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How would you create a student facing lesson that integrates the Criterion E: Engagement rubric as well as the RPPF question list: https://docs.google.com/document/d/1ZJYCv03wl_rgICA6F8piY4wsMwomBWMz/edit

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Create a visual for the musts, shoulds, nice to do's for: 

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Create a visual for the musts, shoulds, nice to do's for: 

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1. Group 1: Psych, Lit Cat.1, Biology
2. Group 2: History, Lit Cat 2, Language Acquisition
3. Group 3: Econ, Lit. Cat 3, World Studies

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Picture of wall work for "musts,shoulds, nice to do"

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Picture of wall work for "musts,shoulds, nice to do"

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History, Lit Cat 2, Lang B EEs

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https://docs.google.com/presentation/d/1cbGhm4vnYaDBopPVITz0Kepx4NQFt1KSapjwRd6XYoA/edit#slide=id.ge078a50667_0_0

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1. Set expectations/objectives
2. Identifying CORE necesities of EE
3. Name Plates
4. Must, Should, Nice
5. Gallery Walk
6. Technology Integration
7. Goal Setting Reflection
8. Think-Pair-Share
9. Graphic Design Tool
10. Chunking

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We talked about this wonderful Libguide at our table. Our school has adopted her EE presentation and it has done wonders for pushing our procrastinators down the timeline! 🤩

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It is an independent, self-directed piece of research, finishing with a 4,000-word paper.
What is the significance of the extended essay?
The extended essay provides:

practical preparation for undergraduate research

an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects.

Through the research process for the extended essay, students develop skills in:

formulating an appropriate research question

engaging in a personal exploration of the topic

communicating ideas

developing an argument.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
How is study of the extended essay structured?
Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

The IB recommends that students follow the completion of the written essay with a short, concluding interview with their supervisor. This is known as viva voce.

The extended essay and interview can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.
How is the extended essay assessed?
All extended essays are externally assessed by examiners appointed by the IB. The total marks available are 34. However, when your supervisor marks your essay in order to arrive at a predicted grade, the grading will be based on the qualitative grade descriptors for the EE, not a translation of a number score into a letter grade.

Students are evaluated on five criterion:

Criterion A - focus and method.

Criterion B - knowledge and understanding.

Criterion C - critical thinking.

Criterion D - presentation.

Criterion E - engagement.

Find out how points awarded for the extended essay contribute to a student's overall diploma score.

Source: International Baccalaureate Diploma Programme website

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LibGuides: Extended Essay: Extended Essay- The Basics

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It is an independent, self-directed piece of research, finishing with a 4,000-word paper. What is the significance of the extended essay? The extended essay provides: practical preparation for undergraduate research an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects.

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Harding High School

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Supervisor & Student Snippet Videos FLIBS Dec.2021

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Extended Essay Course Companion

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LibGuides: Extended Essay Examples: New Criteria: Home

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Extended Essay Course Companion

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Take a look at this document, pick one prompt and respond here, add a picture that encompasses your thoughts

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Take a look at this document, pick one prompt and respond here, add a picture that encompasses your thoughts

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https://docs.google.com/document/d/1dm26NAFfRuzci591N7Idbo-haQKv_mT8xTxkMZr6VcE/edit?usp=sharing

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Drop a picture into our (Padlet/Google Classroom/etc) of your favorite dessert.

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Drop a picture into our (Padlet/Google Classroom/etc) of your favorite dessert. (Kara)

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Drop a picture into our (Padlet/Google Classroom/etc) of your favorite dessert. (Kara)

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Milk chocolate covered strawberries with red wine...

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Prompt: Are there any voices/perspectives we need to include here that aren’t present?

I wonder about how to include critical perspectives on research methodologies even here in this basic introduction to research. How can our students begin to utilize and understand the importance of community-produced research and data?

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No filter, write down everything you are interested in learning more about. No, it doesn’t have to be just related to school. 

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No filter, write down everything you are interested in learning more about. No, it doesn’t have to be just related to school. 

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How the large hadron collider works, the premise of string theory, how to make fresh cheese at home, how to successfully grow bell peppers, why some math thinkers are slower math thinkers and others are good at numerical fluence and can math quickly, how to do a double pirouette, how to make brownies that are consistently gooey and crispy a the edges.

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Key lime pie is my favorite desert. It's sweet, tarty and refreshing!

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I would travel to imperial Russia circa 1862. This was the year the term "nihilism" was first coined and I'd love to see the factors that pushed a society to this type of cultural tipping point.

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Coolest person I follow on social media- no explanation required. 

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Coolest person I follow on social media- no explanation required. 

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Zoe - Favorite Netflix show: Schitt's Creek

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Zoe - Favorite Netflix show: Schitt's Creek

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https://media.giphy.com/media/xUA7bcP3spz0M24IEw/giphy-downsized-large.gif

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I have big love for Ericka Hart, from whom I have learned so much and from whom I continue to be challenged to be better.

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Drop a picture into our (Padlet/Google Classroom/etc) of your favorite dessert - Lydia

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Drop a picture into our (Padlet/Google Classroom/etc) of your favorite dessert - Lydia

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I used to make these orange cookies with my grandma.

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Yellowstone is my favorite Netflix show currently - think Western movie mafia! Watch it!

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Just found this show a few weeks ago. I think is pretty engaging.

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Watch Peaky Blinders | Netflix Official Site

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A notorious gang in 1919 Birmingham, England, is led by the fierce Tommy Shelby, a crime boss set on moving up in the world no matter the cost. Watch trailers & learn more.

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If you could travel anywhere in the world and it would be free, where would you like to visit?

Rome- my absolute favorite place in the world.

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These Chocolate Bourbon Pecan Pie Cupcakes with Butter Pecan frosting are the first dessert that I made that my daughter actually was “wowed” by and convinced her that I could actually bake :) She has asked me to make them for so many friends and family. Yeah, it might be the booze, so there’s that…don’t judge. You know you’d love them too.

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Who is the coolest person you follow on social media? Why do you think this about them?

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Who is the coolest person you follow on social media? Why do you think this about them?

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Gurdeep Pandher. Discovered him on Twitter during the pandemic, and his lively bhangra, joyous positivity, and serene backdrops have been an emotional cleanser for the past year and a half.

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You have plans this weekend if you haven't seen the show "Maid" on Netflix; it is an adaptation of the memoir of the same name, written by Stephanie Land & stars the ever adorable Margaret Qualley and her real life momma, Andie MacDowell.

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Currently, my favorite show on Netflix is "The Chair". I've only watched 2 episode but I'm really enjoying it. It's about an English Department at a reputable college and the new chairperson. In the first episode I was immediately drawn in by the issues that came up because, as a former English teacher, I could relate. It's very funny but also a bit painful because its relatability. I can connect all the characters to their real counterparts.

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Warm pie with ice cream. Works in every season and easy to make with frozen ingredients.

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How would you create a student facing lesson that integrates the Criterion E: Engagement rubric as well as the RPPF question list: https://docs.google.com/document/d/1ZJYCv03wl_rgICA6F8piY4wsMwomBWMz/edit

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https://docs.google.com/document/d/1mT0t9NjPScyCQW6OO1XrgXsddXwvdD2LuIXb48N5_aw/edit

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https://docs.google.com/document/d/1obpRmrwNjdnd8csmtsCd1l_bIJrVTlGUmpgrAaxixWs/edit?usp=sharing

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Reflection in the core

Being reflective is one attribute of the IB learner profile: "We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development."

Reflection in CAS:

Reflection is central to building a deep and rich experience of CAS. Students explore their own actions and reflect on their personal growth.

The emphasis in CAS is on affective reflection, characterized by reflecting on attitudes, feelings, values, principles, motivation, emotions and self-development.

Students will be encouraged to informally reflect on their CAS experiences throughout the CAS programme, but are required to reflect formally when developing a CAS portfolio.

Reflection in TOK:

TOK is about reflecting on the nature of knowledge. Students are encouraged to reflect on how knowledge is constructed as well as the commonalities and differences in their subject areas.

The emphasis in TOK is on critical reflection, characterized by reflecting on metacognition, evaluation, justification, arguments, claims and counterclaims, underlying assumptions and different perspectives.

Students will be encouraged to informally reflect on their engagement with knowledge throughout the course, but are required to reflect formally as part of the TOK essay and the TOK presentation.

Reflection in the extended essay:

Reflection in the extended essay focuses on the student's progress during the planning, research and writing process. It is intended to help students with the development of their extended essay as well as allowing them the opportunity to consider the effectiveness of their choices, to re-examine their ideas and to decide whether changes are needed.

The emphasis in the extended essay is on process reflection, characterized by reflecting on conceptual understandings, decision-making, engagement with data, the research process, time management, methodology, successes and challenges, and the appropriateness of sources.

Students will be encouraged to informally reflect throughout the experience of researching and writing the extended essay, but are required to reflect formally during the reflection sessions with their supervisor and when completing the Reflections on planning and progress form.

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Being reflective is one attribute of the IB learner profile: "We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development." Reflection in CAS: Reflection is central to building a deep and rich experience of CAS.

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What did I do?

How did I undertake my research?

What were the problems I faced?

Did my approach or strategies change throughout the process?

What have been the high and the low points of the research and writing process?

Was my research successful?

If I changed my approach or strategies during the process, why did I do this?

What did I learn from the experience in terms of my understanding of the subject area and/or the skills needed to undertake research?

How has my understanding of the topic and research process developed throughout the task?

If I were to undertake this research again, would I do it differently-if so, why or why not?

What has affected this?

If I did do the research again, would I change the theories applied or the methodological approach? Would this have led to a different outcome?

What can I conclude from this?

Were the strategies I used for undertaking my research the most appropriate for achieving my outcomes?

What, if any, questions emerged as a result of my research that I was not expecting? Would these questions influence my approach if I were to undertake the research again?

Remember to include discussion of the Approaches to Learning (ATL's) in your reflections. This discussion needs to be specific and well-illustrated with clear examples. For specific language related to each of the ATL's, please click here.

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HS Library: Extended Essay: Criterion E: Engagement (Reflection)

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HS Library: Extended Essay: Criterion E: Engagement (Reflection)