KAA Curriculum Update # 7 Revised 03/31/17
CURRICULUM/INSTRUCTION UPDATE # 7
Curriculum Update # 7 has taken a different approach from the previously published Curriculum updates.
This update focuses on student engagement across the 3 divisions: ES, MS and HS in the Subject Areas/Departments.
MATH DEPARTMENT
Students are engaged in math through inquiry-based learning opportunities which heightens curiosity by identifying patterns, developing generalizations and allows for multiple solutions to problems. Math teachers use a variety of instructional techniques/strategies such as the use of virtual and physical manipulatives, animation, simulations, modelling while simultaneously focusing on the students’ strengths and areas to grow.Additionally, students complete Investigation Tasks which connects between class and real-life applications. This offers a meaningful learning experience and develops interest and curiosity. Game-based learning also feeds the competitive side and keeps students engaged in their learning process while having fun. Students work collaboratively on projects, tasks, activities and research.
ISLAMIC STUDIES DEPARTMENT
Since Islamic Studies include aspects of our everyday lives, students engage in numerous question-answer sessions. Usually, a question will lead into a discussion where there is 100% student participation. These discussions include real-life everyday examples, further questions, evidence from the Quran and Sunnah, and mind-provoking scenarios. In addition, educational technology is utilized in Islamic Studies classrooms across all divisions (ES, MS, and HS). Teachers utilize PowerPoint presentations as well as smartboards to introduce songs, games, and other engaging activities that complement the unit and or tasks. Students are also involved in hands-on activities that include various art concepts and work. Finally, the Islamic Studies classrooms has adopted the pedagogical model (Flipped Classrooms) at the HS level. The flipped classroom is devoted to authentic learning classroom activities such as exercises, projects and discussions occurring during class time. The typical lecture and homework elements are viewed by students before the class session.
INTERNATIONALBACCALAUREATE(IB) DIPLOMA PROGRAM
The International Baccalaureate (IB) Diploma and Certificate students have been involved in various community service projects and global outreach programs this year. Currently, we have 22 full IB Diploma Candidates and next year, we are anticipating 40 Diploma Candidates who have also been working diligently to complete their Creativity-Action-Service (CAS) hours. All student led activities and events contribute positively to our local and global community, expanding from the DMV area to India: organizing a boys’ basketball tournament to raise money for the Women of the World club, performing a skit and having a dialogue exchange through Interfaith, joining the Quran competition, helping organize a Dig Pink event, hosting events at local mosques, collecting donations for refugees, volunteering at hospitals, and raising money through fundraisers to support a women’s sewing school in India. We are proud of all our students who dedicate countless hours and work passionately to help others!
SCIENCE/E-STEM-A DEPARTMENTS
The Science and e-STEM-a departments continue to lay the foundation and support the project-based, interdisciplinary vision of KAA. At the heart of this vision is finding innovative ways to keep an entire classroom of students engaged. A student’s achievement and motivation in the classroom depends on various factors some of which include the teaching methods used by the teacher and preferred learning style of the student. Strategies utilized by science and STEM teachers include: teaching material using creative content delivery methods; offering optional assignments when a student finishes their work early or wants/needs additional practice; creating a safe and happy classroom environment through student voice and choice; hands-on engaging real world projects; and authentic assessments.
VISUAL ART DEPARTMENT
In conjunction with the upcoming Arts and Heritage Night event and e-STEM-a Fair/Festival, students from all grades have been engaged in projects that are interdisciplinary and culturally driven. Students and their teachers have been brainstorming collectively on projects and ideas of self-interest and strategies to execute them within a well-defined time frame. They have also agreed to collaboratively select projects that will be displayed during these two very important events. Elementary school students have been listening to stories from around the world and engaged in discussions about their traditions and cultures followed by related art activities. Grades 5 to 9 boys are finalizing their 3D concept projects and have been engaged individually and collectively in designing and experimenting with different materials. Grades 5 to 9 girls are finalizing their mixed-media 2D projects and preparing for the ceramics class. Grade 11 boys and girls have been immersed in art critic sessions and are collectively designing the banners for the upcoming e-STEM-a festival. Grade 12 boys and girls have been finalizing their projects for the IB-Art exhibit and have been evolved in planning an exhibit mock for the group critic and self-reflection.
ENGLISH LANGUAGE ARTS DEPARTMENT
In order to make lessons interesting for students, ELA teachers are designing instruction that allows students to learn the same concepts in different ways. For example, ninth-graders are studying the novel Of Mice and Men. They record their notes about the novel through reading response journal entries. Students have been given a list of different ways they can respond to each prompt presented to them, and may choose from that list when they write. They know what they need to complete to get an A, which motivates and allows them to work at a pace appropriate for the duration of the unit. Eighth-graders also benefit from differentiation in independent reading and literature circle activities. Students may choose from three or four works and then select to read and discuss the text with the small peer group over the course of a unit. Student engagement is also fostered through using games to help students acquire vocabulary, learn concepts, and master skills. The fifth- and sixth-grade teachers are allowing students to be active learners by incorporating physical movement into learning games. In addition, they are using traditional games such as bingo to reinforce content in fast-paced, interesting ways. ELA teachers create student interest in learning by encouraging their creativity. Students are encouraged to write and share original poetry and essays, and support students who enter regional and national writing contests. Guest speakers and interdisciplinary collaboration among teachers increase the excitement for learning that helps students achieve.
ARABIC DEPARTMENT
At the Elementary and Middle School level, student engagement is evident in student-centered activities that embody the differentiation approach of our language teachers. Elementary School students are involved in work organized in stations/centers every Friday to review skills gained throughout the week. The students truly enjoy the smartboard games center. Students in both Elementary School and Middle School utilize the technology provided in the classrooms including interactive language programs and educational games such asKahoot. Students also watch videos and analyze clips to extract key concepts and explore multiple interpretations. In addition, song and movement are embedded into almost every lesson at the elementary level. Kindergarten teachers start their classes by greeting the students through song. Songs and physical movement are also used in teaching complex concepts through memorable kinesthetic activities. Students in Middle School are constantly engaged by asking and answering questions. They are encouraged to have an inquisitive attitude with a problem-solving approach.At the High School level, especially in IB Arabic language classes, students are engaged in meaningful discussions where studentsshare their ideas, points of view, and reactions to various topics. Discussions are used to challenge and clarify the students’ ideas and interpretations. Student engagement is evident in assessments at this level as students are required to respond to open-ended questions that ask learners to reflect and synthesize what they have learned. When students are engaged in their own learning, they develop a better intrinsic belief in themselves.
SOCIAL STUDIES DEPARTMENT
Student engagement directly correlates to high quality learning. The top priority when planning each lesson is to captivate students and facilitate meaningful learning experiences. In the elementary school, a variety of instructional approaches are utilized to enhance student engagement. For Social Studies, 4th grade students are acquiring the skill of posing questions, performing research from various sources, and sharing their findings with one another. In Middle School, the 8th grade students worked on the Living Wax Museum! The project is a combination of e-STEM-a principles and interdisciplinary work used to emphasize the connection between Social Studies, Art, Drama, English, and the real world. In High School IB Psychology class, pairs of students were asked to create a skit showing the interaction between a therapist and his/her patient. By designing a skit that adhered to the standards outlined on the rubric, students demonstrated cognitive engagement. Students did an excellent job of examining different approaches to treatment and citing specific research to evaluate their effectiveness. Students were also behaviorally engaged, as they also demonstrated 21st century skills in the areas of communication, creativity, and collaboration. Lastly, students were emotionally engaged. They demonstrated a love of learning as they used sources beyond the textbook to enrich their knowledge and understanding of the subject matter.
ENGLISH as a SECOND LANGUAGE (ESL) DEPARTMENT
In the Elementary School, students are engaged in the learning process through 21st century learning activities. Grammar, phonics, listening and speaking skills are further heightened as students learn and sing songs related to the curriculum. In e-STEM-a and Science, students are planting flowers, designing advertisements for products, and creating a dramatization of fiction texts. As the rigor increases at the MS level, the activities are geared towards proper sentence structure using descriptive vocabulary words and real-life topics which relate to history. Students created a Civil Rights museum exhibit and presented an aspect of the movement to the class. At the high school level, ESL classes interviewed professionals and design movie posters which compared and contrasted characters in a movie.
DRAMA DEPARTMENT
Within the Drama department, teachers have found that students benefit from following several simple strategies to engage, thus ensuring students are motivated and on task. Classes start with warm up games, student led and student facilitated. There is movement,enabling students to be active. Students are given a clear learning objective for the lesson, revisited throughout the class. Teachers use a variety of instructional techniques to engage student are given a mixture of group, small group and pair/individual tasks, with an increasing pace during the lesson to keep them on task. Collaboration is clearlyencouraged as it leads to success.Students are given instructions and asked to provide feedback to ensure they understand and disseminate relevant information in both Arabic/English. This means students understandexpectations and proactively respond with lots of reflection and encouragement. Teachers are fair and expect the same from students - respect being the core of the classroom. Currently, we have adopted team teaching to change the dynamic of the teaching and this is being very well received by students.
HEALTH/SPORTS DEPARTMENT
The KAA programs strive to help students recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. These programs help students acquire the knowledge and skills necessary to achieve and maintain health-enhancing levels of physical activity and fitness. Currently there are 182 students (102 MS, 80 HS) participating in our afterschool sport and PE programs. In MS, PE classes students are completing a gymnastics and volleyball unit, while the ES students have worked on volleying and swimming. ES students work on fundamental skills to acquire competence in locomotor and non-locomotor skills. The 2nd and 3rd grade students just completed a swimming unit where they learned breathing, strokes, and water safety. The 4th grade students began their swimming unit in early March.The swimming unit emphasizes the skill of staying afloat, which significantly reduces chances of drowning. Studies show that children who learn how to swim are more confident and enjoy the water more.The MS students work on application of concepts and strategies. Health is also being offered this semester for 10th grade boys and girls. The curriculum opened with fitness and the students are learning about types of exercises and how to develop an exercise program. Students will also learn about nutrition, healthy eating, and healthy lifestyles.
The third quarter of physical education has justended. The HS students participated in weight training, soccer, basketball, dance/yoga, and swimming after school for PE credit. The spring season sports include soccer and track. Some of the KAA sports offerings are open for MS student participation as well. Middle school sport program offerings include basketball, volleyball, soccer, and track. The recommended national standard for children is 60 minutes of physical activity a day.
Dr. Shiree Slade
Director of Teaching and Learning (Pre-K-12)
The King Abdullah Academy