https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if IBDP English A: L&L (Cat.1) (Group 2) en-us 2023-06-09 06:28:13 UTC 2026-05-08 07:32:47 UTC hello@padlet.com https://padlet.net/icons/png/1f4c2.png jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619273997 2023-06-09 11:44:23 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619273997 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619276894 2023-06-09 11:48:41 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619276894 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619278110 2023-06-09 11:51:01 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619278110 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619279978 2023-06-09 11:54:20 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619279978 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619719814 1. Hello, my name is Jonathan, and I am a G10 English teacher and the English Curriculum Head Teacher for a bilingual secondary school in Taiwan. While our school does not intend to become an IB World School, I think additional knowledge about how other curricula scaffold learning and assess differently can add to my own value as a resource for other teachers and open up new professional opportunities in the world of IB.

2. The most pressing question I have about the English A: L&L course is related to the language support: Does the course create robust opportunities for grammar correction, considering that many teaching contexts could be considered EFL?

3. I think the best way to develop positive online professional relationships through this context is to genuinely engage with others' work, respond respectfully, and interact whenever possible, as this is a short workshop. These characteristics should be extended beyond the workshop, as well.

4. A successful outcome of the IBDP workshop includes 1) an understanding of how the IBDP framework helps to scaffold learning differently from other curricula; 2) new resources and platforms that I can bring to my own teaching and teachers; 3) new connections with educators across the world that can further provide opportunities for growth.]]> 2023-06-10 04:43:11 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2619719814 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2620089245 The Six Approaches to Teaching
1. What is your order of importance for the approaches to teaching?
A. Teaching designed to remove barriers to learning
B. Teaching developed in local and global contexts
C. Teaching based on conceptual understanding
D. Teaching informed by assessment (formative and summative)
E. Teaching based on inquiry
F. Teaching focused on effective teamwork and collaboration
2. What is your criterion behind some having a higher or lower priority?
The first group (#A-C) is more related to making the learning matter to students, and the second group (#D-F) is more related to the process of how students engage with learning. For the first group, I think it is really important that teachers choose texts and link learning to things that matter so that students can see those connections clearly. Additionally, we put a lot of emphasis in the Understanding by Design (UbD) framework in my current teaching context, so #D leads the second group; the teacher should know the assessment structure before scaffolding activities to build the skills necessary to achieve in the assessment.

The Five Approaches to Learning
1. What is your order of importance for the approaches to learning?
A. Thinking skills
B. Self-management skills
C. Communication skills
D. Social skills
E. Research skills
2. What is your criterion behind some having a higher or lower priority?
#A comes first because that is the point that most of our instruction is meant to bolster: making connections, thinking critically, and applying learned skills to new contexts. #B comes just after that because it links the most to achieving as an adult; managing one's time and having self-discipline can be a deciding factor in later success. Interacting with others is now happening in multiple ways, and #C and #D are closely linked. #E comes at the end because I think society is coming up with new ways to counter fake news even as we are still reeling from the recent proliferation. Having the internet at our fingertips and knowing the right places to go for reliable information should make research easy.]]> 2023-06-11 06:49:07 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2620089245 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2620090771 2023-06-11 06:55:43 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2620090771 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2620224154 1. IB mission statement: What ideological biases exist in the IB mission statement and how do you know this as a reader?
The IB mission statement is based in the assumption that multiculturalism is a good thing because "intercultural understanding" leads to "a better and more peaceful world"; by extension, this particular educational framework can lead to a more peaceful world. Another bias is that there are multiple paths to the truth or that there are multiple truths: "other people, with their differences, can also be right." These are facets of the same idea: compassion and multiculturalism/internationalism should be valued over nationalism/supremacist ideology.

2. IB learner profile: What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?
Dominant/Preferred Reading: The IB learner should be self-directed, open-minded, compassionate, and articulate. It is the IB framework that will mold these young and responsible citizens of the world, and parents should be happy to send their children to such aspiring and inspiring institutions that implement it.
Oppositional Reading: The IB claims to do much more than should be the purview of an educational institution; schools are overstepping their bounds and claiming to do much more than they can or should do. Parents are responsible for education in many of the areas described.

3. Course aims and assessment objectives: What is the tone created in the aims and assessment objectives, how does the author create it, and why?
The tone trends "objective" because of the use of bulletpointed lists under different headings; this lends a certain credibility through its organization. Additionally, different imperatives such as "develop", "foster", "Know, understand, and interpret", and "Communicate" provide a parallel structure to the lists so that they can be quickly consumed, which is another aspect one might expect to see in data sets or other ways of imparting information quickly and (one might hope) without bias.

4. Standards and practices: What words or phrases have a highly charged connotation and what is the effect on the reader?
Highly charged words/phrases include "celebrates", "interplay", "democractic", "lifelong learners", "Learning communities", "cycles of inquiry, action, and reflection". All of these words/phrases have positive connotations to one who has been raised in a democratic society, particularly the idea that learning should be "celebrated", which links to "play" in "interplay", but "democratic" may be less welcomed/positive in some societies. Nevertheless, the majority of these words/phrases create a semantic field of positivity around learning and community.

5. Creativity, activity and service: What words or phrases demonstrate the ideological perspective of this text?
The ideological perspective in the text is built on serving the community, local and global. First, the concept of the "literary walking tour of the city the students live in" demonstrates that students' local context should be valued. Hosting an event "to raise awareness", as the second bulletpoint suggests, connects the local community in service to the global community. Students providing service to groups such as "the sight-impaired" or "younger students in the school", as suggested in the other bulletpoints, further demonstrates that all should be valued and connected to the community.]]> 2023-06-11 14:04:39 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2620224154 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2626243132 AOE1 (Readers, Writers, Texts)
This is my favorite AOE because I am most familiar with it. Literary linguistics, also known as stylistics, analyzes how the author directs the readers attention using deictic words like "there" rather than "here", imagery, and other rhetorical tools. The art of communication and its study are fascinating to me. I don't employ enough non-literary texts in my classroom, and I fully intend to diversify.

AOE2 (Time & Space)
In an earlier post, I made reference to how Of Mice and Men was pulled from my school's curriculum because of its inaccessibility to students due to its use of an American vernacular that was meant by Steinbeck to assist in marking social class and attributing a particular identity to the characters. Readers in America, particularly at the time it was published, would have read the book with frames of reference that would allow for a similar reading as that intended by the author; however, across the world and almost 100 years later, that book requires a lot of historical and linguistic framework-building for it to be accessible.

AOE3 (Intertextuality)
Creating opportunities for students to make connections between texts allows them to value their past learning and build on or create new frameworks of their own. Making their learning useful, even within the context of the classroom is essential to the creation of lifelong learners. I have seen the excitement in students able to make connections between what they are learning about WWII in their Social Studies textbook and the tragic events described in Elie Wiesel's Night; students told me that the novel made the events so much more real for them.]]> 2023-06-18 09:25:45 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2626243132 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2626248791 What are the three things you want to make sure you do when you design your own course?
1) Choose engaging and, perhaps, unexpected texts in diverse formats so that my students realize that English class is not just about old books.
2) Create units that link together and build to allow and encourage students to use their autonomy and rely on their frameworks.
3) Create more opportunities for discussion, connection, and creation in the classroom.

What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?
1) Variety is something I most need to integrate into my syllabus. As it stands, my attempts to branch out to other mediums have been limited.
2) Autonomy is something that has to be encouraged from the start of the course and a value I must encourage more. Something like the Learner Portfolio communicates the message that student choices and opinions matter, and I think it is the teacher's job to emphasize that focus.

What one question do you still have about the philosophy or the practicalities of designing a course syllabus?
1) Because of how quickly the English language evolves, how possible is it to introduce texts from different time periods without getting bogged down in translation?]]> 2023-06-18 09:49:00 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2626248791 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2628009804 2023-06-20 09:20:58 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2628009804 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2629959259 2023-06-22 08:03:50 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2629959259 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2633115529 2023-06-27 04:39:11 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2633115529 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2633496477 2023-06-27 13:37:58 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2633496477 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2633539001 2023-06-27 14:38:19 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2633539001 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2636435431
Destructive effects of materialism

Good concise context
"Extended Metaphor"
Good connection to agriculture bridge to industry
"exacerbate this juxtaposition"
"swarm" -> insects
good cadence, good pauses - obvious familiarity with text and language to communicate about it]]> 2023-07-02 01:55:53 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2636435431 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2636486636 How are you going to help students do the following:

Respond to the  IO prompt (“Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the bodies of work that you have studied.” Guide 54)?

From the beginning of the program, students will have a list of the 5 Fields of inquiry in their LPs and on the classroom wall. Students should be encouraged to take notes during class and small group discussions and label those notes with possible GIs.

Identify a global issue (GI)?

From the beginning of the program, I would implement the bullseye activity [GI -> region -> country -> city -> school -> self] and repeat that occasionally for specific works. Students would then be familiar with how to make such connections and be more comfortable with framing their own GI.

Select two worthy passages from two different texts (one literary, the other a non-literary BoW / Body of Work)?

One way could be to ask small groups of students to choose between 2 unseen texts to annotate so that each member of the group would need to speak for 3 minutes. One text would have very little variety in textual features and one with an obvious richness. Once texts have been chosen, ask each group to explain their decision. Through this discussion, the importance of richness in an extract/work can be explored.

Create an outline? // Prepare for the individual oral?

Students could create presentations on different aspects of the IO (e.g., Developing a Global Issue, The importance of speech variation, Ways to organize a cohesive speech, Rules of the IO, and Recommendations from past students) to present to the class. Also, it is imperative that students listen to exemplars.]]> 2023-07-02 07:55:39 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2636486636 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2636854157 2023-07-03 03:13:04 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2636854157 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2637128679 2023-07-03 11:02:58 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/2637128679 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/3899689931 2026-05-06 05:03:47 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/3899689931 jonathanpaulwardlaw https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/3903698813 2026-05-08 07:31:45 UTC https://padlet.com/jonathanpaulwardlaw/u4q78c1kz2daf4if/wish/3903698813