IB AT2b, EBattye by Emma Alice Battye

IB AT2b, EBattye by Emma Alice Battye https://padlet.com/ebattye/bjz6omtmuqed en-us 2018-08-27 09:26:15 UTC 2025-05-08 14:43:33 UTC hello@padlet.com Language B - Opinion Piece - Global Isssues ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275478967 Students will be in their first year of the DP Program, studying German Language through Language B at the Standard Level. This unit will seek to hone students ability to write opinion pieces, expressing their position on global issues. Students will have read a number of different styles of written work on the topic of refugees in Germany and be familiar with the Vocabulary and grammatical structures needed to compose their letter to Angela Merkel offering their opinion on the refugee situation in Germany. Students will work in pairs in order to further heighten their ability to be open-minded about others suggestions and consider differing perspectives. Students will be scaffolded towards this task by reading a news article from the position of a Syrian refugee living in Germany and be provided with a visible thinking work sheet to guide their thought process. As this task is founded on the Learner Profile Attributes of Communicator and Principled students will be required, and guided, through a framework to develop their empathy with the situation of refugees through and provide an opinion on how to reform the situation through an informed and critical lens. This mind map will demonstrate how the activity is linked to the Learner Profile Attributes of Communicator and Principled.]]> 2018-08-27 09:28:14 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275478967 Principled ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275481088 "They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity
of the individual, groups and communities. They take responsibility for their own actions and the consequences that
accompany them" (IBO, 2010)]]> 2018-08-27 09:50:08 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275481088 Communicator ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275481099 "They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively and willingly in collaboration
with others." (IBO, 2010)]]> 2018-08-27 09:50:14 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275481099 Principled - Activity ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275483656 The Ib learner profile attribute of Principled, seeks to encourage students to embrace a wide range of ideals and values with integrity and respect for the dignity of others (IBO, 2010). This Learner Profile attribute is essential in the exploration of global issues, especially with regard to foreign language acquisition and students engagement with different cultures, ideals and values. Wells (2011) identifies the role of the formation of attitudes and expression of principles as a conscious decision motivated by the attitude holder’s evaluation of an issue. The activity seeks to encourage students to extend their metacognitive skills and therein challenge the motivations for their conscious decision making skills. This activity not only encourages students to consider different approaches and outcomes to an issue, but requires students to critically analyse the social situation of another country and the impact of that cultural context in shaping policy. This nurtures students recognition of what is right, and take responsibility for actions and consequences effecting the livelihood of other.

Whilst Maslow's (1970) theory of motivation identifies that human motivation is driven by the desire for esteem and prestige, the goal of the principled profile and the activity at hand is to instil a sense of internationally minded compassion and respect for the equal rights and experiences of others. Sakuragi (2006) discusses the effect of language acquisition on the development of principled attitudes, highlighting the value of foreign language education as significantly impacting students ability to connect with world issues and social distance. The decision to make the activity an opinion piece to Angela Merkel is relevant to language acquisition, allowing students to apply their understanding of contextual vocabulary and apply relevant grammatical skills but also challenges their ideals as internationally minded and principled learners.

The emphasis of the IB and the learner profile attributes on holistic education, focusing on the student as a whole learner sets an expectation which ultimately benefits students to continue moving from their Zone of Actual Development to their Zone of Proximal Development (Vygotsky, ). Hattie (2018) supports the centrality of expectation in advancing students academic capacity, highlighting the effect size of high expectations as 1.29. Therefore, whilst Principled is perceived as a controversial learner profile attribute due to the nature of values and ideals as deeply personal and diverse, this activity strives to incorporate the learner attribute through meta-cognitive evaluation and engagement with diverse stimulus and problem solving. ]]> 2018-08-27 10:09:35 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275483656 Communicator- Activity ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275483721 Vygotsky (1962) highlights the centrality of communicative language learning as both a cognitive tool as well as a means of engaging with cultural elements of the language. This activity ask students to further their written communication skills, engaging with cultural nuances intertwined with the construction of language.

Communication is the cornerstone of language education. Language acquisition requires students to be immersed in a Communicative Language Teaching (CLT) environment, whereby the various forms of communication are demonstrated, and the necessity of effective communication is evident. This learning environment facilitates students cognitive development and their ability to acquire and engage the skills necessary to understand the culture, community and linguistic aspects of the target language (Savignon, 1987), recognising its effect on communication.

Bruner (1978) emphasises the centrality of educating students to use language effectively as a tool for communicating and thinking collectively. This theory links closely with the nature of the activity, not only in the group engagement within the classroom, but its requirement of students to consider the effects of a gloabl issue on a series of different stakeholders, through a variety of lenses. Students are thus challenged to engage with this fundamental aspect of the communicator, and use their cultural communicative competence to express these ideas in the target language. In this way, engaging students with global issues through a second language, students become more accustomed to engaging with myriad ideals and values and able to more critically analyse the effects of different experiences and cultural context. This ultimately nurtures a willingness to continue to develop within this knowledge through modelled examples of social exchange (Bullock, 2011).

Valuing the traditions of others, critically appreciating their own culture and that of others (IBO, 2013) is fundamental to being an adroit communicator. Recognising that culture is the value of context, is enhanced by the opportunity to acquire a second language, facilitating students grasp on the connection between culture, communication and ideals. By reading and engaging with global issues, such as refugees, students are better equipped to critically analyse their own viewpoints, and different points of views presented, exercising their capacity for communicating this understanding effectively.

]]> 2018-08-27 10:10:12 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275483721 Stimulus 1: Refugees in Germany ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275758595 2018-08-28 03:43:14 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275758595 Refugee stimulus 2 ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275758683 2018-08-28 03:43:54 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275758683 Graphic Organiser ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275760466 2018-08-28 03:55:54 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275760466 References ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275763219 Bullock, K. (2011). International Baccalaureate learner profile: Literature review. International Baccalaureate.

Bruner, J.cS. (1978). The Role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvelle, and W. J. M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag

Hattie, J. (2018). Hattie effect size list -256 Influences Related To Achievement. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

International Baccalaureate Organisation [IBO]. (2010). The IB Learner Profile. Retrieved from https://www.ibo.org/globalassets/publications/recognition/learnerprofile-en.pdf

Maslow, A. 1970. Motivation and Personality. London, UK. Harper Row.

Sakuragi, T. (2006). The relationship between attitudes toward language study and cross-cultural attitudes. International Journal of Intercultural Relations, 30(1), 19-31.

Savignon, S. J. (1987). Communicative Language Teaching. Theory Into Practice, 26(4), 235 – 242.

Vygotsky, L. (1978). Mind and Society. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press.

Wells, J. (2011). International education, values and attitudes: A critical analysis of the International Baccalaureate (IB) Learner Profile. Journal of Research in International Education, 10(2), 174-188.

]]> 2018-08-28 04:17:15 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275763219 Refugee Stimulus 3 ebattye https://padlet.com/ebattye/bjz6omtmuqed/wish/275765224 2018-08-28 04:29:29 UTC https://padlet.com/ebattye/bjz6omtmuqed/wish/275765224