·      Necessity of involving the “4 Corners” in promoting the LPA

·      “Know thyself” before going forward with the LPA 

·      LP as the CORE of all IB programmes

·      Inspiring “before” and “after” definitions of each characteristic

·      Relevance of the IB Mission statement

·      I like the idea of a reflection journal—maybe turn it into a blog to be shared by participants

·      The development of the LP as a means of linking all programmes

·      Analysis of the video is an excellent activity to gain insight into different perspectives

Why is the OCC still mentioned in slides 48 and 51?

Slide 56 in Spanish??

Connecting LPA to ATL—an overview of ATL needs to be done first?

Should we connect the LP to CAS?

·      Survey participants (and students in our classes) to ask for the strongest characteristics and those which need work—start with yourself as an example

·      Be open to all perspectives

·      Suggest celebrating the LP with recognition within the school community (school assemblies dedicated to one LP aspect and issuing awards to students demonstrating that aspect

·      Use WOKs to analyze articles

·      Ask participants which of the 5 MINDS represents them

·      Establishing international-mindedness in some closed cultures

·      Working with heads of public schools vs. private/parochial schools

·      Responding to those who state that IB philosophy is too idealistic

·      How to impress feedback protocols to everyone

 

·      Personal and shared knowledge used to describe MIE

·      Experiential learning vs. book learning

·      Inquiry as testing new knowledge (same advice from Nietzsche and André Gide –international-mindedness at work!))

·      Real life learning means choice and decisions

·      Guide on the side and not sage on stage

·      I like the 4 levels of inquiry

·      Linking the big question to concepts is a strong way to engage participants

·      Inquiry and differentiation are very useful for mixed classes

·      Will what works for PYP and MYP work for DP?

·      Do we really know what “employers of the future” will want?

·      How can an entire school move toward inquiry based learning?

·      “Factual/conceptual/debatable” is part of the MYP world.  Can DP teachers get used to it?

·      What is the role of the “master teacher” when it comes to assessment?

·      Can effective questioning lead to service learning?

·      Insist on the role of the librarian as central to effective research

·      Recognize the fact that many teachers have been using inquiry for many years and did not realize it

·      Self-reflection should be enlightening and not critical

·      Effective questions might mean that the teacher plays the role of devil’s advocate

·      The value of a photo—Group 2 WSLs/ teachers can link to the IA

·      Is it possible for students to take ownership of their learning in large classes of 40+--especially in public schools?

·      How can a “comfortable” leaning environment be created in schools with less than perfect budgets

·      Making inquiry work in different cultures

 

·      Embedding global contexts into curriculum—should be the aim of all DP teachers

·      Embracing the renaissance idea of “Citizen of the world”

·      Teachers need to be well informed about global issues

·      iConnect exercise is a good ice breaker which I would enjoy very much

·      The importance of technology as a connector –especially for those who do not travel much

·      Using command term “to what extent” incorporates TOK into the workshop

·      Cultural acceptance linked to open-mindedness

·      “Inner outer other” exercise –excellent stepping stone to thinking globally

·      Develop and create as a way of promoting diplomacy

·      There will be many global issues “worthy of exploration” depending on the culture of an academic institution

·      Global issue connected to lesson—strong subject for me as a language acquisition educator

·      Creating unit planners around global issues encourages teachers that they can do it and pass the word on to their colleagues

·      Essential inclusion of LP as a global tool

·      Students need ATL skills to become globally oriented

·      Creating a “predictable structure” for students helps them learn

·      Researching case studies—opens up discussion and ideas about learning

·      (Voltaire also tells us to “cultivate your garden!”!!—not very global!!!!—but maybe service oriented!)

·      An “action driven” classroom is connected t service learning

·      How do we acquire “global competence” and how do we inculcate its importance to all educators?

·      Are all teachers within a school proficient in a foreign language?

·      Have all teachers within a school worked with different cultures?

·      Be open to all  ideas of “rights and responsibilities” depending on different cultures

·      Suggest rather than dictate

·      Neutralize overly passionate responses

·      Create an “international mart”  activity (e.g. souk, marché aux fleurs)) whereby participants describe what international items they would sell and why

·      Developing “cultural awareness” makes us more “comfortable” with different cultures

·      “Questions about our world” can be very sensitive—here is where the WSL needs to practice strong affective skills

·      Is every participant “flexible and adaptable”?

·      Reflection is everywhere and helps participants to understand what they are doing

·      Group activities create camaraderie and networking

·      All workshops reinforce the value of an IB education

·      Information and learning experiences from the workshops should be carried back by participants to all stakeholders in their particular institution