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

I have been thinking a lot on how to help students identify Global Issues for themselves, and to explore texts with more curiosity and openess, without needing me to point them in a specific direction. I would love to hear how other collegues do it.

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

By engaging with other's work and offerening a kind and honest feedback.

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

I would love to complete this training with a clear understaing of the IB philosphy.

A clear understaning of IB assessments.

Very good ideas for lesson planning that truly prepares students for the assesments.

What is your order of importance for the approaches to teaching?

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What is your criterion behind some having a higher or lower priority?

In my opinion, the most valuable and distinctive quality of the Ib prgramme is the connections to our world's issues, so teaching to develop local and global contexts not only created more informed and caring students, but I also think that students become naturally more involved with the texts if they can see relevance and connections to the real world. I put teaching designed to remove barriers also because I teach at an inclusive school where we have many students with learning differences, where assessments are relevant, but not the focus of our teaching-learning process.

What is your order of importance for the approaches to learning?

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What is your criterion behind some having a higher or lower priority?

All five approaches are very necessary, and while it was hard to choose this particular order, I see Thinking skills as the basis for most other learning skills, because it is only once students have engaged with texts and made relevant connections that everything else starts to happen. Social and Communication skills are also very important to consider. Students need to approach learning in a variaty of ways, through individual, and in group learning. I personally try to be mindful of the atmosphere in the classroom because I can see how it makes a difference in the student's learning when given a positive setting. Self-management is something that young students often struggle with, and it is the skill that I see varies more among students. Some students are better at it than others, so this is where individualized attention comes into play. As for Research Skills, having a basic understanding is key, but most students in Mexico will acquire better Research Skills once in University or College.

How has the TOK debate impacted, if at all, your selection of literary works?

It has made me reflect on the selection that I have, and it has helped me to analyse my choices more critically, as well as compare with what other teachers are doing.

To what extent does your course, as you have designed it, reflect the IB mission and values?

I think it reflects the IB mission and values to a certain extent, but I realize that I might need to expand in time and space with the works and authors.

What do you think is missing from the discussions you have had so far in this module about course design and unit planning?

Maybe more real experiences from some of my collegues, where they share (where possible) how students have reacted to certain works and authors, or the challenges that they have encountered so far.