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Anjali-UK, India, China, WSL in Europe- Asia Pacific regions 

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Anjali-UK, India, China, WSL in Europe- Asia Pacific regions 

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Company leaders are facing a crisis. Nearly one-third of employees don't trust management. In addition to this, employers now have to cater to the needs of the millennial generation. On average, after graduating from college, a millennial will change jobs four times before they are 32. Most of them also don't feel empowered on their current jobs.

It's clear that many leaders are failing to foster a sense of trust and loyalty in their employees. Fortunately, that doesn't have to be the case. Managers who show great leadership qualities can inspire their teams to accomplish amazing things, according to Daniel Wang, the creator of Loopring Protocol and founder of the Loopring Foundation. Loopring is a decentralized automated execution system that trades across the crypto-token exchanges. The platform reduces the cost of trading and shields users from counterparty risk. I've distilled my conversation with Wang to eight of the most essential qualities that make a great leader.
1. Sincere enthusiasm
True enthusiasm for a business, its products, and its mission cannot be faked. Employees can recognize insincere cheerleading from a mile away. However, when leaders are sincerely enthusiastic and passionate, that's contagious. For instance, someone who worked with Elon Musk on the early stages of his SpaceX project said that the true driver behind the success of the project was Musk's enthusiasm for space travel.

Wang says being enthusiastic helps a leader identify existing key problems in his industry. "Any innovation starts from these problems and ends with products and services, with some of the key issues resolved," he said.
2. Integrity
Whether it's giving proper credit for accomplishments, acknowledging mistakes, or putting safety and quality first, great leaders exhibit integrity at all times. They do what's right, even if that isn't the best thing for the current project or even the bottom line.

"When people see evidence that leaders lack integrity, that can be nearly impossible to recover from," Wang said. "Trust lost is difficult to get back."
3. Great communication skills
Leaders must motivate, instruct and discipline the people they are in charge of. They can accomplish none of these things if they aren't very skilled communicators. Not only that, poor communication can lead to poor outcomes. Leaders who fail to develop these skills are often perceived as being weak and mealy-mouthed, according to Wang. It's also important to remember that listening is an integral part of communication.
4. Loyalty
The best leaders understand that true loyalty is reciprocal. Because of this, they express that loyalty in tangible ways that benefit the member of their teams. True loyalty is ensuring that all team members have the training and resources to do their jobs. It's standing up for team members in crisis and conflict.

"Great leaders see themselves as being in a position of service to their team members," Wang said. "Employees who believe leadership is loyal to them are much more likely to show their own loyalty when it matters."
5. Decisiveness
A good leader isn't simply empowered to make decisions due to their position. They are willing to take on the risk of decision making. They make these decisions and take risks knowing that if things don't work out, they'll need to hold themselves accountable first and foremost.

Further, bosses who aren't decisive are often ineffective. Too much effort working on consensus building can have a negative effect. Rather than simply making a decision, many leaders allow debate to continue, and then create a piecemeal decision that satisfies no one.
6. Managerial competence
Too many organizations try to create leaders from people who are simply good at their jobs. To be clear, those who emerge as being very good workers often have important qualities. They are the ones who have a strong understanding of the company's products and services. They understand company goals, processes, and procedures. All of these are important.

On the other hand, being good at one's job doesn't prove that someone possesses the other competencies they need. For example, can they inspire, motivate, mentor and direct? Wang illustrates with major league baseball. While nearly all coaches have backgrounds as major league players, the most winning players aren't necessarily the most successful coaches.
7. Empowerment
A good leader has faith in their ability to train and develop the employees under them. Because of this, they have the willingness to empower those they lead to act autonomously. Wang says this comes from trusting that their team members are fully up to any challenges they face. When employees are empowered, they are more likely to make decisions that are in the best interest of the company and the customer as well. This is true, even if it means allowing workers to go a bit off script.
8. Charisma
Simply put, people are more likely to follow the lead of those they like. The best leaders are well-spoken, approachable and friendly. They show sincere care for others.

"People at all levels of an organization find it easy to relate to them and follow their lead," Wang concluded.

Every one of these qualities is absolutely essential to great leadership. Without them, leaders cannot live up to their full potential. As a result, their employees will never perform as well as they can either. Because of this, organizations must learn the best ways to identify and also to develop these necessary traits in existing and emerging leaders.

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8 Essential Qualities That Define Great Leadership

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Company leaders are facing a crisis. Nearly one-third of employees don't trust management. In addition to this, employers now have to cater to the needs of the millennial generation. On average, after graduating from college, a millennial will change jobs four times before they are 32.

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Inside: This article explains how to use mindfulness in the classroom to relieve stress for both teachers and students with quick and easy activities.

Are you looking for ways to slow down the busyness of your teaching life and calm both you and your class? Mindfulness in the classroom is the answer!

Some days I feel like I run around like a chook with its head chopped off (not a pretty picture) and my mind never stops.
Often I don't even get to sit down or take time to eat and have a break.
Is your school day like this too?

Well enough is enough!

Time to change things and be more intentional about slowing down and focusing on the present.

To help make a change, my research has brought me to the practice of Mindfulness.

The more I read about Mindfulness, the more I realise this is what all teachers need, to help to slow down and reduce the amount of stress everyone is experiencing.

A way to deliberately halt the burnout that is happening!

What is Mindfulness?

According to The Mindful Teacher Foundation, Mindfulness, at its simplest, "is a practice that intentionally focuses on our sensory experiences as it unfolds moment by moment."

This means that you intentionally choose to stop yourself falling into autopilot mode and missing your own life.

To do this you need to be more mindful and become aware of your surroundings, enjoy the life you're leading and listen to what your body is telling you.

So important for all busy teachers.
But how do you do this Mindfulness thing?
Mindfulness is explained as being a skill that can be "t aught, learned, practised and developed."

Awesome! Have a look at this short video from Dr Craig Hassed, as he explains how Mindfulness works.

The science of mindfulness: Smiling Mind.

Why is mindfulness helpful for teachers?

The Mindful Teacher Foundation says that the practice of Mindfulness can be a powerful tool for both teachers and students to help regulate the response to stress and other emotional challenges.

It's suggested that Mindfulness needs to be done " with an attitude of openness, curiosity, and compassion toward what is arising in the present, whether pleasant or unpleasant."

The Foundation believes that there are still many questions about how mindfulness works and how best to measure its effects. But current research suggests that practising mindfulness on a regular basis could benefit teachers in the following areas:

Teaching is stressful, and as members of a service profession, many of us often put the needs of others before our own.

The problem with this is over time is it can lead to burnout and depression.

Take heart, my friend. The wonderful news is that by taking time to practice and develop the qualities of mindfulness it can help you as a teacher to renew y our energy, motivation, and sense of well-being.

What great news!

In addition, the Foundation also believes that Mindfulness can be beneficial for your students too.
Related Article: Mindful Mornings for Teachers: Bring on a Calmer Teaching Day!
Why is Mindfulness helpful for Students?

Given the benefits of mindfulness for everyone, young and old, it is believed that mindfulness training could significantly enhance learning and behaviour in the classroom, (The Mindful Teacher Foundation).

Here are some suggested activities to help focus your mind on the present and be mindful in your own situation.

Easy ways to bring Mindfulness into the classroom for you and your students

Keep these activities in your tool belt so that you can practice mindfulness in the classroom with your students each day.

These following strategies only take a few minutes. They can be used to help everyone focus and as ways to take a pause between subjects or have a brain break.

Do them together or on your own, but don't forget that mindfulness in the classroom only needs a small amount of time each day.

1. Mindful Deep Breathing

It is known that slow deep breathing used in yoga is a way to focus the mind and the breath.

It helps to bring down the pulse rate and is good for anyone who is feeling overwhelmed, anxious or just needs to slow down and reboot.
Use these slow breathing steps:

Count up to 4 or 6 while you breathe with the counts

Hold your breath to the same amount of counts

breathe out slowly for the same amount of counts

Teach students how to do this type of slow breathing as a way to help minimise the effects of stress and anxiety they might be feeling.

You can do this alone or with the class - a great way to practice mindfulness.
Related Article: A Straight-Forward Tips to Relieve Teacher Stress - You Won't Believe!
2. Stretching and Body Movement

Make stretching a part of your classroom routine.

Stretching between long stints in chairs is great for you and your students and particularly for children as their bodies are growing. It helps alleviate stiffness and tightness, especially in the upper back, head and neck areas.

As we all spend more and more time in chairs, and students are at their desks longer with reading, writing and any technology work, stretching and body movement is a must to decrease the forward neck posture and tension they might experience.

Add time into the classroom day to you all to stretch and move your body to cope with tension from stress, overwhelm or excessive workload. Your kids will love to see this modelled to them.

3. Music + Go Noodle

I love using music in the classroom for transitions or just to get the students moving - even in the upper grades!

You can use more catchy music while students have a quick tidy up or as a way to have fun as they rotate their desk placement.

is a free online program that encourages movement and mindfulness for kids. It has a variety of short videos which include many strategies to encourage children to move.

Go Noodle is a wonderful way to have fun with your students while getting everyone to move to the dance steps, rap and singing.

It probably suits primary age students the best, but it would also benefit older students in grades 7 and 8.

I love this program as it helps boost productivity, improve behaviour and helps build community, for students' growing bodies.

N.B. Join in with your class and gain the benefits of this movement in your day, as well help your own mindfulness.

In addition to this more upbeat movement program, playing quiet, slower music in other learning situations will help them with relaxation and bring an overall calmness to the classroom when it's needed.

4. Brain Breaks

Brain breaks are a simple technique where young kids are given short mental breaks at regular intervals.

UNICEF Kid Power states that the benefits of using brain breaks include helping kids to be calmer, remaining focused while stimulating physical activity.

Some of the suggested activities for brain breaks include:

Rub your head and pat your tummy (this is one of my favourites)

Dance off - Go Noodle for be great for this!

Crab walk

Hop on one foot

jumping jacks

Simon Says

Toe Touches and stretches

See this article for more activities.

5. Do a body scan

A body scan is very easy and is a way to help students with their focus and also help with relaxation.

A body scan involves standing still and concentrating your thoughts on each part of your body, moving from top to bottom or in reverse.

As you stand, think about your toes or your feet. Ask yourself how do they feel. Start to wiggle your toes. Then move up to maybe your calves and ask the same question. Continue moving to each part of your body, thinking about how they feel and slowly starting to move each part.

See this article for full details for a beginner body scan.

6. Switch off from devices

This is an important tip for all teachers and students to remember in this hyper-connected world we live in.

The problem with our society is the easy access to technology and our inability to switch off from it. Our addiction to devices is increasing and it's becoming harder and harder to live without them.

Every minute of our day is spent doing something on our device. I'm sure you've noticed how everyone now has their phones in their hands. All. The. Time.

This, therefore, doesn't allow us time to rest and focus on what is happening around us.

Not having the mental rest we all need is detrimental to our health and wellbeing and doesn't allow for mindfulness.

As a mindfulness technique, take some time to switch off - no matter how hard it might be to be without your phone, laptop, TV, Ipad or whatever else you own. It's great to model this to your students and your own children too.

The last word on Mindfulness in the Classroom

I hope you have enjoyed these tips to help you incorporate some mindfulness into your day in the classroom and reap the benefits of slowing down and focusing on your life and the beauty around you.

If you are interested in a related topic, read my post that discusses what the experts are saying about the need for an electronic shutdown to help improve our sleep.
Related Article: How to Improve Teacher Happiness in Difficult Times Check out the free printable Mindfulness printable poster here:
Read additional quick tips to bring mindfulness in the classroom:

References and Additional Articles

Guided Meditation & Mindfulness Apps:

Remember you are worth it!
Michelle xx

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Inside: This article explains how to use mindfulness in the classroom to relieve stress for both teachers and students with quick and easy activities. Are you looking for ways to slow down the busyness of your teaching life and calm both you and your class? Mindfulness in the classroom is the answer!

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Vincent Albert - living in India , travelling is my hobby! mountain or beaches ? I'd love to jump of a cliff and land on the beach :P XOXO

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As societies become more intertwined on a global scale, countries' demographics diversify, and our cross-cultural exchanges become more frequent. Our world is getting bigger, richer, and more culturally diverse. Understanding different cultures is more than having an appreciation for our differences, but paving the way for a new world where we all stand together.

We're at a moment in time when we need to do more than tolerate each other. One of the reasons why traveling is important for everyone is because it helps us become more inclusive and have a more well-rounded approach to the way we engage with other human beings. We need to form a global community that encourages mutual understanding, learning, and growing together.

Why Is It Important to Understand Different Cultures?

Understanding different people and their cultures is one of the best ways we can learn from each other, learn more about ourselves.

But what is culture? It boils down to this: culture is what informs our way of being-it's what shapes our beliefs and values and influences our behaviors. For example, chugging a cup of coffee and a bagel on-the-go is unique to New York culture, while other countries and cultures-like in France and Japan-might strictly treat eating and walking as two separate activities. You engage in culture every day, in small ways and in big ones.

Culture is the shared language of a community, the holidays that are celebrated, and the religion that is practiced. It's the recipes that are made, the material objects passed down through generations, and the ways we communicate with one another.

What Are the Benefits of Studying and Understanding Other Cultures?

Cultivating a positive, accepting, culturally diverse society allows us to embrace multiculturalism and reevaluate old beliefs. We reflect on what see as normal or abnormal-like eating a bagel on the way to the Metro-and challenge ourselves to see the world from new perspectives.

By studying and understanding new cultures, an important lesson becomes deeply ingrained in our minds-that we have nothing to gain from judging something or someone, we don't know.

Sociologists 1 believe that multiculturalism is defined by the following actions:

Recognizing that there are tons of different cultures and they're all individually diverse

Respecting the differences between one another

Acknowledging the validity of different cultural backgrounds and expressions

Valuing what other cultures have to offer

Encouraging diverse groups to contribute to communities and public discourse

Empowering people to achieve their maximum potential by being critical of their own biases

Celebrating one another, rather just tolerating our differences

What Can Different Cultures Teach Us?

By immersing ourselves in other cultures beyond our own, we can learn about each other-where people came from, what their traditions are, and what they struggle with as a community. It also forces us to criticize assumptions held about our own daily life and practices, encouraging incredible personal growth. Who knows, maybe you'll even learn something new about your own culture in the process.

There are plenty of ways you can start learning about other cultures, from asking your friends questions to reading up on various cultural norms online, but one of the best ways to truly grasp what a different culture is like is to put yourself at a culture's epicenter-travel. Embracing different cultures through travel allows you to experience what it's like to be a part of a community other than your own. It also gives you cultural awareness and acceptance, which can help break down cultural barriers while interacting with people of different backgrounds.

Here are some of the ways to do that:

Try a native language and dialect to achieve cultural competence-the ability to effectively interact with people across cultures. Even learning a few phrases and words can help you make deep connections with a culture different than your own! Learning a different language will also help you learn effective communication skills when speaking English with people who are not from the same cultural background as you.

Join in on local celebrations with an open heart and an open mind.

Cuisine culture. Tap into your inner Anthony Bourdain and try the foods and drinks that locals are having.

Artistic expression can open up whole new doors to your understanding of a new culture. Visit art exhibits, performances, and history museums in the area.

Don't be afraid to ask questions, but make sure you're being an active listener-it's important to go out of your way to be respectful when someone is kind enough to open up and share their world or cultural values.

How Does Learning About Other Cultures Help Us Grow?

Beyond gaining knowledge about a certain culture, you can become a better ally to a community you want to support by:

Trying new experiences outside your comfort zone

Taking the time to learn about different cultures

Carrying those valuable skills into all other aspects of your life

Increased Cultural Sensitivity

Learning about one culture is a lot like learning a different language-once you've done the work to understand and connect with one, it's easier to learn about more. Increasing your cultural sensitivity about one culture helps you be more mindful of other cultures too, and may inspire you to learn more about different communities in the future. It also makes you want to be more open and share your culture with others who are interested. Win-win.

Reevaluating Biases

Cross-cultural experiences help you be more aware and cognizant of the way you act-from the things you think to the words you say, to the clothes you wear. But it doesn't just make you rethink your own cultural biases. It also makes you question the root of where they came from-where do we subconsciously pick up learned behaviors and opinions that are culturally insensitive?

By normalizing the fact that you can change your opinions and allowing yourself to admit personal biases, you'll start to recognize other groups of people for who they are-people just like you.

Becoming More Empathetic

Absorbing new information, seeing the world from different points of view, and practicing active listening skills are all humbling-and even joyful-acts that make you a more empathetic person.

Especially in America, where demographic projections have shown that diversity will continue to rise no matter what, even if immigration slows down, applying these new skills to life in the US is more important than ever.

Embracing Cultural Diversity

Learning about different cultures is a crucial part of personal and societal development. When preparing to travel to other countries, get your travel accessories and gear from brands whose message you identify with.

At , our mission is to embrace cultural exchange through travel, because we recognize the value of learning and growing together.
Sources:

1. Purdue University. What is Cultural Diversity? https://www.purdueglobal.edu/blog/social-behavioral-sciences/what-is-cultural-diversity/

2. Brookings. Reducing immigration will not stop America's rising diversity, Census projections show . https://www.brookings.edu/research/reducing-immigration-will-not-stop-americas-rising-diversity-census-projections-show/

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The Importance of Understanding Different Cultures

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As societies become more intertwined on a global scale, countries' demographics diversify, and our cross-cultural exchanges become more frequent. Our world is getting bigger, richer, and more culturally diverse. Understanding different cultures is more than having an appreciation for our differences, but paving the way for a new world where we all stand together.

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A quote that I keep in mind every day while teaching. 

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https://www.nature.com/articles/d41586-021-00996-y

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India, one of the world's biggest suppliers of vaccines, is facing a COVID-19 vaccine crunch, partly due to an explosion of cases linked to new variants. This spells trouble for many countries relying on Indian-made vaccines supplied through the COVAX initiative for equitable access to vaccines, led by bodies including the World Health Organization.

On 12 April, India reported 168,912 new COVID-19 cases, its highest daily total yet. It has now had more than 13.5 million confirmed cases in total, overtaking Brazil as the world's second-worst hit country, behind the United States (see 'Surging cases').

"While new variants are surfacing in India, a decline in COVID-appropriate behaviour such as wearing masks and social distancing is adding to their faster spread," says Randeep Guleria, director of the All India Institute of Medical Sciences in New Delhi.

By 14 April, more than 111 million people had been vaccinated in the country (see 'The race to vaccinate'). But in March, fears of vaccine shortages led to the government temporarily halting exports of a version of the University of Oxford-AstraZeneca vaccine known as Covishield, which is produced by the Serum Institute of India (SII), based in Pune.

Lion's share of doses

The SII, the world's largest manufacturer of vaccine components, was expected to provide many of the doses for COVAX. But a fire at a facility in January is part of the reason that it hasn't yet been able to live up to its production target of 100 million doses per month. Currently it produces between 60 million and 65 million per month.

Last June, AstraZeneca, which is based in Cambridge, UK, announced that it had licensed the SII to supply a total of one billion doses of Covishield for low- and middle-income countries. But only 64 million had been exported before the halt in exports last month, 28 million of which went to COVAX.

Earlier this year, chief executive Adar Poonawala said on Twitter that the SII had been directed by the Indian government "to prioritise the huge needs of India and along with that balance the needs of the rest of the world".

India's battle with a surge in cases could delay planned deliveries of Covishield to 64 lower-income countries through COVAX, according to a 25 March statement by initiative member Gavi, the Vaccine Alliance, a health partnership based in Geneva, Switzerland.

Domestically, India previously aimed to vaccinate 300 million people at high risk by the end of July, including 30 million health-care and front-line workers, and people with underlying health conditions. But state officials have complained of vaccine shortages (see 'India's vaccine crunch').

Guleria argues that there are sufficient vaccines, but that they must be redistributed to the regions with the most infections.

Besides the SII, a second Indian company - Hyderabad-based Bharat Biotech - was given permission in January for emergency use of its own vaccine, Covaxin. The company, which developed the vaccine in collaboration with the Indian Council of Medical Research, can make 12.5 million doses each month, but these represent only a small proportion of the doses administered in the country so far.

Part of the solution to the current woes will be approving several other internationally developed vaccines that have manufacturing partners in India, such as Johnson & Johnson's single-shot vaccine, says Shahid Jameel, a virologist at Ashoka University in Sonipat. On Tuesday, India approved the use of Russia's Sputnik V vaccine, which the government says will be imported until domestic production can begin.

Spread of new variants

In March, India's health ministry said that gene sequencing by a consortium of ten national research laboratories has shown that several variants of the coronavirus are circulating in the country - including the B.1.1.7 variant first detected in the United Kingdom, which can spread more quickly than earlier variants.

The B.1.1.7 variant has been extensively reported in Punjab state and it is "likely that this mutant will move to neighbouring states and become the dominant mutant", says Guleria.

But Indian scientists are particularly interested in reports of a newly discovered variant with two mutations that do not match previously catalogued variants of concern. The 'double mutant' has been found in 15-20% of samples from Maharashtra, India's worst-hit state, says Jameel.

Little has yet been published on this variant, but Jameel says there is cause for concern. "The two mutations are likely to improve the virus's binding capacity to the receptors and evade antibodies," he says.

India must "conduct post-vaccine surveillance", he argues, to find out whether vaccinated individuals are becoming infected, owing to mutating viruses or waning immunity.

Updates & Corrections

Correction 16 April 2021: An earlier version of this story misrepresented the World Health Organization's involvement in the COVAX initiative: it is a co-leader, not the owner. The earlier version also misspelt Shahid Jameel's name.

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India's COVID-vaccine woes - by the numbers

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India, one of the world's biggest suppliers of vaccines, is facing a COVID-19 vaccine crunch, partly due to an explosion of cases linked to new variants. This spells trouble for many countries relying on Indian-made vaccines supplied through the COVAX initiative for equitable access to vaccines, led by bodies including the World Health Organization.

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Vincent - The future belongs to those who believe in the beauty of their dreams. -Eleanor Roosevelt. The quote I am motivated the most with.

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Vincent - The future belongs to those who believe in the beauty of their dreams. -Eleanor Roosevelt. The quote I am motivated the most with.

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An interactive theatre performance explores what touch means in an age of lockdown, and what we lose when we don’t touch

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Singapore

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Transcript of "An unexpected tool for understanding inequality: abstract math"

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TED Talk Subtitles and Transcript: How do we make sense of a world that doesn't? By looking in unexpected places, says mathematician Eugenia Cheng. She explains how applying concepts from abstract mathematics to daily life can lead us to a deeper understanding of things like the root of anger and the function of privilege.

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Major hobbies
Sports - Rugby, judo, snowboarding and hiking
Board-gaming - big strategic games
Travelling - unfortunately, nothing for over 2 years.

Been teaching in HK and IB (Eco, Bus, TOK) for 14 years.

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Currently live in Pune, India. Worked in Delhi and Bali. Love outdoor education program in MUWCI. 

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Currently live in Pune, India. Worked in Delhi and Bali. Love outdoor education program in MUWCI. 

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Never too young to start an empire never too old to chase a dream

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Hi, I'm Elmira. I love reading, learning and traveling.

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Hi, I'm Elmira. I love reading, learning and traveling.

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View of Perth city and Swan River from Kings Park

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I'm Diana and I'm based in Hong Kong. Originally from Singapore, I was also raised in Perth and I have lived in HK for over 10yrs. I got into teaching late in life, after working 10+ yrs in business and marketing. I never thought of teaching as a career. I started working as an educational assistant helping EAL students was encouraged by colleagues to pursue teaching. That was 5 years ago. Whilst I do find it challenging at times, the experience has been extremely rewarding. Personal interests, I love hiking and any kind of sloth-life activities!

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Personal philosophy on education

“Education is the kindling of a flame, not the filling of a vessel.”

― Socrates

I have worked abroad at international schools in Brasil, Singapore, Indonesia, Vietnam, and China.

My workshop objective is to give better guidance regarding the EE.

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1. Activities associated with unpacking the key concepts and 2. Linking Economic with the IB learner profle

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1. Activities associated with unpacking the key concepts and 2. Linking Economic with the IB learner profle

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Sharing our teaching experiences in class and learn about the IB curriculum in detail

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Sharing our teaching experiences in class and learn about the IB curriculum in detail

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The value of sharing ideas, common challenges and just having different people to get to know.
I also have learned how difficult a fast-paced lesson can be for my students

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It's great to share ideas with one another. Just conversing about these different areas of the course/ curriculum helps bring new ideas to mind and already I'm thinking about how I can be more effective in my delivery of the course.

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1. Confirmation that schools are doing similar things to us.
2. IA - concept needs to be justify as well as identified.

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Examples of scaffolding questions to help students draw the connection between news article and key concepts.

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1. Connecting the IB Standards & Practices to facilitating IB Economics and...

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1. Connecting the IB Standards & Practices to facilitating IB Economics and...

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1. CAS and EE connects to Econ
2. Use of concepts in classroom activity

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I got to see how other colleagues are doing.

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I got to see how other colleagues are doing.

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I am very glad to have so many wonderful peers around to ask questions.

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Learning ways to connect CAS and TOK into teaching Economics from other peers; Connect concepts to the news article

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Learning ways to connect CAS and TOK into teaching Economics from other peers; Connect concepts to the news article

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1. Networking with experienced IB teachers. 2. Sharing of ideas and resources 

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1. Networking with experienced IB teachers. 2. Sharing of ideas and resources 

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1. Importance of collaboration
2. Flexibility in pedagogy to make adjustments
3. Consideration of multiple learning approaches / intelligences and corresponding need for differentiation
5. Student voice and choice

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Look at the samples on MYIB to see what a high-, mid- and low-mark IA commentary looks like. 

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Look at the samples on MYIB to see what a high-, mid- and low-mark IA commentary looks like. 

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Importance of "Contextualised" Diagrams and Supporting Explanation

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1. Carefully select articles making sure there is enough to analyse and evaluate
2. Share exemplars from previous students
3. Make every word count - edit for clarity and succinctness

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1. Teachers - read the previous subject reports
2. Students - stick to the content of the article
3. Students - if discussing a solution from the article don't fully solve on the graph, allows for strong evaluation

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1. Agreed about reviewing the Subject Reports with students
2. Provide examples of focused articles to help guide students accordingly in their own choice of articles.
3. Embed the Key Concept throughout the IA analysis
4. Use economic terms in proper context throughout the IA analysis instead of summarizing scenarios, issues, and solutions.

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It can be useful to ask students to grade their own IAs and have a meeting to compare notes on mark allotment. This can help students understand how we reason when grading their assessments.

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Need to write evaluation that is well-balanced (considering stakeholders, ST-LT considerations)

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1. Make a good choice regarding your article
2. Always refer to the guide.
3. space the IA's out to avoid bottlenecking and pressure marking.

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Choose an article which is not over evaluated.
Avoid taking very long article.
Try not to go beyond two diagrams.

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1. Be very familiar with the criteria and AOs
2. Be well-versed in evaluation. Look at stakeholders, long and short run
3. Pick articles that have data that can be used on the graphs and analysis.

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1. Advise students to select articles with data that can be included in the diagram and analysis.
2. Key concept needs to be be clearly applied, not just explained.
3. For teachers, try not to over-penalize students. Refer to samples and guides from MyIB for greater accuracy.

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1. Prudential selection of article, size, date, data
2. Criteria wise approach of 800 words - teachers can give a tentative words count allocation, especially stress on analysis and evaluation
3. Spread the IAs so that we have ample time for marking

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Part a)
DEED
Define terms
Handle the command term
Diagrams and its explanation
Real Life Example

Part b)
CLASPP and in depth policy discussion

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Mr Albert, Ms Diana, Mr Matthew, Mr Tody, Gandhari

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Mr Albert, Ms Diana, Mr Matthew, Mr Tody, Gandhari

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1. FEAST (Feasibility, Evaluate, Assumptions, Stakeholders, Time) 15 marks
2. Read and practice thoroughly
3. Use examples throighout, and not just at the end.
4. In evaluation, provide the opposing view.
5. Contextualize the axes.

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Take away - I thought that it was strange how we were all harsh on IA (9/14) where examiner gave (14/14) ,But...... we all nailed the paper 1 and was in line with the examiner.
What will I do that is new.
Do more blind IA marking exercises.

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To introduce and expose more data analysis for students especially for P2

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1.Examples cited should be accurate and realistic
2.In Part (g) we encourage the students to read the case studies from 2011.
3. Not only rely on the specimens.

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Takeaways:
1. More clarity on assessments
2. Better paper planning
3. Giving benefit to the student considering the stressful exam situation

What I will change is look for what is RIGHT and not what is MISSING in the answer. Be less harsh and critical.

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Take-aways
1. Exposing students with more unseen text so that they remain prepared for P2
2. Timemanagement for P2
3. Giving students more idea about what is expected from each command term

I'll plan...
Annotations

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1) We all seem to feel some ambiguity about marking IAs and other assessments fairly. We're human, not robots!
2) I am thinking more about Paper 2 question G and how I can best guide my students to answer these questions.
3) Idea from Cameron - keeping in mind the weight that each point has on a 10 or 15 mark question.

After today, I will plan to improve my approach to preparing students for Paper 2. I will give them more practice and guidance about how to plan, structure, and explain their answers effectively, focusing on helping them to play to their strengths.

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Inquiry based learning is very important to developed reasoned argument
Better understanding of part g in paper 2

Change: Will introduce more case studies in the class.

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1. Positive marking, e.g. when not sure which level the response fits best

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1. Positive marking, e.g. when not sure which level the response fits best

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2. Ideas for how to evaluate from our group activity
3. Ideas for how to use examples in responses

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I
1. Break down of tasks into smaller pieces in class
2. Importance of choosing apt question in Paper 2
3. Prepare student with the package for a 15 marker in Paper 1

II
Work on 15 marker in P1 and P2, since the weightage of these questions are immense so time management, proper approach, correct diagram etc., are essential.

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3 take-aways:
1. Paper 1 - different ways to integrate the RWE
2. IA - different ways to integrate the KC - one paragraph versus throughout
3. IA - maybe I'm being a little harsh with my marking, but I'd like to see some evidence from next year's May session before I soften up too much! I really feel that these exemplars have been marked far more easily than previous IA portfolios we have submitted!

Strategy - I will go back to the teaching team and discuss the recommendations of time allocation to the different parts of Papers 1 and 2.

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Assessments on IA; deeper understanding on assessing paper 2 part g; make explicit data reference in part g.
One thing to change: need to improve students' data analysis and synthesize skills

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1. Though should be positive, I feel I am abit  schizophrenic, becos the IB at times is rather harsh in their marking
2. The need to be an IB assessor so as to be more constructive in feedback becos the comments of some participants was insightful

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Takeaways Day 2
- IA marking of exemplars is very generous, hopefully this is going to transfer to the May 2022 session.
- Money Market graph is not required for Monetary Policy - oops!
- Some nice ideas how to get students to structure a paper 1 effectively.

Changes I will make
- Incorporate DEED and CLASPP as anagram in Paper One process for students

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1.  Ways to apply key concept in IAs, importance of scaffolding especially for P1 part (b) and P2 part (g), focus on positive marking!
2. One thing I plan to do - Advise (or force) students to keep a glossary of RWEs.

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TAKEAWAYS

1. Ways on keeping IA more concise such as using max of 2 diagrams and not adding alternative solutions as I had previously. I’ve been harsher marking IA than P1 and P2.

2. Learning strategies from other teachers for students how to address analysis and evaluation.

3. Reminder that AOs do help with deeper understanding of questions and expectations

Improvement: I would need to differentiate the rubrics for upper bands for P1 and 2 more effectively.

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1. Spend more time on RWEs
2. Keep practicing synthesizing relevant data from the text (tables, charts, text) bcs (students Achilles Heel)
3. Practice papers pre-2013 (thanks to whomever suggested this gem)
4. Go into more depth on education, healthcare and infrastructure for Sustainable Development questions

Change Approaches to Teaching and Learning
1. Do the above starting on Monday

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1. To what extent were your personal goals for the workshop achieved?​​              2. What is one thing you plan to do as a result of this workshop?​ 

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1. To what extent were your personal goals for the workshop achieved?​​              2. What is one thing you plan to do as a result of this workshop?​ 

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1. assessments clarity 1 & 2.
2. Ideal expected answers in the papers.
3. Updates on the updated Ib curriculum.

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I was hoping to learn from what other teachers are doing and it was great to hear and learn these.

Thanks to everyone who is open to sharing their experiences. I have learn alot from all.

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It is to plan the SOW so as to be more targeted esp in teaching the skills needed for P1-3

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Learning engagement (Girish, Xiaoxia, Elmira)

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Learning engagement (Girish, Xiaoxia, Elmira)

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1.     Ask each student to play a role of a stakeholder: a policy maker, a consumer a producer.

2.     What are the possible options for each stakeholder? What are the advantages and disadvantages?

3.     A group discussion to evaluate opinions to find out which one is viable.

As facilitators we are looking for the terminology gaps.

4.     Students are trying to identify information from the problem and they try to organize the data properly.

5.     Ask some students to come up and present their answer (no more than 2 minutes)

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1. Specific demands - Actually recommend a policy; justify its use; provide in-depth evaluation

2. Similarities: use of terms, theories, provide well-balanced responses
differences: graphs not required, connect to the secifics of the case study, definitions not required

3. Learning Engagement:
a. Time: 20-30 mins
b. Annotate the case study and plan the policy
c. Unpack the case study: role play; economics conference; discussion; debate; mindmaps; summarizing tasks - can be done to design an effective policy

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Learning Engagement Paper 3 (Clare, Arpana, Bonita, Trisha)

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Learning Engagement Paper 3 (Clare, Arpana, Bonita, Trisha)

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The strategy is to provide students with a guide to answering these types of questions so that they are aiming to fulfill all requirements of the top mark band.

1. Identify, using data/ information from the text, what economic problems is the country experiencing?

2. Identify a policy (or number of policies) that can be used to combat this issue.

3. Identify the economic terms that you will need to use to explain your answer.

4. Identify the economic theories that will need to be applied.

5. How will you use the text/ data given and calculations to support your answer?

6. Evaluate the implications of this policy (eg. CLASPP, stakeholders, long/ short-term effects, pros/ cons).

**Group question - are diagrams appropriate?**

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Create worksheet on 3 parts
1. Problem
2. Solution/ Policy
3. Evaluation which must be balanced

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15-20 minute task (to replicate the timings of the exam)
Create a checklist of important parts to include in their response (i.e. a structured plan)
Policy, e.g tariffs
Explain policy, e.g. define tariffs
Link policy to data, e.g. world price falling
Appropriate diagram, e.g. tariff diagram
Explain diagram and link to data, e.g. link diagram to context
Analyse/explain the appropriateness of the policy, e.g. benefits of tariffs to stakeholders
Evaluate the appropriateness of policy, i.e. how tariffs compares to other options, e.g. quotas

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Paper 3 Requirements and Reflection - Sophia, Paul, Tony

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Paper 3 Requirements and Reflection - Sophia, Paul, Tony

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Specific Demands

§  Appropriate policy identified by students

§  Connection to prior questions

Similar and Different to A03 Questions

§  Include terms, analysis, and evaluation

§  Policy mentioned in other 2 Papers

§  Student offers a specific policy

§  Case focused vs. unit key concept focused (Paper 1)

Paper 3 Prep Task

§  Case study

§  Separate students into different stakeholders

§  Identify appropriate policies to address the case study scenario

§  MUST have opposing economic interests

§  Engage in a debate

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My expectations were achieved in looking more closely at the three papers with ATT, ATL and standards in marking.

I plan to set up some scaffolding guidance documents, particularly to help students approach Paper 1 (b) and also Paper 3 (b).

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Thank you so much everyone – I am taking away a lot from this workshop...

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Thank you so much everyone – I am taking away a lot from this workshop...

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1) My personal goal for this workshop was to feel more confident in my delivery of the IB Economics program, and to develop more strategies for inquiry based learning.  I feel that these goals have absolutely been achieved, and that the workshop was very beneficial for me. The main take away from this workshop is the value of collaborating with people who are dealing with the same challenges and supporting each other.

2) After this workshop, I will work more on guiding my students through inquiry-based learning and using all the resources at my disposal to properly prepare my students for external assessments. I will also take away all the discussions about the IA that we had as a group, and I will keep that feedback in mind when grading the IAs.

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My personal goals were supassed. I received a lot of clarity on IA, assessments and approaches to teaching and learning. The best thing was realizing that I'm not alone in my struggles.

One thing I take away from the workshop is not to be too critical of my students' work; to devote more time to curriculum planning, ATLs and the AOs. Student centricism will also be my focus.

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1. My expectations on assessment, resources, IA and EE are met with.
2. I feel I am bombarded with so many skills, ideas and style of teaching. I am sophia 2.0! Gonna make a difference in my class!
All thanks to Anjali!

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Definitely, all my learning objectives from the workshop were achieved. I was curious about other approaches to the IA and questioning the IB EE marking. Moreover, I enjoyed meaningful teacher conversations that have led to adjustments in my own approaches to teaching and learning. Thank you everyone for sharing and making the entire group reflect on new approaches. Thank you Ms. Anjali, we are most grateful.