*************** ilikeitdontyou: PAINTINGS BY THEO ALTENBERG

*************** ilikeitdontyou: PAINTINGS BY THEO ALTENBERG

"...by 6 to 7 months, babies can remember a sign. At eight months, children can begin to imitate gestures and sign single words. By 24 months, children can sign compound words and full sentences. They say sign language reduces frustration in young children by giving them a means to express themselves before they know how to talk." (Glarion, 2003)

Stanley donwood makes a woodcut

It's also ominous because all these colors that I've used are derived from the petrol-chemical industry. They're only possible because of the fractioning of hydrocarbons. That's how they get the pigments. None of it is natural. It essentially comes from black sludge. We've created this incredibly vibrant society, but we're going to have to deal with the consequences sooner or later.

I 0 ti people and things are objects to be used and expeiricne
man goes around hauling knowledge from the world they experience present man with only words of it

brainstorm-pick-plan-draft-review/assess-redraft ad infinitum
esl learner needs
a gifted 12 yr old made a mess of puck

a childs emoitions are far more improtant than his intellectual progress

autonomy..mastery..prupose

Stanley donwood
cy twom,bly
tadanori yokoo
david shrigley

Children , like adults learn what they want to learn
all prize giving and marks and..sidetrack rppoer personaility development
I know that under duiscsipline comparativley poor students pass exams but I wonder what becomes of these passers in later life..they become unimaginitve teachers, mediocre doctors and incompetant lawyers ..would possiblty be muxch happier as good mechanix or excellent bricklayers

if all schools were free and all lessons optional I bekleive that children wuold find their won level ..most of the school work that adolcesnents do is simply a waste of time and energy

We put out a differnet energy everyday
if all schools were free and all lessons optional
to escape moulding by adults who do nowt know how to live themselves

Authority/ownership
Love means approving of children
the function of the child is to live his own life..one should never help a child in any way unless he is not capable of solving the problem himself

fear of the childs future

noise and play between the ages of 7-14
school should make a childslife a game. Life presents so many difficulties that artificially made difficulties are unnecessary. The child should do nothing until he comes to his own opinion that it should be done

the curse of humanity is external compulsion…it is all facism
homer land- little commonwealth..the wheat germ , unpolished rice,the molasses, compost grown greens

Compromise with a less free civilization

this filthy earth
thelast green wilderness

Minesota mammoth, tuntable desserers, with any other teeth, are manipulated

Do Essays Go Viral?
9/11 Memorial Lights Trap Thousands of Birds

To factor in freedom without artificial constraints-
to seek damp woods

Outside my troons
killed off by the anti lifes
parents know what is right..children feel what is right
if positive pride is lacking , negative chagrin is not
nted strong evidence that babies as young as six months old communicate with their hands

make decisions slowly by consensus?-implement decisions rapidly
Richard florida-squelchers-those who underminecreativity-prefer convention-create bnlockages to new ideas

profile-think of it/do it/prove it

Kids like me in china
united nations declaration of human rights

beglers 5 fs- food,festivals,fashion,famous people,folklore
revoulition-people are willing to fight and die to change a political system
Harvard “project zero”
how international is my school?

1- schools culture accomopdate and reflects the cultres refelctedin the school
2- school takes positive advantage of the diversity withih n the school body to enrich the learning of the whole sxchooll community
3-the adults in the school community actively model inteculatural uinderstanding

2- top down goal process to define numerical goals
W Edwards demmings- squelchers
Frederick Winston taylor-scientific management
scores as principle model of success-as oppose to a complexapproach

pentagon plots
don’t forget what you learned in the desert
the vortex..yung jin must be disciplined

I would ask “who the hell took my sappner and didn’t give it back?” and willie did it and he heard his fathers voice and identified me with a cop and the next meeting shut up like a clam

Newspapers have called it a go as you please school and have implied that it is a meeting of wild primates

reuests & commands- permission
a civilization whose standards of success is money

the subaqua question-what hif he never tuires-overlapping skills- sees it, reccomentdit-
So what if he starts late..msiied potential= fear!

accuturative stress
in reggia inquiry is followed by more inquiry rather than investigation followe by anwers

talk about culture

Some sense of loss
decision making skills
enrichment model clusters

The hundered languages ofchildren
k-6 culture

French and bells iceberg

Davos/ raclette
pluralist world view

Mathas
contant stards-number,ops/algebra/geometry/measure/data,oprob
process standards-probsolv/reasongin,communication,connections,representation

physical model
use praise cautiously
express interes/value the thinking

Recount
shared objectives
audience
modeled wirting
s&l example
fixation on spelliong…beyond phoince

past tense verbs….ed=t/d
short vowels—doubles….dropped, spinning

Who is popular?
progressive liberal education
focus on provcess

long term memory-implicit/non verbal
a very robust memory can result when Ss reperatedly explainwhat they are doingcreating neural networks
memory types
for certain memories little effort or studying is required because of emaotional significance

if Ss we able to have lessons of great personal significance but without negative threats

we can create linages between a given lesson and students by facitlitating the search for patterns having Ss physically involved and especially when they have a p[ersonal interest in the outcome

if learning is memory- the retrieval of memory

concepts spread throughtout the entire cortex when the mromry is accesse we only access a portion of the network which is why we never have exactly the same thought twice

multiple assessments using different modalitles are necessary to overcome the limited access to the memory of a concept at a particu;ar time

a single assessment givwes only a poor snapshot of what is in the brain and may miss large portions or what a student knows

Mirror neurons
imitation can make us slow fast smart dumb..good at bad at math…
involved in the development of addictions and impulses

impact on cherished notions of freee will and why some actions

Theory of sparse coding
after a concept is established Ss create a wide variety of conncetions using different learning modalities
should reinforce and revisit the concept

reggio Emilia- umst be wiling to give time
constructivist using Emilia lead to deeper understandiong of l;earing
documentation

to have cognitive conflict without emotional conflict

Self organised learning envitronemtns—soles
call the granny cloud

A question...A place to search..a time to talk..a place to share...a time for feedback...
self organiseing systems produce emergence..where tyey begin to create things that they were never meant to do

From fasrmers to factory workers-to knowledge workers-creatior and empathisers
creativity / innovation- inquiry-critical thinking/problem solving/ communication./collaboration/global thinking/leadership/responsibility
big actions/everyday actions
global citizens live out their learner profile as adults

PYP action- choose/act/reflect
actions havea n enduring impact when they affect a students inner cionviction and genuine choice and responsibility
often childrne4 are no conscious of their choices
they may learn fioormulainc responses to refelction that the T will accept
the more we focus on the issues outside the chns sphere eof influence the more we hightlight their powerlesseness the shere of influence is profoundly significant to them

make sense of a deluge of stimuli be trying to find patterns and seing how these patterns fit together with still other patterns
walking and taklking

make the emotional contact first then worry asboutt he lesson

fromntal loves mature between 21-24 they are major executive functions in decision making..it processes much of our impulse and inhibition control, focuses attention in working memory, logic and reaaoniong

you may learn superb study skills but may not intitiate the use of those skills without some direction

leartning os arguabvly about the formation of returnable memories which include theknowledge process, habits , skills, attrivbutes andbiases…perceptions develop through experiences

Actual experimentation, the manipulation and testing of ideas in reality, provides children with direct, concrete feedback about the accuracy of their ideas as they work them out. Both play and exploration are self-structured and self-motivated processes of learning.

Working memory
sensory memory

Alan howarht / penderecki/ goblin/ cantometrics/ renato rinaldi/ By the time we came to do the first vinyl, I knew exactly how I wanted to do it,” he recalls. “I wanted it to be completely sealed in a waterproof,

a selection of entr’acte releases moisture-proof, any kind of proof bag.And totally invisible as a record…I wanted something that was just more anonymous.Oddly enough, starting from the premise that the label should be almost invisible, and considered as a facility. It would just say artist, title, catalogue number in a very pharmaceutical kind of way,which I’d state is an obvious influence.”
If it’s primarily led by chance and opportunity

technobrega/ blue oyster cult- red and black-tyranny mutation/ heironymous bosch

By accident I got first in line at a gate and I got to stand in front of the Mona Lisa and after a while start takin’ away at her face, to just her eyes. And they were John Coltrane’s eyes. He’s just somebody

preface it with ‘I could be wrong’. How about that? And ten, 12 hours of practising, like that. This guy I played a show with, he went to the Hiroshima show and Trane’s been blowing for three hours. Guy wants to get his album signed, goes backstage and Trane’s got a towel on his head, practising! After the gig [laughs]! Miles writes about Trane practising after a gig. Rashied [Ali] said he’d be at the airport and pull out the flute! He says, ‘Why? He was so good.’ I could be wrong but I think I know why. He’d get going on something and it’d lead to other things. He’d chase them down.

So to me, there is something about it. Music is real strong on me. Something about it changed my life, big time, this thing with D Boon. This thing. Coltrane gave it to us. He’s a big symbol in a lot of ways.

catherine christa hennix / bertold brecht/ joseph beuys/ ryoanji gardn/ pil poptones/
ascension/ kulu mama/ meditations/ expression/ om/ cosmic music/ sun ship/ interstella space/
Huntington Ashram Monastery
black chow

process driven
fcc Michael powell
2005 adbusters…fear of all misplaced..sems like they were off track and fearmonger of their own ..will be less likely to believe 2010 adbusters on reread..
growing plants anm man made constructionsong
james blake

(i)
So Reading Age = ( L × 0.0778 ) + ( N × 0.0455 ) + 2.7971 years.
This test is NOT suitable for secondary age books, and is most suitable for material in the 7 - 10 age range.

A number of informal procedures can be used in the classroom to assess fluency

(NICHHD, 2000):

􀂃 informal reading inventories

􀂃 miscue analysis

􀂃 pausing indices

􀂃 running records

􀂃 reading speed calculations.

At the heart of Sugata Mitra’s work is his dramatic exposition of the fact that children are highly capable of organising their own learning. “I thought, 'What would happen if you just leave a computer with them?' and I have discovered from similar results from around the world that children can achieve on their own…” he says. “If they have a reason to.”

This has inspired him to form a theory about “self organising systems for education” which, if fully developed, appear to have profound consequences for teaching and learning in schools, colleges and universities and the education system world-wide. And his emerging work in England is already beginning to support this.

Sugata has begun to test this theory in the North East of England in Gateshead where he placed 32 10-year-olds in eight groups of four, each with just one computer, a netbook, between them.

“My hardest job was just getting the teachers out of the room,” he said, “and it is really important that the pupils have to share the computer; they can switch groups, observe other groups and learn from each other. Interestingly one child responded “You mean cheat sir!”

The children were set real questions, including six from last year’s GCSE exams, and the outcomes were astonishing. “The quickest group produced a full and correct answer in 20 minutes… The slowest group took just 45 minutes and this demonstrates that groups of children can navigate the net to achieve educational objectives on their own.”

When I met Arthur C Clarke some years ago when he was interested in the “hole in the wall” experiment, he told me, ‘A teacher that can be replaced by a machine should be.’ The second thing he told me was, ‘If children have interest, then education happens."

Nobody works harder at tlearning than a curious kid-

Daniel pink

If you leave it on the pavement and all the adults go away ...then they will show off to each other what they can do..

True inquiry and HO skills

The method of the grandmother..stand behind say “thats great”..”why does that haoppen” “Can you show me more of that?”

Grandmothers were asked to give 1hr of broadband time in their homes once a week
skype...the granny cloud

children cannot become fully literate until they develop fast recognition of words and “accurate production of words in writing”

Gunning 'FOG' Readability Test

Select samples of 100 words, normally three such samples. (i)
Calculate L, the average sentence length (number of words ÷ number of sentences).
Estimate the number of sentences to the nearest tenth, where necessary. (ii)
In each sample, count the number of words with 3 or more syllables.
Find N, the average number of these words per sample. Then the grade level needed to understand the material = (L + N) × 0.4
So the Reading Age = [(L + N) × 0.4 ] + 5 years. This 'FOG' measure is suitable for secondary and older primary age groups.

Fry Readability Graphs

Select samples of 100 words.

(i) Find y, the average number of sentences per 100-word passage (calculating to the nearest tenth).

(ii) Find x, the average number of syllables per 100-word sample.

Then use the Fry graph (below) to determine the reading age, in years.

This test is suitable for all ages, from infant to upper secondary.

The curve represents normal texts. Points below the curve imply longer than average sentence lengths. Points above the curve represent text with a more difficult vocabulary (as in school science texts).

Powers-Sumner-Kearl Formula
This is the only one of the formulae suitable for primary age books.

Select samples of 100 words.

(i) Calculate L, the average sentence length (number of words ÷ number of sentences). Estimate the number of sentences to the nearest tenth, where necessary.

Count N, the number of syllables per 100 words.
Then grade level = ( L × 0.0778 ) + ( N × 0.0455 ) - 2.2029

· That particular effects can be achieved by writing and that readers can be influenced by these.

· That they can talk about their writing to help them gather ideas, discuss their choice of words and sentences and evaluate what they have written.

· That writing is a powerful and effective way of expressing oneself, of shaping things and achieving a range of purposes.

· Understand the important features of book language・how it looks and sounds in narrative, poetry and non-fiction. This process has been formulated into the core teaching sequences・for reading and writing.

To be an effective writer children need:

Wide Vocab
Clear Phonics
Legible Letter Formation
Understanding of Spelling rules
Knowledge that writing conveys messages
Knowledge that writing can create effects
The ability to gather ideas, discuss word/sentence choice, and evaluate via talk

Understand text features

What is essential is that pupils are taught from an early stage to elaborate sentences as required. \

Written sentences are differently structured from spoken utterances which can rely on gesture, intonation and stress to fill out the speaker痴 meaning. Techniques to help children include sentence manipulation: constructing, completing, expanding, manipulation, transforming, combining, reducing, investigating.

writing more precise, varied, surprising and effective.
add colour and precision
appropriate to its audience and purpose.

learning comes in three important ways:

1. through reading,

2. through oral telling and retelling of stories explaining, instructing, recounting,

3. through shared and modelled writing

santo y blue demon contra los monstrous 1970

four variables now considered in devising readability formulas: syllable length, word familiarity, word abstractness, and sentence length

advancing from oral to written communication

To calculate a grade level score:

1. Randomly select three separate 100 word passages. (Count every word including proper nouns, initializations, and numerals.)
2. Count the number of sentences in each 100 word sample (estimate to nearest tenth).
3. Count the number of syllables in each 100 word sample. (Each numeral is a syllable. For example, 2007 is 5 syllables -- two-thou-sand-se-ven -- and one word.)
4. Plot the average sentence length and the average number of syllables on the graph.
5. The area in which it falls is the approximate grade

Common readability formulas

Main article: Readability test

In alphabetical order:

• Automated Readability Index
• Coleman-Liau
• Flesch Reading Ease^[7]
• Flesch–Kincaid Grade Level. This uses use the same core measures as Flesch Reading Ease (word length and sentence length). But the two measures have different weighting factors, so the results of the two tests do not always correlate: if one analyzes two texts using both measures, one text may get a more favorable score on the Reading Ease test and the other may get the better score on the Grade Level test.
• Fry Readability Formula
• Gunning Fog
• HIReA^[8] (Health Information Readability Analyzer)
• SMOG

There are many computer programs for measuring the readability of text. Some are available on the World Wide Web, and some of these are specifically designed to measure the readability of Web pages.

Hot drinks to hamas

In order to be effective writers children need to possess the following attributes:

· A wide ranging vocabulary.

· Phonemic and phonological awareness so they can recognise phonemes and syllables within words.

· Be able to form the letters of the alphabet comfortably

· Develop the skills to make consistent spelling.

· Have a concept of writing: that writing conveys messages written in words and writers choose words and put them in order to form sentences; that sentences express ideas that can be linked together and expressed over a collection of sentences.

Process/ product are to be assessed

Think like assessors rather than activity designers

What does it look like to have an agreed approach to assess emtn and to recroding and reporting data?

Marie clay

skills for life long learning

Formative assessemtn is the focus on deepeniung and furthering the learning rather than measuring it.

Provocatiojn = challenge

Students need to be involved in developing and claryfining the criteria for success

Re:process/product/performance

Students describe the essential elements and/or of the process/product

Do phonics need to be taught explicitly?

Time Vs attitude

Blooms activities

In addition, here is another site which explains how to use the Gunning Fox Index, the Flesch Formula, and the Power Sumner Kearl

Pause for a few minutes – raw a pic/act out/swap[ talk for writing/explain yr idea

Project zero/ teaching for understanding

Explicit/ implicit null (left out) curriculas

Archetypal elements which resonate with our psychology around our sociological/ poloitcal interactions

Does this resonate deeply with all human beings on the planet?

How we express ourselves as year long throughlines within each of the 5 units

From thematic instruction to inquiry based learning (instruction?)

How will we know what we have learned?

Assess- inform next-action

Assessment – form/ afl OR evaluation (aol) sum

Primary focus of PYP clasr oom or assmtccc is to provide feedback on the learning process

Concept driven inquiry

Do Ss Qs develop over time in depth and complexity?

Encouragement {----} motivation

notes 2010 part next

western schooling produces good citizens
indigenous education pruduces good humans
inquiry brings together both?

what action comes from the investigatio

jerome harset- inquiry as a philosophical way of life

We may change the source of facts while the organistation is still teacher led and children still memorise facts.

I thou martin buber
in autherntic existence without imagination and ideas- lacks any structure and communicates no content- we find our meaning in relationships- we go together

i-it –

From learning about to learingn to be

itics. Ron Miller has identified five core elements common to many contemporary educational alternatives:^[1]

1. Respect for every person

2. Balance

3. Decentralization of authority

4. Noninterference between political, economic, and cultural spheres of society

5. A holistic worldview

Compartmentalized disciplines
transdisiplinary Vs sybject specific discsiplines

Bottom up top down misconceptions
communities are people together for a purpose

Pyp inq is not about listing Qs or closed factoids-
IRF- initiation/ response/ fb

Transmediation- new connectors

A spokesman for the Department for Education and Skills (DfES) said every organisation that wanted to succeed set targets - that was why national tests, targets and performance tables were important.

make connections between things in a meaningful way for them.

How od I and other inquire?
close to the action
providing the base from which to explore conceptual understanding

Explore conceptual frame so as to understand endangered species
we look at apects of loss, not at animals

In nutrition we look at choices we make against choices adults make..rather than at food

conceptual frame not covering content

learn how to find a problem that matter sand is woth investigating in the first place

The person who poses the problem is the one who controls the learning

Problem posing vs problem solving

Personal inquiry – guided inquiry- collaborative inquiry
cooperation is working together
collaboration is thinking together

focus on the conceptual frame rather that getting lost in gatherin information
shift from info/fact Qs to wonderings on issues

focus on unpacking complexity rather than providing simple solutions

a mind seeking unity
common moscineptions (Kathy short) summative assmt should be a major project based onLOI
can be a reflective engagementthat doesn’t take a lot of time

how is light a relevant topic?- where / and how does it become relevant?

2010 notes 4

Using field trips. Make sure that on these trips, children are able to observe at least four or five different roles that can be acted out in dramatic play.

Expanding Play ThemesChildren tend to act out familiar themes. This is why they might play family over and over again or stick to aggressive television/video themes. Children may not know how to play fire station, grocery store, or beauty salon

Planning For Play

Because of its open-ended nature, play often causes more arguments among children than other activities. Most of the time, these arguments are not caused by children's aggression but rather by their lack of knowledge about roles and rules of a specific play scenario. When children are tugging on a stethoscope, it is usually not because any of them have a really good idea of how to use this prop, but just the opposite - because none of them knows what to do when playing hospital other than wear the stethoscope. When children are aware of different roles involved in a play theme, of what each person does, and how they interact with each other, they are less likely to argue. It's easier to see if children know how to play before they begin their play scenario. This helps them to use positive interactions before the play starts. In the heat of the moment, a child would not be very likely to let go of a stethoscope, but earlier, at the planning stage, he may be fine with the idea of switching from being a doctor to being an X-ray technician.

Creating Play-Rich Environments

You're probably already familiar with the concept of "literacy-rich environments." If we are to approach play development in the same thoughtful way, we will need to take a closer look at our classrooms to see if there is enough there to support mature, high-level play. Here are some ways to make your classroom play-rich:

• Make sure there is a long, uninterrupted block of time in the schedule reserved for play. Children need time to plan their play, to negotiate roles with each other, to choose or make props, and finally, to carry out their play ideas. On average, it takes from a half-hour to an hour for young children to develop and act out a good play scenario.
• Have a combination of props in the dramatic-play center-some that are realistic and theme-specific, and some that are not. Returning from a field trip, try to arrange with the hosts to let you have one or two props associated with this specific setting (an orange bucket from a hardware store or a vet's robe from a pet store).
• Place pictures you took on the field trips, or copies of book illustrations, in the dramatic-play area when children are using play themes based on these trips and books. This will remind children of the different roles they can play.
• Refrain from limiting pretend play to the dramatic-play center. Have enough toys and props in all centers for children to be able to engage in play in those areas as well.
• Extend the play theme to other centers. Children in the art center can make the pizzas for the restaurant. Children at the sand table can be planting the vegetables that will be sold in the supermarket.
• Have different play scenarios going on in different centers. The literacy center can be a school, a post office, or a library.
• Have children practice pretending in different situations. Incorporate elements of pretend play into other activities and routines throughout the day. For example, if you have to take children to the bathroom across the hall, you can help them go quietly by asking them to pretend that they are little mice. Suggest that they walk in such a way that they would not wake up a cat who is hiding in the hall.

With small adjustments to the things that you are already doing in the classroom, you can create the "play-rich" environment that will promote the development of language and literacy.

limited play for teachers, too, due to "the lack of a proper work-life balance"

She bemoaned the fact that, in June, she would have to set out what levels all the children in her charge had reached on the foundation curriculum - "117 tick-boxes per child".

A context for the use of technology which is larger than the technology itself…switch form machine focus

American association of school libraries standards for 21c learners

PYP planner- what is our purpose- what do we want to learn? How might we know what we have learned- how might we best learn? What resources need top be gathered? To what extent do we include the elements of the PYP-

What student initiated inquiries arose from the learning?

Micro/macro sacaffolding

From common sense everyday understandings of the world to more complex technical formal language

GRASPS
set a real world goal
meaningful role for students
identify an authentic or simulated real world audience
develop with students standards for assessing success

“only if we expand and reformulate our view of what counts as human intellect will we be able to devise a more appropriate ways of assessing it and more effective ways of educating it”

3 generall accepted sources of evicence: observation-products-conversations (we triangulate)

Here are some suggestions to help you raise children's level of play without making it a teacher-directed activity:

• Help children see different uses for familiar props and create new props.
• Expand the repertoire of play themes and roles by exposing children to new and varied experiences.
• Help children use appropriate strategies in planning their play with their playmates, and, later, in carrying out their play.

Using Props Imaginatively

Children's play is often referred to as "imagination without limits." However, if you look closely at play in most classrooms, you will see that children are not using a great deal of imagination. In fact, their play props appear to be miniature copies of real objects. When there is no prop for a certain role (no stethoscope for a doctor), a child often prefers to give up the role, rather than use something else as a stethoscope.

Typically, by the middle of the year, you can begin to change the ratio of toys from being largely realistic to a combination of realistic, symbolic, and unstructured props.

Learning Symbolic Representation

By using objects that represent other objects (such as colored play dough representing food), children learn symbolic representation. This ability to separate the function of an object from the object itself (using a pencil to stir, pretending you stir with a spoon) is the foundation for more advanced symbolic representations, such as the written word as a representation of a spoken word.

Also, when children use symbolic props in their play, they are encouraged to use language more extensively. Labeling props, and the actions that accompany them, spurs children on to communicate their ideas about play to their friends and to make sure that their roles work together. For example, you do not need to explain that you are playing captain if you use toy binoculars. But you do need to explain further if all you have is a paper tube and you want other children to be on the same pretend ship. Symbolic props incite children to give more detail about their pretend scenarios.

21010 notes pg2

Anne davies…
what an excellent procees/product will look like

4 prerequisites for chn to fully understand and participate----
1 mistakes are essential dfor learning
2 the difference between descriptive (you have used many interesting verbs) and evaluative feedback (this was good)
3 they will have tie to try out their ideas
4 success has many different looks

FEEDBACK

Formulating Qs for personal inquiry

Descriptive/developmental feedback is more effective than evaluative

Evaluative feedback is what most people think of when they hear the word “feedback.” It’s the kind of feedback managers used to get in a performance review–a focus upon previous performance.

Evaluative feedback is focused on the past. You need to understand your previous performance to improve. However, alone, it’s not enough. You’ll get a broad picture of your strengths and weaknesses, but you won’t get the specific steps (actions) you should take to improve them. That’s what really matters, knowing how to move forward.

Developmental feedback is very different. Rather than looking retroactively, it looks to the future. It emphasizes what “we” (the coach and the person being coached) can do to improve on the past and build needed skills and competencies for the organization as well as for the receiver’s career.

Eg
1) do more of this less of this
2) asking Qs : have you considered
3) have Ss say how samples of work are similar/ differ form the assmt criteria
4) have Ss use exemplars to identify points for improvements

PYP criteria for demonstrating conceptual understanding
1) correct/ precise terminology
2) correct/ precise use of examples and no examples
3) appropriate / precise selection of info to illustrate a point
4)concise as explanation as required
5)few factual errors
6)relevant connections made between concepts

exemplar [ɪgˈzɛmplə -plɑː]

n

1. a person or thing to be copied or imitated; model

mastery is not always necessary…only progress and growth

demonstrating understanding requires a range of evidence

intellectual growth and development—teaching is about allowing children to progress

spoken and visual language acompaniying action

avoide relainae on ijnitiation/response/feedback Qs—what has 4 legs and barks?./a dog./yes!

Considerable message redundancy (ie repetitionof key phrases in conversations) talking time

high support/ high challenge

Johncatt.com

Authentic assessemtn- creating assmt tasks Ss demonstrate deep and growing understanding thru completion of tasks- application and transference of skills and knowledge

Understanding is revealed In performance as a transferibly of core ideas knowledge and skills