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1) Teaching based on inquiry

2) Teaching developed in global and local contexts

3) Teaching informed by assessment (formative and summative)

4) Teaching designed to remove barriers to learning

5) Teaching focused on effective teamwork and collaboration

6) Teaching focused on conceptual understanding

1. What is your order of importance for the approaches to teaching?

I understand teaching from a broader to a narrow approach, meaning, we should have first an understanding of the question is driving our investigation and than narrow those answers to a global or local issue. Once this is done, it is necessary to evaluate if we need further investigation and then move to conceptual analysis.

2. What is your criterion behind some having a higher or lower priority?

The criterion is from the most vast range of information/ issues to the narrower/ local one.

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1) Reseach skills

2) Thinking skills

3) Self-management skills

4) Social skills

5) Communication skills

1. What is your order of importance for the approaches to learning?

First gathering information, then thinking about its relevance, reassessing your own findings, sharing with peers and reevaluating, communicating your findings in writing or oral.

2. What is your criterion behind some having a higher or lower priority?

From reseach to writing ideas. Narrowing the vast amount of information avaliable.

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Thoughts on principles and course design

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Thoughts on principles and course design

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

>> I want to make sure there is room within a given syllabus for students' autonomy of choices allowing them to reflect on significant content that speakts to them.

>> I want to make sure there is an amount of creativity space so the established interpretation of texts is not the only one discussed. Therefore, the student would create knowledge / critique knowledge instead of only repeating dominant ideas.

>> I want to make sure students learn how to make connections between texts and critique their similarities, differences and their effects on society.

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

INTEGRATION - I believe it will be interesting to design a course that compares not only literary and non-literary forms but also considerates a range of topics and concepts of investigation.

VARIETY - It´s important, to my point of view, to try to expand the varieties of text types, forms, times, places and voices within the syllabus in order to counterbalance the established canonical voices.

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

I still believe balancing the canon and newer voices to be a challenge once established authors play a central role in language and literature syllabus in Brazil. Therefore, finding room to give all these variety the deep look and reflection they deserve will be something to think about.

How can we balance a variety of texts to be investigated without losing depth in interpretation?

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Individual Oral Analysis - Hedda Gabler and Angela Merkel Time Cover

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Individual Oral Analysis - Hedda Gabler and Angela Merkel Time Cover

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What is the student saying?

Politics, power and justice – field of inquiry

Women´s perspective towards power. – Global issue

Woman´s perception of power – a right or a responsibility

FIRST WORK - Literary work – Hedda Gabler _ Henrik Ibsen

Global issue is intrically woven into the plot

Protagonists crave for power (absernce in Hedda´s life)

Ibsen uses irony as a technique

Time and space – 19th century Norwegian society. Global issue moralistic. Characterization of the protagonist during her debut in the exposition shapes power as a right she holds in the domestic sphere. Power is: being a wife and of a higher class than her husband (First Act)

Examples: interruption of husband and dismissive responses.

Sad reality _ her power is only liked to a man. Time and space of the 19th century. Evident through the agitation of hands (performance elements of the play). Hedda´s longing for freedom from the domestic world.

Symbol – pistol – Hedda´s longing for power associated with masculinity which she is not able to obtain.

Manipulative and destructiveness

Dramatic ending to the play – Hedda´s suicide when her illusion of power is shattered.

Feminist and modernist treat – links to global issue

SECOND WORK - Non-literary work – cover of Time Magazine featuring Angela Merkel

Merkel sees her power as a responsibility

Heading : Angela Markel is in front of it, large font. Means she is ahead of her time.

Frau: reinforce Merkel´s rule of gender

Europa : refers to the extent of her power

Head slightly upward – very confident

Matching eyes and clothes and background.

Background – glasswindow. Transparency of the way she conducts power. Presence of monument.

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Individual Oral Analysis - Hedda Gabler and Angela Merkel Time Cover

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Individual Oral Analysis - Hedda Gabler and Angela Merkel Time Cover

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What is the student doing?

>> Greeting

>> Stating field of inquiry and global issue

>> Narrows the global issue to discuss the texts (perception of power either as right or responsibility)

>> States the presence of the global issue in the first work ( Hedda Gabler)

>> From broader to specific examples: Moralistic aspect of XIXth century Nowedian Society, Power of the protagonista on domestic sphere, examples of situations in which Hedda exerts power.

>> Stablishing connections between part and whole: Student shift to time and space discussing 19th century restrictions towards women analysing performative examples in the piece, title, symbolism and the end of the play.

>> Creates a cohesive transition between works by stating relation to global issue again and discussion of feminist and modernist treat to the play.

>> States again the global issue and the aspect that is going to be analysed: power perceived as responsibility)

>> Student analyses verbal aspects of the piece, both linguistic and non-linguistic semiotical aspects of the piece: colors, background, posture and pose of Angela Merkel.

>> Student interweaves her objective comments on the examples (Frau being a word to refer to women in German) and more interpretative comments (The word reinforces her rule of gender)

>> Resumes the global issue analysed and states the connection between texts: difference between time and space to the perception of power.

What is the student accomplishing?

>> Did not define what constitutes a literary work

>>Uses 5 minutes to the first piece/ 4 minutes to the second piece

>> Use of adequate terminology: plot, protagonist, irony, act, font, connotation

>> Good use of formal register

>> Good justification of text-type choices. They seem to be linked in terms of performative and non-linguistic strategies (drama, symbolism, stage craft/ camera angle, use of lighting and colors).

>> Comment on bringing layered meaning to both texts

>> Argues well about similarities and differences

>> Has knowledge of the body of work analysed in her portfolio

>> Has some knowledge of Ibsen´s Doll House

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Relate the text to concepts of the course and individual theme/issue exploration

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Relate the text to concepts of the course and individual theme/issue exploration

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Transcribe key passages. Why are they interesting?

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Transcribe key passages. Why are they interesting?

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Other references, quotations, secondary sources

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Other references, quotations, secondary sources

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Write a list of texts with a common theme

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Write a list of texts with a common theme

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Individual Oral - Extract from "O Som do Rugido da Onça" 

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Individual Oral - Extract from "O Som do Rugido da Onça" 

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Extract from part I, chapter VIII, pages 33 and 34

(...) O laço do amor é frouxo; em vez de ternura, cio; em vez de afeição, necessidade; os mistérios da geração, profanados e às claras; o homem, por comodidade, meio vestido; a mulher, escrava nua; em vez de pudor, vaidade; e o casamento, um concubinato que se desfaz segundo o capricho; a preocupação do pai de família é seu estômago; quando cheio este, crua conspiscência; seu passatempo, glutonaria e ócio apático; sua ocupação, irregularidade; o trabalho das mulheres, cego e sem finalidade; os seus prazeres, repugnante lascívia; as crianças, fardo dos pais e, por  isso, evitadas; a afeição paternal, somente cálculo, e a maternal, somente instinto; o pai de família, descuidado e sem autoridade; a educação, bricadeira, imitativa da mãe, cega despreocupação do pai; em vez de obediência filial, medo; emancipação recíproca ao alvitre; para a velhice, em vez de respeito, desafio; em vez de amizade, camaradagem; lealdade, enquanto não há tentação; relações subordinadas ao egoísmo vacilante; em vez de direito, a voz do egoísmo; em vez de patriotismo, inconsciente confiança nos parentes da mesma língua; ódio hereditário contra tribos estranhas; mutismo, por pobreza de ideias; indecisão, por falta de discernimento; o domínio do tuxaua, pro inaptidão dos demais, porém todos incapazes da verdadeira obediência moral, assim como do comando: — eis como vive o aborígene destas selvas! No mais primitivo grau da humanidade, é deplorável enigma para si mesmo e para o irmão do Oriente, em cujo peito ele não se anima, em cujos braços desvanece, tocado por humanidade superior como de mau sopro, e morre. A 12 de fevereiro, deixamos o porto dos Miranhas, lugar de cuja sombria impressão na minha alma só me senti curado depois do regresso à Europa, à vista da dignidade e grandeza humanas”

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Ailton Krenak discursa na Constituinte de 1987 - legendado/subtitulado/subtitles/untertitel

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Field of Inquiry: Politics, Power and Justice

Global Issue: Inequality and misrepresentation of indigenous peoples

Narrowing global issue: Misrepresentation silences indigenous voices and perspectives

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What insights did I get from my peers on this ongoing connection investigation?

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What insights did I get from my peers on this ongoing connection investigation?

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Creative writing or imagery using the connection as a trigger or starting point to your work

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Creative writing or imagery using the connection as a trigger or starting point to your work

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Investigating further references, quotations, secondary sources 

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Investigating further references, quotations, secondary sources 

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Comments on ongoing creative writing/ connections and inquiry work (Formative)

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Comments on ongoing creative writing/ connections and inquiry work (Formative)

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Summative evaluation on analytical writing using rubrics

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Summative evaluation on analytical writing using rubrics

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Formative assessment of achievements and challenges

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Formative assessment of achievements and challenges

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My achievements - where I was compared to where I am

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My achievements - where I was compared to where I am

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Describe your experience in group / peer learning. What would you change? What would you keep doing?

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Describe your experience in group / peer learning. What would you change? What would you keep doing?

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What questions would you make to the text?

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What questions would you make to the text?

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Design a project you would like to develop.

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Design a project you would like to develop.

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I teach Brazilian Portuguese and Portuguese language literature at "Escola Viva" in São Paulo, Brazil. It´s the first time I have any contact with IB learning and teaching programme, so it´s a challenge to keep up with all these new information, assessment techniques and construction of portfolios. However, I´m up for this task!

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Question about Language A and literature course?

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Question about Language A and literature course?

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What sort of experiments with form, media and technology are allowed in this course? Students can create a poem with AI and the scrutinize it in order to think about experimental literature or the boundaries of creativity? How far can we go? Or technology and medium will be used as a tool to create videos of literary reviews or for example, "canva" to create a concrete poem?

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The IB teaching and learning concept is very rich and interesting. I guess, although pressed by time, the possibility of exchanging insights with fellow colleagues is a great opportunity of enhancing teaching skills.

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1) To be able to finish all tasks in time;

2) To fully understand Theory of Knowledge and Extended Essay;

3) To be able to understand how all of these concepts apply to my local reality

4) Expand my knowledge on assessment strategies

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Syllabus Plan _ Module 2_ Gabriela Fonseca_DRAFT

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 How can you use the assessment components, the learner portfolio, and more, to help achieve the IB mission?

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 How can you use the assessment components, the learner portfolio, and more, to help achieve the IB mission?

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The learners portfolio is a great tool to exercise analysis, comparisons and to assess in a formative way strengths and weeknesses of the learning and teaching process. The assessment components help us assess achievements in a summative manner.These tools will help us achieve the IB mission to develop critical analysis rather than just memorization and the internationally-mindedness of its students.