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Leopard's Tale |
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MAP Testing at AISL
Standardised testing hasn’t always had the best reputation. But here at AIS, students take MAP testing twice a year to give teachers data about where students are at both internationally and in the USA. “MAP is a computer adaptive test, which means every student gets a unique set of test questions based on responses to previous questions. As the student answers correctly, questions get harder. If the student answers incorrectly, the questions get easier” (NWEA). The tests in Maths, Language and Reading don’t take long to complete. The results highlight student strengths and gaps and teachers can thus gauge where a student is at in their academic development so as to adapt teaching and learning to student need. For more information on MAP testing, please visit the link below. https://www.nwea.org/map-growth/ -Cassandra Golson Thank you for your attendance at the Tuesday EZ meetings. Experience leaders said the attendance was high as was the excitement about heading out on the experiences! A reminder of upcoming dates:
Grade 5-6
Grades 7-10
This week in advisory, Grade 10 learned about confirmation bias. We watched a video and then made a list of biases that we have and then researched the opposite view. The discussion was lively!
Overcoming Confirmation Bias: Expanding Our Perspective Confirmation bias, a prevalent cognitive bias, refers to the tendency to interpret and seek out information that aligns with our existing beliefs, while disregarding or downplaying contradictory evidence. It is a natural human inclination, driven by our desire to validate our preconceived notions and maintain a consistent worldview. However, succumbing to confirmation bias can limit our understanding of complex issues, hinder critical thinking, and impede personal growth. In this article, we will explore confirmation bias, its implications, and discuss practical strategies to overcome it. Understanding Confirmation Bias Confirmation bias can manifest in various aspects of our lives, ranging from personal beliefs and political ideologies to scientific pursuits and everyday decision-making. When confronted with new information or conflicting opinions, individuals often experience discomfort or cognitive dissonance, leading them to selectively engage with information that confirms their existing beliefs. Implications of Confirmation Bias
Overcoming Confirmation Bias
Confirmation bias can significantly hinder our ability to think critically, embrace new ideas, and engage in productive dialogue. By recognizing and addressing our biases, seeking diverse perspectives, and developing critical thinking skills, we can overcome confirmation bias and expand our understanding of the world. Overcoming this bias is not easy and requires continuous effort, but the rewards include personal growth, more accurate decision-making, and a greater appreciation for the complexity of the world we live in. Works Cited Niolet, Damian. Brain: Rational/Emotional. Pixabay, pixabay.com/illustrations/brain-heart-balance-emotion-3017071/. MYP: Building Thinking skills - Perspective taking
One of the most important skills we need in life is to be able to empathise and we can build this skill through the thinking routines “Circle of Viewpoints” This routine is just one of Project Zero’s (Harvard University) visible thinking routines. The routines “help students see and explore multiple perspectives. It helps them understand that different people can have different kinds of connections to the same thing, and that these different connections influence what people see and think.” Students in Grade 7 took on a character from their current novel and speaking as if they were that person from that perspective, they held discussions around various topics such as money, family, change etc. You may want to visit the Project Zero Website for more information. Works Cited “PZ’s Thinking Routines Toolbox | Project Zero.” Pz.harvard.edu, pz.harvard.edu/thinking-routines. Teaching and Learning in the MYP: Choice Students at AISl are often given choice in what and how they learn. Choice gives students power and freedom and sees more engagement in learning. Students can work at their own pace and select learning activities that suit their strengths. Research tells us that students who are given choice retain information better. Examples at AISL of student choice are in Grade 6 Individuals and Societies, students have the choice in their summative assessments to present their learning in ways that they feel comfortable. They also choose what aspect of a topic they would like to research. Students in Grade 7 Language and Literature recently chose ways to explore the concepts of ‘perspective’ and ‘change’ through a variety of stations. Here is some more reading on the benefits of choice in the classroom. Works Cited Kiser, Selena. “The Benefits of Student Choice.” TeachHUB, 17 Dec. 2020, www.teachhub.com/professional-development/2020/12/the-benefits-of-student-choice/#:~:text=It%20allows%20freedom%20and%20power. “What matters is not the absorption and regurgitation either of facts or of predigested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise.” (Alec Peterson, first IB Director General 2003: 47)
“A concept-driven curriculum encourages idea-centred learning and teaching. Erickson (2007: 72–78) describes a concept-based curriculum as “three-dimensional”, focusing on concepts, facts and skills rather than the traditional “two-dimensional” curriculum that considers only facts and skills. Concept-driven curriculum models value student inquiry and experiences in which students create personal meaning by making connections and applying their learning in unfamiliar situations. A concept-based model is used in the MYP because it encourages students to:
Works Cited Altman, Gerd. Deadlines. pixabay.com/photos/twelve-time-time-management-3306760/. MYP: From principles into practice. May 2014 (updated November 2022).
Works Cited MYP: From principles into practice. May 2014 (updated November 2022). MYP: Grade 7: A Midsummer Night’s Dream Performance
Grade 7 students performed Shakepeare’s “A Midsummer Night’s Dream” to primary just before the Easter break. They had studied theme and character development and practiced summary writing. They practiced their scenes in small groups, extemporising and learning lines and then they put the scenes together. The result was fabulously funny and students displayed their risk taking and humour, changing things up each time they performed. The two renditions were such fun to watch. Grade 6 reflect on the learning and other experiences in the secondary school Grade 6 met with Mrs. Turner to reflect on how they have settled into Grade 6. Below are the lists of what they love and what they find challenging. We have heard them and will be discussing ways to improve their experience in Secondary.
What they love about secondary school:
What they sometimes find challenging:
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