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Assessments added IB Language and Literature HL

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Thank you for stopping by!

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This is the ad I used for the IO recording

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Student focuses on: The effcts of alienation and society's obsession with money which leads to the degeneration of youth.

Demoralization of youth.

Texts:

1. "Stealing" by Caroline Duffy

2. "keep your Coins, I want change" Bansky

Strong opening sentence, very clear and engaging. She begins by analyzing the poem by Duffy, first by briefly summarizing but also by always contines to analyze specific elements and connecting to the issue. She mentions pesonification and talks about the the symbolism in the snowman. I enjoyed her insights and analysis of the speaker in the poem. Many informed guesses and connections made. Then at min 4 reconnects to global issue.

At min 6 she moved on to discuss Keep your Coins, I want change. Hero-homeless person. Being ignored by society. She discussed the implied citicism made by Bansky in how an alienated child is ignored by society. The student discusses briefly other Bansky works, which shows their engagement and understanding of the artist's work.

I liked the comparison at the end of the IO between the two selected texts, how they explore the issue in similar and different ways (this is something that was lacking in other samples).

The follow up questions by her teacher let her expand on Duffy's work, which is great because the student has a clear understanding of other texts. As wel as questions to help her connect the texts with today's reality.

The structure she followed is consistent with a strong start and a solid ending. Overall, very well done. I liked how she connected every section of the IO, it felt smooth and provided clarity.

About the commentary:

I was not surprised to see how well this student did, scoring a 9 for every criteria, except for C (focus and organization) where she got a 10. I agree in that this student kept a more authentic and engaging tone during the IO, I never had the impression that they were reading or relying too much on their notes, but rather really staying focused and following through with a well thought out structure that covered every point required. Very strong start and finish.

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Student focuses: Women choices (their bodies) increasingly being dictated by the governments in particular.

Texts:

1. "Your body is a battle ground"

2. The Handmaids Tale (p.83)

Both texts hold warnings to the audience, and what could happen if we ignore it-dystopian context, is this actually true?

What I liked: The student clearly described both pieces, the poster and the passage in the book and mentioned revelant insights from her analysis mentioning elements like contrast and color, image, framing, target audience.

She also expanded to other works by the same authors.

She pointed to connections to with reproductive rights.

Women objectification in the novel, purpose dictated by what their bodies can do (carry children).

Specific references to the book, and then connections to polical situation in the USA as an example.

The literary analysis was good, although she didn't use many specific literary terms, but relied more so on description and specific words or events from the novel to connect back to the issue.

Interesting questions from her teacher, giving her a chance to expand on details that she may have missed, but where I could tell she felt comfortable.

I enjoyed her conclusion and connection with the issue from a personal view, I could tell the student has engaged with the gobal issue and with the texts.

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Hi!

I'm Ale, I'm an English Teacher for F1, F2, F3, F5 and this is my first year teaching in L6 with the IB Programme. I'm very excited to be here and to learn from all of you!

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

I have been thinking a lot on how to help students identify Global Issues for themselves, and to explore texts with more curiosity and openess, without needing me to point them in a specific direction. I would love to hear how other collegues do it.

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

By engaging with other's work and offerening a kind and honest feedback.

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

I would love to complete this training with a clear understaing of the IB philosphy.

A clear understaning of IB assessments.

Very good ideas for lesson planning that truly prepares students for the assesments.

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

Please view image above.

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

In my opinion, the most valuable and distinctive quality of the Ib prgramme is the connections to our world's issues, so teaching to develop local and global contexts not only created more informed and caring students, but I also think that students become naturally more involved with the texts if they can see relevance and connections to the real world. I put teaching designed to remove barriers also because I teach at an inclusive school where we have many students with learning differences, where assessments are relevant, but not the focus of our teaching-learning process.

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

Please view imge above.

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

All five approaches are very necessary, and while it was hard to choose this particular order, I see Thinking skills as the basis for most other learning skills, because it is only once students have engaged with texts and made relevant connections that everything else starts to happen. Social and Communication skills are also very important to consider. Students need to approach learning in a variaty of ways, through individual, and in group learning. I personally try to be mindful of the atmosphere in the classroom because I can see how it makes a difference in the student's learning when given a positive setting. Self-management is something that young students often struggle with, and it is the skill that I see varies more among students. Some students are better at it than others, so this is where individualized attention comes into play. As for Research Skills, having a basic understanding is key, but most students in Mexico will acquire better Research Skills once in University or College.

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How has the TOK debate impacted, if at all, your selection of literary works?

It has made me reflect on the selection that I have, and it has helped me to analyse my choices more critically, as well as compare with what other teachers are doing.

To what extent does your course, as you have designed it, reflect the IB mission and values?

I think it reflects the IB mission and values to a certain extent, but I realize that I might need to expand in time and space with the works and authors.

What do you think is missing from the discussions you have had so far in this module about course design and unit planning?

Maybe more real experiences from some of my collegues, where they share (where possible) how students have reacted to certain works and authors, or the challenges that they have encountered so far.