Session+6+Learning+Experiences

=__Aim__:=
 * Planning and designing appropriate learning experiences may result in deepening students' understanding.

=__Objectives__:=
 * To determine the pedagogical underpinnings behind develop the formative assessment process.
 * To discuss how formative assessment builds the capacity for students to master new skills and concepts.
 * To explore the motivational potential of timely feedback.

=__Resources__:= =Standard C2 - Written curriculum #1b, 1d, 2, 3, 4a=
 * 1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).
 * 1(b). The school uses the prescribed Middle Years Programme objectives to develop and document interim subject-specific objectives.
 * 1(d). The units of work are documented on unit planners and follow the Middle Years Programme unit planning process.
 * 2. The written curriculum is available to the school community.
 * 3. The written curriculum builds on students' previous learning experiences.
 * 4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time - (a). The school documents the curriculum in terms of subject content, including conceptual understanding and skills that allow students to reach the prescribed objectives.

=Standard C3 - Teaching and learning #1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16=
 * 1. Teaching and learning aligns with the requirements of the programme(s).
 * 1(c). Teaching and learning allows students to meet the Middle Years Programme objectives in each subject group.
 * 2. Teaching and learning engages students as inquirers and thinkers.
 * 3. Teaching and learning builds on what students know and can do.
 * 4. Teaching and learning promotes the understanding and practice of academic honesty.
 * 5. Teaching and learning supports students to become actively responsible for their own learning.
 * 6. Teaching and learning addresses human commonality, diversity and multiple perspectives.
 * 7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue.
 * 8. Teaching and learning demonstrates that all teachers are responsible for language development of students.
 * 9. Teaching and learning uses a range and variety of strategies.
 * 10. Teaching and learning differentiates instruction to meet students' learning needs and styles.
 * 11. Teaching and learning incorporates an range of resources, including information technologies.
 * 13. Teaching and learning engages students in reflecting on how, what and why they are learning.
 * 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.
 * 15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.
 * 16. Teaching and learning develop the IB learner profile attributes.

=Standard C4 - Assessment #1, 2, 3, 4, 5, 6, 7, 8= Source: TIPS4RM: Mathematical Processes
 * 1(a). The school uses the prescribed assessment criteria for each subject group in year 5 of the programme.
 * 1(b). The school implements a coherent framework of assessment criteria aligned with the school's interim objectives.
 * 2. The school communicates its assessment philosophy, policy and procedures to the school community.
 * 3. The school uses a range of strategies and tools to assess student learning.
 * 4. The school provides students with feedback to inform and improve their learning.
 * 5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).
 * 6. The school has systems for reporting student progress aligned with the assessment philosophy of the programmes(s).
 * 7. The school analyses assessment data to inform teaching and learning.
 * 8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

Activity

Using the unit plan that you created in the previous sessions with your group, design a **Year 5** assessment task using the prescribed minimum. Before designing the task, take a look at this link and be sure to ask yourself if the task allows for **depth** and **complexity**.

**PARTS OF INVESTIGATING A TASK**

q Break the task down into small steps.
Work with simple examples to begin with and gradually build up. Draw diagrams to help you. q Collect enough results to help you find a pattern. q Use technology to help you generate more results (e.g. Excel, Graphing software, GDC, etc.)

__ORGANISING YOUR RESULTS__
Consider:

q Drawing a table of results
q Drawing a graph

Can the use of technology help you here?

q **Describe** what you notice. Comment on the **patterns** that you see using **appropriate terminology**.
q If possible, find a **formula** that could be used to (quickly) obtain other results. Don’t forget to **define your variables** (i.e. say what the letters stand for in your formula). **Check** that your formula works with other examples. q Use your formula to **predict the result** for a larger number or size.

__RATIONALISING__
q Try to explain in words **why** your formula works. Refer back to the original diagrams you drew.

Does your rule or ‘formula’ work for all similar situations?
Are there limits to the use of your formula?



==How does your unit plan measure up? Click on as a guide to evaluate your unit plans. ==

//MYP: From principles into practice//

This **formative assessment** is a feature of all teaching and learning in the MYP and is viewed as a necessary and important part of the learning process.

By assessing students as they engage with subject content, teachers identify student learning needs in order to better inform the learning process. Essentially, the teacher prepares learning experiences for the learner with the purpose of extending their knowledge and understanding, and developing their skills and attitudes. For assessment to be effective, direct interaction between teacher and student is essential. In so doing, teachers will gain a better understanding of their students' needs and development, including their misinterpretations, and can provide further experiences to extend learning. All assessments must allow for timely feedback to students on their learning and their processes of learning. (pg 41)

The purposes of **summative assessment** are to support learning and also to contribute to the determination of an achievement level; this usually happens at the end of a learning period such as the end of an MYP unit of work, a semester or a school year. As students are assessed continually in the MYP, teachers will be in a position to determine a level of achievement that is also supported by evidence from assessments undertaken during a learning period. (pg 42)