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Students should add information pertinent to this topic here.

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Students should add information pertinent to this topic here.

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Students should add information pertinent to this topic here.

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1. Teaching based on inquiry:
Being inquirers is one of the attributes of the IB learner profile, where the process of inquiry is seen as involving the development of students’ natural curiosity, together with the skills needed to enable them to become autonomous lifelong learners. The most significant aspect of inquiry-based teaching is that students are actively engaged in their own learning, constructing their own understandings of interpretations and issues.

2. Teaching developed in local and global contexts:
Contextualized teaching and learning helps students see connections between ideas and aids the development of international-mindedness because it allows students to move between their own situations and situations of others.

3. Teaching focused on effective teamwork and collaboration:
Collaboration is particularly important in studies in language and literature as the use of language involves interaction among people. In addition, our reception of any text depends on the community of readers to which we belong. Finding meaning in a text is a collaborative process.

4. Teaching focused on conceptual understanding:
Exploring concepts helps students to build the capacity to engage with complex ideas, and discussion of the “big ideas” behind a topic can help students get to the heart of why they are learning what they are learning.

5. Teaching designed to remove barriers to learning:
Exploring concepts helps students to build the capacity to engage with complex ideas, and discussion of the “big ideas” behind a topic can help students get to the heart of why they are learning what they are learning.

6. Teaching informed by assessment (formative and summative)
In studies in language and literature, assessment can be often process-oriented and not just product-oriented. For instance, the work done in the learner portfolio aims to encourage students to undertake ongoing informal self-assessment of their understanding of the texts they read, the connections among them, the cultural values that frame their responses, the intercultural perspectives of multiple readers, and the concepts and areas of exploration that structure the course.

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My name is Iury Holanda, I'm from Brazil, I live in a beautiful city in the northeast of Brazil, full of beautiful and paradisiacal beaches. I am a Portuguese teacher at a renowned school in the city, with more than 3,000 students. In addition to being a Portuguese teacher, I am starting the IB program, teaching Language A: language and Literature. I am very excited as I believe the experience will significantly add to my professional career.

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What is the most pressing question you have about the Language A: language and literature course?

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What is the most pressing question you have about the Language A: language and literature course?

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My most pressing question about Language A: language and Literature is related to content selection and, specifically, how these contents should be worked with students. I had some difficulties in making the selection of content and creating a didactic sequence that makes logic for the student.

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How can you develop positive online professional relationships for the workshop and beyond?

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How can you develop positive online professional relationships for the workshop and beyond?

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I believe that this course will be able to provide connections around the world of professionals who work with the same subject, in this case Language A: language and Literature, and thus it will be possible to share experiences and practices between these professionals.

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What does a successful outcome look like for you after this workshop? List three things you want to achieve.

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What does a successful outcome look like for you after this workshop? List three things you want to achieve.

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At the end of this course, in addition to all the learning, I want my class plans to be more productive, thinking about a class without so many difficulties; I want the contents to be useful for the students, making them relate literary texts with non-literary texts in a satisfactory way. Finally, I hope that I can become a professional capable of taking the IB proposal forward, forming critical and reflective students about their place in the world.

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The biases of the IB are positive, as they encourage students to be transforming agents in the world, promoting peace, knowledge and the sharing of information and ideas. In addition, an important bias that the IB presents in its program is to form citizens who are not only critical and reflective, but cooperative with others.

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1. Comunication skills;
2. Social skills;
3. Research skills;
4. Thinking skills;
5. Self-management.

I believe that the first two skills I mentioned are essential for any area of human life, not only with regard to language, but for professional and personal life as well. Communicative skills and social skills go hand in hand, as both seem to depend on each other to be effective. For this reason, in my view, they need to be together and should be prioritized in this teaching-learning process.

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The source document "The IB Learner profile" is very interesting and important for us, educators, as it points out quite clearly who the IB student is and what is expected: critical individuals, capable of acting ethically, correctly and responsibly. In addition, students are expected to experience culture and knowledge and know how to share it with other individuals.

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QUESTION 3: COURSE AIMS AND ASSESSMENT OBJECTIVES

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QUESTION 3: COURSE AIMS AND ASSESSMENT OBJECTIVES

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The tone created demonstrates a concern assessments that manage to approach and explore, in a satisfactory way, the students' knowledge and what they have in their background.
To create this, the author topicalized several instructions in the imperative mood, in order to instruct teachers what should be addressed in the assessment specifically.