全体教职工培训 Staff PD

“深外好课堂”是教师团队敬业合作的课堂。为了全面推进深外湾区学校好课堂，建立中小学中西融合的课程样本，积极贯彻好课堂五原则，提升教师课程的开发、设计、实施、评价等一系列专业素养，我校于11月11日-11月12日分学段开展了为期两天的教师专业能力提升培训。

课堂的世界决定了教师的世界，而教师的世界决定了学生的世界。作为多元融合的先行示范学校，湾区学校对教师的专业素养有着高标准和严要求，同时也为教师职业发展提供长远规划和多元化平台。

In order to comprehensively promote outstanding teaching classes at SGA and improve the quality of education and teaching, from November 11th to November 12th, our school launched a two-day staff professional development workshop.

Primary Team

来自蛇口国际学校的Ms.Leda Cedo、广东碧桂园学校的Ms.Josie Wang和来自广州誉莱德国际学校的Mr.Noah Beaumont 三位IB培训官分别为小学部全体教师带来了主题为：《实施能动性》和《构建未来》的专题工作坊。

Ms. Leda Cedo from Shekou International School, Ms. Josie Wang from Guangdong Country Garden School, and Mr. Noah Beaumont from Utahloy International School Guangzhou brought the different workshops to all teachers in the primary school: “Making the PYP Happen: Implementing agency” and “Building For the Future”.

Making the PYP Happen

在《实施能动性》专题工作坊，老师们通过探究小学项目的框架，理解六大超学科主题、概念驱动课程中的学习和教学，并结合各学段学生教学的实际情况，思考如何发展作为小学教师的能力。

“Making the PYP Happen” invites teachers to inquire into their own teaching practices and reflect on how they can develop the capabilities of a PYP (Primary Years Programme) teacher. By exploring the PYP framework, teachers connect how voice, choice and ownership is recognized and developed in all members of the IB community.

Building For the Future

刘佳校长、小学部副校长Mr. Elmer Reyes及部分具有多年教学经验的老师参加了《构建未来》专题工作坊。作为学校的管理者和教学团队的领导，如何使学校的教育保持在国际教育的前沿？如何重新制定适应我们学校社区的小学项目（PYP) 框架？老师们灵活运用小学课程（PYP）大纲，并根据自身的管理及教学经验，探讨了如何支持其他授课老师更好地在大纲的基础上进行拓展教学。

School Director Liu Jia, the Deputy Head of Primary Mr. Elmer Reyes and experienced PYP teachers participated in the "Building For the Future" workshop. How can my school stay at the forefront of international education? How to explore the flexibility of the enhanced PYP framework to better meet the needs of all students and stimulate opportunities for change? How to reimagine PYP in the school community? A deep understanding of the programme enables us to better support others with implementation.

Collaborative teaching

老师们不断总结与反思教学中遇到的难点和疑点，也积极探究着IB最新的教学理念，并将之运用到我们的教育实践中。

The teachers kept summarizing and reflecting on the difficulties and doubts encountered in teaching, and actively explored the latest IB teaching concepts in a bid to apply them to our education practice.

在高频率的课堂实践与头脑风暴后，小学部的全体教师在培训的最后一天下午进行了跨学科合作备课。这也是对老师们培训成果的行程性评估检验。

After high-frequency classroom practice and brainstorming, all the teachers in the primary school conducted an interdisciplinary collaborative lesson preparation on the afternoon of the last day of the training.

Training Reflection

两天的培训课程干货满满，活动丰富，我从中受益匪浅。

培训导师Mr. Beaumont分享的独特的教学解析、真实的教学案例及深刻的教学反思不断激励我用成长型思维及批判性思维及时反思自己的教学经历。IB教学过程中，学生是课堂活动的参与者更是探究话题的引导者。老师通过收集、记录学生的问题了解学生真正关心和感兴趣的话题，在符合跨学科主题的前提下，按照学生的兴趣爱好设计活动，进一步加深学生对探究主题的理解。

Learning from sharing! I really enjoyed last week’s in-school IB PD with colleagues together. The PD presenter Mr. Beaumont shared his understanding of IB according to his personal teaching experience, demonstrating how it’s important for teachers to develop a growth mindset as a facilitator. I was deeply impressed by his self-reflection on his previous teaching about helping students taking agency throughout learning process even though with imperfectness.

在获取专业知识的同时， 我还从本次培训的多项活动中获得灵感，为下一单元（标志与符号）的教学活动提供了不同的探究思路。例如，我们可以利用Mr. Beaumont使用的“指南针”活动帮助学生进行自我反思。这一活动既是有效的自我评价工具同时又紧扣探究主题，在学生发挥主观能动性和创新性的基础上用符号的形式展现自己对该探究单元学习的反思。

I was also inspired by Mr. Beaumont and created new activities for our coming Unit of Inquiry. For example, the compass activity was used in one reflective activity which reminded me of our next UOI topic--signs and symbols. We can also modify the activity according to student's needs as a self-assessment tool to design their own compass with four directions they are going to reflect on.

Thanks for this PD inspiring me as an IB teacher and learner as well.

--马莉莉 Lili Ma

感谢学校的用心安排，这次的活动让我受益匪浅。

我们体验了一回作为IB学生的感觉，沉浸在活动当中，思考、讨论、分享、反思、成长，走了一遍完整的学习流程，也更能理解自己的学生在日常教学和学习过程中的感受和体验，这对于日后我们的课程设计和与学生的交流大有益处。

培训师Leda用了丰富的的课堂活动形式来开展培训，其中的每一个活动形式我们都可以拿来在课堂上进行使用，甚至是休息的间隙她会给我们读有趣且意义深刻的绘本，从而鼓励我们跟学生多读书。

Thank you SGA for making this training happen. It was a great opportunity for me to experience what is it like to be an IB student, because Leda delivered the training in a perfectly “IB” way. By engaging in all the thinking, discussing, sharing, reflecting, and growing, I got to experience what our students experience every day in their learning cycle, which would be beneficial for my future teaching design now that I am more empathetic with my students. Leda has used a variety of activities during the session, all of which could be used in real classes. She even read books to us to encourage us to read more to our children.

在培训的一开始，我们做了一个小组活动，导师让每个人回忆自己成长过程中最好和最差的学习片段。从这些真实的答案当中，我们总结出了一个结论：学生的学习体验很大程度是由课程和老师决定的，学生都希望课程能够有意义、有趣、有用，而且他们能从中得到成就感；更重要的是，学生都不喜欢随意评价、甚至贬低学生的老师，他们喜欢有爱心、有同理心、能够启发、鼓励学生的老师。对于一个新老师来说，我认为这是最重要的事情，我意识到作为一位老师，不只是教授知识，更重要的是言传身教，让学生在耳濡目染中向老师学习，同时在日常的教学中让学生意识到自我价值，并能启发他们在热爱或擅长的领域上努力开花结果。

At the beginning of the training, we had a fun activity writing down our own best and worst learning moments. Combining everyone’s results, we came to a conclusion that there are two elements that determine learning experience: curriculum and teacher. Students prefer meaningful, intriguing, and useful lessons which make them feel self-achieved. They also like teachers who are respectful, understanding, inspirational, and encouraging instead of judgmental or obsessive with scores. I was inspired to be a teacher who can positively impact my students, let them realize their self-values, and find their passions in life.

另一个很深的体验就是通过Leda的言传身教，我明白了IB课程的核心：inquiry-based的教学应该包括什么环节，以及怎么引导学生完成一个inquiry-based learning的闭环，这对他们的终身成长都是有意义和帮助的。对我来说，下一步的努力方向是，如何通过简洁的问题设计和灵活的课程活动来引导一年级的学生，让他们通过发现问题、提出问题、并通过老师的引导来寻找资源和解决办法，以享受其中的乐趣，并逐渐养成inquirer的思维方式。

Another important lesson for me is to walk through the core of IB curriculum: the inquiry-based teaching model.  Leda has showed us throughout her training how to incorporate this method as a closed-loop system in daily teaching and learning. The inquiry mindset would be lifelong beneficial for the students. Therefore, the next steps for me are to learn to use concise questions to guide my grade-one students to spot and ask questions, to look for resources and solutions to their problems with teacher support, while also enjoying being an inquirer.

--黄琦茵 Olivia Huang

Workshops are a great way to get some focused perspective. I appreciate Noah sharing his knowledge with us on the first day, but I especially appreciate him asking us what we needed more guidance on.

我很感谢培训讲师在第一天就与我们分享他的经验，但我更感谢他针对我们需要指导和疑惑的地方提出建议。

The second day was really helpful and informative. He chose to tackle parts of teaching IB that I think a lot of us want to continue to grow in. As IB teachers, we think of these fun lessons for our students, but sometimes these lessons don't engage our students because they are simple tasks very similar to ones they have done in years past. Also, our fun activities sometimes hold no meaning to the bigger picture. Noah took the time help us think outside of the box. He assured us that we can create activities that help create valid and meaningful connections to the unit, and require very little work from the side of the teacher.

研讨会的第二天，他把重点放在了IB的课堂教学部分，这是我认为我们在座的每一位都希望继续成长的部分。作为IB教师，我们为学生设计有趣的课程，但有时这些课程并不吸引我们的学生，因为有时候课堂任务对学生来说很简单，甚至与他们过去几年完成的任务难度相似。我们设计的自认为有趣的活动有时对整个课堂教学来说意义不大。培训讲师花时间帮助我们跳出自己限定的思维，他认为，我们可以创建与单元教学建立有效且有意义的联系的活动。

He also prompted us to think about how the summatives that we create for students show action that students will remember and can leave a mark. I appreciate that Noah inserted himself into our conversations and planning without overwhelming and overpowering us.

他还促使我们思考，我们如何评估我们设计的教学活动学生已经完全掌握。

--Jena Prather

Part of the joys and challenges that come with an IB education is how it is transdisciplinary, and student led. Transdisciplinary is a fancy word that can be simplified to the following: taking different features from other subjects and integrating them into one theme or idea. This helps provide connections and common language for your child in some of the subjects that have a common theme that fit.

IB 教育带来的部分乐趣和挑战在于它是跨学科教学同时以学生为主导的。跨学科是一个崭新的词，可以简化为：从其他学科中提取不同的特征，并将它们整合到一个主题或想法中。这有助于为您的孩子在一些具有共同主题的科目中提供联系和共同语言。

Student agency is another component of an IB education. What we learned in our workshop was how to empower students through inquiry and to ensure we are doing inquiry as well as adding in some student agency.

学生主导是IB 教育的另一个组成部分。我们在研讨会上学到的是如何通过探究赋予学生权力，并确保我们在进行探究的同时加入一些学生主导的机会。

There are many ways to see if inquiry is happening and one way we learned is to have chart in our classroom and an inquiry police role where a student is in charge of regulating whether we did inquiry in our classroom that day. Attached is an example photo that attempts to chart an example the inquiry process, taken directly from the PYP handbook in IB and used in our Making PYP Happen workshop. A student would look at this chart and then ask the class if we completed some of these tasks and mark it accordingly on the chart. This not only empowers students, but also illustrates to the class what inquiry is. In order to ensure understanding occurs with the chart, it is important that it is made into child friendly language that is appropriate for students' language abilities in our classrooms.

有很多方法可以检验探究是否在课堂中进行，我们学到的其中一种方法是在我们的教室里放图表和指派一个像“警察”一样起到监督作用的角色，学生“警察”负责监督我们当天的教学是否进行了探究活动。底下是一张示例照片，它展示了探究过程的示例并被广泛运用于IB 的 PYP手册，并在我们的“让 PYP 发生”研讨会中使用。学生在课上看这个图表，然后问全班同学我们是否完成了其中的一些任务，并在图表上做相应的标记。这不仅可以增强学生的能力，还可以向全班同学展示什么是探究。为了确保学生理解图表，还要将其制作成适合我们课堂中使用的儿童语言。

--Matthew Kloosterman

本次培训我学习到了老师在课堂中的示范作用。IB的核心在于以学生为中心、以学生问询为中心，但老师的引导是不可或缺的。老师如何提出有效的问题、给出有效的指引来引导学生探究思考是我一贯的难题和探索方向，Ms. Leda在培训中给予了我答案。

How to ask effective questions or give effective instructions to provoke students’ thinking? That is a question for beginner teachers. During the PD, I found the answer to this question.

老师应该在每节课中确定当堂课的语言，该语言应该是学术的且符合教学语境的。确定好语言后老师在行课过程中应该一直示范该学术语言, 以便让学生耳濡目染地学习；老师在提问的时候也应避免啰嗦重复的语言，应根据IB核心概念的模式来简洁地设问，从而引领学生进行直击重点的思考。

Ms. Leda, Our workshop lead, suggested teachers model the academic language within each lesson for students to hear, to understand and to apply. Also, when asking students questions, it is advised that teachers follow the structure of IB key concepts instead of randomly asking lengthy questions.

--何佩珊 Sharleen He

学为人师，最不能停止的就是学习和成长的步伐，在IB终身学习的理念倡导下，在IB资深培训官王老师的引导下，我感觉自己像终于游入大海的小鱼，不仅找到了同行者，更是充分领略到IB教育的魅力，对IB教学的广阔前景更加期待。

The most important thing to learn to be a teacher is the pace of learning and growth. Under the advocacy of the concept of lifelong learning of IB and the guidance of Ms. Wang, a senior trainer of IB, I feel like a small fish finally swimming into the sea. I not only find my peers, but also fully appreciate the charm of IB education and look forward to the broad prospects of IB teaching.

IB的使命是“培养勤学好问、知识渊博、富有爱心的年轻人，他们通过对多元文化的理解和尊重，为开创更美好、更和平的世界贡献力量。”基于这一目标，王老师根据自己多年的教学管理经验，带我们系统认识了“国际文凭培养者”的十大目标，超学科学习的六大主题，七大超学科概念，五类学习方法以及建构超学科的探究单元的方法。根据SGA IB中文课的实际情况，我们也跟老师探讨了将中文学科无缝整合到探究单元中的多种方式。

The mission of IB is to "cultivate inquisitive, knowledgeable and caring young people who contribute to creating a better and more peaceful world through their understanding and respect for multiculturalism." based on this goal, Ms. Wang, based on their many years of teaching management experience, led us to systematically understand the ten goals of "International Diploma trainers", Six themes of interdisciplinary learning, seven interdisciplinary concepts, five kinds of learning methods and the method of constructing interdisciplinary inquiry unit. According to the actual situation of SGA IB Chinese course, we also discussed with teachers various ways to seamlessly integrate Chinese subjects into the inquiry unit, so as to illuminate the larger overall purpose.

老师的讲解和小组的头脑风暴、交流展示，打开了我的思维，作为IB PYP中文老师，我们有责任通过语言学习，将国际情怀融入教与学，利用超学科概念这七把钥匙，让学生成长为既积极进取又富有同情心的终身学习者。

Through the teacher's explanation and the group's communication, I also have a deeper understanding and Reflection on my own teaching. As IB PYP Chinese teachers, we have the responsibility to integrate international feelings into teaching and learning through language learning, and make use of the seven keys of interdisciplinary concepts to make students grow into active and compassionate lifelong learners.

---刘玲玲 Lingling Liu

Secondary PD

中学部的全体教师进行了课堂管理和教学策略、学生行为管理方面的培训。今年7月，学校正式成为IB-MYP课程的授权学校同时成为了IB-DP阶段的候选学校。为了给高中阶段10-12年级的教学做好充分的准备，中学部的老师不仅对过去的教学进行回顾与反思，同时也为学校未来的高中学段教学进行提前计划与部署。IB国际课程倡导培养终身学习者，作为老师，只有自己不断成长，不断探索，才能带给孩子更好的教育。

The secondary staff has been trained in classroom management, teaching strategies. In July of this year, our school became an authorized school for the IB-MYP programme as well as a candidate school for the IB-DP programme. In order to fully prepare for the teaching of grades 10-12, the teachers in the middle school not only review and reflect on the past, but also plan and deploy the school's future high school teaching in advance.

The IB International Curriculum advocates the cultivation of life-long learners. As a teacher, only by continuous growth and continuous exploration can we bring better education to children.

Training Reflection

During the day-to-day school week, when you are marking papers, working with students, adjusting your unit, it's easy to forget that we are just beginning to grow SGA. 

在日常教学周中，当我们批改论文、教学或者备课时，很容易忘记我们学校是一所正在飞速发展的学校。 

Professional Development over the last Thursday and Friday was a chance to not only review the fundamentals of what makes a school great but to plan ahead for the years to come. 

教师培训不仅是一次对过去教学的回顾与反思，同时也为学校未来的中学教学进行提前计划与部署。

Classroom management and new teaching strategies were covered and always welcomed, but the biggest excitement came when Mr.McCallum and Mrs Greaves plotted the future of SGA, and how the school grows from its MYP base, into year 10, and ultimately the DP classes. The excitement of plotting the coming years, helped us realize how important the here and now is.

Setting the tone and tenor, the foundation and future course of the students in 2021-22 is just the beginning of making SGA a school that others will look at and want to emulate.

课堂管理和新的教学策略是培训的重点，但最让我印象深刻的是Mr.McCallum和Ms.Greaves规划了 SGA 的未来，以及学校如何从 MYP 发展到DP。计划未来几年的确令人感到兴奋，也帮助我们意识到此时此刻脚踏实地的重要性。

--Tim Percevecz

The MYP teachers spent 2 days learning about the future of MYP and DP at our school.  We will be growing dramatically in the next few years and the teachers spent the time today learning about that future.  

中学部的老师们围绕着学校未来MYP和DP课程的设置进行了为期2天的学习。在接下来的几年里，我们将与学校一起共同成长。

MYP Personal Project, MYP E-assessments, and DP Extended Essay were all discussed and the teachers are looking forward to preparing the students for these excited opportunities for growth.  It will be a lot of work, but it will also be very rewarding for those hard-working students who will build up their skills and knowledge.  

我们讨论了MYP的单科项目、MYP 评估体系和DP扩展论文，老师们期待着让学生为这些激动人心的成长机会做好准备。这将是大量的工作，但对于那些将建立技能和知识的勤奋学生来说，必将受益匪浅。

Just as the great athlete Stephen Curry said, "Success is not an accident, success is a choice."

正如伟大的运动员斯蒂芬库里所说，“成功不是偶然，成功是一种选择。”

--Samuel Holland Lovetro

深外湾区学校的办学目标是要成为具有全球影响力的中国特色先行示范学校。我们既要坚持文化自信，又要扩大课程视野，形成国际化的课程眼光，把东西方的课程理念、方法与价值融合在一起，形成独具深外特色的多元融合课程体系。湾区学校积极开展不同年级不同学科教师培训，认真落实“深外好课堂”的打造，夯实国家课程基础，贯彻IB国际课程大纲，逐步从“深外湾区好课堂”走向“深外湾区好课程”。

To develop great teaching at Shenwai , it is necessary to integrate the concepts, methods and values of the international curriculum. The goal of SGA is to become a pioneering model school with Chinese characteristics and global influence. We should not only adhere to cultural self-confidence, but also emancipate educational ideas, expand curriculum horizons, form an international curriculum vision, integrate Eastern and Western curriculum concepts, methods and values, and form a diverse and integrated curriculum system with SGA’ s unique characteristics.’ s unique characteristics.