"The learning community recognizes that education is a social endeavor benefiting all its members individually and collectively. Everyone in the learning community has agency, see themselves as contributors to its strength and success, and take action to affect change."
（The Learning Community，IBO，2018）
从3月2日线上教学至今，尚德融合部进行了教师职业发展培训月，基于“教学方法”、“学习方法”、“服务性学习”、“跨学科学习”、“认识论”、“学术诚信”、“毕业成果展”、“全纳教育”等关键词开展了共计43场线上教师职业培训。教师们积极参与、分享、合作、实践，为促进学与教进行开放、深度的云端对话，秉持学习者共同体的理念，为构建学习社区做出贡献。
From March 2nd to now, the teacher professional development month has been held by the Integrated Department. There were 43 sessions facilitated about ATT , ATL, service learning, IDU, TOK, academic honesty, exhibition, and inclusive education. Teachers actively participate in, share, cooperate and practice to promote open and in-depth online dialogue between learning and teaching, uphold the belief of learner community, and contribute to the construction of learning community.
01 关键词——教学方法
Approaches to Teaching
合理使用教学方法能够促进学生的学习、促进探究循环的有效构建。在线学习背景下，该如何诠释这些教学方法？如何以教促学？
The appropriate use of ATTs can promote students' learning and the effective construction of inquiry cycle. How to interpret these ATTs in the context of online learning? How can teaching promote online learning?
如何有效利用在线平台进行教学？在线教学初期，融合部不同学段对此进行了探索与培训，介绍了钉钉、zoom平台的各个功能，及如何通过举手、连麦、分组讨论等方式与学生有效在线互动。
How to effectively use online platform for teaching? At the early stage of online teaching, we explored online teaching platform and held a training about it, including introducing the functions of the Ding Talk and Zoom, and sharing how to interact with students online.
如何进行线上教学设计？融合部小学各学科组结合学科特点，在学科组内对教师们进行了培训。从4月27日开始，教师们进行持续六周的线上教学的教学案例分享。从理论层面到操作层面，提升教师在线教学能力。
How to design online teaching? Subject leaders of Primary Years Program shared it with subject teachers. From Apr.27th to May.29th , the cases of online teaching were shared for six weeks to improve teachers' online teaching ability from the theoretical level to the operational level.
融小艺术课程在线教育课型探究 Murray
如何设计线上融小数学教学课程 Yolanda Li
融小在线英文作业批改策略 Paul Taiani
融小学科课例分享
融合部高中各学科组聚焦教学方法探索、实践，并于4月14日与4月21日进行教学案例的分享。
On Apr. 14th and Apr. 21st , each subject group of DP, according to the characteristics of the subject, went deep into ATTs and summarized the application in teaching practice.
融高Group 1课例分享
融高 Group 3 课例分享
融高 Group 4 课例分享
融合部美加英文组负责人李卫卫老师在4月21日进行了AP English 工作坊，从课程、考试，及课程资源多方面深度解析。4月23日，美加数学组负责人刘建勋老师也进行了AP微积分培训，从AP课程的开设、考试、评分、优势、选课等方面进行了综合介绍。
The English SGL of Noble Academy Vivian Li conducted an AP English workshop on April 21st . She made an in-depth analysis of course, exams, and course resources. On April 23, Michael, the SGL of Math in NB, conducted AP calculus training. He made a comprehensive introduction from AP course setting, exams, marking, advantages, and course selection.
美加AP English培训
美加AP 微积分培训
02 关键词——学习方法
Approaches to Learning
“我们重视学习方法是因为我们相信，教育学生最根本的就是要使他们学会如何学习。”（什么是国际文凭教育?, IBO, 2017）在线学习背景下，学生能否保持高能动性、积极应对考验、成长为自律的学习者，学习方法的重要性突显而出。
“Our focus on approaches to learning is grounded in the belief that learning how to learn is fundamental toa student’s education.” (What is an IB education? , IBO, 2017) In the context of online learning, the importance of ATLs is highlighted as to whether students can keep agency, actively respond to challenges of online learning, and grow into self-regulated learners.
融合部中学在4月16日由ATL协调员李雯老师进行了“如何制定核心ATL学科目标？”的培训，各学科组制定不同年级的ATL目标，细化核心ATL技能图。4月18日，融中新教师又进行了“发展自主学习者”工作坊，以游戏体验ATL的学与教，围绕什么是 ATL、ATL学与教、ATL教学要求展开。
On April 16th, Leanne Li, the ATL coordinator, facilitated a workshop on "how to develop the core ATL subject objectives?". Each subject group of Middle Years Program set ATL objectives of each grade, and refines the generic core ATL skill map. On April 18th, a workshop was held for new teachers on "developing independent learners" , focusing on what is ATL, ATL learning and teaching, and ATL teaching requirements.
昨日，李雯老师对融小教师进行ATL主题的培训。融高各学科组教师也将于本周分享如何在学科教学中发展学生的ATL技能。覆盖三个学段的学习方法研讨，鼓励以适合学生成长阶段特点的方式发展学生的各项ATL技能.
Yesterday Leanne gave ATL training to teachers of Primary Years Program.Y10 & Diploma Program teachers will share how to develop students' ATL skills in subject teaching this week. Seminars about ATLs are spanned for all three programs , aiming at encouraging to develop ATL skills in appropriate ways within each program.
03 关键词——服务性学习
Service Learning
我们期待学生通过服务性学习，能从失败中学习，培养全球意识与国际情怀，激发潜能以深度、持续地影响世界。
Students are expected to learn from mistakes, and foster global consciousness and international mindedness, in order to awaken their potential to make profound and lasting decisions. At SSES, this is done through Service Learning.
在线开学至今，服务性学习协调员Naomy 组织各学段服务性学习负责人们每周进行“如何将服务性学习与课程融合”的系列研讨：创建服务性学习课外模型，设计融入服务性学习的单元计划与教案、服务性学习图书馆范例，为即将到来的全体教师培训做好准备。
Since the beginning of the semester, Integrated Department Service Learning Coordinator Naomy Pena, has organized a series of weekly workshops with Service Learning Leaders on how to integrate Service Learning into the existing curriculum. This semester has featured the creation of Service Learning aligned extracurricular model, Service Learning- integrated units and lesson plans and the Service Learning Library template, which will be used as samples for upcoming professional development.
04 关键词——跨学科学习
IDU
基于真实情境的学习总是发生在各学科之间，需要通过跨学科的观点探究问题、认识世界。
Learning based on real life always takes place between different disciplines and requires
inquiry and understanding of the world based on interdisciplinary perspectives.
3月9日、4月2日，融合部中学IDU协调员Jonathan Amengor 分别组织了“跨学科教与学”、“非正式跨学科”的工作坊，回顾“跨学科”单元的计划和进程，分享“非正式跨学科”框架。基于此框架，各学科组挖掘“非正式跨学科”的机会点，研讨如何将此落实到课程计划与课堂实施中。
On March 9th and April 2nd, Middle Years Program IDU coordinator Jonathan Amengor held workshops named “Interdisciplinary teaching and learning” and “Informal IDU”. He reviewed the progress of formal IDUs and introduce informal IDU framework. Each subject group explored opportunities for informal IDUs, explored how to plan and implement the perceived connections between the various content areas of the subjects.
GRADE 7 DESIGN, SCIENCE & ART Informal IDU
GRADE 7 DESIGN, SCIENCE & ART Informal IDU
Grade 8 Art & Science Informal IDU
Grade 8 PD, DD, ELL & IAS Informal IDU
Grade 9 Art & Science Informal IDU
跨学科学习理念也支持 STEM 教育的发展。4月20日，融小科学教师们参加哈佛中国教育论坛在线会议，加深对STEM教学的认识，并讨论在日常教学中实施STEM课程的可能性与可行性。4月22日，美加科学组负责人陈丹余老师围绕三个问题展开教师培训：什么是创新？为什么创新？如何创新？
On April 20th , Science teachers of Primary Years Program attended online Harvard China Education Forum and discuss the possibility and feasibility of implementing STEM courses in teaching process. On April 22nd, A workshop held by NB Science SGL Daniel focused on three inquiry questions: What is innovation？Why innovate? How to innovate?
05 关键词——认识论
Theory of Knowledge
“TOK课程以探索知识问题为中心，为学生提供了一个探索和反思知识本质和认识过程的机会，是教师与学生的关键工具。” (认识论指南，IBO, 2020)
“The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. The course centres on the exploration of knowledge questions, which are a key tool for both teachers and students.” (Theory of knowledge Guide, IBO，2020)
3月底，融合部高中孟华银、王云飞、邵骏杰三位TOK老师分别加入DP各学科组组会，介绍了2020年TOK新大纲，给出各学科链接TOK的教学建议，并一起探讨不同认知方式在各知识领域中的应用。4月7日，各学科组教师进行了“如何在学科教学中实施TOK”的案例分享与讨论。
At the end of March, Diploma Program TOK teachers, Huayin Meng, Yunfei Wang and Constantin Shao, attended each subject group's meeting, introduced the new syllabus of TOK，and gave some practical suggestions of implementing TOK in subject teaching and learning. On April 7th, subject teachers shared their understanding of implementation of TOK in subject teaching and learning.
TOK培训 Huayin Meng
TOK培训 Constantin Shao
TOK在科学中应用 David Richardson
TOK在地理中应用 Naomy Pena
TOK在中文学科中的应用 Dora Chen
TOK在数学中的应用 Xiaoyi Peng
06 关键词——学术诚信
Academic Honesty
学术诚信，是“有原则的人”的重要体现，是学校、教师和学生的共同责任。它在教学、学习和评估中用于促进学生的个人诚实和良好行为。
Academic honesty is an important manifestation of being principled and is the responsibility of all schools, teachers and students. It promotes personal integrity and good practice in teaching, learning and assessment.
3月20日，融合部中学基于学生年龄的特性开展了学科组学术诚信政策的深度研讨。各学科组从学科出发，补充学术诚信的学科定义，讨论如何支持学生履行诚信原则，并分享学科案例。
March 20th, SGLs of Middle Years Program took a close look at SSES academic honesty policy based on characteristics of middle school students. Techers were asked to contribute understandings on academic honesty definition from subject perspective. Teachers further discussed how to facilitate teachers' responsibilities and shared how to deal with real cases.
07 关键词——毕业成果展 Exhibition
在小学项目和中学项目的最后一学年，学生要经历自主探究与项目式学习，积极开展行动，发展对本地及全球社区的归属感，并在毕业成果展或社区设计展中展示如何发展和应用他们的概念性理解、知识、技能和学习者培养目标中的各种特质。
During the last year of Primary Years Program and Middle Years Program, students experience independently inquiry and project-based leaning, take positive action, and develop a sense of belonging of the local and global community. In the G5 Exhibition or Community Project Exhibition, students demonstrate how they have developed and applied their conceptual understandings, knowledge, skills and learner profile attributes through the inquiries they undertake.
为了更好地推进融合部小学五年级毕业成果展的进行，融小协调员邓红喜老师与万思怡老师对导师们进行了系列培训，包含：小组契约的制定、总结性评估、采访提纲的撰写、问卷调查、中心思想的制定、问卷报告、采取行动。
In order to better promote the Grade 5 exhibition of Primary Yeas Program, a series of training were held by Lizzy Deng and Atalante Wan for all mentors, including: group agreement, summative assessment, interview outline, questionnaire investigation, setting a central idea, questionnaire report, taking action.
4月1日，融中协调员许虹琳对CP导师进行了“如何指导学生完成线上社区设计展示”的培训，包括：线上CP展计划、时间安排、准备展示阶段的导师职责、导师分享回顾项目进程。
April 1 st, Honglin Xu held a workshop for CP supervisors about how to support students to get prepared for Community Project presentation. We reviewed the process of CP Expo preparation. CP supervisors are updated with the latest timeline, supervisors' responsibilities under this phase, and supervisors briefly shared and reviewed experiences in this year.
08 关键词—— 全纳教育
Inclusive Education
我们致力于为所有学生提供包容安全的环境，尊重学生之间存在的身心差异，并竭尽所能为学生在身心发展、学习、适应等方面的不同需求提供尽可能全面、专业、友爱的支持和服务。
We are committed to providing an inclusive and safe environment for all students, respecting the physical and mental differences between students, strives to provide students with comprehensive, professional and friendly support that is differentiated to the different needs of students in regard to their physical and mental development and their learning and adaptation.
4月1日，全纳教育协调员刘苗老师为融高、美加班主任进行了“中学生常见心理问题识别及应对”的培训，包括：心理异常的两个种类、应对心理异常的步骤、应对高危行为的对策。
On April, 1st, Inclusive Education Coordinator Amy Liu held a training about recognition and response to common psychological problems of middle school students. It includes introducing the types of mental disorders, steps to deal with psychological abnormality and countermeasures for high risk behaviors.
师生互动在云端
Online Teachers-students Interaction
“学生和教师之间要建立牢固的互信关系，以伙伴关系开展工作。学生看重教师作为学习的促进者和启迪者的作用，与他们协作确定并遵循学习目标。” （学习社区, IBO, 2018）
Students and teachers who have established strong, trusting relationships work in partnership. Students value their teachers as facilitators and activators of learning, and collaborate with them to identify and pursue learning goals. （The Learning Community，IBO, 2018）
4月17日与27日，融合部高中分别组织了10年级选课集市与选课个别咨询。各学科组教师介绍了学科学习的主要内容、DP课程学习强调的技能、与现实世界的联系、最终的评估任务、学生作业和论文实例。
On April 17th and 27th , Y10 subject fair and Y10 subject choice Q&A were held. Each subject group introduced the main content covered in the subject learning, skills emphasized and developed in DP course, connections with real world, assessment components involved in final assessment and samples of students' homework or essays.
4月13日，刘苗老师为学生进行了“线上教育后期学生的自我修炼”讲座，围绕解读学生学习压力，并给与指导；分析学生孤独情绪，并提供支持；描述家长角色压力，邀请学生亲子互动这个三个方面展开。
On April 13th, Amy Liu lectured on Self cultivation of students in the later period of online education for students, including interpreting students' study pressure and giving guidance; analyzing students' loneliness and providing support; and describing the role pressure of parents and invite students to interact with parents.
同伴学习在云端
Online Peer-learning
同伴效应对于同等学力水平学生的影响是正面、积极的。他们学会如何进行社交互动、互相支持与合作，并采取集体行动。同时，在线学习节约时间与空间，为同伴学习提供了更多的便利与机遇。
The influence of peer effect on students with the same academic level is positive and active. They learn how to interact socially, support and collaborate with each other, and take collective action. At the same time, online learning saves time and space, and provides more convenience and opportunities for peer learning.
11年级学生会自发集结了各学科乐于分享的学霸，以开放的zoom自习室形式，给需要帮助的同学提供学习支持。在11年级学长的带动下，10年级优秀学子也组织了网上学习互助小组。不仅有S-tutors，还有7位超强助教团，让独自学习的困难变成了一起奋斗的快乐。
Y11 student union members call on subject elites to open their zooms during the night study hall to help and support those in need. Encouraged by Grade 11 S-tutors, extinctive G10 students also organized their online tutoring project.
4月，学部邀请已经或即将毕业的优秀学子，分别进行了5场助力大学申请分享，帮助学弟学妹更好地了解未来方向和设定努力目标。
In April, the department invited outstanding students who have already graduated or are about to graduate to facilitate five sharing sessions about university application to help junior students better understand the future direction and set goals.
家校合作在云端
Online Family-school Partnership
“家庭与学校的伙伴关系为支持学生的学习、成长、健康和福祉以及能动性奠定基础。” （学习社区，IBO，2018）
“The partnerships between home and school provide the foundation to support students’ learning, growth, health and wellbeing and agency.” （The Learning Community，IBO，2018）
3月23日、4月13日，刘苗老师为家长开展了系列线上讲座，主题分别为“孩子上网课坐不住怎么办？”“电子产品无节制怎么办？”。讲座中，她分析了孩子上网课坐不住原因及应对策略，阐明网络时代电子产品的必要性和重要性，带领家长认知电子游戏、短小视频的优势，回答家长对孩子使用电子产品的各种担忧，分析沉迷游戏学生的心理状况并给与支持。
On March 23rd and Aril 13th , Amy Liu held a series of online lectures for parents , with the theme of “how to deal with it if a child can’t focus on online class? ”” What to do with excessive use of electronic products?”
今年春天，尚德融合部的学习社区就这样在云端以全新的方式开启。我们积极创造丰富多元的机会，将学生、教师、家长紧密联系在一起，鼓励学习社区成员们以饱满的能动性采取行动，积极迎接在线学习的变化与挑战，互相合作、深度对话、共同发展，坚信学习的力量。
This spring, our learning community opened up in a new way. We actively create rich and diverse opportunities to connect students, teachers and parents, encourage members of the learning community to take action with high agency, actively meet the changes and challenges of online learning, cooperate with each other, engage in in-depth dialogue and mutual development. We firmly believe in the power of learning.
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