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1. Teaching based on Inquiry:
Nothing would be more interesting than a class starting with inquiry as it is our target to have students engaged in their own learning.Inquiry is the base in teaching Literature and Language. It is through Inquiry where students are able to fulfill their curiosity thus becoming autonomous long life learners.
2. Teaching focused on conceptual understanding:
Students will never get well-engaged unless they know why they are learning what they are learning.That is why taking students to a higher level of thinking through the "Big Idea" and conceptualism is a major key in the learning process.
3. Teaching developed in local and global contexts:
It is also an important approach since students get more engaged when what they are learning makes sense. This happens when they feel part of what they are studying , hence finding connections to the global issues.
4. Teaching designed to remove barriers to learning:
Catering for students' needs is quite important in the learning process. Hence comes differentiation where students can have their voice and choice in the activities chosen, texts to be read, and even the level needed for them. This is the best way to guarantee growth and development.
5. Teaching Informed by Assessment (formative and summative):
This is the only way we, as teachers, can measure learning.I, personally, appreciate formative assessment as being the ongoing evaluation accompanied with reflection, which in turn, provides the teacher with the right feedback that will make the teacher decide on the suitable action plan.
6. Teaching focused on Effective team work and collaboration:
It is, ofcourse,  not the least yet I had to put other approaches before this one. Collaboration is also a key in the learning process. Students working in groups learn from each other, assess each other, and influence each other.
Approaches to learning
1. Thinking Skills:
The IB classroom is all about inquiry and thinking. To become autonomous long-life learners, students should be engaged in thinking skills.Hence, a culture of thinking is the dominant factor in a classroom.
2. Self-Management skills:
Such skills include organizational skills, time-management skills, and goal setting. However, these are important characteristics for an IB learner. To ensure success, learners need to have high level of  self-management skills.
3. Research Skills:
As the teacher is no more playing the role of information provider, students are entitiled to do their own research in order to reach any piece of information.
4. Social skills and Communication skills:
These two skills actually overlap. it has become for granted that students need to socialize and communicate with each other thus accepting all culture diversities.Students approaching the same text in different ways is also a key in an IB classroom.

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Close Textual Analysis of the IB:

1. What ideological biases exist in the IB mission statement and how do you know this as a reader?
The most prominent ideological biases is developing life-long learners who understand people's diversity.These life-long learners are always inquiring, knowledgeable, and caring young people.

2. What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?
IB learners are mostly inquirers who explore concepts and link these concepts to the real world. they are honest, responsible, and respectful of all cultures and different perspectives. An oppositional reading tackles the fact that students might not have acquired or mastered the learning profile characteristics by Grade 11, which is IBDP1. Students might need further guidance to master IB learning Profile in question.

3.What is the tone created in the aims and assessment objectives, how does the author create it, and why?
It is a didactic tone. The author uses an ascending order that touches upon Bloom's Taxonomy. but why? simply because acquiring knowledge is at the basis of the IB learning process; however, taking it further via critical thinking is also a key. In fact, learners will not have achieved the objectives without analyzing, evaluating, and communicating.

4.What words or phrases have a highly charged connotation and what is the effect on the reader?
cycles of inquiry/ action/reflection/work together/make sense of the world/ The effect no the reader is portrayed through seeing the impact on the student, which is developing purpose, culture, and environment in IB Schools.

5.What words or phrases demonstrate the ideological perspective of this text?
The ideological perspective of the text goes around being actively involved in the project decided by the learner. Students can go deep in their critical thinking and can host an event to raise awareness. They might run clubs or get engaged in reading stories for the pre-schoolers. Thus, students go beyond reading literary texts and connect to the real world. In other words, students CREATE, PLAN, HOST

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Module 1: Wrap Up
Reflection point
I found that the Learner Portfolio encourages inquiry and critical thinking which direct a certain intellectual path for each student including myself. The teaching methods at Lwis-CIS, the school I teach at, is quite similar to the IB approach in terms of projects at the end of each unit, portfolios, inquiry-based learning, and driving each student towards becoming a life-long learner. Close language analysis means, to me, visual texts vs non-visual texts, advertisements, and analyzing literary texts. The students are provided with a sample analysis. Afterwards, students are provided with the texts and are asked to analyze it in terms of ideas, author's message, tone, language, author's background, et c... Students are expected to detect a pattern in the text and then write their own language analysis.

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Module 2 / Learning Engagement 1: TOK Debate

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Module 2 / Learning Engagement 1: TOK Debate

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In response to the debate questions in this TOK debate, I would like to ask the following two questions:
1. What does a book require in order to make it to PRL, and if it makes it to PRL, then is it part of a literary canon?
2. What is IB's point of view regarding a literary canon?

I believe that any work of art that crosses the boundaries of time and space and that has a large public is worth studying and analyzing, and becomes therefore part of canon.

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Module 2 / Learning Engagement 2: Syllabus Content

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Module 2 / Learning Engagement 2: Syllabus Content

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3,2,1 forum
3. What are the three things you want to make sure you do when you design your own course?
When designing my own course, I want to make sure I am covering all areas of exploration, most of the concepts, and ensure variety in the books. All the areas of exploration are important as readers, writers, and texts aim to introduce students to the skills and approaches required to examine texts closely. Time and space is also significant as it broadens student understanding of the text. Intertextuality also plays a major role as students compare between texts by writing comparative analytical essays. The student can also connect the text to his everyday life. Variety is also significant to ensure lack of boredom among students.

2. What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?
Integration and accountability  are the two principles of course design  that spoke to me personally. I cannot but see students and the teacher integrating all areas of exploration and establishing connections between texts. Furthermore, accountability plays a major role here as the student is held responsible thus accountable in choosing the texts or books. Students have the voice and choice when it comes to paper 1, paper 2, and Individual Oral. I can so relate to the fact that there is plenty of room for student choice since , in my school, this is tremendously applied and is part of our school mission.

1. What one question do you still have about the philosophy or the practicalities of designing a course syllabus?
How realistic is it to be able to tackle all the seven concepts equally during the course?

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Module 2 / Learning Engagement 2 / Syllabus Construction

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Module 2 / Learning Engagement 2 / Syllabus Construction

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How did your thoughts about what you might teach change based on the TOK debate?
My thoughts about what I will teach have already changed based on the TOK debate. Now I can see texts through a different lens. The AOE should play a major role in my choice. Intertextuality is also very important, where students can relate any text to another text and to the outside world

What is your role in creating an internationally minded literature syllabus?

My role lies in the fact that I, as a teacher, need to be mindful regarding applying all AOE as well as IB concepts through most of the texts.I have to make sure that my syllabus incorporates all these IB requirements.

Do you believe it is more important to teach canonical works or a diverse set of texts? Why?
I believe both are important, yet canonical works have more value knowing the teacher would be mindful about all IB requirements. Canonical works are must read texts as long as they can still relate to nowadays' themes and culture. As an example, Macbeth is read through a different lens now, where students can tackle the issue of absolute power and women's influence. They can also relate these 2 issues to their everyday life

And finally, what are you most excited about teaching and why?

I am mostly excited about teaching non-literary units of study as I am really looking forward to seeing students analyzing ads or graphics and comparing them to literary works.

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For A: Knowledge, Understanding, and Interpretation, I would give the learner a grade of 7. I do agree with the examiner that the student shows explicit knowledge and understanding of the works in question, yet I believe that the interpretation could be done in a more in-depth approach.
For B: analysis and evaluation, I would give the learner a grade of 6. Close textual analysis interns of "universal concepts" is repeated several times in the essay. Analysis of broader authorial choices is at times insightful.
For C: focus and organization, I would give the learner a grade of 2. The paper starts off well with an exhaustive context that pertains to "The Guide". However the paper shows a shift of focus at one point.
For D: Language, I would give the learner a grade of 3. Some run-on-sentences are spotted in the paper. These run-ons did not impede understanding the idea, yet it weakens the structure of the sentence.
The learner's grade would be 18/30.
I think I was a little bit harsh especially when it comes to Criterion B and Criterion C. I still believe that the learner lost focus at some point in his/her paper.

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Example B;
Text 1: Slavery
Citerion a: The examiner awards the paper the grade of 3 since the response conveys limited understanding of the article. Everything is mainly proven through logos is quite vague. The learner should mention the logical facts here.
Criterion B;The examiner awards the paper the grade of 3 since the response deals with certain features in an insufficient manner. For instance, the learner mentions "free the live" logo , then directly states "we can see symbolism here " to shift directly and discuss the colors.Where is symbolism exactly? What is its impact? The learner does not explain the authorial choice.
Criterion C: The examiner awards the paper a grade of 3 on focus and organization. the paper has a clear introduction and conclusion, the body is clearly structured into paragraphs. Coherence is an issue here that's why focus is minimal.It feels like the learner mentions symbolism, repetition, and tone without providing these linguistic features with the right closure.
Criterion D; The examiner awards the paper a grade of 4 as there is appropriate style. There are also clear ideas expressed via good sentence structure. Some terminology could be avoided like " people in general", "how people can help" and "the text talks about ...."
Text 2: Calvin and Hobbes comic strip
Criterion A: NO critical thinking or reflection is portrayed in paper 1. This is very clear from the introduction where the thesis statement is a one sentence summary of the comic strip.
Criterion B: Some of the authorial choices are mentioned yet evaluation of the impact is not stated at all thus providing no analysis whatsoever.The learner shows us sarcasm, moves directly to climax and finally too paradox. Had the learner given more time for analyzing and evaluating these authorial choices , paper 1 would've been given 3 or 4/5.
Criterion C: Focus is kind of not evident in paper 1.
Criterion D: The language used is not bad. The terminology used is very simple. The learner does not go beyond understanding the comic strip and providing his first impression on it.

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"Do the Right Thing" by Spike Lee:
Criterion A:5
The candidate shows excellent knowledge and understanding of the work. The thesis statement is very clear mentioning the main theme of the movie without ignoring  the line of inquiry.
Criterion B:4
The candidate does tackle and analyze instances of language choice, technique, and style while examining the creative elements used by the author.
Criterion C:5
The line of inquiry is well-developed and the essay shows high level of focus and organization.
Criterion D: 5
The language is clear and carefully chosen with a high degree of language accuracy and a varied style
19/20
General Commentary:
My marks agree with those of the examiner's. That was something I really liked.

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Module3/ LE4/ Assessing the Extended Essay

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Module3/ LE4/ Assessing the Extended Essay

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Criterion A: 5/6
The examiner identifies a clearly and effectively communicated topic with a solid focus: the language and performance of Theresa May’s January 2017 speech following the UK’s Brexit close call. The research question is clearly stated and the essay efficiently tackles this question. Analysis and findings are pertinent and sources are relevant.
Criterion B: 5/6
The examiner identifies source material that is relevant and appropriate to the context. The student includes excerpts from the said speech to analyze language, a still image of May while making her speech to analyze performance, and a chart to analyze audience response. The student puts forth terminology and concepts that demonstrate knowledge of the topic. In terms of language, the student tackles such linguistic features as positive imagery, register, lexis, powerful/ emotive/ inclusive language, appeal to emotion, repetition, tone, and metaphor.
Criterion C: 9/12
Analysis of research is generally deep and relevant to the research question. The conclusion is consistent with the arguments and does relatively throw up aspects that go beyond the scope of the essay’s conclusions.
Criterion D: 3/4
The construction of the essay is conventional and the essay layout is generally appropriate. The examiner warrants the essay 3 out of 4 due to some “too broad” citations.
Criterion E: 5/6
The reflections were completed as per the general requirements. However, the examiner awards the essay 5/6 due to the fact that the learner’s first reflection mainly discusses an initial EE topic the learner chose to change at one point of his journey.

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How are you going to help students?
The teacher asks students to keep their notes in their portfolio about GIs they have liked to deal with . Also, students need to put down literary works and non-literary works they feel they like.
Pointing out to the students' attention 17 UN Sustainable Development Goals might help students highlight GIs the world is facing today based on these goals. Thus, students decide on literary work and non-literary BOW then decide on GI then choose the excerpt.
Students must write an outline with a maximum of 10 points. The teacher will have the students listen to a good sample and take notes and write an outline while listening , then discussion takes place. How could it be improved? Are there any missing elements as per the IB requirement? Students share feedback here.
Students work on their outline and refer to the teacher for a feedback then they record. For students to get enough practice, the teacher might have them go for a 5 minute recording as their first attempt and a 10 minute recording as their second attempt.

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Global Issue: Child Marriage

Extract 1
Stimulus description:
Woman At Point Zero, Pages 48 to 49 “I agree with you…. for Firdaus.”  35 lines
Extract 2
Stimulus description:
Caricature about underage marriages  by Doaa El Adl published in May 2016 https://egyptindependent.com/international-women-s-day-egyptian-cartoonist-sheds-light-10-discriminatory-laws-against-women/

Global Issue: Child Marriage

Literary Work: Woman at Point Zero by Nawal El Saadawi
Non-Literary work: Caricature about underage marriage by Doaa El Adl

Outline

1- Global issue narrowed down (underage marriage)

2- non-literary excerpt
3- form + meaning + GI claims and implications (symbolism, irony, contradiction, exaggeration)
4- Link to the greater body of work of Doaa El Adl

5- literary excerpt
6- form + meaning + GI claims and implications (imagery, symbolism)
7- Link to the literary work

7- counterclaims to both excerpts
8- child marriage nowadays

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What did you learn about the individual oral by going through the process yourself?
I learned that the IO is not like paper1 or paper 2. It is not a comparative essay at all. True, we are exploring literary and non-literary works, but we are not comparing between them.I also learned that there must be a claim on GI. There could be a counter claim too, Thus, in the IO, the claim/counter claim and the form must be explored and interpreted through literary figures.

How is this going to help you better prepare your students for this assessment task?
My humble experience with the IO in LE3 taught me that I have to make sure my students explore literature through the GI lens. That said, I should train my students to think of a GI and a claim and link it to the literary work/BOW. Students should also make sure they don't compare between the two works in the IO.