Role of planner and planning process

1. How could differentiation be organised and sustained?

1.1. Differentiation can be attained through the designing of lessons based on students level appropriate. For this differentiation to be sustained, we should assess first student’s learning using different formative assessment to know their individual abilities then we can moving on to the others assessment way to ensure how much they understand in this particular topic.

2. What suggestions do you have for the “Designing engaging learning experiences” section of the planner for either Mario or Hussain?

2.1. To ensure the students works well in Transdisciplinary theme, Hussain should make a unit planner with the suitable Key concept and related concept. so He could encourage students to think, challenge, extend ideas, reflect, and take action. He also needs to make sure the target ATL skills are suitable with the topic, so students will engage well and taking action in the end of the unit.

3. How and when are students involved in the planning process?

3.1. student involve in writing possible questions to explore, and student self-reflection and peer feedback. When we are designing engaging learning experience, and in assessment that we do consider students reflection and feedback.

4. Identify how the planner reflects IB beliefs around teaching and learning?

4.1. The unit planner is a basic guideline of what is the unit of inquiry. we also focus on Transdisciplinary Theme to delivered of Central Idea and line of inquiry to explore into Key and Related Concepts. so we start to decide the IB Learner Profile and ATL skills that we are targeting to our students. throughout the process of learning we develop inquiry among the students and guide them into a deeper understanding to the different aspects from local and global issues, so we encourages reflection, collaboration, assessment, and taking action to unsure learning is a part of contribution into our life.

5. What challenges does it pose? (Be sure to include this in your summary)

5.1. the challenges we always met sometimes was like the proper selection of Key concept and related concept. it must be level appropriate. so the planner can achieving the central idea. and the targeting ATL skill would be fit into the stuednts.

6. How might we develop the planner bearing student agency in mind?

6.1. Through the various activities from the unit planner, students would be able to use their opinion, decision to take responsibility for their own learning and use their power to take action. Through inquiry, students will be encourage to think, challenge, extend ideas, reflect into their learning topic.

7. What are 3-5 words that guide the collaborative planning process?

7.1. Inquiry, Thinker, Communicator, open-minded and reflective.

8. Does collaboration with grade level colleagues mean that all the learning must be the same?

8.1. The purpose of collaboration from teachers is "students as centre of learning", so Teachers should set up a goal to connected the central idea. the collaboration into Each level are they can having the same central Idea but different key concept so Each level has to be designed appropriate age level into different activities to the students. The purpose of collaboration is to set how transdisciplinary learning will take place across the programme. so we can see how we integrate, relate, and connect each subject group in one topic.

9. What role does assessment play in the planning?

9.1. Assessment is use to assess student’s understanding of the central idea in the unit planner. and also to ensure that the planner focus to the goal of key concept we are going to achieve. so we make Formative and Summative Assessments both written and project-based. so we actually can assess the students conceptual and project based learning result.