ISA Virtual Oboarding Course

Welcome to

Discover the world of Itz'at STEAM Academy from the comfort of your own home

Start

Welcome KLA teacher

You are joining Itz’at STEAM Academy, where learning is fun, meaningful, and transformative. As a new KLA teacher, you will bring our vision to life and shape our culture. To get you started, we have some onboarding activities for you to do over three days. They cover these topics: practice, methods, PBL & transdisciplinary, culture, engagement, management, and relationships. Let's Begin

Next

Back

Day 1 Introduction to Itz'at STEAM Academy

Learning Goals: - Understand the mission, vision, and values of Itz'at STEAM Academy - Understand the graduate profile and logo design of the academy

Next

Back

What We Do: The School that Rocks STEAM

At Itz’at STEAM Academy, we don’t just teach, we inspire. We use the latest and greatest teaching and learning practices to integrate Science, Technology, Engineering, Arts and Mathematics (STEAM) education in everything we do. But that’s not all. We also offer a full curriculum for our students, including: Belizean studies, Physical Education, Language Arts, Sustainable Development Projects and STEAM subjects. We are not afraid to experiment and try new things, because we want to push the boundaries of secondary education in Belize. STEAM is where Itz'at! 🎸

Next

Back

Our Vision: The Future is STEAMy

At Itz’at STEAM Academy, we have a vision of what the future can be. We see young people who are ready to take on the world with their knowledge, skills, and experiences in science, technology, engineering, arts, and mathematics. We see young people who are not just consumers, but creators of innovation and change. We see young people who care about their own future and the future of their communities, and who are committed to building a sustainable and prosperous world. We see young people who are STEAMy, and we love it. 🥰

Next

Back

Our Mission: The School that Makes a Difference

At Itz’at STEAM Academy, we have a mission of making a difference in the world. We create a school community that welcomes and celebrates everyone, no matter who they are or where they come from. We inspire young people—including girls, those who face challenges or disadvantages, and those who learn differently—to learn more and do more with science, technology, engineering, arts, and mathematics. We help young people to improve their own lives and the lives of others, through hands-on, real-world learning experiences. We spread the love of STEAM throughout Belize, through our work with young people, educators, and partners from near and far. We are the school that makes a difference. 💯

Next

Back

Our Values: The School that Cares

At Itz’at STEAM Academy, we care about our school community and the world. We live by these values every day:

• Collaboration. We work together with different people in our country, like teachers, businesses, community organizations, and others. We learn from each other and support each other.

• Innovation and Experimentation. We are always trying new things and finding better ways to do things. We are an innovation hub that grows, reflects, and shares the best teaching and learning practices and uses of digital technologies.

Next

Back

Values cont.

• Resilience. We are strong and flexible. We can face any challenge and overcome any obstacle. We are ready for change and growth.

• Integrity. We are honest and ethical. We do the right thing, even when no one is watching. We are trustworthy and reliable.

• Inclusion. We value everyone’s uniqueness and potential. We create a school culture and climate where everyone can be themselves and succeed. We celebrate different ways of being, thinking and knowing.

Next

Back

Values cont.

• Diversity. We embrace and respect our differences. We create and maintain a diverse school community and curriculum. We learn from each other’s perspectives and experiences.

• Respect and Responsibility. We care about each person and the earth. We make choices that are good for ourselves, others, and the environment. We build healthy, meaningful relationships and help to protect and preserve our planet.

These are our values, and we are proud of them. We are the school that cares. 💚

Next

Back

Graduate Profile: The STEAM Dream Team

• We are innovative problem-solvers. We are ready to rock any career or program that needs our scientific, artistic, digital, and technological skills. We are always learning new things and finding new ways to do things.

• We are autonomous thinkers. We are curious, creative, and critical. We use evidence, experimentation, and design-based thinking to solve real world problems. We are not afraid to try, fail, and try again.

Next

Back

Graduate Profile cont

• We are flexible collaborators. We can work well with anyone, anywhere, anytime. We can work in groups or on our own, depending on the task. We are always engaged and motivated.

• We are resilient decision-makers. We have a growth mindset, which means we believe we can always improve and learn. We make healthy choices, seize opportunities, embrace change, and bounce back from adversity.

Next

Back

Graduate Profile cont

• We are ethical advocates. We are honest and empathetic. We promote inclusivity and respect others by valuing their different ways of being, thinking, and knowing. We stand up for what is right and fair.

• We are clear communicators. We listen carefully and speak clearly. We can express complex ideas effectively using the best methods and media for our audience and purpose. We are confident and persuasive.

Next

Back

Graduate Profile cont

• We are resourceful leaders. We show strong leadership in making our community, our country, our region, and our world better places. We care about the environment and the people, and we use our STEAM skills to make a positive impact.

These are some of the things that make us awesome. We are the STEAM dream team. 🙌

Next

Back

Logo Design

Next

Back

Links

Like us on Facebook and follow us on Instagram!

General info on ISA including logo Design and Dress Code

Website for viewing Mission, Vision, Values

Next

Back

How to Show Off Your Work: A Guide to Portfolio Documentation

You will be doing some amazing work in this onboarding course, and we want you to show it off. That’s why we’ve created a portfolio for you to document your learning journey. Here’s how to use it: Step 1: Open the portfolio. Use this link to access the portfolio. You’ll see some slides that have your initials at the bottom. Those are yours to fill in. Step 2: Complete the activities. As you go through the course, you’ll have different activities to do. For each activity, you’ll need to add some information to your portfolio.

Back

Next

How to Show Off Your Work: A Guide to Portfolio Documentation cont.

Here’s what you need to include in your reflection:

• A brief description of the activity and its purpose. Tell us what you did and why you did it. What was the goal of the activity and how did it relate to the course?
• A sample of your work or output for the activity. Show us what you created or produced. You can use screenshots, photos, videos, links, or any other format that works for you.
• A reflection on your learning and growth from the activity. Tell us what you learned and how you grew from the activity.
• You can use these questions to guide your reflection: What did you learn? What did you enjoy? What did you struggle with? What can you improve? What feedback did you receive? What goals do you have for the future?

Step 3: Celebrate your achievements. You rock! 🎉

Back

Next

Day 1 Planning at Itz'at STEAM Academy

Learning Goals:

• Review current plans that align with the Belize National Curriculum and the ISA courses.

Next

Back

Planning

Imagine you are a teacher who wants to make your students learn something awesome. How do you do that? Well you don’t just wing it, you plan it! Planning for effective instruction is like making a recipe for a delicious cake. You need to know what ingredients you need, how to mix them, how to bake them, and how to decorate them. And of course, you need to taste the cake and see if it needs more sugar or spice.

Next

Back

Planning cont.

Planning for effective instruction helps you to:

• Set your goals and expectations for what you want your students to learn and do (the learning outcomes and objectives).

• Choose the best methods and tools to help your students learn and have fun (the instructional strategies and resources).

Next

Back

Planning cont.

Planning for effective instruction helps you to:

• Check how well your students are learning and what they need to improve (the assessment of progress and achievement).

• Think about what worked and what didn’t, and how to make your teaching even better (the reflection and improvement). 🍰

Next

Back

Planning cont.

Planning for effective instruction also helps you to match your teaching with what your students need to learn (the curriculum standards) and what they care about and where they come from (the students’ needs, interests, and backgrounds). Planning for effective instruction is not only important, but also rewarding and enjoyable. It makes your teaching more effective, your students more successful, and your cake more delicious! 🍰

Next

Back

Planning and the National Curriculum

The Belize National Curriculum is like a map that shows you the way to knowledge. It tells you what you need to learn and do in each ISA course, and how to get there. The strands are like the paths that lead you to different areas of learning, such as language, math, science, Belizean studies, and more. The learning outcomes and objectives are like the checkpoints that help you track your progress and achievements.

Next

Back

Planning and the National Curriculum

The Belize National Curriculum also tells you what kind of explorer you should be: curious, creative, confident, and caring. It tells you what the education system wants you to teach and how it will help your students learn. It tells you what skills and abilities your students need to develop and how they can be assessed.

Next

Back

Planning Activity (1 hour)

Review the ISA courses you will teach, and the examples of plans from other teachers as a reference. When you are done write your feedback in the portfolio and provide suggestions on how you would improve or modify them.

Click here to access plans

Next

Back

Day 1 Instructional Moves at Itz'at STEAM Academy

Learning Goals:

• Review a variety of instructional moves and tools that are appropriate for the context and the student’s needs.

Next

Back

Variety

Teaching is not a one-size-fits-all activity. That’s why using a variety of instructional moves and tools is important to engage and support the students’ learning. It helps you to:

• Meet the diverse needs, preferences, and styles of your students, and make sure they all have a fair chance to learn and succeed (the differentiation).

Next

Back

Variety cont.

It helps you to:

• Give your students more options and opportunities to access, process, and express the content, and let them choose what works best for them (the multiple intelligences).

• Create a more lively, interactive, and motivating learning environment, where students can be active learners, work with others, and apply their learning to real-life situations (the engagement).

Next

Back

Variety cont.

• Using a variety of instructional moves and tools is not only important, but also fun and creative. It makes your teaching more flexible, your students more involved, and your learning more meaningful. 🎓

Next

Back

Appropriateness of approach

You need to think carefully about what moves and tools you will use to help your students learn. Consider the following:

• What do they want their students to learn and do? (the learning objectives)

• What do their students need to learn according to the curriculum? (the curriculum standards)

Next

Back

Appropriateness of approach cont.

• What resources do they have or need to get? (the available resources)

• How much time do they have to teach and learn? (the time constraints)

• How many students are in their class? (the class size)

Next

Back

Appropriateness of approach cont.

• What do their students already know or need to know? (the student’s prior knowledge)

• What do their students like or care about? (the student’s interests)

• What are their students good at or struggle with? (the student’s strengths and challenges)

• What do their students say or show about their learning? (the students’ feedback)

Next

Back

Appropriateness of approach cont.

Teachers also need to check how well their students are learning and what they need to improve.

• They need to use different ways of testing and measuring their students’ learning, such as quizzes, projects, portfolios, and more. (the assessment methods)

• They need to use the results to change and improve their teaching. (the adjustment of instruction)

Next

Back

Appropriateness of approach cont.

• Teachers can use tools to make their teaching more fun and engaging, such as making videos with questions and feedback or making boards with pictures and notes. (the tools)

Teaching is not a simple task, but it is a rewarding and creative one. 😊

Next

Back

Variety and appropriateness of approach Activity (1 hour)

Observe a class of a KLA teacher and use the peer observation rubric to focus on specific aspects of the instruction. Reflect on your instructional preferences and goals, and how they align with the ISA vision and mission. Share your preferred moves and tools, and reflect on their variety and appropriateness and how you can use them effectively in your classes.

Next

Back

Day 1 Authentic Work at Itz'at STEAM Academy

Learning Goals:

• Participate in or observe project-based learning (PBL) activities that involve authentic work and contexts.

Next

Back

Authentic Work and Contexts

Learning is not just about memorizing facts and figures. It is about understanding why and how things work, and what you can do with them.

Next

Back

Authentic Work and Contexts cont.

Creating authentic work and contexts for the students is important because it helps them to:

• Connect what they are learning to what matters in the real world (the relevance and value).

• Use what they know and can do to solve real problems and challenges (the application of knowledge and skills).

Next

Back

Authentic Work and Contexts Cont.

• Use what they know and can do to solve real problems and challenges (the application of knowledge and skills).

• Enjoy and care about what they are learning, and work with others to learn more (the motivation and engagement).

• Ask questions, try new things, and share their ideas (the curiosity, creativity, and collaboration).

Next

Back

Authentic Work and Contexts Cont.

Creating authentic work and contexts is not only important, but also fun and exciting. It makes your students more curious, more creative, and more collaborative. 🙌

Next

Back

PBL

Project-based learning (PBL) is a teaching method that lets you learn by doing. In PBL, you work on a project that is real, meaningful, and challenging. You don’t just read and write about a topic, you explore and solve it. You don’t just learn for yourself, you share it with others.

Next

Back

PBL Cont.

You work on a project for a long time, where you:

• Ask and answer a big question, problem, or challenge that is interesting and important (the authentic, engaging, and complex question, problem, or challenge).

• Show what you learned by making something awesome and showing it to the world (the public product or presentation for a real audience).

Next

Back

PBL Cont.

By working on a project, students learn more than facts and figures. They learn how to think, work, create, and communicate. They develop skills that will help them in school and in life. Project-based learning is not only a teaching method, but also a learning adventure. It makes students more curious, more collaborative, more creative, and more confident. 🚀

Next

Back

Examples of PBL projects

In PBL, you can work on projects that are real and meaningful. Here are some examples of what you can do:

• Make something cool and useful that helps your community, like a website, a podcast, a campaign, a prototype, or a business plan. (Creating a product or a service)

• Learn more about something that matters to you and the world, like social justice, environmental sustainability, cultural diversity, or personal identity. (Exploring a topic or an issue)

Next

Back

Examples of PBL projects cont.

• Pretend to be someone else and experience a real-world situation, like a trial, a debate, a negotiation, or a historical event. (Participating in a simulation or a role-play)

• Find out the answer to a big question or a guess, like a scientific experiment, a survey, a case study, or a literature review. (Conducting research or an inquiry)

Working on these projects will help your students learn more, have more fun, and make a difference. 🙌

Next

Back

Authentic Work and Contexts Activity (1 hour)

Participate or observe a PBL activity with a group of students, where they create a product or a presentation that addresses a real-world problem or question related to your subject area. Reflect on the purpose and relevance of the project, and what makes it authentic work.

Next

Back

Day 1 Scaffolding at Itz'at STEAM Academy

Learning Goals:

• Review the concept of scaffolding and differentiated instruction for diverse learners.

Next

Back

Scaffolding and differentiation

Teaching is not a one-way street. Teachers need to adapt to the different needs, styles, and abilities of their students, and to give them more options and opportunities to learn and show what they know.

Next

Back

Scaffolding and differentiation cont.

Scaffolding and differentiation are important for diverse learners because they help teachers to:

• Support their students with different levels of guidance and feedback (the scaffolding).

• Adjust their teaching to suit their students’ readiness, interests, and goals (the differentiation).

Next

Back

Scaffolding and differentiation cont.

Scaffolding and differentiation also help to create a more fun, interactive, and motivating learning environment, where students can:

• Be active learners, not passive listeners (the participation).

• Work with others, not alone (the collaboration).

• Use their learning in real situations, not just in the classroom (the application).

Next

Back

Scaffolding and differentiation cont.

Scaffolding and differentiation are not only important, but also fun and creative. They make your teaching more flexible, your students more involved, and your learning more meaningful. 🎓

Next

Back

Backward Design and UDL

Teaching is not a guessing game. Teachers need to know what they want their students to learn and how they will help them get there.A backward design and a universal learning design (UDL) framework are two approaches that can help teachers do that. They can also help teachers to support and adapt to their students’ diverse needs, styles, and abilities. (the scaffolding and differentiation)

Next

Back

Backward Design

Backward design is a process that works like this:

• You start with the end in mind. You decide what you want your students to learn and do. (the desired learning outcomes)

• You plan how you will check if your students are learning and doing what you want. (the assessment)

• You plan how you will teach your students to learn and do what you want. (the instruction)

Next

Back

Backward Design cont.

This helps you to:

• Make sure your teaching matches your learning goals and objectives. (the alignment)

• Choose the best methods and tools to help your students learn and have fun. (the instructional strategies and resources)

• Monitor how well your students are learning and what they need to improve. (the assessment of progress and achievement)

Next

Back

Backward Design cont.

• Think about what worked and what didn’t, and how to make your teaching even better. (the reflection and improvement)

Next

Back

Universal Learning Design

UDL is a framework that knows that every learner is unique and awesome. It gives you different ways of showing, telling, and doing. This helps teachers to:

• Respect and celebrate the different ways that students learn, like, and need. (the learning styles, preferences, and needs)

• Give students more options and opportunities to see, hear, and understand the content. (the multiple means of representation)

Next

Back

Universal learning design cont.

• Give students more options and opportunities to say, write, and show the content. (the multiple means of expression)

• Give students more options and opportunities to enjoy, care, and participate in the content. (the multiple means of engagement)

UDL is not only helpful but makes your teaching more flexible, your students more involved, and learning more fun. 😎

Next

Back

Using backward design and UDL

To use a backward design and a UDL framework, teachers can follow these steps:

• Start with the end in mind. Decide what you want your students to learn and do, based on what they need to learn and what they care about. (the learning outcomes and objectives)

Next

Back

Using backward design and UDL cont.

• Plan how you will check your students’ learning. Choose the best ways to measure and show their learning, such as tests, projects, or portfolios. (the evidence of learning)

• Plan how you will teach your students. Choose the best ways to help them learn and have fun, such as activities, tasks, or projects.

Next

Back

Using backward design and UDL cont.

• Give them different ways to see, hear, and understand the content, such as texts, media, or tools.

• Give them different ways to say, write, and show the content, such as products, presentations, or performances.

• Give them different ways to enjoy, care, and participate in the content, such as games, challenges, or choices. (the learning experiences and instruction)

Next

Back

Using backward design and UDL cont.

• Give them feedback and support, and change your teaching as needed. (the implementation and monitoring)

• Think about how well your teaching worked and what you can do better. Use the feedback and data to improve your future teaching. (the evaluation and reflection)

To use a backward design and a UDL framework, teachers can make their teaching more effective and their students more successful. 🎉

Next

Back

UDL Guidelines

Next

Back

Scaffolding and differentiation Activity (1 hour)

Review a lesson plan and highlight the scaffolding and differentiation strategies for diverse learners. Use the resources and tips and explain how you would scaffold and differentiate the instruction.

Next

Back

Conclusion and Next steps

-Review Work- Discuss what went well and what could be improved. -Discuss- Issues, or roadblocks that need to be addressed.

Back

Day 2

Welcome to Day 2 of our virtual course!

We are thrilled to have you onboard as our new KLA teacher, who has already shown great enthusiasm and dedication towards our school's vision and mission. Today, let's dive into the exciting world of STEAM education!

Next

Back

Day 2 Curriculum Architecture and National Curriculum d

Learning Goals: - Familiarize yourself with the curriculum architecture, pillars, key learning areas, and competencies.

Next

Back

READING MATERIAL

Secondary Framework and Learning outcomes

National Curriculum Framework

ISA Curriculum Architecture

Next

Back

Day 2 Giving directions at Itz'at STEAM Academy d

Learning Goals: - Understand how to give clear and concise directions and explanations for a task or a concept, using appropriate language and examples.

Next

Back

Direct Modes (directions, explanation, clarity)

Teachers need to tell their students what they want them to do and learn, and how to do it and learn it. Giving clear and concise directions and explanations is important because it helps students to:

• Know what to expect and what to aim for (the understanding).
• Know how to get there and how to succeed (the learning).

Back

Next

Direct Modes (directions, explanation, clarity) cont.

Clear and concise directions and explanations can also make students’ learning more fun and engaging by:

• Avoiding confusion, frustration, and boredom (the negative emotions).
• Boosting motivation, confidence, and interest (the positive emotions).

Teaching is not a mystery, but a journey. Giving clear and concise directions and explanations is not only important, but also helpful. 😊

Back

Next

Using appropriate language

• Keep it simple and clear.
• Use short, complete sentences and words that your students know and understand.
• Don’t use words that are too hard, too cool, or too vague for your students.
• Use names instead of words like he, she, or it, especially when you talk about specific people, places, or things.
• For example, instead of saying “He will help you with that”, say “Mr. Jones will help you with that”. (Use short, complete sentences and precise, concrete terms)

Back

Next

Using appropriate language cont.

• Show, don’t just tell.
• Use pictures, gestures, or actions to help your words.
• For example, you can use pictures, charts, diagrams, or videos to show a concept, or you can use hand signals, pointing, or modeling to show a procedure. (Use visuals, gestures, or demonstrations)

Back

Next

Using appropriate language cont.

• Make it real and interesting.
• Use examples and non-examples that your students can relate to and care about.
• For example, you can use real-life situations, stories, or analogies to explain a concept, or you can use common errors, misconceptions, or counterexamples to explain a rule or a principle. (Provide examples and non-examples)

Teaching is not a lecture, but a conversation. 😊

Back

Next

Direct Modes (directions, explanation, clarity) Activity (1 hour)

Draft a series of directions and explanations. Practice giving directions and explanations for a task or a concept of your choice, using the tips. Ask an ISA staff member to role-play as a student and receive feedback on your directions and explanations. Don't forget to document this in the portfolio!

Back

Next

Day 2 Inquiry at Itz'at STEAM Academy d

Learning Goals: - Understand how to use framing, modeling, and questioning skills for an inquiry-based lesson, where the teacher guides students to explore a topic or a problem using evidence and reasoning.

Next

Back

Inquiry modes (framing, modeling and questioning)

You need to help your students discover and learn about a topic or a problem using facts and logic. Inquiry modes helps you to:

• Tell your students why and how they are learning something. (the clear purpose)

• Show your students what and how they are learning something. (the relevant context)

Back

Next

Inquiry modes (framing, modeling and questioning)

• Ask your students what and how they are learning something. (the meaningful challenge)

Using inquiry modes can also make students’ learning more engaging by:

• Making them curious and interested. (the understanding)

• Making them active and involved. (the engagement)

Back

Next

Framing

You need to help your students discover and learn about a topic or a problem using facts and logic. To guide students to do that you can follow these steps:

• Get your students excited and curious about the topic or the problem.

• Give them a question that makes them wonder and care.

Back

Next

Framing cont.

• The question should be real, interesting, and hard, and it should not have a yes or no answer.

• The question should also match what your students need to learn and what they already know and experience.

• For example: How can we reduce our carbon footprint and help the environment?

Back

Next

Modeling

Teachers need to help their students discover and learn about a topic or a problem using facts and logic. To guide students to do that you can follow these steps:

• Use examples and non-examples, pictures and actions, or pretend and play to show the inquiry process.

• You also use tools and tips, such as charts, lists, or scores, to help your students through the inquiry process.

Back

Next

Modeling cont.

For example, you can use a KWL chart to show how to use what you know, ask what you want to know, and find out what you learned. (Use examples and non-examples, visuals and demonstrations, or simulations and role-plays to model the inquiry process. Use scaffolds and supports, such as graphic organizers, checklists, or rubrics, to guide the students through the inquiry process.)Teaching is not a show, but a practice. Modeling is not only important, but it makes your teaching more effective. 😊

Back

Next

Questioning

You need to help your students discover and learn about a topic or a problem using facts and logic. To guide students to do that you can follow these steps:

• Ask questions that make your students curious and smart about the topic or the problem.
• Use different types of questions, such as facts, ideas, steps, or thoughts, to make your students think at different levels, such as remember, understand, use, examine, create, or judge.
• Use questions that are open, different, or deep, to make your students ask their own questions, connect the dots, back up their ideas, or think about their learning.

Back

Next

Questioning cont.

For example, you can ask:

• What are some causes and effects of climate change?
• How can we measure our carbon footprint?
• What are some solutions or actions that we can take to reduce our carbon footprint?
• How do you know that your solution or action is effective? (Use different types of questions to elicit different levels of thinking. Use open-ended, divergent, or probing questions to encourage the students to generate their questions, make connections, justify their claims, or reflect on their learning.)

Teaching is not a test, but a conversation. 😊

Back

Next

Inquiry modes (framing, modeling and questioning) Activity (1 hour)

Practice framing, modeling, and questioning skills for an inquiry-based lesson of your choice, using the tips and examples. Reflect on your inquiry skills.

Back

Next

Day 2 Checking for understanding at Itz'at STEAM Academy

Learning Goals: - Understand how to check for understanding, listen, and give feedback for a formative assessment, where the teacher monitors and support students’ learning and progress.

Next

Back

Connective Modes (CFU, listening, feedback)

You need to know how your students are learning and doing during the lesson. Using checking for understanding, listening, and giving feedback skills is important because it helps teachers to:

• Keep an eye on their students’ learning and progress. (the monitoring and support)
• Help their students learn and do better. (the feedback and support)
• Change their teaching as needed. (the adjustment of instruction)

Back

Next

Connective Modes (CFU, listening, feedback) cont.

Using these skills can also make students’ learning engaging by:

• Making them feel seen and heard. (the understanding)

• Making them feel motivated and confident. (the engagement)

Teaching is not a guessing game, but a partnership.😊

Back

Next

CFU

Checking for understanding:

• This is when you test your student’s knowledge and skills and find out any mistakes or gaps.
• You can use different ways to check for understanding, such as quizzes, polls, exit tickets, thumbs up/down, or hand signals.
• You can use the results to help your students and change your teaching as needed. (Use different methods and tools to check for understanding. Use the results to provide feedback and support and to adjust the instruction.)

Back

Next

Listening

Listening:

• This is when you pay attention to your students’ words and actions and understand their thoughts, feelings, and needs.
• You can use active listening skills, such as repeating, summarizing, clarifying, or reflecting, to show that you care and that you get it.
• You can also use open-ended questions, prompts, or probes to get more information or explanations from your students and to make them think harder and better. (Use active listening skills to show interest and empathy and to confirm or correct your understanding.)

Back

Next

Feedback

Giving feedback:

• This is when you give your students information and guidance on how they are doing and how they can do better.
• You can use different types of feedback, such as descriptive, evaluative, or motivational, depending on what you want and what they need.
• You can also use different modes of feedback, such as verbal, written, or visual, depending on what they like and what works for them.

Back

Next

Feedback cont.

• You should make sure that the feedback is quick, specific, actionable, and positive and that it focuses on the process and the product. (Use different types of feedback depending on the purpose and the context. Use different modes of feedback depending on the preference and the need. Ensure that the feedback is timely, specific, actionable, and constructive and that it focuses on the process and the product.)

Teaching is not a one-way street, but a partnership. 😊

Back

Next

Connective Modes (CFU, listening, feedback) Activity (1 hour)

Practice checking for understanding, listening, and giving feedback skills for a formative assessment of your choice, using the tools and strategies discussed. Reflect on your connective modes.

Back

Next

Day 2 Transdisciplinary Ed at Itz'at STEAM Academy

Learning Goals: - Understand how to collaborate with another teacher from a different subject area, and plan and implement a cross-curricular PBL activity.

Next

Back

Connecting and integrating across contexts and disciplines

Students need to see how the pieces fit together and how they can use them in different ways. It helps students to:

• Discover and explore the links and patterns between different things they learn and do. (the connections and relationships)

• Use what they learn and do in new and challenging situations. (the application of learning)

Back

Next

Connecting and integrating across contexts and disciplines

• Think harder and better, create new and awesome things, work with others and share their ideas, and talk and listen to others. (the critical thinking, creativity, collaboration, and communication skills)

• Respect and celebrate the differences and similarities of the world and the people in it. (the diversity and interdependence of the world).

Back

Next

PBL across contexts and disciplines

Project-based learning (PBL) is a teaching method that lets you mix and match different subjects. In PBL, your students work on a project for a long time, where they explore and solve a real, interesting, and hard question, problem, or challenge. They show what they learned by making something cool and sharing it with the world. By working on a project, your students learn more than facts and figures. 🚀

Back

Next

Connecting and integrating across contexts and disciplines

To use PBL to create cross-curricular learning experiences, teachers can follow these steps:

• Find a theme, topic, or problem that connects your subject area and another subject, and that matters to your students. For example, a theme like identity, a topic like immigration, or a problem like social justice. (Identify a common theme, topic, or problem)

Back

Next

Connecting and integrating across contexts and disciplines

• Make a big question that makes your students curious and interested, and that needs them to use your subject and another subject to answer. For example, a big question like: How does immigration shape our identity and culture? (Design a driving question)

Back

Next

Connecting and integrating across contexts and disciplines

• Plan the project steps and results, and match them with what your students need to learn and do in your subject area and another subject.

For example, the project steps could include research, interviews, analysis, synthesis, and reflection, and the project results could include a written report, a multimedia presentation, or a creative product. (Plan the project process and outcomes)

Back

Next

Connecting and integrating across contexts and disciplines

• Do the project, and help your students along the way. For example, give them resources, models, feedback, and check-ins to guide their learning and doing. (Implement the project)

• Check the project, and use different ways and tools to see how well your students learned and did. For example, use rubrics, portfolios, self-assessments, or peer-assessments to measure your students’ knowledge and skills in your subject area and another subject. (Assess the project)

Back

Next

Connecting and integrating across contexts and disciplines

• Celebrate the project, and show and share your students’ work with the world. For example, organize a gallery walk, an exhibition, or a conference, where your students can present their work and get feedback from others. (Celebrate the project)

Project-based learning is not only a teaching method, but also a learning adventure. 🚀

Back

Next

Connecting and integrating across contexts and disciplines Activity (1 hour)

Collaborate with another teacher from a different subject area, and discuss how you could design a cross-curricular PBL activity that integrates your subject area and their subject. Identify the common themes, skills, and standards that connect the two subjects, and design a project that engages students in both disciplines. Reflect on your understanding of your cross-curricular PBL activity.

Back

Next

Day 2 Visible thinking at Itz'at STEAM Academy d

Learning Goals: - Review techniques and tools to make students’ thinking visible during a PBL activity, such as graphic organizers, journals, posters, or digital portfolios.

Next

Back

Making thinking visible (support student thinking)

Students need to show and share their learning and thinking with others. Making thinking visible is important because it helps students to:

• Think about how they learn and what they learn. (the reflection)
• Tell and show others what they think and know. (the communication)

Back

Next

Making thinking visible (support student thinking)

Making thinking visible also helps teachers to:

• See and understand how their students learn and think. (the assessment)
• Help their students learn and think better. (the support)
• Change their teaching as needed. (the adjustment)

Thinking is not a secret, but a gift. 😊

Back

Next

Graphic Organizers

• Graphic organizers: These are pictures that help students to arrange and organize their information, like charts, diagrams, maps, or timelines.
• Graphic organizers can help students to think, plan, compare, contrast, group, or order their ideas.
• You can use a tool like Canva to make and share graphic organizers with your students.

Back

Next

Journals

• Journals: These are writings that help students keep track and think about their learning process, like logs, diaries, or portfolios.
• Journals can help students to write, analyze, combine, or judge their ideas.
• You can use a tool like Google Docs to make and share journals with your students.

Back

Next

Posters

• Posters: These are pictures that help students to share and show their learning results, like reports, products, or solutions.
• Posters can help students to sum up, draw, or explain their ideas.
• You can use a tool like Canva to make and share posters with your students.

Back

Next

Digital Portfolios

• Digital portfolios: These are online tools that help students gather and display their learning works, like photos, videos, audio, or text.
• Digital portfolios can help students to show, celebrate, or share their learning.
• You can use a tool like Seesaw to make and share digital portfolios with your students.

Learning is not a mess, but a masterpiece. 😎

Back

Next

Making thinking visible (support student thinking) Activity (1 hour)

List some techniques and tools that would make students’ thinking visible during a PBL activity of your choice.Explain how these techniques and tools help students organize, document, and share their thinking, and how you can use them to assess and improve students’ learning.

Back

Next

Day 2 Sense of purpose at Itz'at STEAM Academy

Learning Goals: - Understand how to help students develop a sense of purpose and creative action for their PBL projects, by encouraging them to identify a problem or a need that they care about, and create a solution or a product that can make a positive impact.

Next

Back

Cultivating purpose and creative action

Students need to see why and how their learning matters, and how they can use it to change the world for the better. Cultivating purpose and creative action is important because it helps students to:

• Find and appreciate the meaning and value of their learning. (the purpose)
• Use their learning to do good and make a difference. (the creative action)

Back

Next

Cultivating purpose and creative action

Cultivating purpose and creative action also helps students to:

• Explore and pursue what they love and care about. (the passions and interests)
• Create and share new and awesome things. (the creativity and innovation)

Back

Next

Cultivating purpose and creative action steps

To help students develop a sense of purpose and creative action for their PBL projects, teachers can follow these tips:

• Make them care-help them find a problem or a need that they and others care about, and that is real and important.
• For example, students can use surveys, interviews, or observations to find out more about the problem or the need. (Encourage students to identify a problem or a need)

Back

Next

Cultivating purpose and creative action steps cont.

• Let them choose. Give them a say in picking the topic, the product, and the presentation for their projects, and let them use their talents and interests to make and create their solutions or products.
• For example, students can use tools like Canva to make and share posters, flyers, or infographics, or tools like Flipgrid to make and share videos, podcasts, or animations. (Provide students with choice and voice)

Back

Next

Cultivating purpose and creative action steps cont.

• Make them curious. Inspire and motivate them to follow their passions and interests, and to challenge themselves to learn new things and improve their skills.
• For example, teachers can use tools like Edpuzzle to add questions and comments to the videos of experts, mentors, or role models. (Inspire and motivate students)

Back

Next

Cultivating purpose and creative action steps cont.

• Make them proud. Show and share their work with the world, and give them chances to get feedback and recognition from others.
• For example, teachers can organize a gallery walk, an exhibition, or a conference, where the students can show their work and get feedback from peers, teachers, parents, or community members. (Showcase and celebrate students’ work)

Learning is not a chore, but a gift. 🌎

Back

Next

Cultivating purpose and creative action Activity (1 hour)

Explain how you can inspire and motivate students to pursue their passions and interests, and how you can showcase and celebrate their work with others.

Back

Next

Conclusion and Next steps

-Review Work- Discuss what went well and what could be improved. -Discuss- Issues, or roadblocks that need to be addressed.

Back

Day 2

Welcome to Day 3 of our virtual course!

Today, we can't wait to see what our students will create with the new tools and resources that you have reviewed. So get ready to be inspired and challenged as you take a look at how far we have come and how you can assist us at ISA!

Next

Back

Day 3 ISA Courses

Learning Goals: -Understand the course description writing exercises - Review examples of course descriptions - Review draft of courses for First form

Next

Back

READING MATERIAL

Course Selection Template and Examples for Time Table Blocks

SDP's Project Miro Board

Course Selected for First Form (Q1-4)

Next

Back

READING MATERIAL

MIT Info

Photo Gallery

ISA Norms

Next

Back

Day 3 Engagement at Itz'at STEAM Academy

Learning Goals:

• Observe and analyze the indicators of student buy-in, participation, and deep thinking in classes, and share strategies and practices for engaging students in meaningful and challenging learning experiences.

Next

Back

Engagement

Engagement is how much students care and try in their learning. Engagement is important because it makes students learn more, stay longer, and feel better. Engaged students are more likely to join in, keep going, and have fun.

Back

Next

Providing Choice and Voice

• Giving choice and voice: Teachers can let students pick the topics, tasks, or products that they like, want, and can do.

• Teachers can also let students share their thoughts, views, and ideas, and join the learning group. (Providing choice and voice)

Back

Next

Making connections and relevance

• Making connections and relevance: Teachers can help students see how what they are learning links to what they know, do, and are.

• Teachers can also help students see why and how what they are learning matters to them and the world. (Making connections and relevance)

Back

Next

Using active and collaborative learning

• Using active and collaborative learning: Teachers can make learning activities that make students work with the content, the teacher, and their friends.

• Teachers can also use learning methods that make students work together, such as cooperative learning, project-based learning, or peer tutoring, to build social and academic skills. (Using active and collaborative learning)

Back

Next

Providing feedback and support

• Providing feedback and support: Teachers can give quick and specific feedback to students on how they are doing and how they can do better.

• Teachers can also help and guide students who need more help, and challenge and stretch students who need more hard work. (Providing feedback and support)

Back

Next

Creating a positive and inclusive learning environment

• Creating a positive and inclusive learning environment: Teachers can make a learning place that is safe, kind, and helpful for all students.

• Teachers can also use teaching practices that respect and value students’ different backgrounds, experiences, and identities, and include them in the learning. (Creating a positive and inclusive learning environment)

Learning is not a bore, but a joy. 😎

Back

Next

Engagement Activity (1 hour)

Observe a class of your choice and identify and reflect on the indicators of student buy-in, participation, and deep thinking. Share your strategies and practices for engaging students in meaningful and challenging learning experiences.

Back

Next

Day 3 Management at Itz'at STEAM Academy

Learning Goals:

• Design a classroom management plan that ensures all voices are heard and valued, student collaboration is supported, and environmental support and organization are in place.

Next

Back

Management: The Art of Making Learning Awesome

Management is not just about telling people what to do. It’s about creating a learning environment that is positive and productive, where everyone feels heard and valued, and where teamwork is encouraged and rewarded. Management is also about making sure that everything runs smoothly, from the physical space to the schedule, and that any problems are solved quickly and effectively.

Back

Next

Management

Why is management important? Because it makes learning awesome! Teachers who manage well can set clear rules and expectations, prevent and deal with any misbehavior, foster a sense of community and respect, and make the best use of time and space. This way, they can focus on what really matters: helping students learn and grow. 🌟

Back

Next

How to Be a Super Teacher: A Guide to Classroom Management

Being a super teacher is not easy, but it is possible. You just need to have a good classroom management plan. Classroom management is how you make sure that your students are happy, respectful, and productive in your class.

Back

Next

Steps to help you create your own classroom management plan:

Step 1: Set the rules and expectations.

• Tell your students what you expect from them, and what they can expect from you.
• Make sure that your rules and expectations are fair, positive, and clear.
• They should also match the school policies and the student’s needs.

Back

Next

Steps to help you create your own classroom management plan:

Step 2: Teach the procedures and routines.

• Show your students how to do things in your class, and practice with them until they get it right.
• Your procedures and routines should be simple, predictable, and useful.
• They should help your students with the learning activities and transitions. (how to come in and out of the class, how to raise their hand, how to work in groups, or how to use the supplies and resources).

Back

Next

Steps to help you create your own classroom management plan:

Step 3: Reward and correct the behavior.

• Give your students feedback on how they are doing in your class, and encourage them to do better.
• Your rewards and consequences should be meaningful, appropriate, and fair.
• They should also match the student’s behavior and performance (you can reward them with praise, recognition, or privileges, and you can correct them with warnings, time-outs, or referrals).

Back

Next

Steps to help you create your own classroom management plan:

Step 4: Arrange the physical environment.

• Make sure that your class is a safe, comfortable, and inviting place for your students.
• Your physical environment should support the learning goals and objectives (you can arrange the seats, the lights, the temperature, the noise level, or the decoration to suit your class).

Back

Next

Steps to help you create your own classroom management plan:

Step 5: Use instructional strategies.

• Choose the best ways to teach your students, and make them interested, involved, and challenged.
• Your instructional strategies should be based on the curriculum, the learning objectives, and the student’s interests, abilities, and backgrounds (you can use cooperative learning, project-based learning, or differentiated instruction to make your class more fun and effective).

Back

Next

Steps to help you create your own classroom management plan:

Follow these steps, and you will be on your way to becoming a super teacher. Remember, classroom management is not just about controlling your students, it’s about helping them learn and grow. 🚀

Back

Next

Management Activity (1 hour)

Design a classroom management plan that includes the following elements: rules and expectations, procedures and routines, rewards and consequences, physical arrangement, and instructional strategies.

Back

Next

Day 3 Relationships at Itz'at STEAM Academy

Learning Goals:

• Review activities that can build meaningful connections with students, such as interest surveys, goal-setting, or ice-breakers, to tailor my instruction and support.

Next

Back

Relationships: The Secret Sauce of Learning

Relationships are not just about liking each other. They are about forming strong bonds and connections with each other, based on mutual respect, trust, and care. Relationships are the secret sauce of learning, because they can make students learn better, feel happier, and achieve more. Relationships can also help teachers to get to know their students better, and to adjust their teaching and support to fit their needs, interests, and backgrounds.

Back

Next

How to Connect with Your Students: Three Awesome Activities

Do you want to connect with your students on a deeper level? Do you want to learn more about their hobbies, passions, and goals? Do you want to have some fun with them and make them feel welcome in your class? If you answered yes to any of these questions, then you need to try these three awesome activities:

Back

Next

Activity 1: Interest Surveys

• These are like mini quizzes that ask your students about their likes and dislikes.
• You can use interest surveys to find out what your students are into and to plan learning activities that suit their interests.
• For example, you can use a tool like Kahoot or Quizizz to make interactive quizzes or surveys that ask your students about their favorite books, movies, sports, or music.

Back

Next

Activity 2: Goal-Setting

• This is like a roadmap that guides your students to achieve their dreams.
• You can use goal-setting to help your students set and pursue SMART goals for their learning and growth. SMART stands for Specific, Measurable, Achievable, Relevant, and Timely.
• For example, you can use a tool like Google Docs to make and share goal-setting worksheets that ask your students to write down their goals, action steps, and success criteria.

Back

Next

Activity 3: Ice-Breakers

• These are like games that help your students introduce themselves, break the ice, and have fun.
• You can use ice-breakers to create a positive and inclusive learning environment and to foster a sense of community and belonging.
• For example, you can use a tool like Flipgrid to record and share videos or podcasts that ask your students to share something interesting or unique about themselves, such as their name, origin, or talent.

Back

Next

Relationships Activity (1 hour)

Draft a list of activities you could use to build meaningful connections with your students, and explain how these activities help you get to know your students better, and how you can use this information to tailor your instruction and support for students. Dont forget to document all your activities in the onboarding portfolio!

Back

Next

The End

You Did It! You're a STEAM Star! Wow, you've finished the onboarding virtual course at Itz’at STEAM Academy! We hope that this course has helped you to learn about our school's philosophy, pedagogy, and culture. You're now ready to join our amazing team of STEAM educators! Your last task is to share your learning journey with your colleagues! You can use your portfolio as your guide! Remember, STEAM is where Itz'at! 🚀

Back

Next