Observation - Unit of Inquiry - Friday 31st May 2019

Staff Meeting - Empowering teachers to support our students - Tuesday 5th February 2019

Professional Development - Gail Loane - Tuesday 22nd January 2019

Developing Authorship in young writers

IB Professional Development - Certificate of Completion

Staff Meeting - Education Council Code and Standards - Tuesday 18th September 2018

Interim professional standards - Linked to pay
In back of position description these have been aligned with the Education Council Standards

6 Standards - Evidence of these shown in PLJ

Webinar - Task-based Approach to Language Learning - Manu Menard

Stages of Language Unit:
1. Priming stage - approx. 6-12 tasks

2. Form stage

3. Main task

- Do not start with grammar/vocab lists - Let the students discover the language themselves.
- Introduce words/vocab and recycle/reuse these in the next task.
- Cognitively move up the ladder with each task. Processing higher with each task. From receptive state up to a productive one.
- Save video resources for the latter part of the Priming stage when they have more knowledge.
- Ask yourself 'Can they do what I am asking them to do?'

Example Activities:

An Example End Product:

To think about:

The Exhibition Online PD - Final Reflections

FINAL REFLECTION:

This course has opened me up to a number of new ideas and ways of thinking about the exhibition process. I have really enjoyed participating in discussions with the other IB educators and looking at the way that they do things in their schools. The activities have encouraged me to look critically at my practice and make improvements to the way that I organise things. As Rebecca has reflected above, this course has refreshed my knowledge and understanding of the 5 essential elements and the role that they play in the exhibition process. It has also encouraged us to look at the different stakeholders perspectives and how we can best involve them in the process. I now recognise the importance of promoting academic honesty with my students and have developed some tools that will help to do this. The timelines, timetables, organisational tools and planners that we have developed over this course are great resources that can be implemented in our classrooms and will aid the exhibition process.

I am leaving this course with a much deeper understanding and a new found motivation to engage in the exhibition process. Thank you to all who have given feedback, shared their work and provided new ways of approaching things!