Embedded Files
Below are a list of the Collaborative Projects that were run in Upper School in 2017, with links to the folders of resources that each group produces throughout the year.
2017 Critical Thinking Group 1Cuestiono con propiedad para ser libreConsideramos que el pensamiento crítico en nuestro entorno se define como la habilidad para analizar, discutir, evaluar, sintetizar y cuestionar a partir de conocimientos previos. View Resources
2017 Critical Thinking Group 2'How to create opportunities for Critical Thinking in different parts of the learning cycle'Learning cycle being divided as:1 Introduction2 New Learning3 Consolidate Understanding4 Demonstrate new learning5 PlenaryView Resources
2017 Academic Language Group 1Proveer de conceptos específicos de las asignaturas de Castellano, Arte y Física a través de un vocabulario especializado.Los alumnos en la etapa escolar necesitan una formación académica que les permita una reflexión más profunda de un objeto estudio. En ese sentido el conocimiento y uso del lenguaje académico es una herramienta útil para que puedan lograr este propósito. Nuestro proyecto consiste en identificar los vacíos de conceptos esenciales en las materiales elegidas, y seleccionar dichos conceptos para luego transmitirlos a nuestros alumnos a través de diversas estrategias que promuevan un aprendizaje activo. View Resources
2017 Academic Language Group 2To develop students' ability to use academic language in an oral context.Students need to use academic language in various oral contexts as part of their courses as well as in life after school. We will develop this skill by providing opportunities and tasks within the classroom that enable students to use and develop their spoken academic language. We shall measure the impact of this method through comparison of students' spoken academic language over time. We will record students at the beginning of the year to act as 'baseline' data. View Resources
2017 Assessment for Learning Group 1An odyssey into formative assessment; effective feedback, self assessment, peer assessment, questioning and differentiation.The group will investigate a range of AFL approaches concentrating on different tools and techniques which can be used in the classroom to measure student progress. Specific research into effective feedback, student self assessment, questioning and differentiation. The group will report back findings in regular meetings sharing resources and best practice.Tools and techniques will be measured by classroom observation.View Resources
2017 Assessment for Learning Group 2Developing Creative StrategiesThe aim of the group is to encourage students to develop creative strategies to move on their learning in response to AfL.We are doing this by investigating strategies which encourage students to think about how they manage their own learning; by encouraging students to reflect on their performance in specific tasks using AfL feedback and by asking students to develop their own resources and strategies to help themselves improve in identified areas Using these overall aims we tried different strategies within our subject areas. View Resources
2017 Experiential and Active Learning Group 1Develop strategies for active and experiential learning to enhance student ownership of their learning process.To inform our teaching by looking at our student interests and goals to motivate and encourage an intrinsic desire to learn. To generate a bank of resources with an inquiry based approach informed by the above. Find real meaningful life examples to connect student learning, interests and learning outcomes. View Resources
2017 Experiential and Active Learning Group 2Develop an active learning approach to engage students in the learning process, where students to do meaningful learning activities and think about what they are doing.We want to develop more opportunities and time dedicated to active learning within our classrooms. We shall do this by developing activities that promote active learning. The impact will be measured by self-reflection, peer observations and also feedback from students. View Resouces
2017 Technology in the Classroom Group Google FocusWe plan to create a template google site for teachers at Markham.We will create our own google sites pages, and from there we will trial the use of different google apps and ad-ons, all coordinated through our sites. This should improve the students' experience of accessing resources and receiving meaningful feedback, as well as reducing teachers' time and effort, therefore freeing up time to better support students. View Resources
2017 Technology in the Classroom Group SMART FocusUse of Smartboards to encourage engagement of students.Project delivered and focused to all student body using teachers knowledge and Smartboard activities and tools to ensure engagement.Teachers will set up a series of activities and share their documents created amongst colleagues. Impact will be measured by increase on grades'average and active participation during lessons delivery.These documents are expected to contain not only list of topics but interactive tools, multimedia resources and students'engagement activities. View Resources
2017 Round Square GroupTo develop ways to incorporate 4 RS Discoveries into daily practise.We decided to focus on:DiversityCompassionProblem SolvingSense of Responsibility. View Resources
2017 IB Learner Profile GroupCritical Thinking and Formative Assessment and IB learner profileReflection on learning is essential for gaining ownership of the learning process. There are many students who do not accept responsibility for their own learning. By making reflection integral to the learning process we empower students to engage critically with their learning. Through reflection students will develop the skills of the IB learner profile earlier on in their school careers, enabling them to fulfil their potential in the IB course. Pupils who will not study the IB course will also benefit as they will be better prepared for learning at university. We will ask students to regularly reflect on their learning, beginning with significant scaffolding. This can be done on small sheets of paper or in a notebook, possibly in a blog in the future. We will measure the effect of this by anecdotal evidence, comparing responses as the year progresses. View Resouces
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