I really enjoy parent-student-teacher conferences. (I’d rather do more of these and less report writing, but that’s a different post.) Even with a limited time-slot (my last couple of schools have been 10mins), we have an opportunity to strengthen a home-school connection, build a relationship with families and really put the learner and learning front and centre.
I love being a science teacher, and parent-student-teacher conferences are a prime opportunity to share that. Just because it’s high school, doesn’t mean it needs to be too serious.
Originally posted on Wayfinder Learning Lab – Stephen Taylor: I love Creating Cultures of Thinking by Ron Ritchhart of Project Zero at HGSE so much, and refer to it so often, that I made these aide-mémoire cards and chapter summaries, and I carry them with me for planning, coaching and collaboration meetings. The front side…
Five years ago I was starting to become concerned with the difference between marking and feedback. What was making a difference to my students’ learning and was the effort I was putting into detailed marking worth it in terms of their improvement? In reading Hattie’s Visible Learning for Teachers, Wiliam’s Embedded Formative Assessment and the pdf of The Power of Feedback (Hattie & Timperley), I developed a four-levels feedback template for use on student work.
This post is to share an updated version – I still really like this method of giving timely, actionable, goal-focused and student-owned feedback. It definitely saves me time, but puts the focus of feedback on what’s most important for the student to take the next step. I’ll keep updating, editing and adding to this post.
When giving feedback on a piece of work, I paste this at the top of…
I am working with MYP students on a Design unit at the moment in which they are designing a solution under the umbrella topic of “Improving Lives”. Everyone is at the stage of needing feedback on ideas in order to help inform their decision of which idea to pursue in more detail. To guide this process, I went in search of a thinking routine or protocol that might provide some structure to this feedback.
I was initially inspired by a Mind/Shift post on Developing Students’ Ability to Give and Take Effective Feedback. It detailed a High School idea of using DeBono’s thinking hats to guide feedback and a modified ‘warm/cool’ feedback protocol for primary students. While these ideas got me thinking, I was looking for something a little more in depth than the warm/cool and a little more structured – or more specifically, something with a more defined structure…
Originally posted on Wayfinder Learning Lab – Stephen Taylor: Edit (March 2018): This is an old post now, but the meme below keeps running. A lot has been written about inquiry and technology in the last four years, so I’ll leave some notes in [green]. ……….o0O0o………. If you’re an educator on Twitter, you have seen…
You may have seen the headlines about identical twin astronauts, Mark and Scott Kelly, now being “genetically different” after Scott spent a year in space while Mark remained on Earth. Yet much of the popular press has failed to explain that these differences are mostly epigenetic modifications leading to changes in gene expression. Or that several of the analyses were limited to circulating white blood cells and are thus mostly relevant to the immune system.
The Epigenetics module on Learn.Genetics and Teach.Genetics explores how signals from the environment regulate gene expression, including an explanation of how differences in identical twins might arise
This post has been sitting in my drafts for a while, and I was reminded to complete it after a question from a student when I was covering a TOK class: “What’s the difference between inquiry and enquiry?”
So here goes…
Defining Inquiry: A Pragmatic Approach
I’ve been thinking and writing about this a lot over the last few years, tinkering with and testing definitions that try to capture what makes powerful, pragmatic inquiry learning. He’s my current best effort and if you pick it apart you should be able to recognise the best elements of the classical with an aspiration towards the contemporary (in the Bold Moves sense).
Inquiry is… creative, critical, reflective thought. It builds on a solid foundation of accessible, well-learned knowledge, skills and conceptual understandings, inviting learners to take action on their learning and ask “what if…?”
Streaming now on Netflix and available through other means, A Plastic Ocean is a terrifying (but well done) feature-length documentary on the rapidly growing crisis in the oceans as a direct result of human impacts.
IB Bio and ESS students will find many curricular connections in this movie, from food webs, water cycles and ocean currents to animal behaviour, biomagnification and endocrinology. Including the impact on human and animal health, this film raises and alarm and shows where we’ve gone wrong. There are some really insightful sections of scientists at work, where we can see “how we know what we know” and what actions are being taken. The final section has some fascinating solutions and actions. Give it a go.
Tanya Streeter, world-record freediver, narrates and is featured in much of the film. Her TEDx Talk tells a similar story.
Ocean plastics have really come into vogue the last couple of years, and it is a safe bet that someone near you is involved in taking action. From beach cleans, reef surveys and cleanups to campaigns to ban single-use plastics (chapeau, Costa Rica), plastic is clearly one of those issues that is indisputably – embarrassingly – human made.
What’s your school doing to reduce the scourge of plastic?
Originally posted on Wayfinder Learning Lab – Stephen Taylor: ? Shortlink to this resource: is.gd/mypassess After some parent-teacher conferences recently, I was asked to show all of the MYP assessment criteria together and realised I couldn’t find something that met our needs for a single-reference, quick overview of the MYP assessment objectives and criteria. Here is…
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