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Teaching based on inquiry

This approach encourages students to ask questions, explore topics, and develop critical thinking skills. By focusing on inquiry-based learning, teachers can foster curiosity and engagement in the classroom, leading to deeper understanding and retention of knowledge.

Teaching designed to remove barriers to learning

This approach ensures that all students, regardless of their backgrounds or learning styles, have equal opportunities to succeed. By identifying and addressing barriers such as language barriers, learning disabilities, or socio-economic factors, teachers can create an inclusive learning environment where every student can thrive.

Teaching focused on conceptual understanding

Rather than just memorizing facts or procedures, this approach emphasizes understanding the underlying concepts and principles. By focusing on conceptual understanding, teachers can help students make connections between different topics, apply their knowledge in real-world contexts, and develop a deeper understanding of the subject matter.

Teaching informed by assessment (formative and summative)

Assessment plays a crucial role in the teaching and learning process, providing valuable feedback to both students and teachers. By using both formative (ongoing) and summative (end-of-unit or end-of-year) assessments, teachers can monitor student progress, identify areas for improvement, and adjust their teaching strategies accordingly.

Teaching developed in local and global contexts

In today's interconnected world, it's essential for students to understand the local and global implications of their learning. By incorporating local examples and global perspectives into their teaching, teachers can help students develop a broader understanding of the world around them and become responsible global citizens.

Teaching focused on effective teamwork and collaboration

Collaboration is an essential skill for success in the 21st century workplace. By promoting teamwork and collaboration in the classroom, teachers can help students develop communication skills, leadership abilities, and the ability to work effectively with others. This approach also fosters a sense of community and cooperation among students, leading to a more supportive and inclusive learning environment.

1. What is your order of importance for the approaches to teaching?
My order of importance for the approaches to teaching is as follows:

Teaching focused on effective teamwork and collaboration

Teaching designed to remove barriers to learning

Teaching informed by assessment (formative and summative)

Teaching based on inquiry

Teaching focused on conceptual understanding

Teaching developed in local and global contexts

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

The criterion behind some approaches having a higher or lower priority is their potential impact on student learning outcomes and overall educational effectiveness. Approaches that prioritize effective teamwork and collaboration, and those that address barriers to learning, are prioritized higher because they can create a conducive environment for learning and facilitate student engagement and participation. Teaching informed by assessment is also important as it allows educators to tailor instruction to meet individual student needs and track progress. Teaching based on inquiry and conceptual understanding are also essential but may require a strong foundation built on collaboration, barrier removal, and assessment. Lastly, teaching developed in local and global contexts is valuable for providing students with a broader perspective and preparing them for diverse environments, but it may be considered less immediately impactful compared to other approaches.

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The IB philosophy prioritizes research skills because they empower students to engage in independent inquiry and develop a deeper understanding of subjects. This approach fosters critical thinking and lifelong learning, which are core values of the IB program. By emphasizing research skills, students learn to evaluate sources, synthesize information, and construct well-supported arguments, preparing them for success in higher education and beyond.

The relevance order of the approaches to learning according to the IB philosophy would be as follows:

1. Research Skills

2. Thinking Skills

3. Communication Skills

4. Self-Management Skills

5. Social Skills

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

My order of importance for the approaches to learning would be the same as the one provided above.

2. What is your criterion behind some having a higher or lower priority?
The criterion behind some having a higher or lower priority can vary depending on the context and goals of the learning process. However, generally speaking, research skills are often considered fundamental as they enable individuals to gather information, critically evaluate sources, and synthesize knowledge. Thinking skills are also crucial for problem-solving and critical analysis, followed by communication skills which allow individuals to effectively express their ideas and collaborate with others. Self-management skills are important for personal organization and motivation, while social skills, while still valuable, may be considered less crucial in certain learning contexts.

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What ideological biases exist in the IB mission statement and how do you know this as a reader?
One potential ideological bias in the IB mission statement is the emphasis on promoting intercultural understanding and respect as a means to creating a better and more peaceful world. While this emphasis is generally seen as positive, it may reflect a particular worldview that prioritizes multiculturalism and globalism. Some individuals or groups may argue that other approaches, such as focusing on national identity or traditional values, are equally valid or even preferable for fostering peace and understanding.

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 is that it promotes a holistic approach to education, emphasizing the development of students' intellectual, personal, emotional, and social skills. It encourages students to be curious, independent, ethical, and empathetic individuals who are committed to lifelong learning and making a positive impact on the world.

An oppositional reading of the IB learner profile might question whether the emphasis on global citizenship and service learning could potentially lead to a sense of superiority or "savior complex" among students from more privileged backgrounds.

What is the tone created in the aims and assessment objectives, how does the author create it, and why?

The aims and objectives sound really professional and clear. They lay out what the course is all about and what skills you'll develop. It uses straightforward language and specific verbs like "engage" and "communicate" to show what you'll be doing. The objectives are grouped into categories like "Know, understand and interpret" to help you focus on different aspects of learning. Basically, the author wants us a solid framework to think critically about texts and grow both academically and personally.

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

In the IB community, words like "constructivist approach," "open classrooms," "lifelong learners," "cycles of inquiry," and "deeper understanding" carry a lot of meaning. They promote progressive education, critical thinking, and collaboration, inspiring readers to get involved in their learning. These terms emphasize personal growth, community, and global citizenship, urging people to excel in and out of school.

What words or phrases demonstrate the ideological perspective of this text?
Plan and host an event to address societal concerns"

"Develop and run book clubs with younger students"

"Engage in critical review of existing audiobooks"

These phrases suggest a perspective that values social responsibility, empathy, and engagement with literature as a means of understanding and addressing real-world issues.

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The 3, 2, 1 questions

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

Aligning with the IB DP curriculum: I should ensure that my course content, objectives, and assessments align with the requirements and expectations of the IB DP curriculum for English A Language and Literature. This includes covering the prescribed texts, themes, and skills outlined in the curriculum guide.

Incorporating a variety of texts and genres: To provide myself with a comprehensive understanding of language and literature, I should incorporate a diverse range of texts and genres into the course. This may include novels, plays, poetry, short stories, non-fiction, and multimedia sources. By exposing myself to different types of texts, I can help develop my critical reading and analytical skills.

Fostering inquiry-based learning and critical thinking: A key aspect of the IB DP is the promotion of inquiry-based learning and critical thinking skills. I should design my course in a way that encourages me to ask questions, explore multiple perspectives, and engage in thoughtful analysis of texts. This may involve incorporating activities such as Socratic seminars, literature circles, and research projects that challenge me to think critically and independently about the texts I study.

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

Variety in instructional methods: I believe that offering a diverse range of instructional methods can take to different learning styles and preferences among students. This could include lectures, discussions, group activities, hands-on exercises, multimedia presentations, and more. By incorporating a variety of instructional methods, I aim to engage students more effectively and enhance their learning experiences.

Autonomy in learning: I strongly believe in empowering students to take control of their own learning journey. Providing opportunities for autonomy allows students to explore topics that interest them, set their own learning goals, and take ownership of their learning process. This could involve offering choices in assignments or projects, encouraging self-directed learning through research or independent study, and fostering a supportive environment where students feel comfortable expressing their ideas and pursuing their academic interests.

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

How can we effectively balance the study of literary texts with the development of language skills such as analysis, interpretation, and writing?

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Readers, writers, and texts:
This area focuses on the relationship between the reader, the writer, and the text being studied. Understanding how different readers interpret texts and how writers use language to convey meaning is crucial for developing analytical and critical thinking skills.

Time and Space:
Exploring the context in which a text is written, including historical, cultural, and geographical factors, helps students understand the significance of the text within its time and place. This contextual understanding allows for a deeper appreciation of the themes, motifs, and ideas presented in the text.

Intertextuality:
Intertextuality refers to the interconnectedness of texts, where one text references or influences another. Studying intertextuality helps students recognize the ways in which texts are in conversation with each other, allowing for a more nuanced understanding of literary themes, motifs, and techniques. It also encourages students to consider the broader literary tradition and the evolution of ideas over time.

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HIGHER LEVEL

PRL – English

1.         The Handmaids Tale, by Margaret Atwood

Fiction

Canada

21st Century

2.         Hamlet by William Shakespeare

Tragedy

UK

17th Century

PRL – Non-English

1.         The Unbearable Lightness of Being by Milan Kundera

Fiction

Czechoslovakia

21st Century

2.         The Posthumous Memories of Brás Cubas by Machado de Assis

Fiction

Brazil

19th Century

Free Choice

1.         Crooked Plow, by Itamar Vieira Junior

Prose

Brazil

21st Century

2.         The Picture of Dorian Gray by Oscar Wild

Drama

UK

19th Century

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The candidate brings Materialism as a Global Issue by commenting chapter 2 of the Book The Great Gatsby and an image (non-literary).
The comment goes on an analogy of the theme of the novel, more specifically about the second chapter, where the setting gives the reader an idea of how destructive the effect of materialism is on society.

When asked if there is something else he could bring to the discussion, he also mention that in chapter four a character’s choice for pearls instead of a letter from Gatsby also represents this idea, like in the american dream, that people tend to choose wealth rather than feelings and demonstration of affection.

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Extra Space - References, sources and bibliography

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Extra Space - References, sources and bibliography