PYP结题 | 积极的探究者是如何诞生的
Unit celebration is a major event for our school PYP, as students can demonstrate the knowledge and conceptual understanding they have gained in a unit of inquiry learning through interesting and rich forms. They are willing to explain their great discoveries to different guests, like to incarnate in different roles to demonstrate their research results, and are good at using "learning methods" to support their target research learning. They are self-regulated learners.
G1 students took us into a colorful art world in the form of segmented explanations. "They independently grouped and cooperated to complete the design of the exhibition board, with the following contents: "Opening the Topic ","Emoji Guess "," Interview Column ","Encyclopedia about Artistic Characters"," Traditional Chinese Painting Art ", and" Unlimited Creativity ". Teachers and students together demonstrated their understanding of central idea "people use different ways of expression to convey their uniqueness as human beings through art", and showcased their good communication skills and their learner quality -- being knowledgeable.
In math, they demonstrated their learning of subtraction within 20, planar graphics, classification, and organization. Driven by the 2 key concepts -- "form and change", children explored and summarized different calculation methods such as "breaking the ten method", "leveling the ten method", and "adding and subtracting". Using the key concept of "function", children have analyzed "problems with superfluous conditions" and "more or less" problems in real life, cultivating the ability to collect and distinguish mathematical information, and being able to use correct methods to solve practical problems.
They joined in with reading familiar and simple stories and demonstrated an understanding that one spoken word corresponds with one written word. They talked about events in a story and made inferences about characters and events to show understanding and they read words, phrases, and sentences with proper expressions. In writing, the students wrote to tell about their experiences, ideas, and feelings. They wrote simple sentences and names of toys, colors and clothes.
G2 students used their own adapted storyline "From now on", to demonstrate their understanding of story units in the form of drama. They have fully mobilized their research skills, communication skills, and thinking skills to rehearse and perform plays, with their interest being greatly stimulated in reading and creating stories. Each student also interpreted the purpose of the author's writing by discussing the personality characteristics of different roles from multiple perspectives, demonstrating the learner's quality of "inquiriers".
In math, around the 3 key concepts of "form, function, and connection", students demonstrated their understanding of the average score of "intra table division", accurately analyzed the relationship between the total number, the number of copies, and the number of every copy, and methodically considered and solved problems. Through the Paper Cuttings activity, students' discovery of the laws of axial symmetry, translation and rotation of figures were demonstrated, showing their good spatial imagination.
Students demonstrated how to fulfill their responsibilities by changing their behavior at home and school. They began by displaying household vocabulary, then shifted to using adjectives to describe human behaviors. Finally, they presented the important structure of language learning: the simple present tense and the third person singular verb form.
G3 students choose the topic of plants that they are most interested in when getting close to plants as the summative assessment. Group work is conducted to complete the topic through poster sharing, self-made presentation explanation, video explanation, and English song singing. Everyone actively shared their analysis of the central idea and related concepts, and reviewed the unit exploration journey and relevant actions taken in combination with the questions that jumped into their minds during their research journey and daily life. Finally, everyone combines the unit exploration content with the 17 sustainable development goals of the United Nations, and is willing to jointly create a resource efficient and environmentally friendly learning community.
At the summative assessment, students presented their own location and direction plan, which incorporated knowledge from various disciplines, such as mathematics, astronomy, geography, and English. They explored various ways to identify directions, as well as different expressions of directions and walking routes. In addition, students also learnt the written calculation method of dividing one digit by 3 digits by drawing questions, and explained the algorithms and algorithms therein. They could apply the calculation method of dividing one digit by 2 digits to the calculation of dividing one digit by 3 digits, and develop a sense of mathematical reasoning.
Through group work, paired work, and interactive activities, students demonstrated the vocabulary, positional prepositions, the expression of "good at", and the use of gerunds learned in this unit. They followed a scaffolding approach to language learning, starting with basic vocabulary and grammatical structures, and gradually establishing more complex language use. The teacher's formative assessment provided them with sufficient and targeted support.
The summative assessment of G4 is to present the ecosystem model, poster, proposal, and composition produced by the group in the form of Gallery Walk. Through the learning, students could practice their thinking, research, and self-management skills. Through the use of these skills and tools, they could understand the composition of ecosystems, the characteristics of different ecosystems, the predator-prey relationship between organisms, food chains, and food webs, and analyze the impact of the extinction of a certain species on the ecosystem. They were able to understand the 3 key concepts of "causation, connection, and responsibility" and use them to learn. For example, they could ask questions based on the word "connection" like "How do humans interact with the environment?" and explore them. They were aware that we need to take responsibility and take action.
In math summative assessment, students showed their own mind map of the operations and operational laws, and presented their understanding and application of the 4 operations and operational laws through key concepts such as "connection, function, and change.". For example, driven by the concept of "function", they could flexibly use operational laws for simple calculations; Driven by conceptual "change", students could flexibly split and reassemble numbers in mathematical expressions based on data characteristics, fully demonstrating the learner's quality of "thinkers".
Through presentations, students introduced the interactions between the biological communities they studied and the food webs within them, demonstrating good "research skills" learner qualities. They also shared folders with rich content, including personalized reflective task sheets, which comprehensively demonstrated the attributes of IB learner profile.
Through such unit celebrations, we have seen that our students made good use of their own agency and personal will to explore the world and that they were willing to assume the responsibility of autonomous learning, and recognize the opinions, values, and needs of others in cooperation, gradually building a sense of community. In this way, they could be equipped with sufficient capacity to cope with the uncertain future.
撰稿 翻译 | PYP老师
摄影 | 贾先涛 刘湘伟
编辑 | 刘楚渊
审核 | 李晓丽