1. reflect critically on the factors which have an impact on children’s learning;
2. analyse critically evidence relating to children’s performance;
3. analyse personal and professional competencies and identify how these can be further developed
4. select, use and adapt appropriate methods for collecting evidence relating to children’s learning and reflection on your own practice;
5. reflect on and evaluate factors which have an impact on your own professional performance in relation to an area of professional practice;
6. design and implement, or review, a clearly focussed activity designed to enhance professional/personal learning in relation to an appropriate setting
A) The IB MYP Language B workshop in Hong Kong from 29-9-12 to 1-10-12
B) The Category 2: IB MYP Language B online workshop from 12-9-12 to 31-10-12 Module 3
“ Education for international mindedness values as the broadest context for learning, develops conceptual understanding across a range of subjects and offers opportunities to inquire, act and reflect.
In the case of IB programmes, the role of language is valued as central to developing critical thinking which is essential for the cultivation of intercultural understanding, international mindedness and global citizen.”
(extracts from “Language and learning in the IB programmes”)
For learning outcomes 5 and 6, I applied the inquiry-based learning into classroom. When designing and planning the unit plan, I explicitly and systematically planned the scaffolding and sequencing of conceptual understanding in order to ensure the area of interaction and significant concepts connect. I designed the MYP unit question which can give students scope of inquiry into issues and themes with the content.
For example: Topic of this lesson: “The Last leaf”
The inquiry cycle:
Inquiry: Students posted their inquiries after watching the video entitled: “The last leaf” which link to the area of interaction and significant concept of this lesson.
Students researched the information from internet, shared and discussed their findings in their group.
Students reflected for the followings:
1) what they have learned?
2) How can they learn better?
3) How to apply the new knowledge into their real life?
Through the inquiry cycle which consists of inquiry, action and reflection and conceptual understanding, students learning are enhanced because they feel interested and curious in gaining answers for their inquiries. This student-based inquiry moved their knowledge to a new and deeper level of understanding, developed their research skills for future and encouraged them to be inquirer, thinker and 21st century global citizen.
Language B Mandarin plays a role in IB programme as central to develop critical thinking. Students find challenging in critical writing, action and research. They are more on reporting or reproducing the facts and information from their research findings, lack of analysis and arguments which supported by the evidence.
Therefore I facilitated inquiry based learning and conceptual understanding strategies to lay the student foundation through reading, experiential learning activities and reflective action research exercises for their future research studies.
I encouraged the students to do reading and research at home before the lesson. I uploaded the title and scope of the lesson on Managebac one week before the lesson.
(refer to Fairview Managebac, http://fairview.managebac.com/classes/10109108/assets )
After the inquiry session in the classroom, the students researched important information from internet. They are divided into groups and are encouraged to critically discuss the issues and ideas, analysed their findings and provided evidence for their thoughts and reflection. By doing so, I developed the student ability and skills in conducting research studies in the future.
For learning outcome 14, students completed a reflection form to critically reflect their learning, their research skills and to relate the topic to broader global issues. This helped to cultivate the student intercultural understanding, international mindedness and to develop the students to become global citizen.
(Refer to wordpress, section: Student’s Reflection for learning)
C) CIDTT Module 4-Evaluation
With reference to learning outcomes 9 and 15, after the completion of this module, I have analysed my personal and professional competencies and identified the most significant areas for my professional improvement:
a. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
b. Uses available resources, including technologies, in the development and sequencing of instruction.
c. Uses appropriate methods such as learner feedback form to encourage student reflection and self-analysis. This is to enhance student’s learning and reflection on my own practice.
d. Provides substantive, timely, and constructive feedback to students and parents.
e. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
This evaluation and reflection is important for me to further develop my professional performance accordingly and to follow my action plan to further improve my professional practice so that my students are able to learn effectively and grow academically in the language. This module has been much help in determining my strengths and weaknesses. I would have to further develop myself to guarantee that my students get the best out of my teachings.
(Refer to wordpress, section CIDTT Module 4)
D) In house MYP Mandarin Training on the 7-12-12 for Fairview International School-Subang and Wangsa Maju campus
For learning outcome 16, I conducted an in house training to all Fairview Mandarin teachers on this topic:
How does MYP model enhance teaching and learning through:
a) Inquiry based learning
b) Areas of interaction
c) Conceptual understanding
The inquiry is the central idea of IB pedagogy. The attributes of the IB learner profile promote inquiry.
We identified and discussed the factors which can enhance student learning and development through inquiry based learning and conceptual understanding like create an inquiry wall/ board to post student inquiries, guide the students to critically inquire, use their prior knowledge to build new knowledge.
We analysed our personal and professional competencies and in order to further our approaches to teaching skills to encourage inquiry in the classroom, we applied and implemented the followings teaching strategies to facilitate inquiry based learning and critical thinking into Language B (Mandarin) classroom practice:
a) Use areas of interaction to direct the nature of questions.
b) Use the process of inquiring through different perspectives of the areas of interactions to enable the students to develop a deeper understanding.
c) Encourage the students to use critical literary skills and critical thinking to reflect on and evaluate newly construct learning to gain a broader or different perspectives or deeper understanding and expanded identity.
d) Not only teaching the inquiry and critical thinking as a sets of skills, they are also approaches to teaching that infuse the way the teachers think, plan and evaluate their teaching and student learning.
e) Facilitate questioning with critical components like:
- having a clear purpose
- solving a particular problem in the topic
- explaining a phenomenon
f) Explore ideas and knowledge rather than memorizing facts and reproducing information
g) Teaching to the fullest extent possible about concept-based ideas which can lead to more substantial and meaningful learning.
h) To construct meaning through entailing synthesis and analysis of knowledge.
i) Through the inquiry cycle of understanding and awareness, reflection and action, we planned the lessons to engage the students in reflection and metacognition, which can lead them from academic knowledge to thoughtful action, helping to develop student’s positive attitudes and a sense of personal and social responsibility.
j) We provide students with the opportunities to practice and develop their language competencies and learning skills. By doing this, we can enable students to inquire into concepts. This understanding derived from the concepts will then lead the students into acquiring language. As language learning progresses, the knowledge and skills are built upon and can be applied to further and wider social, cultural and academic contexts. In this way, we can develop the student ‘s intercultural competence through the concepts, the contexts and the content of the language B curriculum.
(Refer to wordpress, section: Mandarin Teacher Training: CPD and Training schedule)