Home » APEL Portfolio » 1) EIBC7123-IB-Curriculum Processes

1) EIBC7123-IB-Curriculum Processes

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  1. evaluate critically findings from research as well as personal experience in relation to the curriculum;
  2. make informed decisions and implement plans, which show some originality, to address an aspect of the curriculum and monitor these, reviewing progress, making adaptations and amendments where appropriate;
  3. reflect critically on the factors which have an impact on children’s learning
  4. identify contested areas of professional practice by evaluating some theories relating to an aspect of professional practice and evaluate their relevance to the classroom;

A) The IB MYP Language B workshop in Hong Kong from 29-9-12 to 1-10-12

The 3-day MYP Language B workshop in Hong Kong that I attended was mainly focused on the new IB MYP Language B Guide which implemented from September 2012. I gained a better and deeper understanding of the current IB philosophical principles, pedagogical practices as well as the essential elements in the new guide.

With reference to the learning outcome 3, 4, during the Language B meetings with the school management, I have made suggestions for the new placement policy which is to place the students in different phases (Phase 1-phase 6) based on to their language proficiency and not by the grade levels. I then discussed and worked with my assistant school Head, Ms Kavita to do the student placement arrangement and timetabling by looking at the students statistics in each phase and the teacher allocation for each phase.

We have implemented 6 phases of learning in Language B (Mandarin) in Quarter 2. Due to the number of students and teachers, we are unable to open class for each phase because some of the classes may only have 4 students and we will need to have 6 teachers to teach concurrently. Therefore we made some adaptations. For examples: We combined the Phase 1 students from Grade 7 and 8 in one class because they need more guidance since most of them are beginners. We placed the Phase 1 students from Grade 9,10 and 11 in another class and use a different set of teaching materials and teaching strategies because of the age gap and maturity level between Grade 7 and Grade 11.

With the implementation of 6 phases of language learning, we can ensure the progression of the language continuum from PYP to MYP and DP and to further develop the student’s learning because the teachers and students now can focus on developing their language proficiency according to their language phase.

(Refer to wordpress, section: Language B Student statistics and language phases)

B) MYP Language B (Mandarin) collaborative meetings and trainings through Video Conference in Fairview Schools-Subang campus and Wangsa Maju campus

C) Discussion Forums on Managebac

With reference to learning outcome 5, I have conducted Language B meetings and trainings on weekly basics to all Language B (Mandarin) teachers in my schools through video conferencing to critically reflect on the factors that impacted student’s learning.

(Refer to wordpress, section: Mandarin Teacher Training: CPD and Training schedule)

I have also created Discussion Forum on Managebac. All MYP Mandarin teachers of all 4 Fairview campuses can discuss and contribute their ideas and thoughts regarding the implementing the IB Language B programme in the schools, to reflect critically on the factors that impacted student’s learning like how to create 3 dimensional classroom and encourage concept based learning.

(Refer to discussions and comments of the trainings on Discussion forum, Managebac: http://fairview.managebac.com/groups/10083852/messages)

For learning outcome 3, I have integrated and applied the essential elements of the new guide to my Language B curriculum through leading all the MP Mandarin teachers in 4 Fairview schools to design the Scheme of works, unit plans and assessments from phase 1-phase 5 by critically evaluate findings through researching the IB documents such as: The Language B new Guide, the MYP: From principles into practice, IB Learner Profile Booklet and Language and Learning.

I then submitted all the unit plans and assessments to my Deputy principal and MYP coordinator for approval.

(Refer to wordpress, section: SOW, Unit plans, Assessments of new Language B Guide)

For learning outcome 4, we monitor and review the student’s progress every week during collaborative meeting. We reflect and evaluate the effectiveness of the unit plans and assessments and seek for improvements by looking at the student’s reflection forms, teacher observations and student’s assessment performance. We then make appropriate adaptions and amendments to further develop the student’s development. For instance, we found the phase 1 were unable to understand the reading comprehension thoroughly, so we decided to provide ‘pinyin’ in the reading comprehension in order to help them in understanding the main ideas and information in the text.

For learning outcome 11, I applied integrate theories and such as theory Bloom Taxonamy, Six Thinking Hats by Edward de Bono, Mind-map by Tony Buzan and Theory of Multiple Intelligences by Howard Gardner in creative ways when planning my lessons. For example, for phase 1, the students will be more exposed to activities that focus on identifying ideas whereas phase 5 students will be required to analyse ideas and information that they learned.

D) Briefings of New Language B programme to all MYP Language B (Mandarin) students from 3-9-12 to 9-9-12

I conducted New Language B guide briefing to all MYP Mandarin class students during the first week of the new academy year, to explore them to the new elements and new requirements in the new guide. This briefing is important for the students to aware of the changes in the new Language B guide and clear about the aims and objectives in new Language B guide, as well as details of assessment requirements.

(Refer to the wordpress, section: New Language B: Briefing to students)

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