- select , use, evaluate and adapt as appropriate approaches to teaching, learning and assessment across the curriculum;
- set in context approaches to teaching, learning and assessment, explaining how they relate to theory and research;
- reflect critically on the complex factors which impact on children’s learning and development
- identify, select from and use a range of approaches to organising classrooms, working with other adults and meeting children’s diverse needs and ensuring their wellbeing
A) CIDTT Module 1, Module 2 and Module 3
For learning outcome 1 and 2, I have used important experiences and knowledge that I have learned from CIDTT ‘Module 1-Design’ in designing, planning of curricular, teaching methodology and assessment strategies to cater different students’ needs and interests.
For example: I selected and used differentiated teaching and learning and assessments strategies such as provided different length and levels of reading text or simplified a written text or adapted the level of language for lower phase students.
“When teachers effectively differentiate instruction, there is a continuous flow in the processes of teaching and learning, and assessment. These components operate not as steps that we follow, but rather as a continuous cycle, each process informing the next.”
Carol Ann Tomlinson
I have evaluated the students learning and assessment and found that these differentiated teaching, learning and assessment strategies have effectively created interest of students and formed a good practice and a continuous cycle for different students to achieve the same learning objectives through different approaches of teaching and learning.
To arouse the students’ interests, I have applied and developed active learning techniques like used different approaches to teaching and a wide variety of learning activities. Students were engaged actively in group discussions, presentations, role-play and interviews.
For learning outcome 10, in “CIDTT Module 2-Practice”, I have learned to identify and reflect critically the factors that impacted teaching and learning like learning activities, teaching strategies, teaching resources and learning environment.
To enhance the actively learning and students development, I applied and integrated a variety of learning activities, different approaches of teaching, a wide variety of teaching resources like internet resources, videos, books, newspaper clips and movies in the lessons.
(Refer to wordpress, section: Unit plans)
B) Weekly MYP Mandarin Collaborative meeting through Video Conference between Fairvew Subang and Fairview Wangsa Maju Campus.
With reference to learning outcome 12, through the weekly collaborative meeting and training, I led the MYP Mandarin teachers to examine the multiple ways of knowing that teachers bring to the classroom.
“Through learning language, we learn about culture. Through learning culture, we learn respect for others. Through learning respect for others, we can hope for peace.” (Kramsch 1993: 2)
The key concepts of culture and communication are at the heart of language B. (New Language B Guide page 105)
In order to develop insights into the features, processes and craft of language and the concept of culture, we discussed about the best practices to actively engage students in cultural hands-on activities like Chinese paper cutting and calligraphy.
(Refer to Fairview Global MYP Mandarin Department on Managebac: http://fairview.managebac.com/groups/10083852/overview)
(Refer to wordpress, section: Learning activities: Cultural Hands-on activities and Chinese New year celebration)
C) The IB MYP Language B workshop in Hong Kong from 29-9-12 to 1-10-12
D) Workshop by the Ministry of Education Malaysia: How to integrate IB framework into Chinese curriculum in Government Secondary Schools on 23-10-12
I have learned the nature of inquiry based learning and assessment in the IB MYP Language B workshop in Hong Kong from 29-9-12 to 1-10-12.
I introduced and shared the knowledge and experiences on inquiry based learning and assessment when I was invited by the Ministry of Education Malaysia to conduct a workshop to a group of Mandarin teachers in October 2012.
I trained the teachers on how to apply inquiry based learning to develop the students to become inquirer and encourage active learning in the class.
I have also shared my experience on designing and assessing the assessment tasks by using IB Language B criteria.
(Refer to wordpress, section: Ministry of Education Malaysia Workshop)
E) Internal training for Fairview International schools MYP Mandarin teachers on Inquiry Based learning
For learning outcomes 10 and 12, I have conducted training for all Fairview MYP Mandarin teachers in Subang and Wangsa Maju campus on how to facilitate inquiry based learning and conceptual understanding in Language B.
Inquiry based learning is defined within the IBO:
“Inquiry(…) is the process initiated by the student or the teacher that moves the student from their current level of understanding to a new and deeper level of understanding.”
(towards a continuum in international education 2008:15)
During the training, all teachers brain-stormed and identified a range of approaches which can encourage inquiry in the classroom like setting inquiry wall/ board to post inquiries, working with other subject teachers to form interdisciplinary teaching and learning and to encourage the students to link the inquiry with area of interaction and significant concepts in Language B.