When

16th September, 2017 08:30 am - 11:40 am

Where

K International School Tokyo
NOTES:
1. Teaching staff need to attend at least one Impact Cycle session.
2. Staff from either school division are welcome and encouraged to attend any session of interest.

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Saturday, 16th September 2017

Time 101 102 103 104
8:30 am Impact cycle planning and report writing: DP Geography
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Impact cycle planning and report writing: DP Geography

In this session, Evelyn will go over the impact cycle planning and report writing process that she followed in creating her exemplary impact cycle report on DP Geography for last year.

Time permitting, participants will work in groups to brainstorm potential impact cycle topics and discuss strategies for implementation, data collection and analysis.

By:
Evelyn Pang
September 16, 2017, 8:30 am to 9:20 am
Hall: 101
Play on Purpose: Supporting socio-emotional development in the Elementary and Middle School context
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Play on Purpose: Supporting socio-emotional development in the Elementary and Middle School context

Students often experience collaborative and leadership building exercises as games with little lasting effect. Educators may leave out time for questions and self-reflection that challenge students to connect with and apply their understanding of themselves and others. A significant body of research suggests that purposeful play has benefits that ripple beyond the activity itself, impacting relationships, learning, engagement, motivation, and well-being.

In this session, we will offer some team, collaborative, and leadership building activities that can be included in Advisory (SS), Community Circle (ES), and across the curriculum (subject classes). We will also delve into how these activities can be extended for students beyond just fun into reflection and deeper understanding of themselves.

• We will aim to model 3-5 activities that teachers can use: Check-in, inner and outer circle, bucket dump, hidden voices, student observers, (these may change).
• Discuss reflection questions
• Provide all activities from our binder digitally for teachers to access

By:
Momoko Aoe and Anna Holdaway
September 16, 2017, 8:30 am to 9:20 am
Hall: 102
Tracking Students’ Independent Reading
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Tracking Students’ Independent Reading

Time and time again, studies have shown that students who engage in independent reading outside of school show a significant growth in vocabulary, reading comprehension, verbal fluency, empathy, and general knowledge. Students who are aliterate (able to read but choose not to) miss out on just as much as those who are illiterate. In this session, we will explore practical methods for improving accountability in students’ independent reading habits.

By:
Tim Vodden
September 16, 2017, 8:30 am to 9:20 am
Hall: 103
Designing Secondary School assessments with the GRASP strategy
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Designing Secondary School assessments with the GRASP strategy

From an MYP PD workshop, I learned to design assessments with the GRASP strategy (goal, role, audience, situation, purpose). I have used this at different grade levels and have created different types of assessments that have been more engaging to students by trying to make them more creative.

1. Introduce the GRASP strategy for designing assessments.
2. Share examples of what I have done with the strategy at different MYP grade levels and types of assessment.
3. Teachers bring an assessment and try to use the strategy. Ideally, 20 to 30 minutes of the session would be dedicated to teachers working on an assessment and gaining feedback.

By:
Keith Erickson
September 16, 2017, 8:30 am to 9:20 am
Hall: 104
8:40 am
8:50 am
9:00 am
9:10 am
9:20 am Break
9:30 am
9:40 am Impact cycle planning and report writing: ECE reading
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Impact cycle planning and report writing: ECE reading

In this session, Catherine will go over the impact cycle planning and report writing process that she followed in creating her exemplary impact cycle report on Kindergarten Reading for last year.

Time permitting, participants will work in groups to brainstorm potential impact cycle topics and discuss strategies for implementation, data collection and analysis.

By:
Catherine Wells
September 16, 2017, 9:40 am to 10:30 am
Hall: 101
Classroom software: How Technology can help improve your classes
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Classroom software: How Technology can help improve your classes

Participants will learn about and try a number of free online/installed software that can enhance their classroom activities or make life easier for themselves and their students. Programs will be demonstrated such as syncing Summative assessment calendars on Outlook, OneNote Classroom, MentiMeter, Socrative, Prezi, TimeToast, etc depending on time.

By:
Ciaran Downey
September 16, 2017, 9:40 am to 10:30 am
Hall: 102
Introduction to Design Thinking in the classroom
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Introduction to Design Thinking in the classroom

A popular trend in business and creative fields, Design Thinking has a growing influence in education as well. I have been following the trend for about five years, and will present the basics and facilitate a workshop to inquire into applications of Design Thinking at KIST, particularly as it relates to Inquiry Learning, the Impact Cycle, and multidisciplinary studies.

Start here: https://goo.gl/TCxCC9

By:
Bart Miller
September 16, 2017, 9:40 am to 10:30 am
Hall: 103
From Reading to Analysis – Engaged Learners and Articulate Positions
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From Reading to Analysis – Engaged Learners and Articulate Positions

We’ll emulate a classroom progression from encountering a text for the first time to formulating a precise, analytical position. At each step, we’ll try a number of techniques to prompt discussion, maintain learner confidence, nurture inquiry, and revise for precision. The work we’ll do together could apply to any subject area—particularly when seeking to understand and analyze new texts for the first time.

These are some of the strategies I would likely share:
Pre-Read—What To Look For and Activating Prior Knowledge
Reading Aloud/Together—Stop and Talk, Low Stakes Engagement
Points of Confusion or Vulnerability—Identifying problematic passages/vocabulary, generating questions
Specialists/Jigsaw Activities to resolve problems and explore/address questions
Identifying – Themes: Combining topics with approaches Values: What does the text implicitly assert to be true about the world?
Free Writing and Peer Paraphrase Conferences
Incentivizing Achievement – Cards, Games, Chance
The ASP Checklist – Arguable, Structural, Precise
Testing/Sharing/Publishing – improving the quality of submitted written work by integrating revision into the class routine

By:
Steve Otis
September 16, 2017, 9:40 am to 10:30 am
Hall: 104
9:50 am
10:00 am
10:10 am
10:20 am
10:30 am Break
10:40 am
10:50 am Impact cycle planning and report writing: How conferencing can positively impact writing in the ES classroom
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Impact cycle planning and report writing: How conferencing can positively impact writing in the ES classroom

In this session, Oliver will go over the impact cycle planning and report writing process that he followed in creating his exemplary impact cycle report from two years ago on how conferencing, target setting and data analysis can positively impact writing.

Time permitting, participants will work in groups to brainstorm potential impact cycle topics and discuss strategies for implementation, data collection and analysis.

By:
Oliver Sullivan
September 16, 2017, 10:50 am to 11:40 am
Hall: 101
Action in the PYP
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Action in the PYP

We will:
• critique the environments and provocations we provide for action to take place
• discuss how students learn to choose to act and to reflect on their actions
• explore how action takes many different forms with a range and balance of teacher and student initiative
• analyze students and create a list of qualities students bring to school with them
• consider how our school currently records examples of action
• examine our POIs horizontally and vertically, focusing on mainly the central ideas and evaluate how they provoke and promote action
• attempt to make a list of what we consider “best practices” to promote and record student action

By:
Christie Chung
September 16, 2017, 10:50 am to 11:40 am
Hall: 102
Self-Assessment Tool for Everyone! (teachers and students)
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Self-Assessment Tool for Everyone! (teachers and students)

We will specifically be working with one form of assessment that I use to check my planning and teaching. We, as teachers, often think about how the students are learning, and focus on assessment to be used with students. This form of assessment is something that you can use on yourself, to visually organize how well we have planned our unit/instruction, and how we are (or are not) covering all the instruction points. This form of assessment is easy to learn, and older elementary students may be able to apply this as well, when they work during exhibition time. I intend to spend a few minutes explaining, and the rest will be used for you to apply it on your units (UoI, literacy, math… whichever ones you choose).

By:
Aya Kurosaki
September 16, 2017, 10:50 am to 11:40 am
Hall: 103
Station Teaching - Integrating ELS into Secondary Classrooms
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Station Teaching - Integrating ELS into Secondary Classrooms

This workshop is intended to take feedback on current ELS practice as well as focus on a single strategy discussed in last year’s ASCD conference and evaluate its usefulness and efficacy in integrating English Language Support in secondary content area classes here at KIST. Station teaching can break up lesson routines (which is nice sometimes), engage students in novel and interesting activities, and involve ELS staff, whom are all qualified teachers, in curriculum delivery in a more hands-on way. This workshop is also open to elementary staff, who use station teaching regularly and whose input would be most welcome.

Introductory: Workshop participants are encouraged to brainstorm on the following subjects: 1) In what way has ELS succeeded and/or struggled to be effective in secondary content area classrooms? 2) What kind of behaviors/ conditions/ activities are conducive to supporting ELLs in your classroom, according to your experience? These questions will be the basis of a short group discussion.

Developmental: In groups, participants will conceptualize and plan a station teaching lesson for a subject, using content from past units or units that have not yet been realized. They will be asked to set Content A, Content B, and an Independent Student Activity. These will be the three stations, the first two, being operated by the teacher and ELS instructor, respectively. Collaborative work will commence for 20-30 minutes, after which groups will present their plans to the whole group and take comments and questions for clarification.

Closing: The lesson will close with a discussion of how the strategy does or does not meet the needs outlined in the opening discussion. For the future, participants will be challenged to think about upcoming content with this model in mind and try to collaborate with an ELS instructor in order to implement it in content area classes. The ELS team does not currently support maths or science classes, but is more than willing to make special arrangements where they are desired.

By:
Mike Davignon and Campbell Boyd
September 16, 2017, 10:50 am to 11:40 am
Hall: 104
11:00 am
11:10 am
11:20 am
11:30 am

Legend

 Break