Grade 3 Teacher, Canadian International School of Hong Kong, Hong Kong
2016 - present
Collaborate in a team of 5 teachers to implement the PYP curriculum model where students are active learners who construct meaning, building and reflecting upon prior knowledge to make new meaning.
Develop and foster strong relationships with students and teachers to ensure safe learning environments using ideas from Responsive Classrooms
Support teachers in the implementation of the 1 to 1 iPad program which is new to Grade 3; and collating of resources for units of inquiry using pathfinders such as Symbaloo
Implement Ontario Math Curriculum to help students develop an understanding of mathematical concepts and problem solving strategies using a range of assessments
Encourage a strong literacy component that complements the transdisciplinary approach to learning in the PYP
Maintain meaningful parent communication through blogging: http://sites.cdnis.edu.hk/teachers/amykoo/
Co-teacher of the Green Roof Gardeners after school activity
Involved in CIS-WASC accreditation
Participant in the Library Redevelopment Committee, supporting the redesign of the Learning Commons; and in the Learning Diversity Committee which aims to support diverse student needs
Grade 3 Teacher, International School Singapore, Singapore
2014 - 2016
Implement the PYP curriculum model to help students derive meaning by constructing, testing, confirming, and revising models of how the world works.
Engage and facilitate inquiry in the classroom through differentiation of both instruction, content, and process to ensure that the needs of all students are met.
Encourage critical and creative thought in students through questioning to extend thinking.
Support and develop literacy by adopting the Daily 5 approach to reading and writing instruction.
Provide appropriate instruction to help students develop a conceptual understanding of number sense in order to think, reason, and make judgements in real-life situations.
Integrate and embed the use of technology in curriculum areas to redefine how students can learn, create, and show understanding of learning outcomes and benchmarks.
Promote learning through relevant, ongoing, continual feedback.
Foster positive relationships with parents through blogging: www.issg3-2.weebly.com and Class Stories via the Class Dojo.
Work with teachers to support learning of technological integration by leading in-house professional development in Digital Storytelling, and Twitter as a platform to share learning and to grow professional networks.
Grade 3/4 Teacher/IT Teacher, The Independent Schools Foundation Academy, Hong Kong
2009-2014
Integrate teaching of English, Science, Math and Information Technology in grade 3 and 4 in a bilingual medium of instruction school.
Offer choice to students to ensure differentiation; scaffold learning to meet individual needs through platforms such as Edmodo and Ning: www.chatcorner.ning.com.
Encourage staff to integrate the use of technology in class via varied methods of Digital Storytelling: green screens in iMovie; common craft videos; stop-motion animation.
Provide support to staff with in-house Professional Development: Introduction to Google; Introduction to PYP; Digital Storytelling; Assessment for Learning.
Foster positive relationships with staff and ISFA community of parents through avenues such as blogging: www.misskoo.weebly.com.
Involved in CIS-WASC Accreditation.
Provide leadership and guidance as Grade 4 Level Leader through collaborative discussions and workshops.
Grade 2-6 Teacher, Diocesan Girls' Junior School, Hong Kong
1998 - 2009
Deliver school-tailored curriculum to grades 2 - 6 English, Science and Art.
Adopt literature circle method for discourse and study of literary texts to encourage deeper thinking and understanding.
Member of the school’s Guidance team, promoting positive moral and civic education, embedding character education into the school’s curriculum goals.
Maintain the English language text on the school’s website; acted as editor of several school publications including the school magazine and the PTA newsletter.
Liaise with parents of students as the PTA teacher representative.