The What: Conceptual Understanding, Content and Case Studies 

The How: Strategies and assessment. 

The Why:  Why is learning is meaningful to students and is connected to a real world context

This unit is aimed for students to read through the traveling literature contexts, analyze and feel the beauty of traveling experience and awareness from the author. Based on the mentioned learning outcomes, students will combine their travel experience and create a meaningful and interesting traveling proposal after the travel ban is repealed. By the end of the unit, students will understand that strong connections are built between context interpretation and self-expression. 

Here is the link: https://flipgrid.com/7b73bf2a

Use images / examples to support your responses.

Use any medium or format that you want to present your information.

Present back to the group - No longer than 2 - 3 minutes. 

1: What is something you want to STOP doing? 

2: What is something you want to START doing? 

3: What is something you want to CONTINUE doing or BUILD upon? 

What “roles” outside of a school context could students assume to situate the context in the real world? What skills would you need to explicitly teach students? Documentary (Film / Interview techniques / editing)  

－Now I think the questions we ask may lead to different discussion in different aspect.

－I still wonder how can we make sure that students have learned the “concept” instead of the knowledge and skill belongs to that topic within the task we assign? 

It develop our international mindedness because it can give us idea about global conflict and collaboration.
Also remind me need to more focus on development, equalty, unfair interaction.
Global context help us not only think an issue focus on one region, but also think more example from other area.

Learning happens anywhere and anytime, and what teachers should do is to guide students to become inquirers and thinkers, so they will have the ability to learn more things and face future problems.

2: What is something you want to START doing? 
> Start designing some activities for students to inquire deeper.

3: What is something you want to CONTINUE doing or BUILD upon?
> Continue asking questions to guide students to think.

2: What is something you want to START doing? Start leaving some blanks and let the students think 

3: What is something you want to CONTINUE doing or BUILD upon? 
Let the students find the topics that they are interested in and explore.

I want to continue to connect my content with real world. 

2: What is something you want to START doing? 
I will design the process more clearly.

3: What is something you want to CONTINUE doing or BUILD upon? 
I will try to make the Inquiry cycle.

Start giving thinking/reflection time for students.

Continue guiding students to explore and inquire.

> I will stop only asking students factual questions. Also stop giving answer directly after I give them questions.

2: What is something you want to START doing? 

> I will start planning some activities to provoke students' higher order thinking skills. Help students to transfer this ability to real world.

3: What is something you want to CONTINUE doing or BUILD upon?

> I will continue to provide students scaffold for learning. I will also keep group activity in my classroom.

2: What is something you want to START doing?   
Start to think about how to design deeply inquiry questions.

3: What is something you want to CONTINUE doing or BUILD upon? 
Continue to try using diverse teaching strategies in my class.

2. Start:
giving more learning responsibility to students: both questioning and answering. 

3. Continute:
providing the learning and inquiry strategies that fit the learning consequences. 

Stop asking only factual questions in the classroom

2. START

Help students plan and monitor their own learning process

3. CONTINUE

Learn more strategies to help students organize information

2. It’s difficult to connect the SOI to the performance tasks.

3. If my students need more specially help, can they also deep into the inquiry-based lesson process?

2. Come up with suitable Inquiry Questions

3. Does the R of GRASPS needs to be the role that students can serve?

3. Question

My goal is to keep in mind that students learn better with conceptual understanding, and I will make little tasks to help my students to meet their summative assessments. 

R: What is your current situation - reality is sometimes different from what we want to change? 

My current situation is that I teach in a public school that uses Taiwanese textbooks. It’s going to be hard work to transfer the lessons into concept-based.

O: What are your options? What or who can help you?  

Even though I couldn’t transfer all my lessons into concept-based, I can still relate my teaching within contextualized, real world situations. IB programs have given me the strategies and tools to meet my goal, and I could consult with my IB classmates or even ask help from the teachers like Monique and Marc.

W: what will you do now?

I will start to design concept-based assessments for my students, starting from breaking down the summative assignments into little chunks of formative assessments. I believe careful scaffolding will help my students meet the final goal successfully. 

R: I teach in senior high school now, and I don't know how to strike a balance between inquiry-based teaching and exam orientation learning environment. I want to do more activity in class, but some students prefer the teacher(me) to teach knowledge directly.

O: My options… Next time I want to try more group work, and give them more reflection time. By doing so, students can teach each other, figure out questions by themselves, and I think this is a way for them to increase ATL, such as communication and thinking skills.

W: I will modify my unit planner, and turn them into concept-based inquiry learning, and also add some ATT skills I learn in this workshop.

Biggest Challenge: 
I guess it is hard for me to create a smooth inquiry teaching at this stage. Especially think up a proper SOI, I still need to collaborate with my colleagues to brainstorm proper SOI. 

Question: 
I wonder if Inquiry-based teaching is efficient in big size group? Especially working with a class of 29 students, I think it is hard to balance the time management. 

 I aim to become a teacher with international-mindedness. I hope to become a window to show my students a glance at the world.

 
R: What is your current situation - the reality is sometimes different from what we want to change? 

 I think working with a big-size class is my major problem, I am not confident to have efficient time management with 29 students. Also, in reality, I need to be responsible for too many subjects, so I think it is quite a big pressure for me to handle all these subjects, let alone to have time to carefully created Inquiry-based teaching in all these subjects. 

 

 O: What are your options? What or who can help you?  

 I am now IBEC student at NTNU. I hope that through this connection, I can receive more information about IB workshops so that I can gradually build up my experience in IB education. Also, my friend Ivy is going to an IB school in southern Taiwan. Her first-hand experience in IB school will help me to clear some confusion in the IB world. 

  

W: what will you do now?

 I would like to gradually put in the IB inquiry spirit in my future teaching. The ideas that I learned from the unit planner, are going to be a good start for my next semester.