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Q2: What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

Q3: 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 is related to making relationships and comprehensive connections among a variety of texts, skills collaboratively while enjoying it. The author creates it by focusing on making relationships and using Bloom’s Taxonomy and the 4 Cs’ in explaining the text analysis in the asssessment aims and objectives. What words or phrases have a highly charged connotation and what is the effect on the reader?Charged connotation is found in words like:- People work together - Construct meaning- make sense of the world - constructivist approach leads towards open democratic classroomsAnd Learning is the central tenet as well as the outcome of developing purpose, culture, and environment The Effect of this on the reader is that it makes him feel overwhelmed And makes him feel that the learning process like mechanical with step by step that leads to concrete results. What words or phrases demonstrate the ideological perspective of this text?Create a tourProduce a creative responsePlan and host an event Raise awareness about a global issue Create audiobooks Run bookclubs for the younger ss.CreativityActivityService Arise from the work done in studies in lang and literature Types of connections established and CAS would be addressing • Create or participate in a literary walking tour of the city the students live in, in which the milestones of a particular author’s biography or the most significant places in the setting of a text they have read are visited, described and discussed. (The three areas – creativity, service and activity – would be involved if the students actually created the tour; activity and creativity would be involved if the student participated in the walking tour and then produced some kind of creative response to it; mere participation in the tour would cover only activity.) • Plan and host an event to raise awareness about a global issue explored in a text the students have read (creativity, service). • Create audiobooks of texts the students are reading for the sight-impaired or make a critical review of existing audiobooks for the school librarian, in terms of the performance of the actor/reader (creativity, service). • Develop and run book clubs or literary circles with younger students in the school (creativity, service). • The connections between a subject and CAS can result in a single experience or may be developed into a project. No matter what final shape this connection takes, however, CAS experiences and projects must be distinct from, and may not be included or used, in the student’s Diploma Programme course requirements.Reflection PointAfter completing the previous learning engagements, this may be a good opportunity to reflect on your learning so far. Use the learning journal to record your thoughts on: • the importance of the learner portfolio • keeps record of and offers a map of all kinds of learning occurring • it is easy as long as you have played it out in a friendly way • how the IB is similar and different to other curriculums you have taught • Some of it is similar: appreciation to reading and literature, creations like book club and • some of it is different • the stress on not having to finish specific curriculum, • what close language analysis means to you and how you will teach it to your students. • Close language analysis means to think about the word choice that the author chooses to convey his message and whether there are other possible connotations or no.

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M1: Close Textual Analysis: IB Mission Statement 

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M1: Close Textual Analysis: IB Mission Statement 

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What ideological biases exist in the IB mission statement and how do you know this as a reader?
- The ideological bias in the IB mission statement is that it believes that being caring, respectful, and compassionate aided with becoming knowledgeable and inquiring mindset can help in creating a peaceful and better world.

I know this from the mission statement.

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

The IB mission is what brought me to take that course. This is what I believe students should learn at the end. For me,  this is for me the purpose of school.
- Being able to think and as questions
- knowledgeable: knowledge for me being able to find the information that you need and analyze
- creating a better and more peaceful world: what else could one want his or her students to children to do!
- through intercultural understanding and respect: we are not living alone in our culture anymore! we are intercultural connected to everyone and so should understand them and show respect to every different person we meet.

To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
- without assessments, we cannot evaluate what students have learnt.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

- become active, compassionate and lifelong learners:
learning the importance of and how to become a life long learner is one of the essential objectives education aims at, in addition to becoming compassionate towards others and not being passive.

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Hello everyone,
This is Sara Abdelrazek from Egypt. It is great to meet all of you and read about your interesting backgrounds. It is amazing how this workshop unites different educators from around the world!

I have been in the education field for 14 years now, 5 of which in a school, teaching English and Literature in the senior primary stage and leading a team as well. I was a Fulbright scholar where I lived and studied in the USA for a year. I also taught university students here and there and worked as a curriculum developer. I believe I cannot live without teaching! Lately, I have been curious about the IB and how it works, so after a recommendation from a friend, I thought it would be interesting to take that course for PD and hoping to work in an IB school one day.

I love traveling but have kept it for the past three years inside Egypt. Before that, I have been to the USA for a couple of times, studied in Germany during certain intervals when I was doing my Masters' and went to Spain for my honeymoon ;) I wish I can go to Canada, and France and hoping to visit Asia one day.

I am currently reading 2 interesting books, one in English called the 5 AM Club and the other one in Arabic, called "Dangerous Relationships" ;) They are my favorites so far.

I am so excited and happy and can't wait to work with all of you!

Best,
Sara Abdlerazek

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Reflection #2: Catching Up- and Keeping Track- 

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Reflection #2: Catching Up- and Keeping Track- 

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Stopped at The Six Approaches to Teaching 11/8/2022
Decide  which one matters most to me and why
where: Page 4/6 in M1 Notes

Catching Up:
- Have not yet posted the learning Portfolio, I believe it still needs improvement!
- LP Educator Task: Student Friendly Worksheet (and follow up task-peers related)
- Close Textual Analysis?
- Wrap Up?

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1. Before I start writing about myself, I need to acknowledge that this is one of the challenging courses I have taken. I am not sure why exactly but I believe there are many reasons. I do not like to sound like I am giving excuses but I will jot them down to take them out of my chest and mind to be able to proceed in a refreshing manner.

I went back to work, after my summer vacation the same day this course has started. I opened the Moodle multiple times and was only able to see the announcements sections. Emails from Marie were quite overwhelming. I was not sure whether they are supposed to give us a head start or is this the course. Then I started seeing the LP forum and had no clue where to start that from. The Module Notes? Marie's Email? The reading/resources section? Navigating through Moodle made me feel lost! I started to understand the navigation a bit when I accessed the road map. Still, every time I open Moodle I see only one section, sometimes the Modules info and sometimes the announcements and I cannot move from one to another unless, later, I figured out I have to go through the email. Feeling overwhelmed and behind, especially when I realized that there will be no videos from Marie to explain, only emails and when I figured out that my colleagues won't be able to comment or even view my late submissions, which is critical for my success, because they have moved to another Module already. I am now taking a deep breath, and trying to catch up.

As for me, I am Sara from Egypt. I currently work at Green Valley School in Egypt. I have been working in the education field for 14 years now, between universities, schools and consultancy companies.

What's unique about my IB situation is that I don't know much about it but I hope this course will give me a strong guide in it.

1. The most pressing question about this course was answered. It was about the structure of the course. Although it's mix between a student experience and an educator experience, which can leave one a little confused, I believe it is a valuable learning experience.

2. I wish I can  develop positive online professional relationships for the workshop and beyond...

3. For me, after this workshop, successful outcomes would be: - to be able to work in an IB school, if I decide to do that.- to convince my principal to implement some of the theories and teaching strategies I will learn in my school, and - to be able to apply what I have learnt practically with my kids because I believe in the IB mission and vision.