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Interpreting a text and it's significance

Here we look at the ‘why, how, and so what’ of a text and this goes beyond the 'who, what and where'.

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Express yourself! Use your imagination and creativity to convey your ideas.

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This section is reserved for feedback - both from teachers and peers.

Feedback is a great way to help further develop and iprove upon your ideas as well as gain new perspectives that you can incorporate in your writing.

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Anything and everything goes here!
Use this space to 'brain dump' your thoughts and ideas so you can reflect on them later.

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Hello hello!

My name is Qysha and I've been a teacher for abut 5 years. I started teaching the IGCSE syllabus - First Language English and English Literature - and our school adopted the IB education starting with the MYP in September 2021. We had a lot of bumps in the road and had to do a whole lot of trial and error throughout our MYP journey as all our teacers had no experience teaching the IB. It was a steep learning curve for all of us and we struggled but also grew tremendousy. If it wasn't for us suporting each other, we would not have  made it as far as we did (I'd like to say a I'm a little more confident now!)

A question I have is how are we to teach the Language A: language and literature course succefully when most of the student population are non-native speakers?
To compound that, most of the students we're expecting come from the IGCSE, I'm wondering what's the best way to help them transition from predominantly rote learning to more independent learnins as is essential to the IB?

From what I've seen in these early stages of the workshop, there is a great group of welcoming, supportive and engaging people. I hope to connect with you all even after the workshop so we can continue to support each other and flourish!

Here are my contact details so we can connect via email, or we can set up a Whatsapp group :)
Email: qysha@aspirationis.edu.my
H/P: +60176638360

Successful Outcome
1.  To know how the students will be assessed and how best to prepare them for it (Hopefully with examples of past year papers and model answers).

2. To know how to structure the course over the 2 years.

3. To know the best ATL's to implement in class

4. To have settled on the reading list by the end of this workshop.

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1. Teaching based on inquiry

2. Teaching focused on conceptual understanding

3. Teaching informed by assessment (formative and summative)

4. Teaching focused on effective teamwork and collaboration

5. Teaching developed in local and global context

6. Teaching designed to remove barriers to learning

This was not easy to sort but here is my ranking of the importance of the ATTs. I had to give the number one spot to teaching based on inquiry as I believe it is integral for students to be curious and have the freedom to develop that eagerness to learn towards deeper levels of thinking. This then opens up a plethora of opportunities for them to make connections to various concepts and understandings - it is always easier to want to know more if one’s passionate about a topic. Next, to help enrich learning, students should have the chance to collaborate and strengthen their learning by engaging with their peers. This would only serve to reinforce their learning and also prod them to think outside the box by receiving as well as giving feedback. I believe wholly that we grow and learn exponentially from experiences, and that’s why taking opportunities to relate what the students have learned in the classroom to the world at large is key.  The last approach is one I struggle with implementing in my classes and that is, differentiating between learners. I understand that a class is made up of learners with varying learning styles and abilities and they should all be considered.

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1. Thinking skills

2. Research skills

3. Self-management skills

4. Communication skills

5. Social skills

This list links to the previous ATT list - since the aim is to nurture students who are curious about the world around them, we should create an environment to foster thinking. Next are research skills - in today’s day and age where everything can be learned through the resources available online, it is important for students to know how to find these resources efficiently and ethically. I think teachers in the IB classrooms only help to facilitate learning, it is up to the students to manage themselves and learning how to do that will set them up for a smoother journey of inquiry. Communication and social skills go hand-in-hand because as important a it is to be inquisitive and know how to research, students would be able to share and exchange information with one another and develop their interpersonal skills.

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1. According to the International Baccalaureate (IB), their objective is to foster a "peaceful world" by promoting intercultural understanding and respect. This suggests that education has a role to play in cultivating such understanding. However, some might argue that this approach favors a particular perspective, as it assumes that cultural diversity should be embraced and appreciated, even though some individuals and groups might not share this view.

2. I think the dominant reading of the the text suggests that the IB program aims to produce "compassionate" learners who exhibit moral principles and discernment when interacting with the world.

On the other hand, an alternative interpretation of the text could challenge the feasibility of such an ambitious objective. This alternative reading may contend that while the IB program's goals are admirable, they may not fully acknowledge the diverse socio-cultural hurdles that individual students encounter in their lives.

3. The tone is concise and encouraging. The use of command terms (i.e. engage, develop and communicate) help those who view it understand clearly what is expected from the course and the outcomes students and teachers should work towards.

4. This section uses a number of words and phrases with positive connotations that imply that the Standards and Practices are inclusive and welcoming. Words such as "community", "celebrates", "democratic" and "lifelong learners" all show that there is a safe space for inquiry. The differences of ability and perspectives are not only recognized but "celebrated".

5. The ideological perspective of this text is made clear as it states that what the students learn can be applied to the world in an authentic and relevant way. The phrase "raise awareness about a global issue," that encourages the youth to work within a local community serves as the crux of the ideological stance of the IB. This motivates students to actively and inventively participate in their world, whether it's at the local or global level. The fundamental premise of this perspective is to apply the ideas and debates that arise in the classroom to the external world.