# data[].attributes.body
Who gets left off in canonical discussions of literature and why does that matter?

This is going to be slightly long; please bear with me if you have the time!

In my understanding, a traditionally drawn literature canon can be rather rigid and restricted - depending on time and place. Not so long ago, a canonical discussion for English Language and Literature would roughly cover literature produced during the Elizabethan/Jacobean period, Victorian era, War-time literature along with literature created in the New World (United States of America) - and the Irish territory at the best. Although, authors, playwrights, poets from the English-speaking world made their way to the canon easily; works by authors like DH Lawrence or Oscar Wilde got rejected for a long time - as some of their works were deemed immoral by the tenets of the society. Female authors/poets were also kept out of the canon for a long time - and after decades of waiting when women finally managed to make their way into the canon, their representation was marginal. Post colonial writers who wrote in English or translated works of foreign authors could hardly ever make their way into a traditional canon of English Literature.

So the question – “who gets left off in canonical structure” depends on a number of issues.  By and large, it is the voice of the weak, the minority and the foreign writers that is left out. It matters, because if only the voice of the powerful is included in the canon, then the canon is not representing the society with great equality.

And so, is the notion of a canon helpful in the study and understanding of literature? How does a canon get established?

I am going to make this short and straightforward. Yes, the notion of a canon is definitely helpful in the study and understanding of literature. If not for a guided canon, it will be like swimming in the Pacific trying to reach land!

Canon should not be established with a tunnel vision. In this modern age and time, for prestigious international programmes such as IB, canon is established with international and open mindedness; also keeping the Area of Exploration in mind.

And what "canon" are you presenting to students in your literature choices? Why does that matter?

My choice of canon would be drawn from a diversified backdrop. As much as it is important to read texts by established native writers, I believe, it is also equally important to hear the voice of the minorities, local/regional authors, translated work from different time and/or place, Feminist writers, Post colonial writers etcetera.

It matters. It is important to have a canon drawn from an internationally diversified background in order to make students more tolerant and open minded. It will also help in developing their conceptual understanding such as identity, creativity, culture, communication, perspective, transformation and representation.

# data[].attributes.body
Readers Writers and Texts:

We study language and literature to recognize that texts are powerful means to express individual thoughts and feelings. We learn about the choices made by writers and the ways in which meaning is communicated through words. The first question draws my attention; as a teacher of English language and literature quite often I face this question. Friends, family, students come up and say - “Why literature! What do we gain from literature?” My instant response is “Literature teaches you LIFE!” Then I move on to explain how we visit new places, different eras, get to know about different perspectives and cultures, meet new characters and live their experience through literature.

Time & Space:

We approach texts from different times and cultures rather cautiously; as such texts are intertwined with community, culture and history that might be quite alien to us. We explore a variety of cultural contexts in which texts are produced and read across time and space; as well as the ways texts themselves reflect the world at large.

Intertextuality:

The notion of a “classic text” can be quite subjective. A classic text can have a modern day response. Using intertextuality, we can draw connections between and among texts involving diverse traditions and ideas; and by doing so; we gain a deeper appreciation of both unique characteristics of individual texts and complex systems of connection.

1. What are the three things you want to make sure you do when you design your own course?

Three things I want to ensure when designing the course will be:

Including a wide variety of texts by different writers from different genre, time and place

Covering all three areas of exploration (AOE); and the concepts – as many as possible.

Giving students autonomy blended with accountability; and help them develop their independent research skills.

2. What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?

Variety: I believe; it is important to have a variety of texts organized into the three areas of exploration for sufficient opportunities in each area to connect, compare and contrast. Also, whenever possible, student involvement should be encouraged in the selection of texts so that individual preferences can be considered and hopefully catered for.

Accountability: Undoubtedly, this is a prominent feature for the structure of Language and Literature courses. Students must be warned from the beginning of the two-year long course that the flexible syllabus allows plenty of room for individual choice; however, it does not imply leniency in relation to compliance with the requirements of the course. Also, each student must have a clearly laid-out plan for addressing the demands of all assessment components.

3. What one question do you still have about the philosophy or the practicalities of designing a course syllabus?

I would very much like to see my students benefitting from the principal of “autonomy”; but how can I ensure that the flexibility - which is an integral part of “autonomy”- is not misused; and that “accountability” goes hand in hand with “autonomy”?

# data[].attributes.headline
Six Approaches to Teaching: Order of importance

# data[].attributes.subject
Six Approaches to Teaching: Order of importance

# data[].attributes.body
Teaching based on

inquiry

conceptual understanding

local & global context

teamwork and collaboration

remove barriers

assessment: formative/summative

In my understanding, all of the Approaches to Teaching are important. It was rather challenging to place them in order of importance.

I placed inquiry based teaching at the top because the process of inquiry is seen as involving the development of students’ natural curiosity. Moreover, another significant aspect of inquiry-based teaching is that students are actively engaged in their own learning, constructing their own understandings of interpretations and issues.

I placed assessment based teaching at the end, not because it is less important. In fact, formative and summative assessments, paired with appropriate feedback, can be powerful tools to improve student learning.
However, in most teaching environments, assessments are usually adopted as an approach to teaching only after other teaching approaches were actively introduced in class.

# data[].attributes.headline
Five Approaches to Learning: Order of importance

# data[].attributes.subject
Five Approaches to Learning: Order of importance

# data[].attributes.body
Learning based on

self management skills

thinking skills

communication skills

research skills

social skills

Again, all five of the skills are vital to learning, and it is extremely challenging to place them in order. After much debate with myself, I have decided to place self- management skills at the top - followed by thinking skills; which is a key feature of the constructivist approach to learning.

Perseverance and resilience are key elements of self-management that can establish students as successful learners. Learning to manage themselves is important for all students. They should demonstrate initiative, perseverance and a strong willingness to learn independently.
Thinking skills can thrive only after self-management skills such as organizational skills, goal setting, and time management as well as affective skills such as managing state of mind and motivation are in practice.

To be able to understand the perspectives of others, to form good relationships and to gain an awareness of how one’s words and actions have an impact on other people, students need to develop their social skills. Social skills are not less important than other approaches to learning - but perhaps it is more important to share or transfer knowledge after other approaches to learning skills have been introduced.

# data[].attributes.attachment_link.description
Family Zone has joined forces with Qustodio to help give parents better visibility of their children's online activities and balance screen time.

# data[].attributes.body
1. Begin by writing a bit about yourself: where do you teach? What’s unique about your IB situation? Let others get to know you, and write whatever you want.

- I am in the profession of teaching for the past 16 years. What I like about this profession is – it involves a lot of learning as well – especially with the IB programmes. Currently, I teach in Cambridge High School, Amman. As mentioned earlier, I have been teaching senior MYP Grades so far; but in the new school year apart from teaching MYP, I am also looking forward to get involved with IB English A Language and Literature. I am super thrilled to have been selected to this position. I also feel challenged which is definitely a positive attribute in my profession.

2. What is the most pressing question you have about the Language A: language and literature course?

- Coming with a bag full of experience from MYP, the most pressing question I have about the Language A: language and literature course is – how similar or different things are between MYP and DP. Are the approaches to teaching and learning similar?

3. How can you develop positive online professional relationships for the workshop and beyond?

- Developing positive online professional relationships is very important at the present time and age. I believe, by regularly communicating, giving feedback, praising work - or even giving constructive criticism when needed – preferably, with alternative suggestions - a healthy relationship can be maintained between colleagues and cohorts. Above all, we must deal with others with an open mind and try to understand and respect other perspectives.

4. What does a successful outcome look like for you after this workshop? List three things you want to achieve.

- For me, a successful outcome after this workshop will be having a clear vision of IBDP in general – course design, learning outcomes and assessment policies.

# data[].attributes.body
Language & Literature Guide
Teacher Support Material (TSM)
TOK Subject Guide
Language Literature Syllabus Planning Checklist
Prescribed Reading List (PRL)

# data[].attributes.body
I know I am late! :-(
I have just returned from a very hectic three week long tour during which I had been travelling through some extremely remote areas of the Subcontinent (India and Bangladesh); consequently, I had intermittent access to the internet. Looking forward to catching up with the rest of this great team. :-)

# data[].attributes.body
Close Textual Analysis

1. IB Mission Statement:

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

What ideological biases exist in the IB mission statement and how do you know this as a reader?

At first reading, the IB Mission Statement, indubitably, sounds almost ideal. However, a closer analytical inspection will show ideological biases do exist even in this carefully drawn statement.

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” I would say ideological bias is implicitly perceivable as it is easy to envision such an idealistic goal; but in reality – in the turbulent world we are living in, especially in the regions with conflict, how practical is it to nurture “intercultural understanding and respect” amongst students who may have already been prejudiced or victimized?

Ideological bias is discernable in the sentence – “the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.” “Governments” can be corrupted or autocratic – some “international organizations” can serve a region with vested interest. In such scenario, developing “challenging programs” in joint collaboration with such nefarious agencies shows ideological bias. The term “rigorous assessment” is also charged with ideological bias. “Should students be rigorously assessed?” - is a highly debatable question which this statement has not taken into consideration.

“These programmes encourage students across the world to become active, compassionate and lifelong learners” - the ideological bias here is based on the belief that these programmes will ultimately lead to all of these positive changes “across the world”.

2. IB Learner Profile:

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

The dominant reading of this text can be delusional as it suggests all students who opt for IB will be trained to sustain a lifelong natural curiosity, empathy, compassion, respect, integrity, honesty and commitment to service. They will be exploring concepts and ideas that have local and global significance; exercising thinking skills critically and creatively; expressing ideas confidently; approaching uncertainty with courage; appreciating their own cultures and personal histories while being  open to the perspectives, values and traditions of others. In a nutshell, every IB student will turn out to be an ideal human being who will lead the future.

An oppositional reading is – no matter how lucrative the IB Profile may sound; in the real world apart from their academic encircling, students are also influenced, often affected, by parents, siblings, extended families, friends, societies, geo-political surroundings and other factors - such as conflicts and discriminations.

3.  Course Aims and Assessment Objectives:

Studies in language and literature aims to:

engage with a range of texts, in a variety of media and forms, from different periods, styles, genres and cultures

develop skills in listening, speaking, reading, writing, viewing, presenting and performing

develop skills in interpretation, analysis and evaluation

develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to meaning

develop an understanding of relationships between texts and a variety of perspectives, cultural contexts and local and global issues

develop an understanding of the relationships between studies in language and literature and other disciplines

communicate and collaborate in a confident and creative way

foster a lifelong interest in and enjoyment of language and literature.

Assessment objectives:

Know, understand and interpret:

a range of texts, works and/or performances, and their meanings and implications

contexts in which texts are written and/or received

elements of literary, stylistic, rhetorical, visual and/or performance craft

features of particular text types, literary forms and genres.

Analyse and evaluate:

ways in which the use of language creates meaning

uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques

relationships among different texts

ways in which texts may offer perspectives on human concerns.

Communicate:

ideas in clear, logical and persuasive ways in a range of styles, registers and situations

(for literature and performance only) ideas, emotion, character and atmosphere through performance.

What is the tone created in the aims and assessment objectives, how does the author create it, and why?

The tone is rather serious to formal. Instead of writing in paragraphs, the author uses bullet points - to keep the readers focused on the vital points in a straightforward manner.

4.    S tandards and Practices:

Learning in the IB community celebrates the many ways people work together to construct meaning and make sense of the world. Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic classrooms.

IB students and teachers are lifelong learners, independently and in collaboration with others. Learning communities in IB World Schools engage in cycles of inquiry, action and reflection that lead to deeper understanding and a lifetime of learning. Learning is the central tenet as well as the outcome of developing purpose, culture, and environment in IB schools.

What words or phrases have a highly charged connotation and what is the effect on the reader?

constructivist approach | The adjective “constructivist” is a strong and effective term to suggest a developmental approach.

democratic classrooms | The attribute “democratic” is another strong and effective way to convince the readers that every individual in the IB Classroom is treated with equality and fairness. Individuals are free to speak their minds and share their ideas without being judged or discriminated.

IB students and teachers are lifelong learners | In IB, the process of “learning” is incessant and uninterrupted. Learning is not limited to students only; teachers too are learning.

cycles of inquiry, action and reflection | The word “cycle” evokes a graphic image in the mind of the reader - followed by “inquiry, action and reflection” completes the image. These three vital key features of learning keep following each other in a cycle nonstop.

5.    Creativity, activity and service:

There is a wide range of CAS experiences and projects that can arise from the work done in studies in language and literature courses. The following ones are just examples of the types of connections that might be established and the CAS outcomes they would be addressing:

Create or participate in a literary walking tour of the city the students live in, in which the milestones of a particular author’s biography or the most significant places in the setting of a text they have read are visited, described and discussed. (The three areas – creativity, service and activity – would be involved if the students actually created the tour; activity and creativity would be involved if the student participated in the walking tour and then produced some kind of creative response to it; mere participation in the tour would cover only activity.)

Plan and host an event to raise awareness about a global issue explored in a text the students have read (creativity, service).

Create audiobooks of texts the students are reading for the sight-impaired or make a critical review of existing audiobooks for the school librarian, in terms of the performance of the actor/reader (creativity, service).

Develop and run book clubs or literary circles with younger students in the school (creativity, service).

The connections between a subject and CAS can result in a single experience or may be developed into a project. No matter what final shape this connection takes, however, CAS experiences and projects must be distinct from, and may not be included or used, in the student’s Diploma Programme course requirements.

What words or phrases demonstrate the ideological perspective of this text?

Create/created/creative/creativity: The word ‘create’ (in many forms) has been repeated multiple times in the text which demonstrates the ideological perspective create/creativity at the of this text  is creativity of the students.
connection/connections: Repeated twice in the last paragraph the word “connection(s)” demonstrate the ideological perspective in the sense that connection between the individual and community is at the core of CAS.
raise awareness: The phrase “raise awareness” also demonstrates ideological perspective in the sense that individuals who earned knowledge on a particular field can be beneficial to other individuals in the community if they run successful awareness campaign and share their personal experience and knowledge with others.

# data[].attributes.body
Hello!

My name is Najma - which means 'Star' in Arabic. That explains the background :-)

I come from the Indian Subcontinent. Why Indian "Subcontinent"? Well, although, my ancestral home is in Kolkata, India; members of my family are scattered around  three different countries that were born out of the "Subcontinent" - India, Bangladesh and Pakistan.

I am also a proud Jordanian, as I have been living in this beautiful country since the early 90s.  I love my adopted home - as I believe, this is one of those melting pots where East meets West - and live in harmony. People of this Desert Kingdom are extremely kind, friendly and welcoming - in general.

I am a facilitator of English Language and Literature for MYP senior grades. However, I am looking forward to extend my knowledge and experience by getting involved with English A: Language and Literature.

I look at myself as -  a lifelong learner who only shares her experience with brilliant young minds that will eventually lead the future.