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I realized once again that RQ is really important.
1) If the RQ is specific, the experimental method seems to come out almost automatically.
2) In addition, it is possible to understand what kind of statistical processing is required
3) Accordingly, it seems that there will be specific ways to collect data.

The most memorable thing is that we can look at the representative statistical processing methods that are widely used in IA.

It was such an honor to be with Anna and Shine for three days of training.
Thank you.
See you later at a good opportunity :)

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I learned a little bit about IA through the workshop. I heard from other teachers that it is important because there is a large proportion of external evaluations because there is no actual class, but due to the nature of the subject of science, IA is a very important course in education. Also, I learned how to operate in Korea indirectly through Jeju Island teachers I was burdened to be in charge of the second-year IB next year, but I think I can get some sense of it.

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It was not easy to take training in English for a long time. However, it was an opportunity to think about what difficulties and tips there would be by experiencing the experiences that actual students had to experience. Also, I learned how to use the database yesterday, so I wanted to make a RQ that applied that method today, and I felt that it was possible to create a RQ. I don't think there's a bigger learning than applying it myself.

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If it takes 30 minutes for the teacher to review the IA by oral examination, can I split this time? And should I think about asking questions for a minute during the break after 30 minutes? And can you tell me to revisit this and that in the students' report until I submit the final report? Or just once?

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1. Osmotic Pressure Measurement Experiment: It was conducted in the first semester and experimented with sugar and potatoes. The mass change was measured and the children were very amazed. The molar concentration was used to allow students to recognize even the contents related to osmotic equilibrium. 2. Enzyme activity experiment: It will be interesting to see the design and performance of the experiment next week. I want to transfer it to another experiment through the experimental design process. And I think children can apply it as a real IA topic for children. 3. Limiting factor experiments in photosynthesis: Yesterday there was a virtual simulation site in an IA sample. I think it can be done simply by simulation.

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We make statistics known through chi-square verification. I want to try heart dissection. I also want to try simulating natural selection.

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1. Using a microscope: Because osmotic cells can be seen, we chose to calculate the magnification using a microscope. 2. Chi-square verification: It was considered necessary because it was necessary to know the significance in statistical processing. 3. Database utilization molecular biology: I wanted to use the database in class to facilitate students' database utilization.

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1) A lot of trash is likely to come out using glass or plastic bottles. How are you working on this?

2) As far as I know, invertebrates such as insects are put in mesocosm, is there any problem with bioethics?

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- Thanks to Anna, I think I can appeal to the school to buy several thermostatic tanks.
- 1st (skill up), 2nd (gnerating RQ), and 3th (data collecting day) cases are likely to be very helpful.
- IA grading is difficult. But I think I'll get used to it if I keep doing it.

- 안나 덕분에 학교에 항온수조를 여러 개 구매해주라고 어필할 수 있을 것 같다.
- 1st(skill up), 2nd(gnerating RQ), 3th(Data collecting day) 사례는 도움이 많이 될 것 같다.
- IA 채점은 어렵다.. 그래도 계속 하다보면 익숙해질 것 같다.

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As I wrote the timeline, I learned when and how to start IA evaluation, and although it is still difficult to give advice on RQ and exploration, I learned a little by looking at the evaluation and scoring criteria. If you look at various scoring cases, you will be able to know the clear criteria and give advice to students.

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The score was consistently lower than the modulator. It may be because I have high expectations for students or because I don't understand the standards properly. I hope a few exercises will improve my evaluation skills.

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How many times does Anna's school conduct mock-IA in a semester? And how much time do you usually spend? I wonder if you offer 10 hours just like the real IA. I think the actual progress of the class is a bit tight, so I'm asking how you're going to proceed.

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In fact, according to the IA report, which received high scores, there are things that seem impossible within 10 hours, but in that case, shouldn't the score be cut from the perspective of the limit of 10 hours to get high scores?

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Support: I'm not sure what your research question is. I want to have the table organized according to the research question. What are the criteria for classifying green and light green? I am also curious about the standard of 1 to 10 rocks and the location. I'm not sure how many stones were investigated and the location is also unknown. It seems that there should be a variety of rocks rather than selecting five samples from one rock. The location of the rock will be different. Intellectual clothing is also related to humidity and air quality, so it should be specified. <How> I can't see the data. It would be nice to make a graph comparing negative and positive areas according to the four types of clothing. Also, it would be nice to present a tendency for each color in the sunny and dark areas. <Presentation Method> The comparison targets are not clearly shown in the table. Tables by comparison should be rearranged. It should be presented separately between the shade and the shade.

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<Improvement> It's like seeing the color of moss in the sun. In other words, please investigate the color of moss as well. Do it with color and type.

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Somin: Since it is an improvement square method, it is necessary to be able to grasp what the dominant species are. What are the criteria for distinguishing between sunny and dark? It seems that the tendency can be seen only when there are clear standards. There is a need for criteria for how to weight objects across squares. <How> Please classify all kinds of observed lichens. Also, please tabulate their populations. <Presentation Method> Compare the bright and dark spots and describe them in a table. The table should include relative density, relative frequency and relative cover.

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 "50 IB Biology IA Ideas that are Easy to Use and Score High Marks! (ibbetter.com)"

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 "50 IB Biology IA Ideas that are Easy to Use and Score High Marks! (ibbetter.com)"

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IB better site is free for everyone?
Or just giving us a taste of IA materials?
I'm seeing "50 IB Biology IA Ideas that are Easy to Use and Score High Marks! (ibbetter.com)"
When we give the e-mail, whole IA data will be given to everyone?

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I didn't know much about IA because I didn't have IB classes yet, but after doing RQ, I learned about questions that could make scientific thinking, and the fact that I can experiment using big data seems to be useful information that can be fully used in other classes. I learned it from Anna 3 years ago and it is an honor to learn it again.

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1. Personally, it was refreshing that a lot of database-based IA took place in the aftermath of Covid-19. I didn't think deeply about this part because I thought the direct experiment would be the best to get a score, but I thought I should think about it so that I can use this part better.
2. It seems to be a big confirmation that the subject related to antibacterial testing is not bad with IA.
3. It would be good to receive more specific guidance on how to write IA using the database.

1. 전세계적으로 Covid-19의 여파로 데이터베이스 바탕의 IA가 많이 이뤄졌다는 것이 개인적으로는 신선한 내용이었다. 직접 실험이 가장 점수를 받기 좋을 것이라 생각되어 이 부분을 깊게 생각하지 않아봤는데 이 부분을 더 잘 활용할 수 있게 고민해봐야겠다는 생각을 했다.

2. IA로 항균실험 관련 주제가 나쁘지 않다는 것을 알게 된 것도 큰 수확인 것 같다.

3. Data base 활용 IA 작성법에 대해서 더 구체적으로 안내받으면 좋을 것 같다.

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It was not easy to create an RQ. When I thought about it from the student's point of view, I thought it would be effective to think based on commonly known facts that are as easy to manipulate variables as possible if the student is not greedy for high scores.
This part is a little disappointing because I don't know how to use the database yet. We need a database site with better accessibility.

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studies involving an enzyme is good to get the most easily and quantitative data to kick in. Beer fermentation according to pH and bread fermentation may vary depending on the season, so the effect of temperature on fermentation was made.

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I wanted to see if vinegar had a sterilizing effect depending on the pH. It's probably going to be a microbiological experiment.

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I thought it was an easy level that the kids at Pyo Sun-go could actually do. It seems to be seen that it depends on the type of ingredients when making yogurt. In addition to milk, I thought about whether yogurt would be made when I used soy milk or almond Breeze.
It is possible to observe the snake's movements and see how far the snake can cross.

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ecology, Jeju island
personal thema

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How psychotropic drugs affect the human body Information Science: Simulation Production Chemistry: Information such as molecular structure Life: Effects on the human body, mechanisms that act like similar hormones Let's make a simulation ourselves.

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Biology: Ecosystems
Physical: Energy
Information Science or Mathematics: Energy Efficiency

Terrarium

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Associate experiments with data analysis

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Associate experiments with data analysis

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Suppose you use big data to find areas where dengue fever occurs at a high frequency, identify the environmental characteristics of the area, and then find a place where dengue fever occurs at a low frequency even though a specific area has a lake. But assuming there's a particular fruit in the area and people eat it as a staple food, and then see if the stuff in the plant's flesh has the effect of killing the microbes that cause dengue, it's too big a subject as EE or IA, right?

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Just be aware that there are prescribed practicals, 1 to 6 for SL and 1 to 7 for HL. These are mandatory and form part of your practical scheme of work (PSOW) These prescribed practicals will be examined on Paper 3.

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Just be aware that there are prescribed practicals, 1 to 6 for SL and 1 to 7 for HL. These are mandatory and form part of your practical scheme of work (PSOW) These prescribed practicals will be examined on Paper 3.

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A : 빛의 세기가 Saccharum Barberi의 클루코스 생성에 미치는 영향
B : 염도가 식물의 생장에 미치는 영향
C : 요가 자세에 따른 심장 박동정도
D : 조간대 생물 다양성의 변화(해안가로 갈수록)
E : 수질에 따른 종자의 발아 정도

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https://drive.google.com/drive/folders/1wqIK5kKyK8Aa_88zXooRoZHML4ZpZyc0

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http://data.worldbank.org/topic/health
https://docs.google.com/document/d/1uthwEVQW7Xcdyg3MDifKfpflIVleXaQRwXhKXjOXQF4/edit

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https://docs.google.com/document/d/1YKVLEhTONwO0GVtGT6zBpedZhAjQpST4P8r-AE0mU3Q/edit

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How about the 'antibacterial effect test of citrus peel on E. coli' under the theme of IA?

Previously, another international school teacher said that it would be difficult to get good grades because it was too simple.

The experiment was connected to Jeju's specialty tangerine, which was connected to the student's personal importance, and bacterial culture was conducted at room temperature, and I think it would be okay if both qualitative and quantitative data were obtained and statistical analysis was revealed.

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>워크숍의 목적 : 학생들이 IA를 수행할 때 필요한 역량들을 교사가 길러줄 수 있는 방법들을 제공하는 것

>세션1의 목적
1) 실험활동과 NOS(과학의 본성)를 연계하여 탐구하게 한다.

2) IB 프로그램과 기준을 활용하고 실험 설계와 수행을 가이드할 때 ATL과 ATT를 고려할 수 있다.

3) NOS와 연계된 심화 실험을 통해 깊은 사고를 할 수 있다.

>ATL 방법(학습법)
1) 사회성
2) 연구
3) 의사소통
4) 자기 관리
5) 사고

>ATT와 학습
1) 탐구 기반
2) 개념 이해 기반
3) 지역적 국제적 맥락 기반
4) 효과적인 협업과 협력 기반
5) 학습자 수준 기반
6) 평가 기반(형성, 총괄 평가)

>NOS
실라버스의 전반과 밀착되어 있으며 주제별 과목 이해와 연계된 파트가 실라버스에 제시됨
1) 과학이란 무엇인가? 과학적 노력은 무엇인가?
2) 과학의 이해
3)

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https://docs.google.com/document/d/1uthwEVQW7Xcdyg3MDifKfpflIVleXaQRwXhKXjOXQF4/edit

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https://ibo-org.zoom.us/j/99320197696?pwd=TVZNTWM3S1ZhQVFoNmw0bG9tRDVQZz09#success

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, confer…

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https://ibo-org.zoom.us/j/94945643924?pwd=RUpnZEs1QlNWa2UyTkE1SGduSjZ4UT09#success

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, confer…

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표절방지 카피 킬러 캠퍼스

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표절방지 카피 킬러 캠퍼스

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https://dge.copykiller.com/

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AfL - Assessment - some key IB documents(일)

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번역본

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눈1. Programme Standards and Practices (2021) 프로그램 기준 및 운영방침 3쪽 자료

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눈1. Programme Standards and Practices (2021) 프로그램 기준 및 운영방침 3쪽 자료

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눈1_Practices relating to assessment - Programme standards and practices (눈1)

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눈2. 형성평가 요점 정리

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눈2. 형성평가 요점 정리

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Assessment FOR learning

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형성평가 요약정리 - Resource sheet - Formative assessment in IB context - Key points (2)

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60 형성평가 구성하기 팁

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60 형성평가 구성하기 팁

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눈3. 국제적 소양 명확히 하기

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눈3. 국제적 소양 명확히 하기

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Clarifying international-mindedness

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Teacher Support Materials for DP Biology

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Teacher Support Materials for DP Biology

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https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_4_biolo_tsm_1408_1_e&part=2&chapter=1

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Schemes of work

The content that makes up each subject is listed in the "Syllabus outline" section and detailed in the "Syllabus content" section of the guide. The hope is that teachers will develop their own scheme of work that is suitable for their resources and local contexts as well as relevant to the interests of both teachers and students. The following pages are designed to provide some additional assistance for this task.

The section on time allocation for sub-topics is designed to give teachers an outline idea as to the amount of time that could be spent on each sub-topic. This is not prescriptive, but rather designed as a guide for teachers new to IB courses.

The combined SL/HL, SL, and HL outlines of schemes of work show how the course could be put together over two years. This is, again, not prescriptive but rather designed to show how the content can be rearranged to suit alternative ways of thinking.

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The content that makes up each subject is listed in the "Syllabus outline" section and detailed in the "Syllabus content" section of the guide. The hope is that teachers will develop their own scheme of work that is suitable for their resources and local contexts as well as relevant to the interests of both teachers and students.

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눈4. IB 학습자상 자질 명확히 알기

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눈4. IB 학습자상 자질 명확히 알기

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Clarifying learner profile attributes

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Assessment for learning DPCP - Powerpoint presentation(1~3일차)

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Assessment for learning DPCP - Powerpoint presentation(1~3일차)

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https://docs.google.com/presentation/d/1px8vcdu4lMuuNIsprJywfZa-KxN0Wrk5/edit?usp=sharing&ouid=110085429397251508184&rtpof=true&sd=true

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Assessment for learning DPCP - Powerpoint presentation(Done).pptx의 사본.pptx

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눈5. 블룸의 인지적 학습 단계 및 과제 설계

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눈5. 블룸의 인지적 학습 단계 및 과제 설계

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https://drive.google.com/drive/folders/1suzsOLu9-8myeT8yVkzOf6EJ7oYJAX0E?usp=sharing

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안나쌤 형성평가 자료들

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안나쌤 형성평가 자료들

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https://drive.google.com/drive/folders/1h6jaIYSDlqfw13aa33GSgvZfpOb1euzA?usp=sharing

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IB 교육이란 무엇인가 번역본

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IB 교육이란 무엇인가 번역본

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눈6. 블룸의 사고 기능의 인지적 학습 단계

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눈6. 블룸의 사고 기능의 인지적 학습 단계

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https://docs.google.com/document/d/1BPGB0Dovvo7GCDvu6vZzdeMjTXSMQLdRWdT4eWy6XkE/edit?usp=sharing

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눈7. 채점 기준을 강조한 블룸의 인지 학습 단계

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눈7. 채점 기준을 강조한 블룸의 인지 학습 단계

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https://drive.google.com/drive/folders/1u57MszNw3Fx4QBGddQf_1DVNNlDNzkpA?usp=sharing

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Session 1. What is assessment for learning?

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Session 1. What is assessment for learning?

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https://www.youtube.com/watch?v=cNPFwCbA_mE&t=183s

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눈9. 블룸의 인지적 학습 단계 및 과제 설계

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눈9. 블룸의 인지적 학습 단계 및 과제 설계

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눈10. 교사의 역할-평가

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눈10. 교사의 역할-평가

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눈12. 생각할 기회를 학생에게 제공하라

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눈12. 생각할 기회를 학생에게 제공하라

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눈13. 동료학습 지원법과 영향

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눈13. 동료학습 지원법과 영향

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눈14. 형성평가의 범주

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눈14. 형성평가의 범주