This is an interview I did for Teacher Lani who based in Japan before the quarantine. She and I met in 2015 in Kyoto where I had an enjoyable day walking under blossoming sakura. We keep in touch and recently talked about teaching ang learning in the IB Programs.
In February, she sent me some questions for an online workshop she was attending for the IB Primary Years Program. It is on assessment and learners' diversity. Here is the transcript of the interview.
How do you unpack or connect to the diversity of
students you teach?
I think the unpacking and the connecting is
based on two things: the learner and the curriculum. These inform pedagogy.
Assessment in the admissions level is also essential for academic leaders and
teachers to know if the student can perform and meet the learning goals of the
curriculum and if he/she needs accommodation and differentiation. It is meeting
half way and parents must cooperate. The school and the parents have to work
together.
I also think that differentiation in instruction is
a given in an inclusive classroom. Regardless of students’ background, teachers
need to be aware of diversity and different learning styles.
What kind of learning engagements do you use?
Lately I have been using some visible
thinking strategies, like the see-think-wonder. I also use collaborative
techniques like the think-pair-share and the jigsaw. I have always believed in
the learning center approach and blended learning.
When teaching writing, I make use of the KWL and
the model-feedback-guide-release strategy. Over the years, I think I have learned to use a
variety of teaching approaches, methods and techniques.
How do you differentiate learning opportunities
for your students? Based on what?
Students have assessment record and this is
provided by the academic team and guidance counselors. When students move up
the grades teachers gather and discuss profiles of students so that teachers
are informed of students learning styles, behavior and profile. This is
information to help the teacher plan and design the learning environment.
How,when,and why does this change?
Learning is dynamic.
How do you adjust your learning engagements based
on student need?
Adjustments are made when there is a need to
change it. Changes like accommodations in learning must be informed by
assessment through instruction.
How does this compare to how you get to know your
students?
I think this is an ecosystem of teaching and
learning and many factors on student development come into play.
