Stephanie White

CISH PYP Grade 2 Homeroom Teacher

合肥加拿大国际学校PYP二年级班主任老师

From Saturday, February 23rd to Monday, February 26th I had the opportunity to attend an IB workshop on the Role of Language for PYP. Jason Boon delivered an empowering conference that strengthened my knowledge and understanding of language at school and in the classroom. 

2月23日周六至2月26日周一，我有机会参加了“PYP中语言的作用”的IB研讨会。Jason Boon 在会议上所说的内容增强了我对语言在学校及课堂里的认知及理解。

We collaborated as colleagues at the workshop and concluded that language gives us meaning and connects us to knowledge, relationship, higher level thinking and deeper understanding. We need to remember, what students and teachers bring into the classroom (identity, values, beliefs, language map) shapes our learning and how we connect with language. It is important to know what we believe and value about language. We need to know students’ prior knowledge FIRST before we can build on new skills. Learning needs to be made visible and students need to be able to interact with the visuals. 

研讨会上的的参会人员像同事一样积极协作，总结出语言赋予我们的意义，语言让我们和知识紧密相连，帮助建立人与人的关系，拥有更深刻的思想和更深入的理解。我们需要记住，学生和老师带入课堂的内容（身份，价值观，信念，语言图解）建立了我们知识的框架，以及与语言的联系。重要的是，我们要清楚关于语言我们的信念和价值是什么。我们首先要了解学生的已知知识，才能帮助他们吸收新的知识。学习必须是可见的，学生需要有视觉上的互动。

Language is a vehicle for learning and we learn by doing! I was taught how to plan language from a concept-based and balanced approached. We read expert articles that credited this method. There are many helpful books and resources out there that support this as well, such as, “Thriving to Striving Writers” by Stephanie Harvey and Annie Ward, “Thriving to Striving ‘How to Grow Capable Readers’ by Stephanie Harvey and Annie Ward and “Designing a Concept-Based Curriculum for English Language Arts” by Lois A. Lanning. We created a planning map using a Balanced Approach (“Learn Language, Learn Through Language, Learn About Language”). This will be very beneficial for our teachers and students. 

语言是学习的工具，实践出真知！我从中学习了如何用一个以概念为基础和平衡地方法来设计语言课程。我们阅读了认可这种方法的专业文章。还有很多有益的书籍及资源同样支持这种方法，例如，Stephanie Harvey 以及Annie Ward合著的“Thriving to Striving Writers”，“Thriving to Striving ‘How to Grow Capable Readers’”，以及Lois A. Lanning所著的“Designing a Concept-Based Curriculum for English Language Arts”。我们用平衡法设计了一副计划图（“学习语言，从语言中学习，学习关于语言的知识”）。这对我们老师和学生会非常有益。

From our students’ perspective, we learned that a language map and cultural map can help us support our students. How we start our day is so important for our students, so discuss what they are doing well. The more we understand about their language background the more we can impact their learning and have student success. Students need to be involved with making the images of reading skills, writing skills and learner profile images. These images must be the same throughout the school, all grade levels. Students need agency with book discussions: students can ask questions and discuss a story in a group setting with other students. A summarizing tool we learned to use is called PEEK: pictures, every heading, ending, know what. 

从学生的角度而言，我们了解到语言地图及文化地图可以帮助老师指导学生学习。以什么样的方式开始一天对学生来说十分重要，所以跟学生讨论他们做的好的方面。对学生的语言背景了解的越多，我们便能更好的影响学生的学习并让他们取得成功。学生需要构建阅读技巧，写作技巧图以及建立学习者形象。不论在哪个年级，这些图像都应该是一致的：学生可以提出问题，并分组与其他学生讨论故事。我们学习使用的一种总结工具是PEEK：图像，开始，结尾，学习到了什么。

Lastly, we were given resources and information for school goals and language policy. Simon Sinek’s, “Why, How and What” model can help strengthen a school’s vision and provide a more successful environment for the students, staff and community. As well as, using a goals strategy called AIMS (Add, Improve, Maintain and Stop) to build and review the school Language Policy. 

最后，我们了解了一些有关学校目标和语言政策的资源及信息。Simon Sinek’s 提出的“为什么，怎么做以及做什么”模式可以帮助我们实现学校的愿景以及给学生，员工及社区提供更好的环境。同时，使用一个称作AIMS的目标策略（增加，提升，保持，停止）构建以及回顾学校语言策略。

The lessons, experience and collaboration I have gained during this workshop will help us develop a stronger literacy program at CISH.  

我从此次研讨会中学到的知识，经验，及相互协作会帮助我们让CISH的读写项目变得更加强大。