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My IO Outline

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Individual Oral Example Analysis

In the IO audio file, the student started with what she has chosen for the assessment. She chose 2 texts, the first one is “30 Reasons Why” season 1 episode 1. The second text is a poem by Carol Ann Duffy. The global issue that she picked up is exploring the betrayal of female promiscuity and literature works in media and how these issues are addressed and dealt with personally.

She explains why she chose 30 Reasons Why as there appears portrays that victimizes women. The student also compares the series with the poem. The femme fatale characters, playing on the ideas of the characters and she states that she is proud to study on unashamed persona.

She continues with the treatment of men and the male promiscuity that takes place in the 30 Reasons Why. The treatments of men to women, how they dominantly display the attitude of promiscuity, how they think about women in general, etc. Then she talks about the first still, explains it “….it shows Justin Foley…their night together..” Then the student elaborates on the language used in that exact part by saying “The language is kind of proud and he's.. he's a typical jock (I cannot be sure) …there is clearly no shame in showing this picture and is therefore showing that… between him and his friends..and how they put value to that..they put value on their sexuality”. The shame that is put on a woman, not being open to sexuality, dominant male culture, the image of being pure and innocent, sexual endeavors that hinder this image.

The student also talks about how culture is affecting Hannah and what she noticed about her body language (covering her face). She says “If she wants to be hidden and not to be seen. On the other hand, Justin’s body language is quite open and quite relaxed, whereas Hannah is clearly feeling victimized.”

Then, the student compares Duffy’s character in the poem with Hannah. In the Duffy’s poem a betrayal is shared, a man betrays a female who is unforgiving and proud of him of her open sexuality. She states that the woman is not only very blunt and is very open about her endeavors, but also doesn't want to hide any of her thoughts.

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AOE Questions
Area 1: Readers, writers, texts

Through each course, students are able to develop personal appreciation of language and literature, critical thinking skills, understading of various texts, gain skills in both written and oral interaction, learn how to appreciate different cultures and aspects. Therefore, these are given by producing, using or referring to different types of texts and textual analysis.

We’re affected by texts in cultural, historical and political ways I think. Depending on our course planning, delivery of the lessons and the material we choose, students will be able to learn the mission and philosopy of IB and also how to become international-minded individuals, believe lifelong learning, exploring and thinking.

Area 2: Time and space

The cultural and historical context to the production and reception of a text is extremely important. Without giving the historical background of a literary piece it is impossible to expect students to realize and understand the setting in the texts. Besides, giving information or displaying (exposing) the era/ period/ term/ decades could help students not only to get the histrocial information but also cultural aspects. As language cannot be taught separately from culture, many other things such as that period's morals, ethics, etc. are need to be taken into consideration.

Area 3:

Intertextuality-connecting texts

I think, diverse texts share points of similarty as humanity stands on common concepts such as human rights and many more.

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Q1-IB Mission Statement

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

I elicited the answer from the key words: To create a better and more peaceful world through intercultural understanding and respect.

Q2-IB Learner Profile

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

The dominant reading is student's natural curiosity.
I could not find any oppositional reading :)

Q3-Course Aims and Assessment Objectives

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

The tone created in the aims and assessment objectives is positive, constructive, direct and collaborative.

I think the author created this  tone by the verbs (command verbs) he used in order to draw the attention of the reader to the most important parts such as aims.

Q4-Standarts and Practices

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

Asking-doing-thinking have highly charged connotation I believe.

The effect could be creating a standardized procedure by practice.

Q5-Creativity, Activity, Service

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

Plan, participate, host and connect.

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1. My order of importance for the approaches to learning is as below:
-Thinking skills
-Self-management skills
-Communication skills
-Social skills
-Research skills

2. Higher priority:
If a student can learn how to think effectively, s/he can find a way to have his/her own learning ways. By this, one can think on cause and effect, be able to analyse, etc.

Lower Priority:
Research skills can be learned by right techniques and practice.

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1. My order of importance for the approaches to teaching is as below:
-Teaching designed to remove barriers to learning.
-Teaching based on inquiry.
-Teaching focused on conceptual understanding.
-Teaching developed in local and global contexts
-Teaching focused on effective teamwork and collaboration.
-Teaching informed by assessment.

2. The higher priority:
If ss have barriers such as physical or psychological or environmental, they won't be able to concentrate on anything. Language can be considered as one of the most known barrier in learning new things.
The lower priority:
Assessments should not be the aim. They should be evaluated as a reflection of the learning process. Therefore, ss should not study for the exams, they need to get the perspective of focusing on their own learning process.

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About me..

I teach at BJK-Kabatas Foundation Schools, İstanbul, Turkey. We’re a new school however, with the vision of the school, we have started taking courses about IB and other Cambridge programmes. This is our second year, we only have Prep and Grade 9 students. We have started IGCSE approval process for grade 9-10 and then hopefully, IB for Grade 11-12. I think I already explained what is unique about my IB situation. On the other hand, after almost teaching around 20 years, there was only IB left that I had no clue; so here I come.
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I really would like to learn, see and take the challenge if I will be able to complete this workshop successfully. After that, what is next? Will I be able to transfer and implement what is necessary form my school? Or, will it be enough to apply a job on abroad?
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I can consider myself as a positive person in general. I believe, it starts within yourself. Of course we are having troubles at work and in our lives time to time, but perseverence is a must in my life. If the general atmosphere is positive, the common attitude is respectful, we can learn and improve quicker then we expect.
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-to be able to apply what I learn in this training.

-to be able to share what I learn here with my colleagues at school.

-to be able to see the big picture of IB.