

e as

sess

men

t whi

le

som

e ar

e ju

st fo

r the

mse

lves

•

som

e of

the

form

ativ

e as

sess

men

ts a

re li

nked

to th

e le

arni

ng e

xper

ienc

es a

nd/o

r so

me

of th

e lin

es o

f inq

uiry

•

som

e of

the

lear

ning

ex

perie

nces

are

gro

uped

and

lin

ked

to a

form

ativ

e as

sess

men

t whi

le s

ome

have

st

and

alon

e fo

rmat

ive

asse

ssm

ents

•

ther

e is

lim

ited

evid

ence

that

re

cord

s w

ill b

e ke

pt, p

lann

ed

for,

and

tran

spar

ent f

or th

e te

ache

r and

the

stud

ent

• th

e st

anda

rds

for a

sses

smen

t, i.e

., cr

iteria

, mod

els,

rubr

ics,

ar

e un

clea

r or u

nsta

ted

and

mig

ht n

ot b

e m

ade

avai

labl

e to

th

e st

uden

ts e

arly

in th

e in

quiry

•

ther

e is

no

evid

ence

that

the

stud

ents

are

invo

lved

in

setti

ng th

e cr

iteria

for t

he

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts

• th

e op

port

uniti

es fo

r stu

dent

s to

sel

f ass

ess

are

not c

lear

an

d/or

not

sta

ted

• tim

e al

lotm

ents

are

set

• th

ere

is li

ttle

evid

ence

that

the

sum

mat

ive

asse

ssm

ent i

s in

ked

to th

e ce

ntra

l ide

a or

an

y of

the

lines

of i

nqui

ry

• th

ere

is n

o m

entio

n of

the

tran

sdis

cipl

inar

y sk

ills

that

are

ne

eded

for t

he s

umm

ativ

e as

sess

men

t and

ther

e do

es

not a

ppea

r to

be a

ny in

tent

ion

to p

lan

for t

heir

inst

ruct

ion

• th

e ev

iden

ce o

f pre

-as

sess

men

t is

mis

sing

•

the

linka

ge b

etw

een

the

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts is

unc

lear

•

the

lear

ning

exp

erie

nces

are

no

t gro

uped

and

link

ed to

a

form

ativ

e as

sess

men

t or a

re

not a

sses

sed

at a

ll •

ther

e is

no

evid

ence

that

re

cord

kee

ping

is p

ossi

ble,

pl

anne

d fo

r, an

d tr

ansp

aren

t fo

r the

teac

her a

nd th

e st

uden

t •

the

stan

dard

s fo

r ass

essm

ent,

i.e.,

crite

ria, m

odel

s, ru

bric

s,

are

not s

tate

d •

the

teac

her s

ets

the

crite

ria fo

r al

l of t

he a

sses

smen

ts

• th

e op

port

uniti

es fo

r stu

dent

s to

sel

f ass

ess

are

not c

lear

an

d/or

not

sta

ted

• tim

e al

lotm

ents

are

set

91/1

65

Sep

tem

ber 2

010

Lear

ning

Ex

perie

nces

• al

l of t

he m

ultip

le in

telli

genc

es

are

used

to d

esig

n th

e le

arni

ng e

xper

ienc

es

• th

e le

arni

ng e

xper

ienc

es a

re

rela

ted

to th

e ke

y co

ncep

ts

• th

e le

arni

ng e

xper

ienc

es w

ill

lead

to s

ucce

ss o

n th

e su

mm

ativ

e as

sess

men

t •

stud

ent i

nter

ests

are

use

d in

de

sign

ing

the

lear

ning

ex

perie

nces

•

the

lear

ning

exp

erie

nces

are

de

sign

ed w

ith th

e id

ea to

pr

ovid

e op

port

uniti

es to

ga

ther

form

ativ

e as

sess

men

t da

ta

• th

e le

arni

ng e

xper

ienc

es a

re

deve

lopm

enta

lly a

ppro

pria

te

• th

e ap

prop

riate

tr

ansd

isci

plin

ary

skill

s ar

e in

clud

ed a

nd th

ere

is a

way

to

note

the

prog

ress

of t

hese

sk

ills

that

is s

tate

d

• m

ost o

f the

mul

tiple

in

telli

genc

es a

re u

sed

to

desi

gn th

e le

arni

ng

expe

rienc

es

• th

e m

ajor

ity o

f the

lear

ning

ex

perie

nces

are

rela

ted

to th

e ke

y co

ncep

ts

• th

e le

arni

ng e

xper

ienc

es w

ill

lead

to s

ucce

ss o

n th

e su

mm

ativ

e as

sess

men

t •

stud

ent i

nter

ests

are

use

d in

de

sign

ing

the

lear

ning

ex

perie

nces

•

mos

t of t

he le

arni

ng

expe

rienc

es a

re d

esig

ned

with

th

e id

ea to

pro

vide

op

port

uniti

es to

gat

her

form

ativ

e as

sess

men

t dat

a

• th

e m

ajor

ity o

f the

lear

ning

ex

perie

nces

are

de

velo

pmen

tally

app

ropr

iate

•

mos

t of t

he a

ppro

pria

te

tran

sdis

cipl

inar

y sk

ills

are

incl

uded

and

ther

e is

a w

ay to

no

te th

eir p

rogr

ess

• a

few

of t

he m

ultip

le

inte

llige

nces

are

use

d to

de

sign

the

lear

ning

ex

perie

nces

•

the

lear

ning

exp

erie

nces

are

so

mew

hat r

elat

ed to

the

key

conc

epts

•

the

lear

ning

exp

erie

nces

will

no

t nec

essa

rily

lead

to

succ

ess

on th

e su

mm

ativ

e as

sess

men

t •

som

e st

uden

t int

eres

ts w

ere

not u

sed

in d

esig

ning

the

lear

ning

exp

erie

nces

•

the

lear

ning

exp

erie

nces

are

de

sign

ed w

ith th

e id

ea to

pr

ovid

e ac

tiviti

es fo

r the

st

uden

ts ra

ther

than

as

oppo

rtun

ities

to g

athe

r fo

rmat

ive

asse

ssm

ent d

ata

•

the

lear

ning

exp

erie

nces

are

de

velo

pmen

tally

app

ropr

iate

so

me

of th

e tim

e •

the

appr

opria

te

tran

sdis

cipl

inar

y sk

ills

are

not

obvi

ousl

y in

clud

ed

• fe

w ,

if an

y, o

f the

mul

tiple

in

telli

genc

es a

re u

sed

to

desi

gn th

e le

arni

ng

expe

rienc

es

• th

e le

arni

ng e

xper

ienc

es a

re

not o

bvio

usly

rela

ted

to th

e ke

y co

ncep

ts

• th

e le

arni

ng e

xper

ienc

es w

ill

not n

eces

saril

y le

ad to

su

cces

s on

the

sum

mat

ive

asse

ssm

ent

• st

uden

t int

eres

ts w

ere

not

used

in d

esig

ning

the

lear

ning

ex

perie

nces

•

the

lear

ning

exp

erie

nces

are

de

sign

ed w

ith th

e id

ea to

pr

ovid

e ac

tiviti

es fo

r the

st

uden

ts ra

ther

than

as

oppo

rtun

ities

to g

athe

r fo

rmat

ive

asse

ssm

ent d

ata

•

the

lear

ning

exp

erie

nces

are

on

ly m

argi

nally

de

velo

pmen

tally

app

ropr

iate

•

the

appr

opria

te

tran

sdis

cipl

inar

y sk

ills

are

not

obvi

ousl

y in

clud

ed

Res

ourc

es

• th

e re

sour

ces

are

varie

d, i.

e.,

peop

le, p

lace

s, a

udio

-vis

ual,

prin

t, m

usic

, art

, etc

. •

the

reso

urce

s ar

e de

velo

pmen

tally

app

ropr

iate

•

tech

nolo

gy is

incl

uded

•

the

clas

sroo

m, l

ocal

en

viro

nmen

t and

/or

com

mun

ity is

use

d to

faci

litat

e th

e in

quiry

• th

e re

sour

ces

are

varie

d, i.

e.,

peop

le, p

lace

s, a

udio

-vis

ual,

prin

t, m

usic

, art

, etc

. •

the

maj

ority

of t

he re

sour

ces

are

deve

lopm

enta

lly

appr

opria

te

• te

chno

logy

is in

clud

ed

• th

e cl

assr

oom

, loc

al

envi

ronm

ent a

nd/o

r co

mm

unity

cou

ld b

e us

ed to

fa

cilit

ate

the

inqu

iry if

it is

co

nven

ient

• th

e re

sour

ces

are

from

a

limite

d se

t of s

ourc

es

• m

ost o

f the

reso

urce

s ar

e de

velo

pmen

tally

app

ropr

iate

•

the

use

of te

chno

logy

is n

ot

obvi

ous

• th

e cl

assr

oom

, loc

al

envi

ronm

ent a

nd/o

r co

mm

unity

is u

sed

to fa

cilit

ate

the

inqu

iry if

it is

con

veni

ent

• th

e re

sour

ces

are

from

a

limite

d se

t of s

ourc

es

• th

e re

sour

ces

are

not

obvi

ousl

y de

velo

pmen

tally

ap

prop

riate

•

the

use

of te

chno

logy

is n

ot

obvi

ous

• th

e cl

assr

oom

, loc

al

envi

ronm

ent a

nd/o

r co

mm

unity

is n

ot u

sed

to

faci

litat

e th

e in

quiry

92/1

65

Sep

tem

ber 2

010

Ach

ieve

men

t of

Purp

ose

• th

e te

ache

r has

pro

vide

d ev

iden

ce o

f the

stu

dent

s’

unde

rsta

ndin

g of

the

inqu

iry

• th

e te

ache

r has

pro

vide

d ev

iden

ce th

at th

e st

uden

ts

mad

e co

nnec

tions

bet

wee

n th

e ce

ntra

l ide

a an

d th

e tr

ansd

isci

plin

ary

them

e •

ther

e is

evi

denc

e th

at th

e te

ache

r has

bee

n re

flect

ive

abou

t the

effi

cacy

of t

he

asse

ssm

ent t

asks

• th

e te

ache

r has

pro

vide

d so

me

evid

ence

of t

he

stud

ents

’ und

erst

andi

ng o

f the

in

quiry

•

the

teac

her h

as p

rovi

ded

som

e ev

iden

ce th

at th

e st

uden

ts m

ade

conn

ectio

ns

betw

een

the

cent

ral i

dea

and

the

tran

sdis

cipl

inar

y th

eme

• th

ere

is s

ome

evid

ence

that

th

e te

ache

r has

bee

n re

flect

ive

abou

t the

effi

cacy

of t

he

asse

ssm

ent t

asks

• th

ere

is li

mite

d e

vide

nce

of

the

stud

ents

’ und

erst

andi

ng o

f th

e in

quiry

•

ther

e is

lim

ited

evid

ence

that

th

e st

uden

ts m

ade

conn

ectio

ns b

etw

een

the

cent

ral i

dea

and

the

tran

sdis

cipl

inar

y th

eme

• th

ere

is li

mite

d ev

iden

ce th

at

the

teac

her h

as b

een

refle

ctiv

e ab

out t

he e

ffica

cy o

f the

as

sess

men

t tas

ks

• th

e ev

iden

ce o

f the

stu

dent

s’

unde

rsta

ndin

g of

the

inqu

iry is

no

t pro

vide

d •

the

evid

ence

that

the

stud

ents

m

ade

conn

ectio

ns b

etw

een

the

cent

ral i

dea

and

the

tran

sdis

cipl

inar

y th

eme

is n

ot

prov

ided

•

the

evid

ence

that

the

teac

her

has

been

refle

ctiv

e ab

out t

he

effic

acy

of th

e as

sess

men

t ta

sks

is n

ot p

rovi

ded

Elem

ents

of P

YP

• th

e le

arni

ng e

xper

ienc

es th

at

help

ed th

e st

uden

ts u

se th

e em

phas

ized

key

con

cept

s ar

e lis

ted

and

refle

cted

on

• th

e le

arni

ng e

xper

ienc

es th

at

help

ed th

e st

uden

ts u

se th

e em

phas

ized

tran

sdis

cipl

inar

y sk

ills

are

liste

d an

d re

flect

ed o

n •

the

lear

ning

exp

erie

nces

that

he

lped

the

stud

ents

dev

elop

pa

rtic

ular

attr

ibut

es o

f the

le

arne

r pro

file

are

liste

d an

d re

flect

ed o

n

• th

e le

arni

ng e

xper

ienc

es th

at

help

ed th

e st

uden

ts u

se th

e em

phas

ized

key

con

cept

s ar

e lis

ted

and

som

e of

them

are

re

flect

ed o

n •

the

lear

ning

exp

erie

nces

that

he

lped

the

stud

ents

use

the

emph

asiz

ed tr

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65

Sep

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Best Practice: New Standards for Teaching and Learning in America’s Schools, second edition By Steven Zemelman, Harvey Daniels, and Arthur Hyde

Writing Recommendations for Teaching

Increase Decrease

Student ownership and responsibility by: Teacher control of decision making by:

Helping students choose their own topics and goals for improvement

Teacher deciding on all writing topics

Using brief teacher-student conferences Suggestions for improvement dictated by teacher

Teaching students to review their own progress Learning objectives determined by teacher alone

Instruction given as whole-class activity

Class time spent on writing whole, original pieces through:

Time spent on isolated drills on “subskills” of grammar, vocabulary, spelling, paragraphing, penmanship, etc.

Establishing real purposes for writing and students’ involvement in the task

Instruction in and support for all stages of writing process

Writing assignments given briefly, with no context or purpose, completed in one step

Prewriting, drafting, revising, editing

Teacher modeling writing—drafting, revising, sharing—as a fellow author and as demonstration of processes

Teacher talks about writing but never writes or shares own work

Learning of grammar and mechanics in context, at the editing stage, and as items are needed

Isolated grammar lessons, given in order determined by textbook, before writing is begun

Writing for real audiences, publishing for the class and for wider communities

Assignments read only by teacher

Making the classroom a supportive setting for shared learning, using:

Devaluation of students’ ideas through:

Active exchange and valuing of students’ ideas Students viewed as lacking knowledge and language abilities

Collaborative small-group work Sense of class as competing individuals

Conferences and peer critiquing that give responsibility for improvement to authors

Work with fellow students viewed as cheating, disruptive

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Increase Decrease

Writing across the curriculum as a tool for learning Writing taught only during “language arts” period—i.e., infrequently

Constructive and efficient evaluation that involves: Evaluation as negative burden for teacher and student by:

Brief informal oral responses as students work Marking all papers heavily for all errors, making teacher a bottleneck

Thorough grading of just a few of student-selected, polished pieces

Teacher editing paper, and only after completed, rather than student making improvements

Focus on a few errors at a time Grading seen as punitive, focused on errors, not growth

Cumulative view of growth and self-evaluation

Encouragement of risk taking and honest expression

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Reading Recommendations for Teaching

Increase Decrease

Read aloud to students

Time for independent reading Exclusive emphasis on whole-class or reading-group activities

Children’s choice of their own reading materials Teacher selection of all reading materials for individuals or groups

Exposing children to a wide and rich range of literature Relying on selections in basal reader

Teacher modeling and discussing his/her own reading processes

Teacher keeping his/her own reading tastes and habits private

Primary instructional emphasis on comprehension Primary instructional emphasis on reading subskills such as phonics, word analysis, syllabication

Teaching reading as a process: Teaching reading as a single, one-step act

Use strategies that activate prior knowledge

Help students make and test predictions

Structure help during reading

Provide after-reading applications

Social, collaborative activities with much discussion and interaction

Solitary seatwork

Grouping by interests or book choices Grouping by reading level

Silent reading followed by discussion Round-robin oral reading

Teaching skills in the context of whole and meaningful literature

Teaching isolated skills in phonics workbooks or drills

Writing before and after reading Little or no chance to write

Encouraging invented spelling in children’s early writings

Punishing preconventional spelling in students’ early writings

Use of reading in content fields (e.g., historical novels in social studies)

Segregation of reading to reading time

Evaluation that focuses on holistic, higher-order thinking processes

Evaluation focus on individual, low-level subskills

Measuring success of reading program by students’ reading habits, attitudes, and comprehension

Measuring success of reading program only by test scores

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Classroom Structures Indicators of Best Practice

Note on the Arrows: In this chart, growth does not necessarily mean moving from one practice to another, discarding a previous instructional approach and replacing it forever. Instead, teachers add new alternatives to a widening repertoire of choices, allowing them to alternate among a richer array of activities, creating a richer and more complex balance (e.g., lecturing isn’t discarded, but is done less as other, new choices become available. Physical Facilities

Setup for teacher-centered instruction (separate desks) → Student-centered arrangement (e.g., tables)

Rows of desks → Clusters → Centers (varied learning stations for writing, computers, math, etc.)

Bare, unadorned space → Commercial decorations → Student-made artwork, products, displays

Few materials → Textbooks and handouts → “Stuff”—books, materials, manipulatives, pets, etc.

Classroom Climate/Management

Management by punishments and rewards → Order maintained by engagement and community

Teacher creates and enforces rules → Students help set and enforce norms

Students are silent/motionless/passive/controlled → Purposeful talk, movement, and autonomy

Students in fixed group based on “ability” → Flexible grouping based on tasks and choice

Rigid, unvarying schedule → Predictable but flexible time usage based on activities

Student Voice and Involvement

Balanced with teacher-chosen and teacher-directed activities:

→ Students often select inquiry topics, books, writing topics, audiences, etc.

→ Students maintain their own records, set own goals, self-assess

→ Some themes/inquiries are built from students’ own questions; “negotiated curriculum”

→ Students assume responsibility, take roles in decision making, help run classroom life

Activities and Assignments

Teacher presentation and transmission of material → Students actively experiencing concepts

Whole-class teaching → Centers and cooperative small groups → Wide variety of activities

Teacher in front, directing whole class → Teacher hard to find, working with groups

Uniform curriculum for all → Jigsawed curriculum; different topics by kids’ needs or choices

Short-term lessons; one day at a time → Extended activities, multi-day, multi-step projects

Focus on memorization and recall → Focus on applying knowledge and problem solving

Short responses; fill-in-the-blank exercises → Complex responses, evaluations, writings, artworks

One-way assignments/lessons → Accommodation for multiple intelligences and cognitive styles

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Language and Communication

Forced constant silence → Noise and conversation alternates with quiet time

Short responses → Elaborated discussion → Students’ own questions and evaluations

Teacher talk → Student-teacher talk → Student-student talk

Writing: All channels are open (student-teacher, student-student, student-parent)

Talk and writing focuses on: Facts → Skills → Concepts → Synthesis, evaluation

Time Allocations

Time allocations are BALANCED between:

Teacher-directed and student-directed work

Subject-specific lessons and integrated, thematic, cross-disciplinary inquiries

Individual work/small-group or team work/whole-class work

Intensive, deep study of selected topics/extensive study of wide range of subjects

Fundamental recurrent activities happen on daily/regular basis

Independent reading (SSR, reading workshop, or literature circles)

Independent writing (journals or writing workshops)

Reading aloud to students

Teacher-student and student-student conferences

Students can explain the time allocations and recurrent activities/procedures in their classrooms

Student Work and Assessment

Products created for teachers and grading → Products created for real events and audiences

Classroom/hallway displays: no student work posted → “A” papers only → All students represented

Identical, imitative products displayed → Varied and original products displayed

Teacher feedback is scores and grades → Teacher feedback is substantive, varied, and formative

Products are seen and rated only by teachers → Public exhibitions and performances are common

Teacher gradebook → Student-maintained portfolios, with self-assessments and conferences

All assessment by teachers → Student self-assessment in official element → Parents are involved

Standards set during grading → Standards available in advance → Standards codeveloped with students

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Teacher Attitude and Initiative

Toward Students:

Distant, negative, fearful, punitive → Positive, respectful, encouraging, warm

Blaming students → Reasoning with students

Directive → Consultative

Toward Self:

Helpless victim → Risk taker/Experimenter → Creative, active agent

Solitary adult → Member of team with other adults in school → Member of networks beyond school

Staff development recipient → Chooses and directs own professional growth

Conception of Job Roles:

Expert, presenter → Coach, mentor, model, guide

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165

October 2008 Page 1

Motivating Through Good Questioning Techniques and Response Behavior

“Are there any questions?” It seems obvious - what you need to know in the classroom at all times is this: Do my students understand? And so, after presenting some new material, ask them: “Are there any questions?” However, it turns out that this is a very ineffective way to find out if the students understand a concept. This type of question, instead of giving accurate information, actually places the students on the defensive. After demonstrating a concept or skill at the board, a teacher typically would turn to the class and say, “Are there any questions?” Frequently, there is no response. She assumed, perhaps conveniently, that all her students did understand, and so proceeded to the next concept or exercise. But that’s not what was really taking place. In fact, not all students did understand. Some were so confused that they didn’t even know what question to ask. They were embarrassed because they didn’t understand, and they were unwilling to admit this in front of their peers. It doesn’t matter how we phrase it, it’s the same old question: “How many of you understand that?” “Who doesn’t understand that?” “Everybody see that?” “Who wants me to go over that again?” “Did I go too fast for you?” Although your goal is to find out if the students understand, asking the question won’t get the job done. You need a more effective and reliable manner to check the students’ understanding. Using pairs of students and having them share their responses gives much more meaningful feedback. Show your partner! Demonstrate it for your partner! Clarify it for your partner! Discuss it with your partner! Through these activities, you are able to discover how much the students really understand. Checking for understanding frequently is also very important. Checking for understanding may reveal confusion that set in very early in the lesson or activity - when the difficulty should have been caught and straightened out at once. You want to emphasize that questioning is a two-way street. If the teacher is doing all the asking, it’s still - to some extent – the adult’s. In a truly student-centered class, students are asking questions all the time. Therefore, you want to make it easy for students to ask questions. In fact,

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you want to convey that you truly desire that they ask questions. But don’t ask for questions this way:

• “Are there any questions?” • “Do you have any questions?” • “You don’t have any questions, do you?”

Instead, ask for questions this way:

• “What questions do you have?” • “Now, ask me some questions.” • “Now, what questions may I answer?” • “Give me your questions.”

Notice the subtle difference. The first set sounds as if you don’t want questions; the second set clearly implies that you both want and expect questions. And then, when students do ask, resist the temptation to show how smart you are with a quick answer. To keep the class student-centered:

• Students should practice directing questions to other students, not only to the teacher.

• The teacher should pause to permit other students to develop an

answer to the question, not immediately jump in and answer the question.

• The teacher should remind students that the question is for all

members of the group or class. All of these techniques will help turn students into active communicators, active learners, and active problem solvers - the sort of people that are successful in the world. Asking for help one-on-one No matter how well you monitor the students during class and encourage questions while they develop an understanding of the lesson, you also need to provide time when they can ask for individual assistance. Telling a student, “I don’t have time now, see me later,” may be a turn-off. Chances are, that student won’t make the effort to come back later. Frequently, I’ve found, a student’s question can be answered in 10 or 15 seconds.

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Mistakes as a route to success The flip side of the praise coin is how to respond to students’ mistakes. Your actions, reactions, and attitude in class must convey a consistent message:

MAKING MISTAKES IS A NATURAL PART OF LEARNING. Mistakes will be made. Students must be trained to recognize and accept errors - both their own and other students’. Making fun of or laughing at other student’s answers will not be a part of the class. You must always try your best not to fault students in front of their peers in a way that humiliates, hurts, or embarrasses. It must be safe for students to make an error at any time during the class period. Over time, teach students that when they make an error, they must shake it off after turning it into a learning experience. Mistakes are one route to achieving success. Here’s how:

• The mistake must be clearly identified and recognized by both the erring student and fellow students.

• The erring student must be encouraged to recall and analyze the

thought process that led to the incorrect response. While this is happening, you must be sure that you fully understand the thought process that led to the incorrect results. This is the only way you can help.

Both students and the teacher can and should be part of this process, a process that turns any error into a learning experience.

Encourage, but never by stating “That is easy!” The trouble with one-on-one How can you tell if your students are really paying attention? And how do you find out if they understand the material you’re teaching? Obviously, you ask questions. But is it that simple? Here’s the way it traditionally works using a traditional one-on-one questioning method. One student would be called on to answer a question. If that student gave the right answer, the teaching continues. If the student gave the wrong answer, another student is called on, and another, until the right answer is heard. If the correct answer isn’t heard soon enough, the teacher would often become impatient and answer the question herself. Or the teacher might say cleverly, “The answer is 3, isn’t it, class?” At that point a few students would say yes and nod their heads. After all, what students

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would want to disagree with the teacher, especially if they didn’t understand why or how she came up with that answer? What meager feedback the teacher is was getting! All she really learned was whether one student, the one who usually volunteered, knew the answer. She wasn’t learning anything about how much the majority of the students really understood. This clearly requires a change in the methods of questioning. Try to involve all students with questions, not just one at a time. Try to ask the type of question that will tell you, and the students themselves, how well they really understand what is being taught. Make an effort to be encouraging in your questions. Nobody likes to feel stupid, and unfortunately that’s not an unusual feeling when you’re trying to learn something new. Also do everything you can to promote both listening and discussion. None of this is easy. Learning the art of questioning takes practice. Save yourself some trouble by taking the time to prepare questions for each thing you plan to teach, then keep those questions for the next time. A try to list To help yourself keep on track with your questions, here is a try-to list of things to keep in mind during the class period. 1. Try to pause after asking a question. A recent survey indicated that many teachers ask a question, then pause only one second before calling on a student for the answer. This habit limits the type of student who can respond. A pause of three to five seconds or even more will bring amazing results. Now the slow thinker will be able to participate. The pause clearly indicates that the question is directed to everyone, not just to one or two of the quick-thinkers and hand-raisers. Most students will not even try to answer a question unless they feel safe or sure of the answer. The longer pause gives them time to think carefully and gain confidence before responding. 2. Try to avoid frequent questions which require only a yes or no answer. Even when the student gives the correct response, there is nothing to tell the teacher or the other students how the answer was obtained. It may have been a guess. After all, the odds aren’t bad! 3. Try to avoid answering your own questions. Teachers often answer their own questions when no one has volunteered or when you are running short of time. This leads to students believing that they were not obligated to respond. They might realize if they don’t volunteer, the teacher will give them the answer. 4. Try to follow up student responses with the question “Why?”

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This will help the student who could not answer the initial question to understand how the answer was reached. It also encourages discussion by the students. It eliminates guessing. Hearing a short answer is rarely helpful in itself. “Why?” ought to be one of the most commonly used questions in the classroom. 5. Try to limit the use of questions which rely almost completely on memory. Students may be perfectly able to recite an answer such as “Because it moves,” but this does not mean they can recognize the concept or could apply it to a new situation. 6. Try to avoid directing a question to a student for disciplinary reasons. Firing a quick question at an inattentive student usually results in a response such as “What?” It accomplishes little, and will probably just embarrass or alienate the student. 7. Try to avoid repeating a student’s answer. Repeating the answer allows students to listen only to teacher talk and not to student talk. They can learn a lot by listening to each other. There will be times when you might be able to state the answer more directly, but not necessarily more effectively. 8. Try to follow up a student’s response by fielding it to the class or to another student for a reaction. This is another way to encourage students to listen to one another. 9. Try to avoid giveaway facial expressions to student responses. Try not to show disappointment when a student gives an incorrect answer. Nobody wants to give the wrong answer in front of his or her peers. If a student has volunteered, at least that student has tried. He or she has the courage to share an answer with the rest of the class. Your reactions should not in any way discourage the students from contributing to class discussions. 10. Try never to call on a particular student before asking the question. Suppose you say, for example, “Ann, what is the height of this triangle?” All students other than Ann will immediately turn off the question and wait until you ask another one. You want all students to listen to your question and be ready to answer it. 11. Try to ask questions that are open-ended. You might ask, for example, “What is an example of a real world problem whose answer is 5?” Students trying to answer this will soon discover that there is no single right answer. A question like this can provoke a lively discussion, leading students to a greater understanding of how math is used in everyday life.

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12. Try not to label the degree of difficulty of a question. How many times have we said “Here’s an easy one!” Think for a minute about that phrase and what it does to the student. A student who answers the question correctly can’t feel much satisfaction, thinking, “So what? It was easy.” A student who can’t answer the question is going to feel even worse: “Why try? I can’t even answer an easy question!” 13. Try to avoid asking for verbal group responses. The accuracy of the feedback you get from this is questionable. You might ask, for example, “What is the capital of California, class?” And you hear the entire class respond in a routine tone, “Sacramento.” But do they really all understand? When you listen carefully to this group response, you discover that some students respond quickly. Others join in later, and those who are very unsure of the answer join in at the end. It is difficult for you to tell how many students really know the answer is Sacramento by listening to a group response. How do my questions rate? Another sort of self-evaluation that you need to do regularly is a check on the quality of your questions. That is, are you asking good questions, or are you just asking questions because you think you should? Each time you ask a question, you should silently ask yourself the following:

• Did I learn something about my students by asking this question? • Did my question test students’ understanding of the concept? • Did my question help students solidify the concept? • Was my question diagnostic in nature? • Did my question lead me to follow up with a higher-level question? • Did my question arouse curiosity? • Did my question promote interest? • Did my question tell me something about my students’ level of

comprehension that I didn’t know before I asked it? • Was my question really a question to be answered rather than a

rhetorical question, a lecture masquerading as a question? • Was my question really a check of the students’ understanding

rather than a technique for discipline or to gain attentiveness? • Was the question high-level enough to check for understanding

rather than just the students’ memory? Questions are effective and worth including only if they meet one or more of these criteria. If they don’t, then don’t ask them.

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Page 7

Questions that need enhancing These common types of questions need some special care if they are to be useful:

• Yes/No questions • True/False questions • One-Word-Answer questions

These types of questions inhibit the thought process, and answering them is similar to a guessing game. It is impossible for you to check students’ reasoning after hearing nothing but the word true or the word no. When you slip up and ask these types of questions, and you will - we all do, you can enhance them by asking for an explanation. Having students justify their responses, and sharing their thought processes aloud, can be very helpful to other students. Replacing the word “why?” with these statements and questions also teaches them what a “why?” is asking for.

• Please elaborate. • How did you decide that? • How did you arrive at that? • Explain it again for others in the class, so they can check their

thinking. • Can you justify that? • Tell us how you arrived at that answer. • How did you see that? • How did you reason? • What steps did you take? • Talk to us about it in homespun language. • Tell us more. • Tell us about the process you used. • How did you do that? • What made you think of that? • To a person on the street who doesn’t speak “math,” tell how

you decided that was correct. The pause that motivates Possibly the greatest skill within the art of questioning is knowing how to build in a pause at the appropriate time. This means both students and teacher - everyone needs to learn the value of the pause. In a classroom without the pause, only two or three students participate. Low-level questions dominate. The quick thinker is the only active participant. Other students develop a low level of concern. Many even stop listening to the questions altogether, knowing that they won’t have time to answer them.

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Page 8

Research by Mary Budd Rowe, professor of science education at Stanford University, points out some very exciting findings. In a classroom where both the teacher and the students pause at appropriate times, the length of student responses increases; the number of voluntary and appropriate responses increases; students’ confidence increases; weaker students contribute more; there’s a greater variety of student responses; discipline problems decrease; and creative responses increase. The chart in figure 2 has been set up to answer three questions: Who should pause? When should they pause? and Why should they pause? This plan for pausing makes it clear to the class that all questions, whether teacher or student initiated, are directed to all students. Pausing is not always comfortable. However, if you never let yourself use the name of a student before or after asking a question, your pause is automatic. You might ask, “Well, then, who answers the question?” At this point, there have several options:

1. You could ask the students to share their response with a partner and you can walk around and listen to these student responses. 2. You could ask student pairs to agree on an answer and write it on a slate, or prepare to give their response orally. 3. You could have each student prepare a response to the question, actually stating, “Take a minute. I will then call on three of you.” Or, “Everybody stop and think about this before I call on three of you.” Notice that you don’t say you will call on just one student – you want to keep everyone engaged.

Any of these approaches, used in conjunction with the pause, will keep students engaged.

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Page 9

Figure 2. A plan for pausing

When to pause Who pauses Reason for pausing After the teacher asks a question Teacher

To allow students to hear, comprehend, and formulate a meaningful response

After hearing a teacher's question All students

To have time to comprehend and formulate the answer – preventing a quick, thoughtless response

After students have responded to a teacher’s question

Teacher

To comprehend the response of students; to allow students to completely finish their response

After a student has responded to a teacher’s question

All other students To comprehend the response and to have time to formulate their own response – agreement, disagreement, or enhancement

After a student has asked a question Teacher

To allow other students to comprehend the question, to completely digest the question and to signal that the student’s question is directed to the entire class, as well as the teacher

After a student has asked a question

Students To take time to formulate a response

After the teacher or a student responds to a student initiated question

Students and teacher

To allow time for everyone to comprehend the response, and to add enhancements

Smothering students with praise Certain teacher comments, following a student’s response to a question, at first appear to be very positive:

• “That’s good!” • “Fine.” • “OK!” • “Nice response.”

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Page 10

However, praise can be inappropriate and detrimental to the art of questioning and to the development of student involvement. In fact, praise is frequently overdone to the point that the routine complimentary statement means nothing to the students. Some don’t want to receive undeserved praise. Other students feel uneasy in front of their peers when praised. Inappropriate or overdone praise during the class period can result in several problems:

• It can put a damper on student interaction. • It can discourage students from listening to other students’

responses. • It promotes teacher-to-student communication at the expense

of the development of student-to-student discourse. Let’s examine a classroom incident. A question is asked and a student responds. At the instant that the student completes the response, the comment, “Good!” is said. That good just closed the conversation the question started. That good just placed the official blessing on the response. All students have received the signal that the given answer is the one looked for, and there is no further need to question, analyze, or enhance the response. In fact, the praise often comes so quickly that students don’t have time to even process the original student’s response. You have just promoted nonparticipation. Students soon learn that there’s no need to listen to other student’s ideas, since the teacher will do the immediate evaluation of any response. What can you do to correct this unhappy situation? Try this: rarely make any judgment immediately following a student’s response. Rarely react to a student’s response with a complimentary phrase. Remind yourself after any student’s response to stop, to pause. This implies to everyone in the class that the student’s response can stand on its own merit. That is, the other students will recognize the answer as appropriate without confirmation from the teacher. Also try using the following statements, which are good replacements for goods and greats:

• Tell us how you arrived at that. • Can you give us more detail? • Why do you believe this is correct? • Does this work if . . . ? • Is this like anything that you have done before? • How did you ever think of that? • “Is there another way you could have arrived at the same

answer? • What do you believe we might add to Ahmed’s answer?

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Page 11

• Could you tell me what would happen if we . . .? • I want everyone to think about Jose’s response, and be ready to

repeat, in your own words, her answer. • Now that you have heard Ron’s response, I want you to develop

your own response to this question. • How was your solution similar to the one Haifa just shared with

us? • We have just heard Maria’s answer. How can you use her ideas

with yours? Research by Dr. Mary Budd Rowe and others on the subject of praise has found that when it is used too often, students may get an unrealistic and distorted impression of their ability. They move their eyes more - checking to see if they are right. In fact, students frequently check for teacher approval, and fear receiving negative or even just less-positive reinforcement. They offer few alternative explanations - happy to rest with the answer that earned the praise. And, because the teacher-student interaction is where the rewards lie, their reaction to other students’ responses is minimal. By reducing the use of verbal rewards, students engage in more self-directive behavior; they participate in speculation and reasoning; they learn that thinking takes time; and they begin to listen to other students. Of course, there are times when it is perfectly appropriate to compliment a student on a response, but the compliment must be specific praise so that the class will learn what is commendable and will understand what they should do in the future.

Jigsaw Groups

Group Pages

1 1 - 2 2 3 - 4 3 From ‘A Try to List’ on page 4 to ‘How do my questions rate?’ on

page 6 4 From ‘How do my questions rate?’ on page 6 to ‘The Pause the

Motivates’ on page 7 5 From ‘The Pause the Motivates’ on page 7 to ‘Smothering Students

with Praise’ on page 9

6 From ‘Smothering Students with Praise’ on page 9 to page 11

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“Open-Ended Questions: Stretching Children’s Academic and Social Learning”, Responsive Classroom

Newsletter, February 2007, Vol. 19, No. 1, Northeast Foundation for Children, Inc.

responsiveclassroom.org/newsletter/19_1nl_1.asp

RESPONSIVE CLASSROOM ®

NEWSLETTER February 2007 Vol. 19, No. 1

An adapted excerpt from NEFC's new book, The Power of Our Words: Teacher Language That Helps Children Learn, by Paula Denton, EdD. (Available February 15th, 2007) Language is one of the most powerful tools available to teachers. We can use language to stretch children’s curiosity, reasoning ability, creativity, and independence. One effective way to do this is by asking open-ended questions—those with no single right or wrong answer. Instead of predictable answers, open-ended questions elicit fresh and sometimes even startling insights and ideas, opening minds and enabling teachers and students to build knowledge together. In this article, I give examples of open-ended questions, explain what makes them so powerful, and offer some tips on how to use these questions to bolster children’s learning. Open-Ended Questions in Action Ms. Nunn’s class is about to read a new story, and the children have opened their books to the first page. To spark their curiosity about the story, she asks a series of open-ended questions (shown here in italics) that draw out their thoughts, knowledge, and feelings. “Before we start,” Ms. Nunn says, “take a look at just this page. What interesting words do you see?” After a few quiet moments, hands go up. “Castle!” shouts Raymond. “Castles are cool! I have a model castle.” “I can tell that’s an important word for you, Raymond. What clues does this word give you as to what the story might be about?” “Knights? Usually castles have kings and knights.”


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“Maybe it’s a fairy tale,” Keira adds. “Hmm. Interesting,” Ms. Nunn muses. “What makes you think it might be a fairy tale?” After the children have shared some thoughts on the nature of fairy tales, Ms. Nunn brings them back to her original question. “What are some other interesting words on this page?” she asks. “Milkmaid,” offers Arnie. “What’s a milkmaid?” “Hmm, what might a milkmaid be? Any guesses?” “My grammy tells me a story about a milkmaid. It’s a girl and she works hard and she’s poor.” “Oh, those might be some clues,” says the teacher. “What other clues could help us understand this word?” The conversation continues with the children deeply engaged. Fifteen minutes later, the group has discussed context clues, compound words, historical jobs, fairy tales versus historical fiction, gender roles, and more. The students have been prompted to think, share their knowledge, analyze information, and connect ideas. Their interest in the story has grown, and their teacher has learned a great deal about what they know. Much of this richness derived from Ms. Nunn’s use of open-ended questions. What Makes Open-Ended Questions So Powerful? Children’s learning naturally loops through a cycle of wonder, exploration, discovery, reflection, and more wonder, leading them on to increasingly complex knowledge and sophisticated thinking. The power of open-ended questions comes from the way these questions tap into that natural cycle, inviting children to pursue their own curiosity about how the world works. Open-ended questions show children that their teachers trust them to have good ideas, think for themselves, and contribute in valuable ways. The resulting sense of autonomy, belonging, and competence leads to engagement and deep investment in classroom activities. Tips for Crafting Open-Ended Questions Learning any new language habit takes reflection, time, and much practice. The Power of Our Words: Teacher Language That Helps Children Learn (available March 1st) offers comprehensive guidelines on how to frame open-ended questions and make them a regular part of your classroom vocabulary. Here you’ll find just a taste of these guidelines.


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Genuinely open up your curiosity about students’ thinking. For open-ended questions to be effective, it’s critical that we ask them with real curiosity about children’s thinking. Once I asked some fourth graders, “How might you use the colored pencils to show what you know about butterflies?” “You could draw a butterfly and show the different parts,” one child said. Others suggested, “You could make a map of Monarch butterflies’ migration paths,” and “You could make a chart showing the butterfly’s life cycle.” Then another student offered, “You could write a story about a butterfly’s life and use different colors for different times in its life.” Truly surprised by this last suggestion, I realized that if I hadn’t felt and conveyed genuine curiosity in all reasoned and relevant answers, that child probably wouldn’t have done the creative thinking that led to such a great idea. Because of it, students’ learning was stretched and our butterfly projects were richer. Children can tell when their teachers are genuinely interested in their ideas. If we’re truly interested, over time children learn to trust that we really do want to know what and how they think. When they know this, they’re more willing to reason and reflect, they gain more practice in thinking for themselves, and they gradually become more skillful, creative thinkers. Clarify the boundaries. Suppose when I asked, “How might you use the colored pencils to show what you know about butterflies?” a child had answered, “You could pretend that the colored pencils are butterflies and make a play about them.” Making such a play would have met the goals of this lesson, and in terms of the question I asked, this response is just as valid as the others. But because of the potential chaos and safety issues, having students “fly” colored pencils around the room was more than I wanted to deal with. Fortunately, no student really gave such an answer. But the way to prevent such a response would have been first to clarify to myself the boundaries of what I wanted the children to think about, and then articulate these boundaries to the children. The resulting wording might have been “How could you use these colored pencils to draw or write something that shows what you know about butterflies?” This is still an open-ended question; it just has boundaries based on what I might see as appropriate options for a particular group of students. Use words that encourage cooperation, not competition. Sometimes an open-ended question leads to competition to see who can give the best answer. Although well-managed competition has a place in certain school arenas, teachers usually use open-ended questions when the goal is for students to collaborate, to learn from and with each other, not to compete. To keep discussions from turning into competitions, phrase your questions carefully. Competition often arises from questions beginning with “who” or “whose” (“Who


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knows a good way to use clay?”); using words such as “better,” “best,” or “most” (“How can we make this graph the most beautiful?”); or somehow elevating some students above others (“Kerry, what strategies for writing neatly can you show the class?”). These natural-seeming ways of talking assume some answers will be better than others, which encourages competition. A simple rephrasing helps. Instead of “Who can tell me a good way to use the clay?” try “What are some good ways we could use the clay?” Replace “How can we make this graph the most beautiful?” with “What are some different ways to make this graph beautiful?” Watch out for pseudo open-ended questions. These sound open-ended but have behind them the teacher’s desire for a certain answer. I once had a student who loved magenta. Everything she colored, painted, or modeled in clay prominently featured magenta. Perhaps because I’m not crazy about magenta, or because I wanted her to buck the “girls are pink, boys are blue” stereotype, one day, seeing another magenta-infused drawing, I asked, “What do you think would happen if you used a different color?” Only when she replied, “I think I wouldn’t like it as much” did I realize I had wanted her to say, “I think it would look better.” It took me a moment to resist the urge to explain my thinking and to become genuinely curious about hers. “Hmm. Why do you say that?” I managed to ask. “This color stands out,” she replied. “You can see it from far away, not like pink or yellow.” “Not like pink,” I repeated to myself. I was so wrong, thinking this student was going for “girly” pink when she was going for standing out. Her explanation gave me real insight into her thinking. Fortunately, in this instance, I caught myself after the student said “I think I wouldn’t like it as much.” But what if a teacher doesn’t catch herself? When we fish for specific answers, children soon realize we’re not really asking for their thoughts, knowledge, or perceptions, but for them to articulate our own. Many then stop thinking and become less engaged. Or they respond by guessing wildly at the answer the teacher wants. Except for the child who guesses correctly, the children—and their teacher—will likely feel discouraged after such an interaction. Not much will have been learned, or taught. All would have turned out differently if the question had been truly open-ended and the teacher’s intention truly to hear what the children thought.

Leading the Way to True Learning Open-ended questions power academic and social learning. Such questions encourage children’s natural curiosity, challenging them to think for themselves, and inviting them to share their view of the world. The result: engaged learners who are motivated to learn and whose responses enlighten their classmates and their teacher.


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Paula Denton has taught since 1985 and has been a Responsive Classroom workshop presenter and consultant since 1990. She is currently manager of program development for NEFC. Paula is the author of Learning Through Academic Choice and The Power of Our Words, and co-author of The First Six Weeks of School. The Power of Our Words will be available February 15th, 2007.

Responsive Classroom ® Northeast Foundation for Children, Inc.

85 Avenue A, Ste 204, PO Box 718 Turners Falls, MA 01376

(800) 360-6332 www.responsiveclassroom.org


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Copyright © 1999. All rights reserved.


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R. Long 2009

CENTRAL IDEA CHECKLIST How to recognize an effective central idea

Making the PYP Happen pages 12-14, 28-30 CENTRAL IDEA: • Is it globally applicable and significant? YES NO • Is it conceptually based and does it connect

with the description of the trans-disciplinary theme?

• Is it engaging and interesting to students? • Is it relevant to the student’s prior knowledge,

experience, and current circumstances?

• Is it challenging, extending the prior knowledge and experience of students?

• Is it one sentence, in statement form and free of personal pronouns?

• Is it a statement that inspires curiosity and provokes inquiry?

AUTHENTIC ASSESSMENT CHECKLIST

How to recognize a complex performance task Making the PYP Happen pages 31, 45-49

YES NO • Is it connected to the central idea?

• Does it allow for more than one answer or more than one way to solve problems?

• Is it intrinsically interesting and gratifying?

• Does it allow each student to contribute according to his or her own aptitudes?

• Does it require multiple skills and behaviors?

• Does it check for understanding rather than memorization or regurgitation of facts?

• Does it involve a task as well as an evaluative tool?

• Does it allow for development of the Learner Profile and the Attitudes?

• Does it take them beyond what they already know?

Adapted from Elizabeth Cohen’s Designing Group Work for the Heterogeneous Classroom, Teachers College, Columbia University, New York, 1994

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TRAN

SDISCIPLINARY UNIT

An inquiry into:

An inquiry into:

An inquiry into:

Key Concept

Key Concept

Key Concept

Math

ELA

Science/Social Studies

Central Idea

Subject Area Focus:

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