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Diploma Programme: Approaches to Learning and Teaching

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Diploma Programme: Approaches to Learning and Teaching

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Kappy---I did this accidently as a DP teacher, the rest of my answers are on the MYP site!! Same for 2, 1, here  

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Kappy---I did this accidently as a DP teacher, the rest of my answers are on the MYP site!! Same for 2, 1, here  

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3 Things I learned
Visual thinking---using sticky notes to have students visualize what they are thinking about. Mandarin lesson.
Self management---not sure I learned anything new here. Students moved at their own pace, shared where they were with the teacher---maybe that they created their own goal for the lesson they were doing. German lesson.

Critical thinking
Two students were able to articulate their learning process quite well, which is always really impressive. Also that it is difficult to get teachers' teaching styles in synch with students' learning styles---more reason to use multiple approaches and to coach students to learn their own ways. Spanish lesson.

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The school in Spain is over 125 years old
The school in Vienna has over 1300 students, grades K -12

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These schools seem to have a majority of their population coming from international students---whose backgrounds are ( almost) always privileged. That said, I wonder how they can attract and support students from lower income populations who most likely lack support at home? What does an economically diverse population, lacking educational preparedness, look like at an IB school, and how do teachers address these deficits in an IB driven curriculum?

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There are no Visual Arts examples so I found myself jumping around in videos.
-In Munich, there is an ATL specific coordinator that works with teachers in aligning shared understandings. The collaboration amongst teachers is vital for the success of the program- a holistic, coherent education. If teachers are not coming together, it is hard to map what any individual student is getting.
-In Toronto, I learned that the all girls school struggles with students 'doing it all' and 'wanting to do well in it all.' This creates an overwhelmed population which I found relatable to ccps. The IB coordinator works with students and staff on deciding what is vital, what you can say no to, and where there is grey area. IB coordinator is involved in classes and staff to use assessment for reflection. This is mirrored with how students use assessment.
-Self directed learning not only allows you to be a life-long learner but to learn more about yourself. Students in Vienna set their own objectives for the lesson.

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The significance and role of admin, IB and ATL coordinators, is vital in carrying out ATL in a school. Everything is mirrored from admin to teachers to students. It is a team effort.
Students (Vienna example) learn self-management through self-directed learning. They create their own objectives for the lesson. Relatable to our V.Arts course.

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Many schools mentioned the significance of collaboration, planning, and staff support. ATL does not work without it. My question is what do these schools schedules/ calendars/ work time look like to allow this? I am not sure what this looks like and how this would work in our school.

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1. Collaboration can be created in various ways. For example, the dumpling lesson fostered students to work together through culture, language and food.
2.Interecting various ideas. As in the example of the science lesson addressing cystic fibrosis where learning was through physical (straw breathing) and genetic data experiences and assignments.
3. The importance of credible resources.

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1. The theatre lesson was a taught by both the theatre teacher and the librarian.
2. Students reflecting on their learning.

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How can we support and empower our socio-economically challenged students?

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1- Self-management: self-directed learning (Vienna)
Students are able to learn by 1) setting their goals 2) select tasks from a variety of tasks 3) organize work and timing.
Teacher give written feedback and students formulate their goals from the feedback they receive
2- Thinking and research skills (Hawaii)
Students were able to make meaning from a challenging poem through thinking together (socratic seminar), and then gain more in depth understanding through research
3-Inquiry based and conceptually focused mathematics teaching (Toulouse)
Students are given authentic problems to solve. They are encouraged to apply what they know, discuss results, identify the gaps they may have and ask questions to fill in the gaps. Teachers do not give answers but somehow direct students with questions such as: "what did you do last week that helped you solve that same problem?"

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In all 3 videos, students were super engaged. All seemed to enjoy the work

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I noticed that in the 3 videos, students have ample space for group work and for teacher to walk around and coach students. I wonder to what extend factors such as the space and the light in a classroom contributes to effective learning/thinking/collaborative work

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I watched a video on communication skills in a Language A classroom.
1. I learned about the teacher's focus of encouraging a transition in register from working in small group preparation to presenting to a larger group.
2. I learned about the idea of the "guide on the side."
3. I learned that a teacher can focus on not just the content being presented by students, but also the communication skills they are employing.

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1. I found it interesting that the students considered the impact of developing communication skills on their career prospects after graduation.
2. I found it interesting that the teacher took a more hands-off approach.

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Are such small class sizes typical of many DP schools?