NUACHTÁN ELEMENTARY | June 2021

The end of the school year is coming, teachers and students are working hard towards the final stretch of the course. We are sure they’ll have a big and great closure. In this edition of the newsletter, we share with you information about the academic area regarding the evaluation time and socio-emotional that we are sure you will find interesting.

Evaluation in this educational age

By Consuelo Zamudio

Evaluation has been prominent in the educational work, as an instrument to verify students’ academic achievement, to feedback on their learning, and to certify the knowledge acquired (Popham, 2002). Therefore, all teachers evaluate their students, a practice that is fundamental in the teaching-learning processes (Anderson, 2018).

At our school we apply the evaluation to various sectors, although it includes the measurement of students’ learnings, it expands towards teaching practice, the curriculum, and the institution itself. The educational assessment has considerably expanded its boundaries to review our path and although, in the case of students, it generates a numerical grade because this is required by our education system, for the teacher it involves much more than obtaining a number. The evaluation is based on the planning of various experiences that offer connections with the real world and focused on the progress of each student. A good example is to campaign for the care of the environment, to be able to carry it out, the students will show knowledge, concepts, attitudes, and skills that they have developed to take action.

The experience should be clear and specific, including the learning objectives, the achievement criteria, and the process students use to learn.

A highly effective assessment offers a wide variety of tools (checklists, rubrics, continuums, portfolio, anecdotal records, etc.) and strategies (Open Tasks, Process Assessment, Performance Assessment, Observation, etc.) that fulfill their purpose to build a complete picture of student learning.

Finally, let us take into account this last reflection:

The memorization of facts and data is not the most important skill in today’s world, facts change, and information is available. What is needed is an understanding of how to interpret and make sense of that information so they can use it efficiently.

References:

https://www.revista.unam.mx/2018v19n6/evaluacion-estandarizada-del-logro-educativo-contribuciones-y-retos/ Learning and teaching “Evaluation in the Elementary School Program. © International Baccalaureate Organization 2018. P.73

What happens once we get our first certification?

By Elizabeth Jasso

This is one of the most common questions I have been asked during these days, not only by parents but also by students. The answer is quite easy because you will have many benefits. First, remember that your English will be assessed and certified by Cambridge, a global and prestigious institute. Then, as you progress in your certifications, you gain a path that assures your success in the University. Remember you will have more opportunities to study or work because your proficiency in the language is also increasing. 

Our students have just started in this path as they are going to take the Young Learners Exams (YLE Exams) in July. This represents the first steps for them and gives them practice and experience, two important components for future certifications that they might have.

Now, as a parent, it is very important to give them all the support and make them feel very self-confident and secure that they will get great results and will give their best in their exams. 

What we say to ourselves

By Psic. Paola Hernández

What we tell ourselves matters. It matters a lot because you think that’s the truth about you. But often we may be wrong. If I think I’m not good enough or not good enough for something, I get discouraged right away and do not even think about further attempts.

A key element of emotional intelligence is motivation. We identify extrinsic motivation (comes from the outside) and intrinsic motivation (comes from the inside). How do you handle inner motivation? Remember when was the last time you had positive internal dialogue? Did you cheer yourself up or did you console yourself? Do you do it often or you don´t know what it is about? Elementary psychologists have looked for opportunities to show that it is not only good, but it is necessary to talk to yourself with a constructive, loving, true word.

During class, children went to the mirror to talk to themselves, to tell the truth of who they are. Melissa Mendes Marques of 3rd B commented as follows:

“I felt very good. Sometimes I need some time alone and that time alone suits me very well. A lot of times I need my family for some things like when I feel bad. Those things make me repeat (referring to exercise) that when I think I am not smart or pretty they remind me that I’m good, affectionate, intelligent. It doesn’t matter if a friend doesn’t tell you, you repeat it to yourself and you feel great.”

The lovely Meli doing an exercise in self-love. After reading to herself, her self-recognition, embraced and shared how she felt. Ideally, we should build a good habit of talking to ourselves proactively and constructively.

If you are interested in learning you can consult the books of Louise L. There, Editorial Diana.

Applying the PYP in the classroom

During English class, 3rd graders completed a timeline focused on the goals they have achieved in their short years of life. This activity is part of the unit of inquiry that has as its central idea: “Being risk-taker is an ESSENTIAL FEATURE TO ACHIEVE A CONQUEST”.

Students in grade 1 made disciplinary oral presentations. They were asked to create a toy or an invented animal, following what had been seen in class. In addition to using vocabulary, they had to use sequencing words, use class or recycled material, and of course, everything had to be English. The students presented very nice products and achieved very well the objective posed, in addition to being very proud of their creations and gradually having more oral production in English.

On the subject of countable and uncountable nouns, the students made a salad of free choice. Each student chose to make fruit or vegetable salad, with whatever they had at home. First, they worked on listening and vocabulary in the book, and later, the teacher presented her salad for them to use the classification and grammar usage prompts, thus connecting with the concept of classification of the Unit of Inquiry. Each student presented their ingredients and then they made their salads so they could eat them in class. In addition to reinforcing the concept of classification, the use of nouns, the oral part was also worked on. The activity was very enjoyable, and they had lots of fun!

Dates to remember

• JUNE 21st to 24th – PYP Exhibition

• JUNE 25th – CTE Class Adjourn

• JUNE 25th – 6th Unit of Inquiry ends

• JUNE 28th to JULY 8th – School year Closing Ceremonies

• JULY 8th – Academic Closure Ceremony 6th grade | 10:00h | Seanchaí Theatre