The most important part of the end of year exams is the time spent reviewing what went well and what students, and teachers can do to correct the gaps in the students understanding . Essentially closing the gaps in our students knowledge so they don’t make the same mistake again.
This week we will spend most of the time in lessons reviewing the end of year exams and reflecting on our learning. SG
Investigating the relationship between changes in ventilation rate after exercise and vital capacity0
The grade 11 students are working on their next internal assessment. In the first lesson, they measured their ventilation (breathing) rate before and after exercise. In the second lesson, we demoed the use of a spirometer and then blew into balloons and calculated the volume to determine their vital capacity. They will calculate the correlation coefficient of the two factors to determine whether these is a relationship and its strength. This investigation also offers many opportunities to discuss limitations and improvements of the method.
It’s the time of the year for the first end of topic test. In science, students predict how well they think they will perform and then compare this prediction with their actual grade/mark. Research has shown that students can accurately predict their performance. The comparison of predicted and actual grades forms the basis of a post exam learning conversation and reflection on what the student can do to close the gaps in their knowledge.
The first test will also be used to set their personal best (PB) for the rest of the course, students will track and strive to beat their PB.
By reflecting on their learning and always striving to improve, our students are working towards excellence.
At this week’s assembly, the Science Department introduced the importance of having a growth mindset to the Senior School. The key aspects of having a growth mindset such as focusing on effort, deliberate practice, responding positively to feedback and embracing challenges were explained. In addition, the neuroscience of the brain underpinning growth mindset was also presented.
To give a more visual demonstration of a growth mindset in action, 16 volunteers from across all grade levels were invited to the stage and attempted the learn to juggle challenge. There were many different starting levels and many balls were dropped!
The students will have 7 weeks to practice and refine their juggling skills through a growth mindset approach before they return to the assembly stage to show off their newly acquired circus skills!
It’s the time of year when grade 12’s are working hard on their internal assessments as the final deadlines draw ever closer. It is often difficult to determine what exactly the IB criteria looks like in a student investigation. To make this easier for students we are sharing exemplars of excellent internal assessments students completed last year. In addition, we are highlighting how they demonstrate the IB criteria. The featured investigation is on factors affecting the ripening of fruit. It was awarded 22/24.
This week in G9 Biology and Coordinated Science we completed the last test of term one. When we review the test, the students are given dedicated improvement and reflection time (DIRT) to review their learning. Many students only focus on their grade instead of what they did well and what they did less well on. By using DIRT, students are encouraged to reflect on their learning and identify the next steps to address gaps in their understanding. Taking the next steps to improve what they got wrong is more important than the actual grade of the test at this stage. Students are also encouraged to set themselves challenging targets for the next topic and assessment. As we approach term two, the G9 students will continue to reflect on their learning and take the next steps towards mastery learning.