Today CPD is the discussion about PYP exhibition. They cover why do we do exhibition?, what is expedition?, essential features of the exhibition, roles of the learning community and exhibition as an assessment. We were group into five and need to explain about the discussion based on the slides provided. The exhibition students will have mentors for each unit and central ideas where the students themselves come up with the idea. As the Bahasa Malaysia teacher, we integrate our unit with their homeroom unit. We provide the input, knowledge and enhance their skills and attitude required, appropriate and important for the students.

In this session, the facilitators started with a recap of the previous week’s content, which are the stages of the Inquiry Cycle and the New American Lecture. We were then sit in pair to plan and conduct mock teaching sessions based on these two methods. We noticed a strong connection between the stages of the New American Lecture and the Inquiry Cycle. I find both models especially helpful as both complement each other very well and are practical as both are models we can use all the time in the classroom, particularly when covering a new topic. We can get new idea from the mock teachings to apply into our own lessons.

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For my lesson during Grade 2 class, i will use the video from youtube entitled “Bandar Kuala Lumpur dulu vs sekarang” during the tuning in session. For sorting out, we will do brainstorm and discussion about the video on the development of Kuala Lumpur, what are the changes and how their perspective after watching the video. Going further, students will do research about interesting places, functions, services and activities in the places using Ipads. The exit task will be the design of the student’s own idea of interesting place and activities can be done in that place. The students will draw their idea on the A3 paper.

This session discussed about the aligning New American Lecture to inquiry cycle. The theory of inquiry cycle by Kath Murdoch involves 6 stages, which are tuning in, finding out, sorting out, going further, making conclusions and taking action.

Video of the inquiry cycle being carried out in Australia were showed during the session. The inquiry cycle is an extremely helpful tool to ensure the effectiveness and efficiency of teaching and learning.

We also linked the inquiry cycle to the New American lecture method and found that it ties in perfectly. All the five stages were implicitly linked to each of the stages of the inquiry cycle. For example, designing the hook is normally done in the tuning in stage of the lesson, and mind maps are used to consolidate findings in sorting out or finding out.

Lecture Summary-2

This session is the continuation of last week’s CPE about positive, trusting learning environment. We were divided into three groups. The task is to do the mock teaching using the elements that were discussed from previous session. We were instructed to choose a skill or new knowledge in a particular subject area and apply to the teaching and learning. The mock teaching was very interesting because we can observed and  experienced new elements of positive, trusting environment such as the role that positive feedback and constructive criticism plays in teaching and learning. It was a fun activities for me.

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This session, we discussed about relationship between the teachers and students. It is important to build good relationship to ensure the positive learning environment. Good relationship is usually develop with trust from both part. Video of Rita Pierson were shown and there are many interesting points and view from her that we as a teacher can relate. It reminds me how important our role as a teacher and to always be positive and believe in the students. Positive environment can encourage all the students to do their best and engage with every activities. The students will not be afraid to ask so call ‘stupid questions’ if they really need guide and do not understand. The 7C points might be our guidelines to implement the positive environment.

• Care—Teachers who care are emotionally supportive and interested in students.
• Confer—Teachers who confer talk with students as well as welcome and respect student perspectives.
• Captivate—Teachers who captivate make learning interesting and relevant.
• Clarify—Teachers who clarify explain things clearly, provide informative feedback, and clear up confusion in order to make lessons understandable.
• Consolidate—Teachers who consolidate summarize and integrate learning.
• Challenge—Teachers who challenge students press them to think rigorously and to persist when experiencing difficulty.
• Classroom Management—Effective classroom management entails developing a respectful, cooperative classroom climate with on-task behavior.

In this session, classroom management and recommended actions in the classrooms were discussed. The session started with reading the essential agreement and the definition of classroom management. Various seating arrangement is one of the aspect that can help the lesson being conducted appropriately according to the suitable lesson and needs. Then we draw our own ideal classroom setting that we think best suit our lesson. Classroom procedures, rules, including calls for attention and others also being discussed later.

Example of essential agreements that I implemented in the classroom are:

1. Bring BM books/folders for BM class.
2. Use Ipad/laptop for research if only allowed by the teacher.
3.  Respect teacher and friends.

The students write the essential agreement in their BM books. Sometimes i will remind them about our essential agreement when needed.

Today session, we discussed about the importance of rubric generation and how to create a good rubric to access the students. Rubric is important so that the students can self-assess, their parents also can access their children and guide the teachers on how to help the students in their weak criteria. We were given an example of students work and the rubric used by the teacher to access the task. The rubric can be alter and change depending on the task and subject suitable to the criteria being accessed. Rubric should be explained to the students so that the students have guidelines on what the teacher expect from them.

The second session of MYP Collaboration discussed about ATL Skill that are targeted for the lesson. For this quarter 3, BM ATL Skill are Self-Management Skill and Thinking Skill.

The students used the 5W1H to come up with the questions to gain information from the interview. We do the checklist of criteria needed  in the question and summary. The information are about the place that their friend went during the holiday and the hotel they stayed in. Then the students need to write the essay in 70 words . The GRASP Model will be used in the essay writing.

These are some evidences of students’ work:

For this first session of MYP BM Colaboration, we discussed about Global Context of IB and how to integrate the Global Context into the lesson. I also learn the important of KUD and how to plan classroom activities to ensure all objectives are achieved throughout the lesson. The Global Context for this quarter 3 is “Fairness and Development”.

This is the lesson plan that we come up with during the session. Students do interview in pairs to find information about interesting places and hotel reviews. They do the question in graphic organizer using 5W1H as guidelines. The exit task is the students need to write a 70 words summary based on the information from the interview.

These are some evidences of student’s work.