An IB educator since 2004, I’ve taught in international schools in the US, Argentina, Colombia, Costa Rica, and now China. Since 2004, I have taught English A1, English A2, and English A, MYP years 1-5, and since 2013 the Language A: Language and Literature and Literature classes in DP. I’ve been the Head of English, Teaching and Learning Coordinator and am currently the Staff Development Coordinator at Xiehe’s SUIS Gubei campus in Shanghai. I’ve been an Examiner for Literature (Paper 2 HL, and WAs) and Group 1 Extended Essay since 2015. In addition I have been a workshop facilitator for MYP Language A, and Inquiry in the MYP for the past 6 years (face-to-face), working with teachers and school leaders from both the Americas and Asia Pacific regions.

 

During the course of the workshop, the following key understandings will be addressed:

 

1.     Concurrency of Learning in the IB:The new Language A: language and literature course is a reflection of a series of parameters that take into account both DP-wide studies and language literature considerations. 

2.     Overview of syllabus: There are numerous ways to organize the course that can cater to different school contexts, teacher choice and student interest and it is important to explore the possibilities in the different areas of exploration and possible activities in the learner portfolio. 

3.     The Heart of the new course—Areas of Exploration: 

a.     Readers, writers and texts: Close attention to the details and features of texts and works and how these construct meaning as well as an understanding of how readers and viewers interact with texts and works through unique perspectives, experiences and understandings are at the core of this course. 

b.     Intertextuality: Texts and works can “speak with each other” in ways direct and indirect. 

c.     Time and Space: The production and reception of texts and works operates in fluid, dynamic and interdependent ways. 

4.     Understanding the Key Concepts and how they link to global issues: Culture, Creativity, Communication, Perspective, Representations, Transformation, Identity

5.     Paper 1: Students will demonstrate core skills with analysis of non-literary works as well as independent thinking. We will explore how teachers can best support students approaching this assessment task.

6.     Internal Assessment: leads students to richer engagements with and understandings of their larger worlds. We will explore ways that teachers can best support students approaching this assessment task. 

7.     Paper 2: Students will demonstrate independent and agile thinking, higher-order thinking skills, to work with literary works in novel ways and to compare independent works making personal and meaningful connections. We will explore ways that teachers can best support students approaching this assessment task. 

8.     HL Essay and Links to EE: This course offers many opportunities, both formally and more informally, for students to produce longer, authentic pieces of writing and research in multiple drafts. 

9.     Making links: Networking, resource sharing and collaborative planning underpin a fulfilled learning and teaching experience. 

 

●      A usb thumb drive to share resources

●      Laptop (please ensure that your school has given you sufficient administrator rights to be able to change your IP/network settings so that you can connect to the local network onsite) – bring an power adaptor and a projector adaptor (if a Mac user)

●      A current course overview (2 Year Plan) 

●      A Unit plan or SoW for one part of the course

●      (Optional for those who prefer hard copies) Print outs of any documents posted on the Padlet.

 Day 1| 8:30 – 10:00 | Welcome & Introduction by IB Asia Pacific Representative (30 mins) |
| Session 1: Topic Where are we coming from and where are we heading?  •Introductions • To review the important elements of IB philosophy, in the new course. • To explore the rationale behind the changes in the new syllabuses
| 10:00 – 10:30 | Morning Break
| 10:30 – 12:00  | Session 2: Concurrency of learning in the IBDP To review ATL and ATTs in relation to studies in L&L • To explore explicit links with TOK and CAS. |
| 12:00 – 1:00 | Lunch
| 1:00 – 2:30 | Session 3: Approaches to planning • To experiment with ways of—initially and tentatively—organizing the course and share with colleagues • To explore and share with colleagues various models, approaches and imaginings • To explore the role of the learner portfolio as both a thinking platform and as an organizational tool to prepare for assessment  |
| 2:30 – 3:00 | Afternoon Break
| 3:00 – 4:30 | Session 4: Readers, writers and texts  • Close attention to the details and features of texts and works and how these construct meaning • Focus attention on identity, creativity and representation as course concepts and conceptual understanding as an approach to teaching and learning |

Day 1| 8:30 – 10:00 |Session 5:  Intertextuality: Connecting texts • Texts and works can “speak with each other” in ways direct and indirect. • To focus attention on transformation and communication as course concepts and differentiation as an approach to teaching and learning |    Session 6: Time and space • The production and reception of texts and works operates in fluid, dynamic and interdependent ways.|
Session 7:  Group 1 Meeting with Curriculum Manager |
Session 8: Paper 1: Guided textual analysis •  To focus attention on thinking skills as an approach to teaching and learning • To understand the requirements and marking criteria of the assessment task |
Session 9: Internal Assessment • To explore Global Issues and potential learner portfolio activities •To strengthen approaches to teaching and learning
Session 10: Paper 2 • To explore how we can use approaches to teaching and learning to work with literary works in novel ways • To compare independent works making personal and meaningful connections • To review samples and identify learner portfolio activities to strengthen areas of improvement
Session 11: Higher level essay, extended essay, inquiry and research • To explore how we can use approaches to teaching and learning to produce longer, authentic pieces of writing and research in multiple drafts. • To focus attention on research and inquiry as approaches to teaching and learning • To review samples and identify learner portfolio activities to strengthen areas of improvement
Session 12 (ends at 4:00): Revised syllabuses, resources, review and reflection • To note the integration of approaches to teaching and learning, the learner profile and core components in the workshop as model for the course •  To reflect on the learning and imagine next steps
| 4:30 | End of the Day

 

•

Could be…

•A music video

•An advertisement

•An article

•A photo/series of photos

•A favourite poem

•A short piece of performance art

•Other ideas?

Language: “How Social Isolation is Killing Us”

“Disruptions: More connected, Yet more alone.”

A selection of songs or poetry that focus on the theme of social isolation

 

Concept:   Transformation

 

Approaches to Teaching: Inquiry

 

TOK:                Ethics