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1. The learner portfolio is a place for a student to explore and reflect upon literary and non-literary texts, and to establish connections among them. In the learner portfolio, students will be expected to:

reflect on their responses to the works being studied in the corresponding area of exploration

establish connections between these works and previous ones they have read, and between their perspectives and values as readers and those of their peers.

2. The work carried out for the learner portfolio forms the basis of preparation for the assessment, although the portfolio itself will not be directly assessed or moderated by the IB. The portfolio should be introduced at the beginning of the course and will become increasingly important as students progress and prepare for external and internal assessment.

3. Schools may be required to submit these learner portfolios in cases in which it is necessary to determine the authenticity of a student’s work in a component, to certify that the principles of academic honesty have been respected or to evaluate the implementation of the syllabus in a school.

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Reflection, Exploration, Evaluation, Works Studied Form

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1. The blog option in Moodle or other blog options (Google etc)

2. Padlet: https://padlet.com

3. An online learning platform like PowerSchool Digital Learning - www.powerschool.com/solutions/lms—or what your own school uses

4. Adobe Spark: https://spark.adobe.com

5. Pen and paper in an art sketchbook

6. Mix and match

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Paper 2 offers students the opportunity to make connections between different literary works and to write a comparative literary essay.

Paper 1 offers students the opportunity to demonstrate their ability to closely interpret and analyse an unseen non-literary text.

Researching and writing a Higher Level essay in Language A: language and literature and an extended essay in studies in language and literature provides students with a powerful inquiry-based learning experience and an opportunity to develop critical thinking skills in an in-depth manner through their chosen topic of inquiry.

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In relation to the preparation of Paper 2, the learner portfolio provides an opportunity for students to:

group the works studied according to a common theme or issue and explore their similarities and differences

develop an awareness of the differences between literary forms, and of the bearing these differences may have on how different works approach one theme or issue

consider which combinations of works might be the most productive ones to address the variety of questions they might encounter in the actual paper

inquire into the connections between the works studied and the areas of exploration of the course to gain an awareness of the multiplicity of lenses that can be used when studying a work and the essay questions that these might potentially lead to

compare their successive practices of Paper 2 to the first one they have done and monitor the evolution of their overall performance in the paper.

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APPROACHES TO TEACHING (in the order of importance)

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APPROACHES TO TEACHING (in the order of importance)

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1. based on inquiry

2. focused on conceptual understanding

3. developed in local and global contexts

4. focused on effective teamwork and collaboration

5. differentiated to meet the needs of all learners

6. informed by assessment (formative and summative)

Being inquirers is one of the attributes of the IB learner profile, where the process is seen as involving the development of students’ natural curiosity, together with the skills needed to enable them to become autonomous lifelong learners. Learning by inquiry means that students are developing better skills of inquiry, which are the key skills of the self-managed, self-directed, self-regulated, lifelong learner who fulfills all the aspirations of the IB learner profile. By engaging in effective inquiry, students will develop skills in research, self-management, collaborative learning, communication and thinking, as well as problem-solving. So we could say that learning by inquiry establish a solid foundation for the other approaches to teaching.

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APPROACHES TO LEARNING (in the order of importance)

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APPROACHES TO LEARNING (in the order of importance)

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1. thinking skills
2. communication skills
3. social skills
4. self-management skills
5. research skills

The term thinking skills refers to a cluster of a large number of related skills, and in the DP particular focus is placed on skills such as metacognition, reflection and critical thinking. Many categorizations of thinking skills also emphasize related behaviors such as “curiosity, flexibility, posing problems, decision making, being reasonable, creativity, risk taking, and other behaviors that support critical and creative thought” (Costa and Kallick 2009). One of the aims of all group 3 courses is to “develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society”. The higher- order thinking skills DP subjects foster can be seen in the command terms used in DP examination papers, where questions ask students to “analyse”, “evaluate”, “compare”, and so on.

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Does the IB's focus on service learning and international mindedness help? Poem to share:

https://www.youtube.com/watch?v=dqTTojTija8&list=PLUGfqagn8Qnk5_6q_abR74heT6AMzVAHc

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What ideological biases exist in the IB mission statement and how do you know?

In my country, students taking IB curriculum are mostly from middle-class or wealthy families. The IB statement “the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment” is based on the assumptions that kids from all the parts of the world have the same access to good education, that governments all around the world are in the position to improve education, and that schools all have the ability and facility to provide rigorous assessment.

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

The dominant reading is that an IB Student is self-motivated independent learner. In addition, they are competent enough to undertake the rigor of the curriculum.

As said in the learner profile, “they show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.” An oppositional reading of the learner profile is that for many independent learners, working with others sometimes actually decrease efficiency.

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

The tone is objective, straightforward, and encouraging. The author uses active voices and limits the use of descriptive words and phrases. At the same time, the author uses command terms, so that the standards on thinking level are expressed clearly.

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

Words and phrases such as “Celebrates” “cycles of inquiry” have a highly charged connotation. The mood is positive. Since inquiry has cycles, no wonder learners endeavor to become life-long learners.

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

Doing CAS echoes with the learner profile. For example, using “sight-impaired” is consistent with “showing empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.”

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