Focus group meeting - Weber’sarticle “Top Languages: The World’s 10 Most Influential Languages”in ... Weber argues that French is one of the most aggressively

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  • Focus group meeting

  • Develop inquiring, knowledgeable and caring young people

    International minded is a person who demonstrates the Learner Profile Attitudes

    Standards and Practices

    Engaging, relevant, significant and challenging curricular

    Transdisciplinary model

    Active, compassionate, lifelong learners

  • Learning transcends the subjects.

    Education has a long-standing practice of turning worthy goals into lists of bitsleads to meaningless fractured, boring and ultimately ineffective learning that never prepares students to be fluent and skilled in authentic work, Wiggins, 2013

  • What do we want to learn?

    (The written curriculum) Knowledge

    Concepts

    Skills

    Attitudes

    Action

  • Where we are in place and time Orientation of place and time; histories & relationships from

    local and global perspectives

    Who we are Nature of self; beliefs and values; rights responsibilities

    How the world works The natural world; laws, interactions, scientific principles

    Sharing the planet Rights and responsibilities; finite resources, human impact

    How we express ourselves Expression feelings, culture; creativity and appreciation

    How we organise ourselves Connectedness of human systems; economic activity,

    decision making

  • Form What is it like?

    Function How does it work?

    Causation Why is it like it is?

    Change How is it changing?

    Connection How is it connected to other things?

    Perspective What are the points of view?

    Responsibility What is our responsibility?

    Reflection How do we know?

  • Form Every language has a form and a structure that makes

    it unique. Form may vary according to whether language is written or spoken.

    Function The type of language we use varies depending on the

    circumstances, purpose, audience and genre.

    Causation Language is fundamental to human activity. Many

    factors affect the development of language.

    Change Language is not static; it changes constantly.

  • Connection Language is a major connecting system within, between

    and among all societies.

    Perspective Language can be interpreted and expressed in different

    ways. Literature, in particular, offers cultural, historical and personal perspectives on the world, and invites different interpretations.

    Responsibility Language is powerful and can have a profound effect, both

    positive and negative. Therefore, it must be used responsibly.

    Reflection Through language, we can reflect on our experiences and

    knowledge.

  • Self Management Skills Motor skills, spatial awareness, organisation, time

    management

    Research Skills Formulating questions, observing, planning, data

    Communication Skills Listening, reading, writing, viewing, presenting, non-verbal

    Thinking Skills Acquisition of knowledge, comprehension, application

    Social Skills Accepting responsibility, respecting others, cooperating

  • Appreciation

    Commitment

    Confidence

    Cooperation

    Creativity

    Curiosity

    EmpathyEnthusiasm Independence IntegrityRespectTolerance

    commitment to a values laden curriculum. (MTPYPH, page 24)

  • Learning should extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action. (MTPYPH, p25)

  • All PYP schools are required to teach an additional language to all students from age seven, except for bilingual schools who may be teaching two languages from an earlier age.

    There is no prescribed time for the teaching of an additional language.

    Schools need to make decisions regarding language instruction so that it is in alignment with the school's language policy.

    The additional language ideally represents one that is an addition to the repertoire of languages that the child brings to the learning situation. However, it is recognized that, due to the complexity of language needs within schools, the additional language may not, in fact, represent a language that is completely new to the child. In this instance, the additional language may be the English provided through English as an additional language (EAL) instruction or the language used in mother tongue support.

  • It is important that PYP schools carefully consider the factors outside the school when planning their additional language instruction and make choices that will naturally bolster student motivation to learn the language and, as much as possible, ensure that opportunities to use the language for real communication purposes are available.

    Primary Years Programme: Learning Additional Languages in the Primary Years, January 2002, p. 18

  • The necessary components required to support additional language learning are : Mother tongue support

    ESOL support

    Special needs support

    Articulation between language learning in primary and secondary schools

    Consideration of the host country context

  • (The purpose of learning a language is to)

  • Michael Hallidays (1985) Inugai-Dixon (2009)

  • Language Scope and Sequence

  • Writing moderation G4, G5

    Reading assessment G5 Advanced/ Intermediate

    Level transition criteria

    Parent feedback

    Student attitudes

  • GRADE 4

    1

    10

    Writing Moderation - Grade 4Portuguese Beginners (Nov. 2013)

    Exceeds

    Meets

    Developing

    Insuficient

  • GRADE 4

    4

    1

    3

    Writing Moderation - Grade 4Portuguese Intermediate (Nov. 2013)

    Exceeds

    Meets

    Developing

    Insuficient

  • GRADE 4

    1

    9

    8

    Writing Moderation - Grade 4Portuguese Advanced (Nov. 2013)

    Exceeds

    Meets

    Developing

    Insuficient

  • GRADE 5

    1

    11

    Writing Moderation - Grade 5Portuguese Beginners (Nov. 2013)

    Exceeds

    Meets

    Developing

    Insuficient

  • GRADE 5

    13

    Writing Moderation - Grade 5Intermediate Portuguese (Nov. 2013)

    Exceeds

    Meets

    Developing

    Insuficient

  • GRADE 5

    4

    7

    Writing Moderation - Grade 5Advanced Portuguese (No. 2013)

    Exceeds

    Meets

    Developing

    Insuficient

  • Insufficient

    18%

    Developing

    18%

    Meets

    37%

    Exceeds

    27%

    Reading ComprehensionPortuguese A - Grade 5 (Nov. 2013)

    0%18%

    18%

    18%0%0%

    46%

    Reading FluencyPortuguese A - Grade 5 (Nov. 2013)

    100% correction

    99% correction

    98% correction

    97% correction

    96% correction

    95% correction

    below 95%

    correction

  • 106

    1612

    8

    17

    6

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    G1 G2 G3 G4 G5

    % Students moving first semester

    2012/2013

    Beginners to

    Intermediate

    Intermediate to

    Advanced

    28

    8

    13

    7

    13

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    G1 G2 G3 G4 G5

    % Students moving second semester

    2012/2013

    Beginners to

    Intermediate

    Intermediate to

    Advanced

  • 40

    15

    47

    6

    35

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    G1 G2 G3 G4 G5

    Total % Students moving 2012/2013

    Students moving

  • http://professionaldevelopment.ibo.org/ocd/build-it/written

    http://professionaldevelopment.ibo.org/ocd/build-it/written

  • promoting integrated language development teaching language as isolated strands

    language as a transdisciplinary element throughout the curriculum

    additional-language teachers viewed (and viewing themselves) as PYP teachers

    a literature-based approach to learning language

    a teaching approach that sees making mistakes in language as inevitable and necessary for learning

    reading for meaning

    reading selected according to interest level

    student-selected reading materials

    making world classics available for reading

    making culturally diverse reading material available

    focusing on meaning when reading and writing

    encouraging appropriate cooperative discussion in the classroom

    students engaged in spontaneous writing

    a variety of scaffolded learning experienceswith the teacher providing strategies for the student to build on his or her own learning

    writing as a process developing a range of independent

    spelling strategies nurturing appreciation of the richness

    of language literature as a means of understanding

    and exploring teaching students to read and research

    using multimedia resources using language for creative problem

    solving and information processing a range of appropriate assessment

    methods such as portfolios, conferencing, miscue analysis, writing sample analysis, response journals.

  • Central Ideas Lines of inquiry

    2 BIG ideas or related concepts that have Local relevance and global significance.

    Portuguese has evolved over time under the influence of other languages

    Develop an understanding of the central idea.

    The evolution of the Portuguese language

    How words from different languages show a common origin

  • Language strands

  • During the unit At the end of a unit

    Forma