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My order of the six approaches to teaching

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My order of the six approaches to teaching

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1. Teaching based on inquiry

2. Teaching focused on effective teamwork and collaboration

3. Teaching focused on conceptual understanding

4. Teaching developed in local and global contexts

5. Teaching designed to remove barriers to learning

6. Teaching informed by assessment

What informed this order?

After reading and researching on all the ATT, I find Inquiry-based teaching crucial because it empowers students to become active learners, fostering critical thinking, problem-solving, and lifelong learning skills by encouraging them to explore, question, and investigate topics that genuinely interest them. Also, collaboration and teamwork is key as learners get to learn from their peers by sharing ideas and developing problem solving skills.

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I am a passionate Kenyan teacher based in Nairobi City, with over five years of teaching experience, eager to start teaching the International Baccalaureate (IB) curriculum. My love for literature drives my enthusiasm, and I relish the opportunity to explore great works. One of my favorite playwrights is Wole Soyinka from Nigeria, and I am currently immersed in his captivating play, The Lion and The Jewel.

As our school prepares to launch the IB Diploma program in September, I am excited to deepen my knowledge of Language A and look forward to facilitating this subject with my students.

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How to effectively balance the study of language and literature, and how to ensure my students who were used to them as two separate subjects at IGCSE develop a nuanced understanding of both once we introduce them to IB.

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I pledge to Develop positive online professional relationships during IB training workshops by strategically blending digital etiquette and authentic engagement. "Yours Truly" will actively participate in workshop discussions by contributing relevant insights, asking thought-provoking questions, and responding constructively to peers' comments. Utilizing the workshop's networking features to connect with fellow participants and share valuable resources is my plan. I will maintain professional boundaries while demonstrating genuine interest in others' perspectives and experiences. This approach will not only enhance my learning experience but also builds a valuable professional network that extends beyond the workshop's duration.

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1. Develop a deep understanding of the IB Language A curriculum framework

2. Learning to implement authentic assessment strategies aligned with IB standards,

3. To build a professional network with other IB educators and develop strategies for supporting my learners.

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My order of the Approaches to Learning (ATL)

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My order of the Approaches to Learning (ATL)

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1. COMMUNICATION

2. SOCIAL SKILLS

3. THINKING SKILLS

4. RESEARCH SKILLS

5. SELF MANAGEMENT

Why This Order?

My view is that communication is key to the learning of Language and Literature. Without proper communication skills, there can never be proper learning as imparting knowledge is primarily via communication. Also, good social skills are core as they enable learners to collaborate whilst understanding and appreciating varied personalities

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Q1: IB Mission

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

The IB mission statement exhibits a predominantly liberal internationalist ideology, emphasizing global citizenship, cross-cultural understanding, and moral relativism. This ideological stance is evident through key phrases like "better and more peaceful world," "intercultural understanding," and the explicit statement that people "with their differences, can also be right." The mission statement's focus on developing "caring young people" and "active, compassionate learners" reflects a progressive educational philosophy that values emotional and social development alongside academic achievement. While these aims are presented as universal goods, they represent specific Western liberal democratic values that prioritize international cooperation, cultural relativism, and individual development over nationalist, traditionalist, or other competing educational philosophies. This bias, while not necessarily negative, shapes the entire IB educational approach and its intended outcomes.

Question 2: 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 of the IB Learner Profile presents an idealistic vision of education that emphasizes student autonomy, critical thinking, and global citizenship. It portrays learners as naturally curious, ethically minded individuals who seamlessly balance intellectual growth with emotional intelligence and cultural awareness. However, an oppositional reading might critique this profile as promoting Western educational values that privilege certain types of intelligence and learning styles while potentially marginalizing others. This alternative interpretation could argue that the profile's emphasis on independence, articulate expression, and global perspectives might inadvertently favor students from privileged backgrounds who have greater access to resources and international experiences, potentially creating an educational framework that, while appearing inclusive, might actually reinforce existing social and educational inequities.

Question 3: 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 author creates a formal and aspirational tone throughout both the course aims and assessment objectives through deliberate word choice and structural elements. The consistent use of action verbs like "develop," "engage," and "foster" establishes a tone of active learning and continuous growth. This professional yet encouraging tone is reinforced through parallel structure in both sections, where objectives are systematically presented with clear organizational patterns. The author purposefully employs academic vocabulary such as "rhetorical," "stylistic," and "aesthetic" to maintain scholarly rigor, while simultaneously incorporating words like "enjoyment" and "creative" to balance the formality with accessibility. This carefully crafted tone serves to communicate high academic expectations while making the objectives approachable and achievable for students, ultimately supporting the document's purpose as an educational framework that promotes both intellectual growth and personal engagement with language and literature.

Question 4: Standards and Practices.

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

In this passage, several words and phrases carry strong positive connotations that emphasize the collaborative and progressive nature of IB education. The term "celebrates" suggests joy and achievement, creating an uplifting tone. "Democratic classrooms" carries powerful connotations of equality, freedom, and shared power, evoking ideals of participation and fairness. The phrase "constructivist approach" implies active building of knowledge rather than passive reception, while "lifelong learners" suggests dedication and continuous growth. The word "collaboration"

reinforces community and teamwork, while "deeper understanding" implies profound rather than superficial learning. These positively charged words collectively create an effect on the reader of viewing IB education as dynamic, inclusive, and transformative, helping to position IB schools as progressive learning communities dedicated to meaningful education.

Question 5: Creativity Activity Service

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

Part 1: Analyzing Ideological Perspectives

The text about CAS (Creativity, Activity, Service) experiences reveals several key ideological perspectives through specific word choices and phrases:

1. Experiential Learning Focus

"experiences and projects"

"connections that might be established"

These phrases emphasize a hands-on, practical approach to education

1. Holistic Education Philosophy

"three areas – creativity, service and activity"

"create, participate, plan, host"

Language emphasizes well-rounded development beyond academic achievement

1. Community Engagement

"raise awareness about global issues"

"book clubs or literary circles with younger students"

Demonstrates commitment to social responsibility and mentorship

Part 2: Analyzing Charged Language in IB Learning Philosophy

The IB learning philosophy text contains several emotionally charged words and phrases that create specific effects:

1. Collaborative Emphasis

"celebrates" (positive connotation suggesting joy in learning)

"work together" (emphasizes community over individuality)

Effect: Creates a sense of inclusive, shared educational experience

1. Democratic Values

"open, democratic classrooms" (politically charged, positive connotation)

"constructivist approach" (educational theory terminology)

Effect: Positions IB education as progressive and student-centered

1. Continuous Growth Language

"lifelong learners" (aspirational, positive connotation)

"cycles of inquiry, action and reflection" (suggests ongoing development)

Effect: Creates an inspiring, forward-looking tone

1. Community-Building Language

"learning communities" (suggests belonging)

"deeper understanding" (implies profound learning)

Effect: Builds sense of shared purpose and collective growth

Impact Analysis
The language choices create a strong ideological framework that:

Promotes active engagement over passive learning

Values community contribution and social responsibility

Emphasizes personal growth and continuous development

Supports democratic and inclusive educational practices

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Sample B IO Notes

Notes on Student and Teacher Management of the Task:

Global Issue: How women's choices of what to do with their bodies are increasingly being dictated by governments, in particular.

Texts Used:

1.      Barbara Kruger’s poster Your Body is a Battleground

2.      Margaret Atwood’s The Handmaid’s Tale

Key notes

·       The candidate begins with a clear introduction of the task, outlines the global issue and the specific texts. This introduction helps them to be organized in their presentation.

·       There is a demonstration of good knowledge of the texts and analysis. For instance the cropping of the woman on the poster so that the face can only be seen is cleverly analysed as a depiction of women not owning their bodies but politicians.

·       The student finishes one text and gets to the next with a smooth transition that is easy to follow.

·       The student is accurate in their analysis of The Handmaid’s tale and even gives relevant quotations from specific pages.

·       The teacher’s questions enable the student to elaborate more on her presentation for instance the abortion debate question.

·       The teacher uses an inquisitive and warm tone that encourages the student to confidently respond to the questions.