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Language and Literature-Ana Castro

Workshop Aims

Welcome to Language and Literature Workshop - Category 2 - Jeddah.

 

1. Continue to develop a collaborative approach to the structures and principles of the subject group framework and requirements

2. Build upon effective teaching and learning strategies and design assessment tasks that will support the implementation of the subject group requirements

3. Continue to engage in relevant, innovative, challenging student-centred environments

4. Continue to align your educational beliefs and values to reflect those of the IB in order to create a challenging programme of international education

5. Reflect upon your own practice and capabilities

What questions would you like to have answered by the end of the workshop?

 

 

Session 1

Session in review

To what extent did you: 

- unpack elements of the IB programme C standard and practices and understand they should be used for decisions regarding delivery of the programme

- share perspectives and challenges on education in our ever-changing world and the ways they impact on MYP delivery 

- understand the IB mission statement as an underpinning piece of MYP assessment (holistic, rigorous) philosophy within Language & Literature

- review aims, objectives and requirements of the subject group?

 

Session 1

QA: How do our aims enable students to meet the challenges of our ever-changing world? p.6 subject guide

Select a secretary in your group to post the key ideas from your discussion in a comment to this question.
 
 

QB: How do our objectives/criteria enable students to meet the challenges of our ever-changing world? pp. 7&8 subject guide

Select a secretary in your group to post the key ideas from your discussion in a comment to this question.
 
 
Session Objectives: 

- unpack elements of the IB programme C standards and practices as a guide for decisions regarding delivery of the programme

- share perspectives and challenges on education in our ever-changing world that impact MYP delivery

- use the mission statement to inform the philosophy of MYP assessment (holistic, rigorous) within the English & Literature curriculum 

- review aims, objectives and requirements of English Language & Literature

 
Documents / Links:
 
 
 
 
 
 
 
 
 
 
 

Session 2

Session in review

To what extent did you: 

- stay on track with curriculum framework, programme model, and key/related concepts 

- understand how content can be used to explore the relationships between concepts 

- extend the understanding of all key MYP concepts and how they may ground interdisciplinary teaching and learning 

- direct your attention to the online curriculum centre (OCC)?

 
 
1 - Merging concepts
Merge your chosen key and related concepts into a short sentence that is free of content, do not use the verb “to be”, and make sure the sentence is written in the present tense.
 
 

2 - What does this exercise tell you about the function of key and related concepts?

Select a secretary to post your group's ideas in a comment to this question.
 

3 - How do key concepts facilitate interdisciplinary planning?

Select a secretary and post your group's answer.

 

 
Documents / Links:
 
 
 
 
 
 
 

Session 2

- discuss the challenges of developing and delivering an MYP unit of work using a published unit of work given and the document "Evaluating an MYP unit planner" 

- extend the understanding of all key MYP concepts and how they may ground interdisciplinary teaching and learning

- consolidate understanding of key and related concepts by framing a conceptual understanding of a new unit of work

- review the Language & Literature teaching and learning resources on the online curriculum centre (OCC)

 
Documents / Links:
 
 
 
 
 
 
 

Session 3

Session in review

To what extent did you: 

- integrate conceptual understandings with MYP global contexts 

- expand your understanding of the role of MYP global contexts to bring international mindedness to your unit planning?

 
1 - What makes IB MYP Language & Literature different from a traditional English course of study?
 
2 - What makes IB MYP Language & Literature different from a traditional English course of study?
 
What are global contexts? Why are global contexts important in student learning? 

- IB programmes aim to develop international mindedness in a global context. 

- Global contexts make learning relevant and enable students to develop competencies and personal values necessary for global engagement. 

- Students will do this through exploring personal, local, national and/or international issues and ideas of global significance.

- Allow for relevance, engagement and a direct route for inquiry into next millennium perspectives. All effective learning is contextual. 

- Help answer the question, “Why are we learning this?” 

- Celebrate our common humanity and encourage responsibility for our shared guardianship of the planet 

- Comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant

 
 

3 - VOILÀ! Share your statement of inquiry in a comment to this message.

Include key and related concepts, conceptual understanding, global context exploration, and statement of inquiry. See example below:

Key concept: Perspective 

Related concepts: Context, theme 

Conceptual understanding: Theme reveals perspectives that cultural context defines.

Global Context: Identities and relationships

Exploration: Roles and role models 

SOI: Theme reveals perspectives that cultural context defines through roles and role models.

 
• consolidate the role of MYP global contexts as they relate to both the unit and international mindedness.
 
Documents / Links:
 
 
 
 
 
 
 
 

Session 4

Session in review

To what extent did you: 

- design appropriate inquiry questions (factual, conceptual, debatable) to guide inquiry 

- reflect upon creating good inquiry questions and how to improve them 

- consolidate your understanding around an inquiry approach using all that you have learnt in the workshop so far?

 
 

What FACTUAL question might you ask?

SOI: Purposeful communication using analysis and argument enhances audience engagement.
 
What CONCEPTUAL question might you ask?
SOI: Purposeful communication using analysis and argument enhances audience engagement.
 

What DEBATABLE question might you ask?

SOI: Purposeful communication using analysis and argument enhances audience engagement.
 
• consolidate understanding of concepts and context as a statement of inquiry (SoI) 
• design appropriate inquiry questions (factual, conceptual, debatable) to guide inquiry 
• reflect upon the implications of an inquiry-based approach to teaching and learning.
 
Documents / Links:
 
 
 
 
 
 
 

Session 5

Session in review

To what extent did you: 

- design authentic summative assessment tasks 
- justify the relationship between the summative task and the statement of inquiry 
- explore how summative assessment in years 1 to 5 support the final eAssessments?

 
 
Six word memoir
In your table group, create a six word memoir to summarize everything that you remember from yesterday
 
 

Choose TWO questions per table and discuss. Select a secretary to type and post your answers' key ideas in a comment to this question.

1. What does a performance-based summative assessment actually measure?

2. What elements would you find in any performance-based summative assessment?

3. What are the motivational factors behind performance-based summative assessments?

4. What is the difference between an activity and a performance of understanding?

 
Objectives: 

• design authentic summative assessment tasks 
• justify the relationship between the summative task and the statement of inquiry 
• explore how summative assessment in years 1-5 support the final e-assessments.

Documents / Links:
 
 
 
 
 
 
 
 
 
 
 
 

Session 6

Session in review 

To what extent did you: 

- consolidate their understanding of ‘Approaches to learning’ skills with reference to L&L objectives and strands 
- create teaching and learning strategies that develop self-regulated learners and metacognitive thinkers?

 
 

See ATL skills in "From principles into practise", pp. 97 to 104.

Practice with one of your own objectives strands: 

Criterion (?): ____________________, (year?)____

In order for a student to (strand)________________
__________________________________________

students must (skill indicator)___________________
__________________________________________

Category: __________, 

Skill Cluster ____________

 
 
Objectives:

• consolidate understanding of ‘Approaches to learning’ skills with reference to L&L objectives and their strands 
• create teaching and learning strategies that develop self-regulated learners and metacognitive thinkers.

 
 
 

Session 7

Session in review 

To what extent did you: 

- consolidate their understanding of how to create task-specific clarifications 
- design formative assessment tasks that will equip students with the required factual, procedural and conceptual knowledge to support the summative assessment task(s) 
- consolidate their understanding of how ‘Approaches to learning’ skills are the foundation of inquiry-based learning 
- understand that meaningful learning experiences are underpinned by specific ‘Approaches to learning’ skills?

 

What are the formative learning experiences that you’ve encountered while designing your own unit?

Select a secretary and post your group's answers in a comment to this message.
 

Objectives: 

- consolidate understanding of task-specific clarifications using the interim criteria and the appropriate strands

- consolidate understanding of how the ‘Approaches to learning’ skills are the foundation of inquiry-based learning

- design formative learning engagements that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)

 

Documents / Links:

sample4_task_e

sample5_task_e

sample6_task_e

Task-specific rubric - blank template

Session 8
Session in review 

To what extent did you: 

- discuss successful strategies for arriving at, recording, and reporting ongoing student progress in MYP L&L. 
- standardize their understanding of how to arrive at a judgment using a common assessment task and published criteria

 
Objectives

• standardize understanding of how to arrive at a judgment using a common assessment task and published criteria 
• discuss successful strategies for recording and reporting ongoing student progress in the subject

 
Documents / Links:
 
 
 
 
 

Workshop Feedback

How do you feel about the workshop?

I would be very grateful if you could take a couple of minutes to give me some feedback.
Thank you. Ana