Adelaide+workshop



=**INDIVIDUAL NEEDS**=

Session 3: The MYP is inclusive, so are we including everyone?
The Adelaide April 2009 participants were split in groups and asked to develop a digital presenation to respond to one of the following areas: 1. Strategies for assisting students understand assessment tasks 2. Strategies for assisting students understand assessment criteria 3. Issues to consider in planning, e.g. grouping students, differentiation, etc 4. Issues for reporting, certificationof students and transition into final years of school 5. The implications for teschers and administration, including support groups

ACRONYNM GLOSSARY
=Sharing examples:=

Somerset College


A book that might be interesting: search Amazon.com

Salisbury High School
Personal Project Booklet 2009 - with pictures removed in order to upload

=**Notes from Session 7 - HOLISTIC ASSESSMENT**= leading to Project Zero assignment on Interdisciplinary work - see below. Particiants worked in groups discussing the three questions: 1. What is holistic learning in the MYP? 2. What is the value of holistic learning as emphasised by the MYP? How does it help our students? Mislaid these notes - apologies. Did anyone pick them up perhaps? 3. What are the challenges that teachers and students face in Interdisciplinary Units.

=**WORKING THROUGH AN INTERDISCIPLINARY UNIT**= - guided by Project Zero Protocol Collaborative work via Google docs

Getting acquainted with the work: Assessing purpose: how clear, interdisciplinary, and aligned with the areas of interaction is the purpose of this work? Assessing discplinary grounding. Is the student drawing on the subjects' knowledgeand modes of thinking accurtely and appropriately? Assessing integration: How well integrated are the subjects in this work? Assessing thoughtfulness: How reflective is the student about his learning and interdisciplinary work? Revisiting for protocol: How did the conversation heelp us assess student work?

=ASSESSMENT POLICY= Brainstorming structure