我就喜歡這樣的妳

 IBMYP教與學剖析

鄒蕙蘭（2021）。《IBMYP教與學剖析：談IBMYP中學項目教學面向》。台灣：新學林。

西方學術優點在於善於引導學生思考，這是東方比較沒有的教學習慣；然而，人工智慧興起，死記大量的知識已經不重要了，如何思考創造新知識，成為新一代學生要學習的重點。美國第一學府哈佛大學開啟　＜零點計畫＞，從藝術教育起家，將引導學生思考的歷程，鉅細靡遺地記錄下來，如果你還沒看過　《讓思考變得可見》，建議您去翻閱看看。

　什麼是Project Zero

Project Zero（PZ）是位於哈佛大學教育學院的研究項目，始於1967年，由哲學家尼爾森·古德曼創辦，初期由西茲院長（Dean Theodore Sizer）協助，並得到Old Dominion Foundation的資金支持。最初的目標是進行有關藝術教育的基礎研究。

 概念為本的探究實作：促進理解與遷移的策略寶庫

劉恆昌，李壹明(譯) (2021)。概念為本的探究實作：促進理解與遷移的策略寶庫 (原作者:  Carla Marschall, Rachel French  )，心理出版社: 台北市。

圖片來源 博客來

  二十一世紀關鍵能力

美國教育部邀請數個大型跨國公司，包括Apple、AOL等，成 立一個名為「二十一世紀關鍵能力聯盟」的單位，強調學生在二十一世紀所需的能力、知識及應掌握的生活與工作經 驗，並需具備問題解決能力之高層次思考能力（Partnership for 21st Century Skills, 2019）。

IB MYP Design assessment criteria

 year 1 (grade 6th)

Criterion A: Inquiring and analysing 

At the end of year 1, students should be able to:

ATT & ATL  Change Journal 

Educator: Navigating Current Educational Trends

I. Introduction
“Teach for future and the future is now.” This well-known slogan has resonated across various educational platforms. It emphasizes that educators who evolve with contemporary educational trends are less susceptible to being replaced by emerging technologies such as artificial intelligence (AI). We, Educators should transform into different teaching methods with the current educational trends. This change journal involves documenting experiences, insights, and transformations of this lecture.

II. From Initial Teaching Approach to IB ATT& ATL 

配合教育部政策，現在很多教案都要求把評量方式寫清楚。有的還會要求你依照不同目的／目標來設計評量活動。因為在師大修了ＩＢ學分學程，先把形成性評量作一個小整理。

　什麼是形成性評量？　

形成性評量是不斷提供回饋給學生和老師，對教師而言，可以使教師了解教學效果以便有改進的依據，有助於調整教學和實施補救教學措施；另一方面回饋可以提供學生了解自己的進步情形，並提出需要修正的學習錯誤。形成性評量的範圍較小，測驗內容限於教學的特定內容，也許是一個概念或原則，或是某一單元的內容。它重視的是測量所有的預期結果，以及使用結果來改進學習或教學。因此，重視形成性評量可以使學生的困難能即時獲得補救，以免長期累積困難，想補救也為時已晚了。

形成性評量就是小考嗎？

 ATL means Approaches to Learning.

The "Approaches to Learning" (ATL) is a framework developed by the International Baccalaureate (IB) organization. It is an integral part of the IB program and is designed to help students develop the skills they need to become independent learners, critical thinkers, and responsible members of a global community.

 Thinking Skills:  The ability to creatively and critically analyse, apply, evaluate, synthesize, conceptualize, contextualize, reason, and solve problems

Critical Thinking: Analyzing and evaluating issues and ideas.

TOK metacognitive journal

A Journey to Find Real Knowledge

In the intricate world of TOK, an IB requirement demanding a significant investment of time and effort, the pursuit of understanding takes center stage. Our recent TOK workshop served as a crucible of experience, blending discussion, lecture, and hands-on learning. This reflection delves into the essence of TOK, exploring the definition of knowledge, the transformative journey it has spurred, and the unique learning experiences encountered.

IB Global Context

1. identities and relationships

Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

☆Possible explorations to develop:

• competition and cooperation; teams, affiliation and leadership • identity formation, selfesteem, status, roles and role models • personal efficacy and agency; attitudes, motivations, independence; happiness and the good life • physical, psychological and social development, transitions, health and well-being, lifestyle choices • human nature and human dignity, moral reasoning and ethical judgment, consciousness and mind

認識論是一門應用批判性思考的課程，同時也是一門特別註重考察現代世界互聯性認識方法的課程。在認識論當中，‘批判’意味著一種分析的方法，準備檢驗對知識論斷的支持是否無懈可擊，認識到它的薄弱環節，意識到它所持的觀點，並對知識問題的不同答案持開放的態度。這是一門要求相當高的課程，但它不僅是大學預科項目的一個主要組成部分，而且對於培育終身學習者來說也是不可或缺的。

他是一門必修課，大約100個小時學習時數。學生要通過TOK 必須通過 認識論課程有兩項評估作業：一篇命題論文(1600字)和一次口頭表達 (10分鐘)

 References 

https://theoryofknowledge.net/

 評量規準檢索平臺 

https://www.ietw2.edu.tw/rubric/index

如果想要寫英文的RUBRICS 但是又不知道從何下手，推薦一個英文網站叫做  rubrics make 。

 https://rubric-maker.com/

   登入 

點選網站按下JOIN ，輸入自己的英文姓名以及EMAIL ，他就會寄一封信給你。

 references 

MYP: From principles into practice, 2014

https://angiejamileth.files.wordpress.com/2014/04/from-principles-into-practice.pdf

MYP 國際部七年級母語者中文課 <開學第八週>

大約22人

SUMMATIVE 段考: 給予沒看過的文本

FORMATIVE

師生互動: 老師講述式為主帶任務活動，學生討論上台分享

本學期修了 美慧的課程，老師推薦專書閱讀。

  邁向概念為本的課程與教學

(譯)李秀芬, 林曦平, 李丕寧 (2023)。邁向概念為本的課程與教學：如何整合內容與歷程 Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together ( H. Lynn Erickson, Lois A. Lanning  琳恩．艾瑞克森, 洛薏絲．蘭寧  )。心理出版社

這學期修了ib哲學，老師上課開了三本延伸書單讓我們去閱讀；第一本是<思考的教室 : 概念為本的課程與教學>之前上另外一堂課時讀過了；這篇是第二本，是劉美慧老師的博士生2019年論文的研究主題，然後把它改寫成書，由遠流出版社出版。全文滿好閱讀的，早上圖書館拿書不到下午就看完了。很適合通勤或是吃早餐的時候配一下。

   我在芬蘭中小學做研究的日子

 陳玟樺 (2020)。我在芬蘭中小學做研究的日子：芬蘭中小學教育現場課室親身觀摩365日。遠流出版社。

Title: Isolation (Oxidation and Reduction reaction) in our daily lives              
Subject: Science 
Topic: Isolation            
Grade: IBMYP10

 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people whohelp to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

 重理解的課程設計

 賴麗珍譯(2008)。 重理解的課程設計(Grant Wiggins & Jay McTighe)。心理出版社。台北市