IB Learner Portfolio - ANDO by ANDO

ANALYSIS

aaguilar284 — 2025-09-05 08:06:22 UTC

After reading, did you notice any new details in the text?

Describe the aspects of the story that captured your attention and explain why they stood out.
Write down questions that arise from your reading, and suggest possible answers.

CREATIVITY

aaguilar284 — 2025-09-05 08:12:05 UTC

After reading, which are the ideas that you want to share?

Write a short creative response inspired by the text.
How does this creative piece reflect your understanding of the themes, characters, or style of the original work?

FEEDBACK

aaguilar284 — 2025-09-05 08:13:47 UTC

Reflect on the feedback you received from your teacher or peers.

What strengths were highlighted in your work? What areas for improvement were suggested?
How will you apply this feedback in your next piece of analysis or writing?

PROJECTS & ASSESSMENTS

aaguilar284 — 2025-09-05 08:16:24 UTC

Document a project or alternative assessment you completed (e.g., group presentation, visual project, multimedia task).

What was your objective? How did you approach it?
What connections can you make between this project and the texts studied in class?

OPEN EXPLORATION

aaguilar284 — 2025-09-05 08:17:33 UTC

Record any other reflection, thought, or connection you made while reading or working with texts. This could include cultural or personal connections, questions about context, or links to other disciplines.

Why is this idea significant to you as a learner?

Where do you teach?

aaguilar284 — 2025-09-05 11:01:46 UTC

I teach at Still I Rise International School in Nairobi, Kenya. I’m from Colombia, and at this point in my career, this definitely feels like my biggest challenge as a teacher.

What’s unique about your IB situation?

aaguilar284 — 2025-09-05 11:06:50 UTC

My school is the first free IB school for refugee and vulnerable children. We are creating a revolution, offering underprivileged children the chance to access high-quality education.

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

aaguilar284 — 2025-09-05 11:07:22 UTC

What strategies can be used to strengthen the reading process in alignment with IB Diploma Programme requirements?

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

aaguilar284 — 2025-09-05 11:08:18 UTC

Definitely, by checking my relatives’ responses, commenting on their work, and opening active and deep conversations about the workshop topics.

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

aaguilar284 — 2025-09-05 11:09:24 UTC

Material development, building a professional network, and gaining a better understanding of the IB Diploma Programme in my subject area.

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

aaguilar284 — 2025-09-05 12:55:56 UTC

The priority in this list is not about discriminating between approaches or underestimating any of them. Instead, it reflects how I, as a teacher, would arrange them in a sequence to structure their impact.

For example, I would begin with curiosity, because it is important to understand the interests of the class. This allows me to design strategies that connect those interests with both local and global contexts, while also aligning with the requirements of the Diploma assessments.

After that foundation is clear, I would introduce teamwork, so that students can build on their individual curiosity through collaboration. Next, I would focus on differentiation, adapting strategies once students have demonstrated their performance levels. Finally, I would emphasize motivation, encouraging them to participate across different contexts and scenarios that foster deeper conceptual understanding.

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

aaguilar284 — 2025-09-05 12:57:39 UTC

aaguilar284 — 2025-09-05 12:59:24 UTC

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

aaguilar284 — 2025-09-05 13:27:22 UTC

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

aaguilar284 — 2025-09-05 13:33:14 UTC

Starting from the nature of the subject, I consider it important first to check the social skills of the students. This allows me to categorize their needs and guide them in ways that strengthen their communication skills. Once that foundation is clear, I would encourage students to embrace research as a fundamental part of their learning process. From there, they can further develop their thinking skills and, ultimately, empower their self-management.

What ideological biases exist in the IB mission statement and how do you know this as a reader?

aaguilar284 — 2025-09-05 14:00:54 UTC

The IB mission statement shows a bias toward humanist and liberal internationalist values, as it emphasizes developing caring, compassionate learners who promote peace and intercultural understanding. It also reflects a constructivist bias in its view of knowledge, shown in the line that “other people, with their differences, can also be right.”

As a reader, I recognize these biases through the language of respect, lifelong learning, and pluralism, which signal the IB’s underlying ideological stance.

What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

aaguilar284 — 2025-09-05 14:06:00 UTC

The IB learner profile describes the ideal attributes of a globally minded, ethical, and well-rounded student. It presents IB learners as curious, reflective, principled, compassionate, open-minded, and balanced individuals who can contribute positively to the world.

An oppositional reading would question this idealized image, seeing the learner profile as a form of ideological construction. It could be critiqued as imposing a universal set of values that may not align with all cultural or educational traditions, and also as branding that doesn't reflect reality.

What is the tone created in the aims and assessment objectives, how does the author create it, and why?

aaguilar284 — 2025-09-05 14:10:18 UTC

The author creates this with a precise and professional tone, listing skills and goals in a structured and methodical way. This reflects the purpose of the document and establish the seriousness, rigor, and international scope of IB studies in language and literature.

What words or phrases have a highly charged connotation and what is the effect on the reader?

aaguilar284 — 2025-09-05 14:15:37 UTC

Open and democratic classrooms
Lifelong learners

I want to highlight those two because define both, teacher and students, as member of a communicative and comprehensive relationship that allows them also to evolve and learn in every step of the process.

What words or phrases demonstrate the ideological perspective of this text?

aaguilar284 — 2025-09-05 14:42:52 UTC

"... activity and creativity would be involved if the student participated in the walking tour and then produced some kind of creative response to it".
The connections between a subject and CAS can result in a single experience or may be developed into a project.