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For session 3

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leave your questions, session feedback and reflections here.

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https://ibpublishing.ibo.org/prl/?lang=en

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IB ASIA PACIFIC REGIONAL WORKSHOP AGENDA

Shanghai Community International School – Pudong Campus, Shanghai, China

March 08-March 10

Workshop Leader

Rebekah Hommel

An IB educator since 2004, I’ve taught in international schools in the US, Argentina, Colombia, Costa Rica, and now China. Since 2004, I have taught English A1, English A2, and English A, MYP years 1-5, and since 2013 the Language A: Language and Literature and Literature classes in DP. I’ve been the Head of English, Teaching and Learning Coordinator and am currently the Staff Development Coordinator at Xiehe’s SUIS Gubei campus in Shanghai. I’ve been an Examiner for Literature (Paper 2 HL, and WAs) and Group 1 Extended Essay since 2015. In addition I have been a workshop facilitator for MYP Language A, and Inquiry in the MYP for the past 6 years (face-to-face), working with teachers and school leaders from both the Americas and Asia Pacific regions.

During the course of the workshop, the following key understandings will be addressed:

1.     Concurrency of Learning in the IB:The new Language A: language and literature course is a reflection of a series of parameters that take into account both DP-wide studies and language literature considerations.

2.     Overview of syllabus: There are numerous ways to organize the course that can cater to different school contexts, teacher choice and student interest and it is important to explore the possibilities in the different areas of exploration and possible activities in the learner portfolio.

3.     The Heart of the new course—Areas of Exploration:

a.     Readers, writers and texts: Close attention to the details and features of texts and works and how these construct meaning as well as an understanding of how readers and viewers interact with texts and works through unique perspectives, experiences and understandings are at the core of this course.

b.     Intertextuality: Texts and works can “speak with each other” in ways direct and indirect.

c.     Time and Space: The production and reception of texts and works operates in fluid, dynamic and interdependent ways.

4.     Understanding the Key Concepts and how they link to global issues: Culture, Creativity, Communication, Perspective, Representations, Transformation, Identity

5.     Paper 1: Students will demonstrate core skills with analysis of non-literary works as well as independent thinking. We will explore how teachers can best support students approaching this assessment task.

6.     Internal Assessment: leads students to richer engagements with and understandings of their larger worlds. We will explore ways that teachers can best support students approaching this assessment task.

7.     Paper 2: Students will demonstrate independent and agile thinking, higher-order thinking skills, to work with literary works in novel ways and to compare independent works making personal and meaningful connections. We will explore ways that teachers can best support students approaching this assessment task.

8.     HL Essay and Links to EE: This course offers many opportunities, both formally and more informally, for students to produce longer, authentic pieces of writing and research in multiple drafts.

9.     Making links: Networking, resource sharing and collaborative planning underpin a fulfilled learning and teaching experience.

All participants are requested to bring with them the following:

●      A usb thumb drive to share resources

●      Laptop (please ensure that your school has given you sufficient administrator rights to be able to change your IP/network settings so that you can connect to the local network onsite) – bring an power adaptor and a projector adaptor (if a Mac user)

●      A current course overview (2 Year Plan)

●      A Unit plan or SoW for one part of the course

●      (Optional for those who prefer hard copies) Print outs of any documents posted on the Padlet.

* An official "IB Certificate of Attendance" is awarded to participants who have attended all sessions of a workshop.  Please ensure that travel arrangements do not preclude candidacy for a certificate.

Agenda

Please note: session topics are subject to change based on needs of the group

Day 1| 8:30 – 10:00 | Welcome & Introduction by IB Asia Pacific Representative (30 mins) |
| Session 1: Topic Where are we coming from and where are we heading?  •Introductions • To review the important elements of IB philosophy, in the new course. • To explore the rationale behind the changes in the new syllabuses
| 10:00 – 10:30 | Morning Break
| 10:30 – 12:00  | Session 2: Concurrency of learning in the IBDP To review ATL and ATTs in relation to studies in L&L • To explore explicit links with TOK and CAS. |
| 12:00 – 1:00 | Lunch
| 1:00 – 2:30 | Session 3: Approaches to planning • To experiment with ways of—initially and tentatively—organizing the course and share with colleagues • To explore and share with colleagues various models, approaches and imaginings • To explore the role of the learner portfolio as both a thinking platform and as an organizational tool to prepare for assessment  |
| 2:30 – 3:00 | Afternoon Break
| 3:00 – 4:30 | Session 4: Readers, writers and texts  • Close attention to the details and features of texts and works and how these construct meaning • Focus attention on identity, creativity and representation as course concepts and conceptual understanding as an approach to teaching and learning |

Day 1| 8:30 – 10:00 |Session 5:  Intertextuality: Connecting texts • Texts and works can “speak with each other” in ways direct and indirect. • To focus attention on transformation and communication as course concepts and differentiation as an approach to teaching and learning |    Session 6: Time and space • The production and reception of texts and works operates in fluid, dynamic and interdependent ways.|
Session 7:  Group 1 Meeting with Curriculum Manager |
Session 8: Paper 1: Guided textual analysis •  To focus attention on thinking skills as an approach to teaching and learning • To understand the requirements and marking criteria of the assessment task |
Session 9: Internal Assessment • To explore Global Issues and potential learner portfolio activities •To strengthen approaches to teaching and learning
Session 10: Paper 2 • To explore how we can use approaches to teaching and learning to work with literary works in novel ways • To compare independent works making personal and meaningful connections • To review samples and identify learner portfolio activities to strengthen areas of improvement
Session 11: Higher level essay, extended essay, inquiry and research • To explore how we can use approaches to teaching and learning to produce longer, authentic pieces of writing and research in multiple drafts. • To focus attention on research and inquiry as approaches to teaching and learning • To review samples and identify learner portfolio activities to strengthen areas of improvement
Session 12 (ends at 4:00): Revised syllabuses, resources, review and reflection • To note the integration of approaches to teaching and learning, the learner profile and core components in the workshop as model for the course •  To reflect on the learning and imagine next steps
| 4:30 | End of the Day

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For Session 6

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Session 6 - In reference to Blau, Sheridan

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For Session 10

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Student sample

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Sample B Feedbackl

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Description of stimulus

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Re

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2

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https://ibpublishing.ibo.org/prl/?lang=en

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For session 1

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Session 6 - In reference to Blau, Sheridan

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For Session 10

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https://www.nytimes.com/column/learning-whats-going-on-in-this-picture

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Bring a favorite lesson stimulus to share with the group at the start and end of each session

•

Could be…

•A music video

•An advertisement

•An article

•A photo/series of photos

•A favourite poem

•A short piece of performance art

•Other ideas?

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https://www.thisisinsider.com/disney-princess-jobs-2018-5?fbclid=IwAR3dssf8F-bOeWF7RNeh3I6DxiRY6W1IG2TXzgFPneohSXPjhUnX-ZB2H9o

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To share with your staff when you get back.

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Please share your 3 texts from the Marketplace. I loved hearing your ideas, and I want to steal them, because I don't know anything. Yet.

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Dinner Table Discussion
Assign students different texts that present different perspectives on a topic
Students are to read carefully and understand not just the text but the perspective of the writer
They will sit down at the dinner table as the writer
Students are given questions on the topic for discussion and students will respond in role as the writer, using their understanding from the text
Skills:
--Critical evaluation of sources
--Identification of perspectives & bias
--Seeing relationships between ideas
*Develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings

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Students will focus on: communication, negotiation, and collaboration.
Students will be assigned groups to create a debate. They need to decide which side they will be arguing and then prepare a debate to present their ideas to the class.
To see if they have had the opportunity to use these skills there will be a self/ peer assessment to complete at the conclusion.

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Picasso's Self-Portraits over his life

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Concept : Identity
ATTs : Differntiated
TOK : Way of knowing (Emotion)

Literary work : “Native Speaker” (Chang Rae-Lee)
Language work : BTS (K-pop)

Image : “DNA” M/V
               GMO

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Concept : Identity
ATTs : Differntiated
TOK : Way of knowing (Emotion)

Literary work : “Native Speaker” (Chang Rae-Lee)
Language work : BTS (K-pop)

Image : “DNA” M/V
               GMO

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https://www.sfmoma.org/artwork/98.298#view-artwork

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https://www.sfmoma.org/artwork/98.298#view-artwork

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https://nancyprager.wordpress.com/2007/05/08/good-poets-borrow-great-poets-steal/

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Being widely read across many genres helps make those connections.

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Stephen Colbert Connects Chance the Rapper with "Lord of the Rings"

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Literature work: The Handmaid's Tale
Concept: Perspectives
ATT: Inquiry
TOK: Ethics

We will introduce the unit with the painting by Uccello 'St George and the Dragon' and the poem 'Not My Best Side' by U.A. Fanthorpe. We will ask the students to write a poem based on the perspective of one of the characters in the picture before looking at the poem.

Our central text will be 'The Handmaid's Tale' and we will be considering how the perspective of the unreliable narrator influences our perception of gender roles in the novel.

We will compare this text primarily to 'The World's Wife' by Carol Ann Duffy but also to multiple minor texts including
-extract from 'Great Expectations' about Miss Havisham
- Chaucer- The Wife of Bath's Prologue and Tale
-Newspaper articles about pro-abortion protests in Poland 2018
-Advertisements from 1960s-present day portraying gender stereotypes
-'The Female Eunuch' by Germaine Greer
Fairy tales
The Bible

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Language Connections
Perspective (Transformation)
Collaboration
Imagination (Sense Perception)

Stephen Colbert breaks down Chance the Rapper. Colbert, a very widely read individual, connects the form and rhythm of Tolkien; Gilbert and Sullivan; and a recent song by Childish Gambino and Chance the Rapper. His interpretation is almost certainly unintended by any of the authors, but the result of his range of experience.

R-E-S-P-E-C-T song originally written and performed by Otis Redding, this song was made famous by Aretha Franklin. Students are given the lyrics first and asked to guess at who wrote and performed the song. Discuss the original meaning intended by Redding, and then the way the meaning changed when Franklin took it up.  How would the song work as duet?

Old Ads Students look at the way the meaning/message of vintage ads change when roles are reversed. What is explicit and implicit message in the original ad? How does the transformation change the explicit and/or implicit message? How ready/comfortable are you as an audience with the implicit message in each ad?

Additional materials for reference: music videos of Robert Palmer - Simply Irresistible & Ingred Michaelson - Girls Chase Boys; Artists gender bending interpretation of Disney Princesses/Princes

Task - In pairs/groups students transform a work of their choice (video, art work, ad, song, etc) and present it; write an accompanying short passage about what they understood the message of the original work to be and how that message has changed with the transformation.

To Flesh it Out
Carol Ann Duffy The World's Wife; Margaret Atwood Handmaid's Tale (& SNL Spoof)

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The image of a perfect woman in the 1950s is familiar to all of us - a diligent wife, slaving around the house all day, preparing delicious meals for her hardworking husband, taking care of the children, and all that with a smile, of course. This image was reflected a lot in the ads of that era too. Inspired by them, photographer and video editor from Beirut, Lebanon, Eli Rezkallah created a series called "In A Parallel Universe" where he switched up the gender roles portrayed in those ads to reveal the absurdity of such stereotypes with humor.

"Last Thanksgiving, I overheard my uncles talk about how women are better off cooking, taking care of the kitchen, and fulfilling "their womanly duties," Rezkallah writes on his website. "Although I know that not all men are like my uncles and think that way, I was surprised to learn that some still do, so I went on to imagine a parallel universe, where roles are inverted and men are given a taste of their own sexist poison."

Scroll down to see these funny recreations of old-school ads for yourself!

More info: elirezkallah.com

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Photographer Reverses Gender Roles In Sexist Vintage Ads

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The image of a perfect woman in the 1950s is familiar to all of us - a diligent wife, slaving around the house all day, preparing delicious meals for her hardworking husband, taking care of the children, and all that with a smile, of course.

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Literature:  The Metamorphosis – Franz Kafka

Language: “How Social Isolation is Killing Us”

“Disruptions: More connected, Yet more alone.”

A selection of songs or poetry that focus on the theme of social isolation

Concept:   Transformation

Approaches to Teaching: Inquiry

TOK:                Ethics

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Perspectives on LitToC (role of women)

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 “Waiting for Godot”(literature) --> “Waiting for Ghost” (play)
 Concept – Perspective (different perspectives based on their own memory)
   ATT – Inquiry  (Imagine what happened in the text. 
                    Grouping by “Happened vs  Not happened”)
   ToK – Sense perception           (What is the purpose of author?            How effectively the author construct the vagueness of time and space?)

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 “Waiting for Godot”(literature) --> “Waiting for Ghost” (play)
 Concept – Perspective (different perspectives based on their own memory)
   ATT – Inquiry  (Imagine what happened in the text. 
                    Grouping by “Happened vs  Not happened”)
   ToK – Sense perception           (What is the purpose of author?            How effectively the author construct the vagueness of time and space?)

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Really enjoying the workshop so far :)

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Really enjoying the workshop so far :)

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Try it out! (I usually limit responses to ½ sheet of paper.)

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Can you provide any samples of learner portfolio? I wonder how it looks like....

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Can you provide any samples of learner portfolio? I wonder how it looks like....