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As an educator passionate about language and literature, I currently teach at IB school lyceum 6 in Baku, Azerbaijan. What makes my IB situation unique is the diverse cultural backgrounds of my students, which enriches our discussions and analysis of literary texts.

One pressing question I have about the Language A: language and literature course is how to effectively differentiate instruction to meet the diverse needs of my students while still maintaining the curriculum.

To develop positive online professional relationships for the workshop and beyond, I plan to actively participate in discussions, share insights and resources, and collaborate with fellow educators which can be real hard to find where I live in. I will also make an effort to connect with participants outside of the workshop through social media platforms or professional networking sites, especially for Russian lang&lit.

A successful outcome for me after this workshop would involve achieving the following three things:

Gain a deeper understanding of effective strategies for teaching language and literature in the IB context, particularly in terms of fostering critical thinking and analytical skills.

Develop a differentiated instructional approaches to support diverse learners and enhance student engagement and achievement.

Establish meaningful connections with other educators to continue sharing best practices, resources, and support after the workshop.

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

IB MISSION STATEMENT: The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.

The IB mission statement has ideological biases because it assumes that education should promote global citizenship, understanding between cultures, and peace. Readers can notice these biases in words like "creating a better and more peaceful world" and "building intercultural understanding and respect." These words show a specific belief system that values diversity, working together globally, and fairness. However, some people might feel concerned about losing their own culture or identity because of these ideas.

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

The main idea of the IB mission statement is about creating students who are curious, knowledgeable, and caring, while also promoting understanding between different cultures and encouraging global citizenship. However, some people may question whether everyone's idea of what's "better" or "peaceful" is being considered, and whether some perspectives might be ignored.

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

The tone in the IB mission statement aims to be hopeful, idealistic, and loyal in a sense. This tone is created by using positive words like "developing curious, smart, and caring students" and "building understanding between different cultures." The goal is to encourage and motivate teachers, students, and others involved by highlighting how education can make the world more peaceful and fair.

4. What words or phrases have highly charged connotations and what is the effect on the reader?

The IB mission statement uses strong words like "creating a better and more peaceful world" and "building understanding between different cultures." These words evoke strong feelings and ideals related to peace, fairness, and equality. They make readers feel like it's really important to act now to achieve these goals.

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

The IB mission statement shows its perspective through words like "caring young people," "intercultural understanding," and "global citizenship." These words represent values like empathy, diversity, and social responsibility, which are important to the IB. They show that the IB believes in developing well-rounded students who understand different cultures and are responsible global citizens.

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My Order of Importance and Explanation:

1. Teaching developed by local and global context: Connecting learning to real-world contexts promotes relevance and global awareness. Understanding how concepts apply in different cultural, societal, and global contexts enhances students' understanding and appreciation of the subject matter.

2. Teaching based on inquiry: Encouraging curiosity and critical thinking through inquiry-based learning fosters deeper understanding and engagement. By asking questions, exploring ideas, and seeking answers, students become active participants in their learning process, leading to more meaningful learning outcomes.

3. Teaching focused on conceptual understanding: Understanding the underlying concepts is fundamental for meaningful learning across all subjects. Building a strong foundation of conceptual understanding enables students to apply their knowledge to solve complex problems and make connections across different areas of study.

4. Teaching focused on teamwork and collaboration: Collaboration enhances communication skills and prepares students for cooperative work environments. Working collaboratively with peers encourages teamwork, communication, and interpersonal skills, which are essential for success in both academic and professional settings.

5. Teaching informed by assessments: Using assessments to inform instruction ensures that teaching is tailored to meet students' learning needs. By regularly assessing students' progress and understanding, teachers can adjust their teaching strategies and provide targeted support to address areas of difficulty or misunderstanding.

6. Teaching designed to remove barriers to learning: Addressing barriers such as language, accessibility, or learning styles ensures equitable access to education. Creating an inclusive learning environment where all students feel supported and valued is essential for promoting academic success and fostering a sense of belonging.

Criteria for Priority: The order is based on the belief that connecting learning to real-world contexts and promoting global awareness is crucial for preparing students to be informed and engaged global citizens. Inquiry-based learning and conceptual understanding follow closely as they lay the groundwork for meaningful learning experiences. Collaboration, assessment, and addressing barriers to learning are equally important in supporting student growth and ensuring equitable access to education.

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My Order of Importance and Explanation:

1. Self-management: Self-management skills such as organization, time management, and goal setting are necessary for academic and personal success. Developing the ability to manage one's time, tasks, and priorities effectively is essential for achieving academic goals and maintaining overall well-being.

2. Research skills: The ability to conduct research and gather information is crucial for independent learning and academic success. Learning how to locate, evaluate, and utilize information from various sources empowers students to explore topics in depth, support their arguments with evidence, and engage in scholarly inquiry.

3. Thinking: Critical thinking skills are essential for analyzing information, problem-solving, and decision-making in various contexts. Cultivating the ability to think critically enables students to evaluate evidence, consider multiple perspectives, and make informed judgments, enhancing their overall cognitive abilities.

4. Communication: Effective communication skills, including listening, speaking, reading, and writing, are vital for expressing ideas and understanding others. Developing strong communication skills enables students to articulate their thoughts clearly, engage in meaningful discussions, and collaborate effectively with others.

5. Social: While social skills are important, they are ranked lower as they are often developed through interactions and may vary in importance depending on individual learning styles and preferences. While social skills are valuable for building relationships and navigating social situations, they are typically developed through a combination of formal education and real-world experiences.

Criteria for Priority: The order is based on the belief that self-management skills are foundational for academic success and personal growth, as they provide the framework for effective learning and time management. Research skills follow closely as they enable students to engage in independent inquiry and support their academic endeavors. Critical thinking skills are ranked next, as they are essential for analyzing information and solving problems across various disciplines. Communication skills are prioritized for their importance in expressing ideas and collaborating with others in academic and professional settings. Social skills are ranked lower, as they are often developed through social interactions and may vary in significance depending on individual needs and contexts.

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I am Aygun Bahramova from Baku, Azerbaijan. I have been teaching Russian Language and Literature for 10 years. My IB adventure started 3 years ago, and now I am teaching both Russian B and Russian A.

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I am Aygun Bahramova from Baku, Azerbaijan. I have been teaching Russian Language and Literature for 10 years. My IB adventure started 3 years ago, and now I am teaching both Russian B and Russian A.