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Hi everyone! My name is Deanna, and I teach in Fredericton, NB, Canada. I thoroughly enjoy reading non-fiction and memoirs. My current favourite reads of this year are Finding Me by Viola Davis and Maybe You Should Talk to Someone by Lori Gottlieb (feel free to consult my Goodreads). Another way I enjoy learning about the world is by attending weekly trivia nights with my friends/colleagues. My team doesn't usually win, but if I can leave with a new interesting fact, then it's a win in my books!

Despite my love of learning, I've never attended nor taught at a school with an IB programme, so I'm quite excited to collaborate and learn from others through the forums and replies. My most pressing question is how the programme differs from a regular English class.

Here are 3 things that I hope to achieve throughout the next month:

How to create a routine around the learner portfolio/ how to make it a reflex for students to add to it

How to best prepare my students for the IB evaluations

A rough plan for the upcoming school year

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Deanna Gallant has 136 books on Goodreads

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Question 1:

1. Teaching based on inquiry

2. Teaching developed in local and global contexts

3. Teaching focused on effective teamwork and collaboration

4. Teaching focused on conceptual understanding.

5. Teaching designed to remove barriers to learning

6. Teaching informed by assessment

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Question 2: I placed Teaching Based on Inquiry first because I feel that students should be able to explore avenues that peak their curiosity. If we don't start with something that interests them, the content will become less meaningful and engaging. Next, once they find a subject that interests them, they can look at it from a different worldview. For example, if a student is passionate about the ins and outs of recycling (inquiry based), they further their understanding by seeing how other countries attempt to preserve the environment (Local and Global Contexts). From there, the student may need to consult experts or work with others near and far to achieve their goal (Effective Teamwork and Collaboration). Although Conceptual Understanding, Removing Barriers, and Assessments are important, I feel that if the first 3 approaches are done correctly, they inadvertently encompass the others. For example, when attempting to problem solve, you will likely learn the key elements and discover the ''big picture''. Additionnally, by offering choices in inquiry based, we begin to remove barriers. 

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Question 1:

1. Self-management skills

2. Thinking skills

3. Communication skills

4. Social skills

5. Research skills

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Question 2: I placed Self-management first because I feel it relates to Maslow's Hierarchy of Needs. You can't sustainably achieve self-actualisation unless your self-esteem and other emotions are met. For example, if you aren't resilient, critical thinking may become difficult. Next, I feel that you should acquire Thinking skills before Communicating, because you may end up saying something that is false or harmful. After that, you will begin to learn social skills, much like a baby starts by communicating before socializing. I placed Research in last place because it feels like higher education (Learn and satisfy curiosity - the last of Henderson's Hierarchy of needs), whereas the other skills feel like basic needs. 

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

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

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

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

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

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1. The mission statement suggests that IB students play a key role in establishing world peace. While the optimism is admirable, I personnally find that it comes off as slightly elitist, implying that their education is superior to others. Because of this, there seems to be a disconnect between the first and last sentences, making ''that other people, with their differences, can also be right,'' feel like an afterthought or insincere. 2. The dominant interpretation of the text would suggest that the IB programme strives to curate well-rounded citizens who demonstrate  intellectual, physical and emotional balance, regardless of the situation, in order to work towards the common goal of making the world a better place. However, the statement feels very kumbaya. It states that students are brave, confident, creative, and mindful. Although this sounds wonderful, we must remember that it's all very subjective. Additionally, most adults can't fully check those boxes, so how can we expect teenagers to? (oppositional reading). 3. The tone is serious yet optimistic. Readers are presented with a list of the desired academic outcomes of the IB Programme which simultaneously favours local and global contexts and connections. I believe these tones were used because the IB programme is known for being rigorous (serious) but also provides students with room to grow as citizens in their communities and beyond (optimism). 4. ''Learning in the IB community celebrates the many ways people work together to construct meaning and make sense of the world.'' The use of ''celebrates'' implies that the learning activities will be enjoyable and that students will develop a sense of community. They will develop confidence in who they are as citizens on a local and global scale, ultimately providing space and respect for minority voices or those who differ from their norms. 5. The word ''create'' demonstrates the ideological perspective of the text. This word signifies that students are at the forefront of their learning, participating in hands-on projects. When students present their learning through a creation, service or activity, it provides the big picture context, a sense of purpose, and helps the community, all of which may be difficult to achieve in a stereotypical classroom setting.

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Log in to the site | International Baccalaureate

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1. Who gets left off in canonical literature discussions, and why does that matter?

2. And so, is the notion of a canon helpful in the study and understanding of literature? How does a canon get established?

3. And what "canon" are you presenting to students in your literature choices? Why does that matter?

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1. I once heard someone refer to history as His-Story, meaning, that often it was the white/eurocentric man's perspective that was labelled as truth. This traditional canon can be problematic because it leaves out various minority groups such as Indigenous peoples, women, queers, etc. If we solely read the testaments of ''colonizers'' we will likely receive a biased retelling of events. For example, if you wanted to learn about slavery in America, you might read Stowe's Uncle Tom's Cabin. However, some may argue that because the author is a white woman the story lacks authenticity and possibly even relies on stereotypes to depict the events of slavery. Instead, readers should get their information from the source and possibly consult texts like the Autobiography of Frederick Douglass. When we empower the voices of minority groups and truly listen to what they say, we can begin reconciliation among nations. 2. As mentioned in the first answer, I feel that while the canon can offer various viewpoints on historical events, it may be biased and leave out first-person accounts. In the past, texts that stood the test of time, had cultural significance, or were popular were canonized. Minority voices, however, may not have had the chance to be published let alone gain popularity. 3. In the last few years, I tried incorporating first-person testaments in my English classes, like Elie Wiesel's Night to present the events of the Holocaust. By using memoirs or autobiographies, the texts tend to be more impactful and insightful. Within my IB courses, I plan to start by incorporating texts by Indigenous authors (North American) since it's often a forgotten yet important part of our culture. Once my students have a better understanding of their local community, I hope to expand their viewpoints by presenting texts that highlight other cultural backgrounds, religions, sexualities, etc. to promote better understanding and harmony among nations.

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1. Why and how do we study language and literature?

2. How are we affected by texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among text types, and among literary forms and genres?

5. How does the structure or style of a text affect meaning?

6. How do texts offer insights and challenges?

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1. In my opinion, we study language and literature to become self-aware, learn about others, and communicate. Without literacy, it would be difficult to express ourselves and advocate for our beliefs. Much of society relies on being able to use language and literature in order to function. Just think of the policies, procedures, instructions, contracts, etc. that we must read and understand on a daily basis. Without learning the basics in elementary school and learning analytical skills in later years, our adulthoods would be drastically affected. 2. Texts can be transformative in multiple ways. Firstly, you learn about yourself by selecting a text. Do I like this? Why/why not? You also learn about society. Although fiction isn't entirely factual, sometimes it can expose you to different cultures and points of view, making you more aware of the world that surrounds you. There are also self-help books that can offer advice and many other ways that texts can be transformative. 3. Meaning constructed, negotiated, expressed and interpreted through intentional word choice, genre, structure and context. 4. Just to name a few, poems are concise and rhythmic, persuasive essays are factual and rely on well-developed arguments to convince the audience, prose tells a story, etc. 5. The style of a text can affect meaning through word choice. If a text is highly emotional, it might be interpreted differently than a text that seems robotic. Similarly, the tone (ie irony, melancholy, hope...) can influence interpretation. One example that comes to mind is Charles Dickens' use of satire to critique the economic and social conditions in England. 6. Texts offer insight and challenge us by pushing us outside of our comfort zone. I believe that if a text doesn't teach me something or make me reflect, then I automatically like it less. 

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1. How important is cultural or historical context to the production and reception of a text?

2. How do we approach texts from different times and cultures to our own?

3. To what extent do texts offer insight into another culture?

4. How does the meaning and impact of a text change over time?

5. How do texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

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1. I feel it depends. Texts can be interpreted through an aesthetic lens or a reaction/reflection of reality. If the author intends for readers to evolve and learn about specific cultures, then I feel it should be important to look at the context. 2. I think we should do our research and keep a mental note that the opinions of authors and those of society can change with time. 3. Texts can offer insight into a culture, but we must be aware that biases and stereotypes can exist. It's therefore best to cross-reference texts or do additional research. 4. Meaning can change with time because society evolves. What is writen today may lose its revelance in 10 years. 5. The old saying that we write what we know best answers this question. Throughout texts, authors often use their lived experiences to shape cultural beliefs, norms, and power structures in their texts. 6. Vocabulary, tone and audience can all greatly affect how we view society depicted in texts. 

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1. How do texts adhere to and deviate from conventions associated with literary forms and genres or text types?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse texts share points of similarity?

4. How valid is the notion of a classic text?

5. How can texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

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1. Texts that follow the prescribed conventions adhere. For example, the use of rhythm in poetry, the use of dialogue or stage direction in drama, etc. Texts that deviate are those that blend the lines between genres or do not follow the conventions. For example, an actor who breaks the 4th wall would be deviating from the conventions of drama. 2. As ideologies change and society evolves, conventions can change too. 3. Diverse texts can share points on the 7 concepts (identity, culture, creativity, communication, perspective, transformation and representation). No two texts will be identical, so it's up to the reader to make connections. 4. Classic texts are in my opinion like canon texts. Although society evolves, they may still offer some insight into universal themes, we just have to be mindful of stereotypes and biases. 5. All authors have different lived experiences that influence their writing. These can, in turn, allow readers to expand their perspectives on various subjects. But also, readers have various lived experiences that affect their interpretations. 6. By combining texts, we will increase international mindedness and possibly increase self-awareness as inquirers. Much like when doing research, we tend to cross-check our findings with multiple sources to provide a well-rounded assignment, students will become well-rounded citizens if we compare texts. 

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

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

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

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1. I want to make sure that my course has a good variety of texts, and that I can touch on the 7 concepts, and I want to create a routine around the learner portfolio. As we know, a variety of texts can enrich the reading experience, lead to more intertextual connections and expand viewpoints. The 7 concepts are equally important because they provide meaning to the texts that we read. These deeper themes will help students make future connections and better prepare them for their evaluations. And lastly, I want to create a routine around the learner portfolio. I have a bad habit of writing on Post-its or on scraps of paper when I have an idea, but I always end up losing them. I feel that the learner portfolio has the potential to help students stay organised and easily reflect and analyse the work we've covered throughout the year. 2. Personally, I feel that offering a variety to my students will keep them engaged in the material. If we only covered Shakespeare, sure we could check the boxes for multiple concepts, but the students might become bored. Additionally, offering an array of texts allows students to receive a more well-rounded education about the world, ultimately fulfilling the IB's mission statement. I also feel that accountability is an important principle because we want students to succeed. If they use AI, for example, to complete their assignments, they've missed the whole point of the IB programme. We want to develop well-rounded citizens who are conscious of various societal issues and worldviews and strive to make the world a better place. Copying and pasting won't develop lifelong learners. 3. One question I still have about the syllabus is how to seemlessly include everything into the course without feeling rushed.

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I found that the student demonstrated understanding through her use of context, authorial choices, literary devices, etc. For example, she talked about Banksy's use of colour, juxtaposition, and symbolism in order to challenge his audience. She also explained how they were similarly and uniquely related to the topic. To continue, the student was very confident, and was able to thoroughly answer the teacher's questions all the while providing insight (Banksy being accessible, in your face, while Duffy's work is a direct representation or reality). Lastly, the student had excellent vocabulary but there were a few slip ups (familiar language/expressions). All in all, the student demonstrated deep understanding, a focused analysis and her vocabulary was excellent.

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With the exception of the language criterion, I'm not sure why the examiner awarded 9 points for criterion A and B.

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I found that the student demonstrated some knowledge. The meaning was established through the use of excerpts, but perhaps the student could have elaborated more. For example, the topic of sexualisation was a bit lost on me when he was explaining that Plath's character feels like a circus freak in one of the excerpts. I also feel that the analysis was just ok. The student had underdeveloped ideas, like the 4 men being on top of the woman in the advertisement. When they stated that the woman could have been sleeping or drugged, they could have elaborated on the global issue of gang rape, the MeToo movement, etc. The teacher even tried giving him a second chance to elaborate, but it was met with minimal insight. As for the organisation, the student didn't dedicate equal time to each text. Plath had about 7 minutes, the advertisement had about 3 and the conclusion was 1 minute. Since the student ran out of time, the similarities and differences between the texts in relation to the global issue were not fleshed out. Lastly, while the student made efforts to use precise language, he was repetitive at times and hesitated a lot, using filler words, such as um, uh, and so as transitions.

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Overall, I had given the student one point less than the examiner in every category. (see notes pdf ). As a whole, I've learned that the student develops many skills in preparation for the individual oral. They must research their topic, think critically about it in order to offer insight and develop self-management skills like time management and resilience, etc. The teacher, on the other hand, must prepare questions to push their students to go deeper or challenge them to reexplain missed concepts.

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I've included the texts, my notes, and global implications in my google doc.

https://docs.google.com/document/d/1g1tPJbrQvDhyb0r0PM-FyTzGvEdq_64UHOoAJXXNDXc/edit?usp=sharing

10 points:

Road Allowance People not belonging.

Story telling, authoritative use of voice, Kannap vs Jim Boy

Significance of Roots (uproot, shallow roots)

Colonization, hitler, taliban

Stats about MMIWG / Australia and US

Letter vs social media

Contrast missing kids (16 days vs less than 24 hours)

Implications (community thinks she doesn't matter, she thinks she doesn't matter)

Control the narrative (her qualities, if i go missing)

Black lives matter

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Canada: The Outside Circle by Patti LaBoucane-Benson (21st century)

Greek (Translated): Oedipus Rex by Sophocles (500 BCE) PRL

USA: Assorted poems of Maya Angelou (20th century) PRL

England: Vindication of the Rights of Women by Mary Wollstonecraft (18th century) PRL

Japan (Translated): Before the Coffee Gets Cold by Toshikazu Kawaguchi (21st century)

Canada (Translated): La Sagouine by Antonine Maillet (20th century) PRL

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TEMPLATE_Studies in language and literature Course outline (1)

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My assessment: 23/30

Knowledge, understanding, and interpretation: 8/10

The student provided context and seems to understand both stories and their similarities and differences pertaining to journey. However, it wasn't insightful.

Analysis and evaluation: 7/10

There are some comparison and contrasts. The student mentions the use of literary devices, but they could have been elaborated on. (ex. The end says both authors used irony but it's only mentioned in Satrapi's description)

Focus and organisation: 3/5

The paper was mostly clear, but the student focused a lot on money and less on the theme (journey). Additionally, the student mentioned Maus, briefly introducing a 3rd text.

Language: 5/5

Despite a few punctuation and sentence structure errors, the vocabulary was excellent. I even had to look up a few words.

My reaction: At first, I was blown away by the vocabulary that the student used. When a text is well written, sometimes it's difficult to assess it critically. However, after reading it a second time and using the criteria, I soon learned that it did not score as well as I had originally thought it would. I also found it a bit difficult to distinguish between certain elements of criterion A and B. For example, if a student is talking about authorial choices, wouldn't that also fall under interpretation?

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English Lal cat 1 Paper 2_May 2023_sample B (1)

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I had originally graded 01 as 16/20 an 02 as 13/20, but I can see how the evaluator came to their conclusions. In both instances, I gave 2 points more than the evaluator. I seem to be having a difficult time discerning the proper number of points for the analysis and evaluation criterion. If someone could provide insight, I would be grateful.

01

Knowledge, understanding, and interpretation: 4/5

I found that the student provided many textual examples pertaining to identity, but perhaps lacked the larger implications that would warrant it a 5/5

Analysis and evaluation: 3/5

At first, I had given it a 4/5, but I forgot that the that the meaning needed to be insightful to obtain a 4. While the student was analytical and provided many examples of the literary devices, they didn’t provide something ‘‘new’’ to the evaluation of identity or always explain how it provided meaning.

Focus and organisation: 3/5

I had originally given a 4/5. While the paper was well structured, the conclusion felt vaguer than it should be. It also felt like a stream of conscience when the student mentioned the authorial context and society’s perceptions back-to-back. I forgot that argument construction could also affect this score, so I see how the evaluator have it a 3.

Language: 4/5

The vocabulary was ok. There was effort in certain places like ‘‘The author uses content and structure to communicate her ideas using a thematic approach discussing the central concept of identity,’’ but the majority of the paper was just ok.

02

Knowledge, understanding, and interpretation: 2/5

Desptite seeing the sharp contrast between the first analysis and this one, I had originally given it a 3/5. However, due to the lack of specifics, it is difficult to fully know what the text is saying. The quote about writing letters could have been fleshed out to provide more context. How has it evolved in the past?

Analysis and evaluation: 2/5

Although the student attempted to analyse the facial expressions and the speech bubbles, I felt that they missed the message the artist was trying to convey. Why do methods of communication change? Why is communication important? Etc.

Focus and organisation: 3/5

Although the paper is divided into paragraphs and there are good transitions, it isn’t focused. I feel the student jumps from one idea to another without explaining how they provide meaningful insight. How did he confuse the reader?

Language: 4/5

Once again, the vocabulary was ok. There was effort in certain places like ‘‘in conjunction with the indiscernible text above it,’’ but the majority of the paper was just ok.

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English A - Language and Literature - Paper 1 sample B (category 1)

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Total: 16/20

Despite getting the same score as the examiner, I didn't have the same scores for criteria B and C. I found that the mention of Trump was important for the analysis, but I can see how it may have been imbalanced. As for criterion C, I felt that the student didn't quite answer the question (see below) and the paragraphs were a little clunky (or repetitive as the examiner states).

Knowledge, understanding, and interpretation: 4/5

I found that the student established meaning (misogyny, sexism, etc) in the advertisements. They chose many textual examples but only briefly described their significance. For example, the student mentioned that the loincloths alluded to women being uncivilized cavemen, but I would have liked the student to touch on the harm this mentality can cause (providing context).

Analysis and evaluation: 5/5

The student touched on the clothing, props, angles, colour, and text, and explained their significance. I also found that there were moments of insight like the helmet, the sedan, and the fact that the man was wearing the pants.

Focus and organisation: 3/5

I'm not entirely sure if the student answered how Hoax challenged toxic masculinity. They were able to give examples of toxic masculinity in the advertisements, but they didn't elaborate on how it was meant to affect people/toxic masculinity. Is it meant to shock viewers? Who is the audience? Additionally, I felt the body paragraphs could have flowed better; they seemed a little clunky.

Language: 4/5

The vocabulary was ok. There was an effort in certain places like ‘‘... he illustrates the jarring and absurd nature of Trump's anachronistic and outmoded beliefs whilst...’’ but the majority of the paper was just ok.

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Examiner's assessment: 25/34.

Despite having the same score in 3/5 criteria, I can see how the student lost the additional 3 points in Knowledge and Understanding and Critical Thinking. The examiner is correct in saying that the student could have provided more context and explained why they chose those specific texts. As for the critical thinking element, I can see how it merited an 8/12. The research/analysis/discussions are just good, not very good.

My assessment: 28/34

Focus and method: 4/6

While the student had a good question, the title was too vague and the justification for the topic wasn't fleshed out. The student said, ''Despite sonnets being an extensively studied form of literature, there is no amount of analysis that has yet truly uncovered all meaning behind it''. Are they planning to completely analyse every part of sonnets? Their topic was specifically love, politics and mortality.

Knowledge and Understanding: 6/6

I felt that the student provided a lot of context and explained authorial choices, for example, Keats' Apollo. The sources supported their conclusions and elevated the writing. However, the evaluator commented that we needed more justification for the choices in the texts. Why was Shakespeare used (twice), for example?

Critical thinking: 9/12

I found that the research was good, but the essay wasn't as focused as I would have liked. The student did a great job of analysing the individual sonnets but didn't always tie it back to the topic. Had they fleshed out the quotes and elaborated on their secondary sources, perhaps the essay would have been more cohesive.

Presentation: 3/4

Like the examiner, I found that the overall layout was good, but they focused too much on Shakespeare and were missing references at the beginning.

Engagement: 6/6

Lastly, upon reading the reflections, you can see that the student persevered through challenges, had an open mind, extensively researched and was fully engaged in their research.

Feel free to consult my notes.

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Extended essay_sample A_without marks (1)