CPD 12th and 13th Jan 16 

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12th Jan 16 

During the first session, we revised our understanding about inquiry in PYP. We discussed about the role of teachers and students in the inquiry classroom . After that, we created a checklist which would help teachers to identify inquiry characteristics in teachers and students. Apart from that, we also discussed how the inquiry classroom should look like. 

For the second session, everyone were separated into their respective teams e.g. science, English, maths, music, visual arts. I skyped with my counterparts and our team leader Ms Elisa showed us how inquiry can be conducted in the music classroom. Eventually, she demo a mock lesson for a Grade 5 lesson using in the learning cycle. 

Subsequently other teachers also presented their mock lesson by assigned grades. 

At the end of the day, I prepared a mock lesson for the Pyp team on the next day. 
13th Jan 16

First session today we revised our understanding about integration in transdisciplinary inquiry. For one of the activities we suggested activities that can be carried out for a sample central idea. Homeroom teachers were grouped among themselves whereas subject specialist were all in one group. 

  
Each group presented their ideas and content. The other groups listening gave their feedback and even asked questions about the presented content. 

Subsequent session was spent on conducting mock lesson with inquiry elements. The subjects presented were English, maths, science, social studies, music and PSPE. 

   
    
 
Above are Y charts created by the teachers for the music mock lesson. They were given a video to observe and the graphic organizer consists of their findings. 

During these mock lessons, each group were provided with a peer assessment form to fill in. It consists of commendation and recommendations for the teachers whom presented their lesson. I was glad to receive some comments as now I know the strength and weakness of my lesson. This gives me motivation to improve. I now know that I have to conduct prior knowledge on my students before introducing a completely new or unheard topic.  

    
   

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