Tag Archives: workshop

Quality Teaching Rounds: Talking about great teaching

Quality Teaching Rounds, developed by Jenny Gore and Julie Bowe, involves teachers working in professional learning communities (PLCs) of four or more to observe and analyse each other’s teaching (Bowe & Gore, 2017) a. The QTR is a protocol using a set of “good teaching practice” criteria with which a lesson is “coded” and then discussed by a group of three or four teachers. The three dimensions and 18 elements are grouped in three domains of good pedagogy: Intellectual Quality, Quality Learning Environment and Significance.

How it works:

A group of four teachers (three could work, but four is optimal) observe a lesson by one of the group. The three observers “code” the lesson using the Quality Teaching criteria. After the lesson, the group of four get together and discuss the lesson. The discussion is not an appraisal of the teacher; it is about discussing the elements of good teaching.

Below are my notes of an excellent two day PD I was lucky enough to attend b, guided by Professor Jenny Gore. She was insightful, interesting and showed us how the QTR model is one of the few ways in which teachers can have safe and constructive discussions based on lesson observations.

I have blogged about Jenny Gore’s QTR before, but at that time, I didn’t fully get how useful and great this protocol actually is. Now I do, and I can’t wait to start working with it at my school. Here is the blog post from June 2016.
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  1. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1336&context=research_conference  (back)
  2. On the 25th and 26th of February 2020, at Lauriston Girls’ School  (back)

IB History IA workshop, Day 3

Work in progress! These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.

Day 3, Session 9, Designing an effective IA process, ideas, skills and strategies.give me six hours to chop down a tree and I will spend the four hours sharpening the axe

No name, no school names, no city name, no student number on the front page, the IA has to be uploaded completely anonymous. Only have the title on the front page.

We discussed our current IA practices and the ways in which we’d like to change those in the future. For me, I’d like to start earlier with finding a good research question. Formulating a good question is very challenging, so as soon as this workshop finalises the online student resource, I will introduce the students to it and will use some lessons to work on the RQ.

PDF version of the poster here: Poster PDF

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IB History IA workshop, Day 2

Work in progress! These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.

My notes for Day 2 will be shorter because there was far more reading of sections and more discussion about marks awarded.

Day 2, Session 5: Section 3 – Reflection

The reflection is not in terms of content, but in terms of process. The student is the historian.


Section 3: Reflection

This section of the internal assessment task requires students to reflect on what undertaking their investigation highlighted to them about the methods used by, and the challenges facing, the historian. Examples of discussion questions that may help to encourage reflection include the following.  Continue reading

IB History IA workshop, Day 1

These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.

Day 1, Session 1: Introduction and overview

It’s a full room, about 25 people, mostly Australian but also a few people from the Asia Pacific region. The workshop is led by Rajesh Kripalani, a highly experienced IB educator and an invaluable member of the IB and history teacher community, both online and offline.

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Dylan Wiliam on assessment

On the 29th of May we had a professional development day with Dylan Wiliam. He spoke to us about what works and what doesn’t work in education.IMG_3291

Below are 6 key points about how to improve teaching and learning according to Dylan Wiliam:

  • Stop students putting their hands up to ask questions – it’s the same ones doing it all the time. Instead introduce a random method of choosing which pupil answers the question, such as lollipop sticks, and thus engage the whole class.
  • Use traffic-light cups in order to assess quickly and easily how much your students understand your lesson. If several desks are displaying a red cup, gather all those students around to help them at the same time.
  • Mini-whiteboards, on which the whole class simultaneously writes down the answer to a question, are a quick way of gauging whether the class as a whole is getting your lesson. This method also satisfies the high-achievers who would normally stick their hands up.
  • A short burst of physical exercise at the start of the school day will do wonders for students’ alertness and motivation. As any gym addict or jogger will tell you, it’s all about the chemicals released into the brain.
  • Ditch the obsession with grades, so that pupils can concentrate instead on the comments that the teacher has written on written classwork.
  • Allow students to assess the teachers’ teaching – they are the ones at the sharp end, after all. Letting pupils have a say is empowering and, if handled constructively, is highly enlightening. (Source)

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IB DP History Workshop Melbourne: the New Guide 2017

From the 2nd of May to the 4th of May 2015, I attended a three day IB DP History workshop in Melbourne. It was a very busy and well attended event, with over 300 hundred participants in total and 35 history teachers from all over the southern hemisphere in our workshop.
Below are the notes I’ve taken for each day:

  • IB DP Workshop Day 1, A general overview of the changes in the new course. How to construct a course. Big changes to Paper 1: Four instead of five sources, new OPVL, new question specific mark schemes.
  • IB DP Workshop Day 2, overview of changes to Paper 2, new mark bands. We did a lot of trial marking. Grades were often higher than we expected. There is more ‘positive’ marking.
  • IB DP Workshop Day 3, IA has been completely overhauled, three sections now. Also looked at approaches to teaching and learning.

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Personal Project, IB MYP workshop, Day 2

Two day workshop, Monday 27th and Tuesday 28th of April, 2015, led by Gary Green.
The Personal Project is an independent research project that a student produces in Year 10. It is a creative endeavor of the student’s choosing that demonstrates the skills the student has learned in Approaches to Learning. Assessment of the Personal Project is based on a set of 8 specific criteria that are normalized to a scale of 1–7. The Personal Project is designed to demonstrate the student’s ability to organise, create, and complete a significant body of work.
(Source) Also see notes from Day 1.

Criterion D: Reflecting

In the personal project, students should:
i. evaluate the quality of the product/outcome against their criteria
ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
iii. reflect on their development as IB learners through the project.

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