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The role of the additional language teacher in the PYP community

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The role of the additional
language teacher in the PYP
community
Global Language Convention, Singapore
Fiona Davis, Diane Fisk
PRIMARY YEARS PROGRAMME
Towards a common understanding
• What is an �additional-language teacher’ in the
context of the PYP?
• What are the roles and responsibilities of these
teachers and of all members of the PYP community?
Implications
• In what ways do we expect our teachers to rise to
the challenges of the PYP?
The next step
(c) IBO 2006
• How can PYP schools support additional-language
teachers to become an integral part of the
community?
2
PRIMARY YEARS PROGRAMME
What does the PYP mean by
�additional language’?
Any languages which are
not languages of
instruction in a school.
(c) IBO 2006
3
PRIMARY YEARS PROGRAMME
IBO Standards and Practices :
• B1.23 The school offers a language,
in addition to the language of instruction,
to students from the age of seven.
(c) IBO 2006
4
PRIMARY YEARS PROGRAMME
260
240
220
200
180
160
140
120
100
80
60
40
20
0
(as of February 2006)
T o tal n u m b er o f
sch o o ls
IB A E M
68
IB A P
67
IB L A
39
IB N A
78
2000 2001 2002 2003 2004 2005 2006
(c) IBO 2006
Years
5
PRIMARY YEARS PROGRAMME
How many additional
language teachers are there?
IBAP
168 authorized and candidate schools:
• 10 dual language (offering 2 or more
languages of instruction)
• 158 additional language
(c) IBO 2006
6
PRIMARY YEARS PROGRAMME
IBO Standards and Practices
• A1.4 The beliefs and values that drive
the programme are shared by all
sections of the school community
(including students, teachers,
administrators etc)
(c) IBO 2006
7
PRIMARY YEARS PROGRAMME
What are our beliefs and values
about additional-language teachers?
All additional-language
teachers are PYP
teachers
(c) IBO 2006
8
PRIMARY YEARS PROGRAMME
The role of the
additional-language teacher
“How does the school ensure that the additionallanguage teachers view themselves as PYP
teachers and are considered part of the PYP
community?”
PYP Guidelines for developing a
school language policy
(IBO 2006 –Online Curriculum Centre)
(c) IBO 2006
9
PRIMARY YEARS PROGRAMME
What are the implications for
additional-language teachers?
that they should adhere to PYP philosophy ?
that they should include the five essential
elements in their teaching whenever possible ?
that they should teach through inquiry
whenever possible ?
that they should plan collaboratively
whenever possible ?
(c) IBO 2006
10
PRIMARY YEARS PROGRAMME
China Daily
State-sponsored teachers to teach
Chinese overseas
Minimum requirements include: a university degree;
two years of teaching experience; Putonghua
(Mandarin) level 2A or above; aged under 55;
and a good command of the target country's
language.
Applicants will need to pass three exams organized
by the office: a foreign language test; a general
test (such as expression, psychology, speech,
personality and appearance); a professional
skills test (applicants will be required to fulfil a
teaching task).
(c) IBO 2006
More than 6,000 qualified applicants have enrolled
in the office's reserve force of teachers.
11
PRIMARY YEARS PROGRAMME
What does inquiry look like in
our classrooms?
(c) IBO 2006
12
PRIMARY YEARS PROGRAMME
Can we teach an additional language
through inquiry?
•Language is the main medium of inquiry
•Literature is a vehicle for inquiry
•Language is, by nature, transdisciplinary
(c) IBO 2006
13
PRIMARY YEARS PROGRAMME
What do inquirers look like?
•Exploring, wondering and questioning
•Making connections between previous and
current learning
•Deepening understanding through the
application of a concept
•Researching and seeking information
(c) IBO 2006
14
PRIMARY YEARS PROGRAMME
IBO Standards and Practices
relating to planning:
C2.2 Planning at the school
takes place collaboratively.
C2.10 Planning at the school makes
effective use of the PYP planning process
across the curriculum and by all
teachers.
(c) IBO 2006
15
PRIMARY YEARS PROGRAMME
Additional-language teachers in the PYP
programme of inquiry:
• Integrating or supporting a unit within the
programme of inquiry
• Preparing for or following on from a unit within the
programme of inquiry
• Skills-based teaching: in any rote-learning, the same
philosophy and pedagogy must underpin planning
and teaching of the subject.
• Independent inquiry: structure teaching and
learning through the use of the learner profile, the
transdisciplinary themes and central ideas.
(c) IBO 2006
16
PRIMARY YEARS PROGRAMME
What is the PYP’s main tool for documenting:
• teaching through inquiry?
• teaching through central ideas?
• collaborative planning?
• reflection?
The PYP planner
(c) IBO 2006
17
PRIMARY YEARS PROGRAMME
Victoria Shanghai Academy, Hong Kong
“There is an emphasis on teamwork.
Chinese and English teachers plan
together to ensure the integration of
subject areas and a balanced education
for students.”
(From Victoria Educational
Organisation website)
(c) IBO 2006
18
PRIMARY YEARS PROGRAMME
How can additional language teachers use
the planner?
1. What is our purpose?
An inquiry into:
Central idea:
We use different language to talk about habitual actions or events in the past.
Transdisciplinary theme:
Where we are in space and time
Summative Assessment Task(s)
What are the possible ways of assessing students’ understanding of the central idea? What
evidence will we look for, including student-initiated actions that may take place?
At the end of the four weeks, students will be asked to write about key events in
their own lives, and things that they used to do when they were younger, but no
longer do. They will explain why they no longer do these things. The teacher will
compare the language written to oral language used to discuss these issues at the
start of the inquiry (recorded on tape).
(c) IBO 2006
19
Fiona Davis fiona.davis@ibo.org
Diane Fisk dfisk@victoria.edu.hk
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