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Concept Based Model Portfolio Kgnelso0 Wixsite Com

Leo Migdal
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concept based model portfolio kgnelso0 wixsite com

A major facet of the IB is getting students to think critically about what they are learning. One way the IB gets students to do this is through concept-based teaching. A concept-based model is used in the MYP because it encourages students to process factual knowledge at a deeper intellectual level, create personal relevance, increase fluency with language, and achieve higher levels of critical,... Key concepts are broad and organizing ideas that have relevance within and across subjects and disciplines. These help students make connects to other classes, experiences, and subjects. They also “engage students in higher-order thinking, helping them to connect facts and topics with more complex conceptual understanding.”

Related concepts explore key concepts in greater detail. They emerge from reflection of specific subjects and disciplines, providing a focus for inquiry into subject-specific content. They are useful for exploring key concepts in greater detail. We were able to explore the idea of a concept-based model by engaging with an item during class. We were shown an object (see photo) and were asked to write down what we thought about it in regards to different aspects, such as perspective, responsibility, form, function, change, casusation, connection and reflection. From there we looked at what the cohort had written about the object.

It was explained to us that from there the teacher could take the questions/comments about the object and create a unit based on the inquiry of the students. This would make the unit more relevent to the student and allow them to draw their own connects to the content knowledge and hopefully develop transferable skills and knowledge while allowing them to think... In the IB, teachers create units based off of student inquiry in order to get students to see the “big picture”. In Marion Brady’s article Thinking Big, Brady examines the current norm of American school systems and how the compartmentalized nature of them is preventing students from seeing the world from a broader perspective. In the article Brady states that “the main task of education is to help students make more sense of the world, themselves, and others.” However with different disciplines taught in segmented periods, the education... Brady brings up two theories of classrooms: Theory T and Theory R.

Students in Theory T classrooms are passive absorbers of information; the information is transfer from the teacher to the student through notes, and memorization. Students in Theory R classrooms must be active processors of information. Theory T emphasizes recall; Theory R requires students to engage in every known thought process, to make connections, to perceive relationships, and to synthesize ideas. In the IB, students are placed in to Theory R classrooms. They engage in units developed through the learner profile to engage and make sense of topics in order to see the bigger picture. If we want students to be real internationally minded, critical thinkers, it is essential we create classrooms like Theory R classrooms.

As Brady stated, “if most of the great minds of the past had been forced to function within the arbitrary boundaries of our narrow academic disciplines, we might never have heard of them.” All... Teaching and learning in the IB can be seen through three key components: Inquiry, Action, Reflection. These three components act together as a constructivist approach through which students learn and the many ways people work together to construct meaning and make sense of the world around them. In a small group we were asked to look at action and how that might look in our classroom. This turned in to a very meaningful conversation between myself and my two colleagues. Each of us were from a different content area and it was interesting to see how we could each apply the concept of action in our classrooms.

We looked at what the IB’s view is on action, which is to teach and learn through practical, real-world experience, and generated ideas on how that looks across the curriculum. We did this by following a Microlabs protocol (see left) which has the participants answer questions followed by sharing their responses. Below are my responses for the protocol: Action- I’ve learned this, now I’m driven to do this I think that my students could work with Spanish speaking ELL students or help families of students in out school corporation with communication. i.e.

Back to School Night, etc. This would be difficult for the lower levels of students, but possibly doable with level 3 or higher. I also think that volunteering at centers or festivals around the city would be a great opportunity for students as well to allow all involved to interact together and learn from one another. I think this type of “action” would be authentic and meaningful for those involved. Graffiti artists, street photographers and creative professionals Your artwork and creative projects are displayed front-and-center with this visually appealing template.

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Ready to get started? Click "Edit" to begin. Illustrators, visual artists and creative professionals On our first day of the IB Curriculum Processes course, we created working agreements as a class. These agreements were to keep us "in check" as we met as a cohort. What I liked best about the working agreements was that they were student generated.

As a cohort we thought of what we needed to be successful in class. We discussed all the items and condensed them down into a personalized list. To an onlooker, they may not make sense, but to the cohort we understood what they all meant. We started each class by reviewing the agreements and how they were working and discussed if we need to adjust, add, take any of them away. Since each period can have its own "personality", I can see this this process being used as an awesome tool in the classroom to build classroom community. When prompted, students can be very honest about their needs to be successful and would love to create their own set of "rules" for the classroom.

The most powerful part is the "check-in" from the instructor to make sure they are working for the class. Our work is supported by affiliate commissions. Learn More We filtered through all Wix portfolio templates and ones for Wix by third parties for this collection. Below, you’ll find the best templates for all kinds of portfolio sites, including graphic design portfolios, UX portfolios, marketing portfolios, architecture portfolios, writing portfolios, and photography portfolios, among others. Choose whatever fits your profession best, and make a professional portfolio website in no time!

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A Major Facet Of The IB Is Getting Students To

A major facet of the IB is getting students to think critically about what they are learning. One way the IB gets students to do this is through concept-based teaching. A concept-based model is used in the MYP because it encourages students to process factual knowledge at a deeper intellectual level, create personal relevance, increase fluency with language, and achieve higher levels of critical,....

Related Concepts Explore Key Concepts In Greater Detail. They Emerge

Related concepts explore key concepts in greater detail. They emerge from reflection of specific subjects and disciplines, providing a focus for inquiry into subject-specific content. They are useful for exploring key concepts in greater detail. We were able to explore the idea of a concept-based model by engaging with an item during class. We were shown an object (see photo) and were asked to wri...

It Was Explained To Us That From There The Teacher

It was explained to us that from there the teacher could take the questions/comments about the object and create a unit based on the inquiry of the students. This would make the unit more relevent to the student and allow them to draw their own connects to the content knowledge and hopefully develop transferable skills and knowledge while allowing them to think... In the IB, teachers create units ...

Students In Theory T Classrooms Are Passive Absorbers Of Information;

Students in Theory T classrooms are passive absorbers of information; the information is transfer from the teacher to the student through notes, and memorization. Students in Theory R classrooms must be active processors of information. Theory T emphasizes recall; Theory R requires students to engage in every known thought process, to make connections, to perceive relationships, and to synthesize ...

As Brady Stated, “if Most Of The Great Minds Of

As Brady stated, “if most of the great minds of the past had been forced to function within the arbitrary boundaries of our narrow academic disciplines, we might never have heard of them.” All... Teaching and learning in the IB can be seen through three key components: Inquiry, Action, Reflection. These three components act together as a constructivist approach through which students learn and the...