English A: Language and literature (Cat.1): Portfolio task
|Module One (2/6-8/6)|
The Learner Profile
|Formative||Approaches to teaching and learning (ATL)|
Close textual analysis of the I.B.
I.B. Mission Statement; I.B. Learner Profile; Course Aims and Assessment Objectives; Standards & Practices; Creativity, activity and service.
Populating as we go.
|HERE IT WILL BE, WHEN IT IS HERE|
|Feedback||“Thanks John. I like the idea of using this as an icebreaker early on … something you might share with students at the end of Week 1 or 2, after you’ve gone over various components of the course. It’s a good way for students to focus in on areas where there still may be uncertainty, questions outstanding, etc. Also a good prompt to have students consider ‘why did Mr Acton use this (or that) particular symbol or icon here?’ (discussions pertaining to authorial choices are always fundamental to our study of any text).” – Marie Baird|
|Projects &/or alternative assessments||Also important.|
|1. Begin by writing a bit about yourself: where do you teach? What’s unique about your IB situation? Let others get to know you. Write whatever you want others to know about you.||I joined the I.B. candidacy school of TWIS in Dongguan, against the run of traffic. As I sat in quarantine, having returned to China (on the last possible day before a border closure in March 2020), I figured my job interview was not going to happen. It was due three weeks prior and there had been no response, because everyone had bigger things to worry about. So, I dropped one last e-mail & WeChat message to the principal of TWIS. Video interviews followed. The ball was rolling again. I was excited because the opportunity allowed for holistic teaching methods.|
After transfer from my previous school, I realised that I was in a school facing the candidacy process and with many teachers stranded in other countries. Immediately, online meetings and collaborations allowed us as a team to perform effectively and deliver a clear near-uninterrupted school year of teaching. We’re less worried by a nearby outbreak in the city of Guangzhou and Shenzhen, because we know we can adapt and perform during this new norm.
|2. What is the most pressing question you have about the Language A: language and literature course?||Actually, two matters arise that I wish to address:|
How has this course managed to remain in touch with technology and changing social attitudes to literature and language?
How can the course better support those who require an English intervention programme to better enrich their comprehension and vocabulary skills?
|3. How can you develop positive online professional relationships for the workshop and beyond?||We’re each more linked than ever through LinkedIn/Facebook/Weibo/Twitter and so on. Many channels like Xoom allows video calls. E-mails are simple enough. They’re the hassle-free electronic pen pal of the world right now. Meeting teachers at seminars face-to-face and via online courses can be invaluable. I remain in contact with university friends, first aid class companions, teaching colleagues and my door is firmly open. I read somewhere that teachers teach teachers. I couldn’t agree more.|
|4. What does a successful outcome look like for you after this workshop? List three things you want to achieve.||Diverse literature syllabus.|
Balanced literature and language course formation (creative v analytical.
Enhanced teaching method strategies, specific to this course.
English A: Language and literature (Cat.1): Portfolio worksheets
|Feedback||“Thanks John. There’s lots going on here, and at first it felt a little confusing, but when viewed in tandem with your “learner portfolio template” it all makes good sense. I’ve not seen a blog suggested before as an LP format, and I’m not sure if it would be the most appropriate of platforms for the demands of the Learner Portfolio (given the need to offer substantial organisational capabilities for 2 years). But in other respects the blog format accomplishes a great deal, particularly in terms of introducing students to their teacher as an individual, and as a means to demonstrate how organic our thinking and learning can be.” – Marie Baird, IB Diploma teacher|
“Thanks John. I like the idea of using this as an icebreaker early on … something you might share with students at the end of Week 1 or 2, after you’ve gone over various components of the course. It’s a good way for students to focus in on areas where there still may be uncertainty, questions outstanding, etc. Also a good prompt to have students consider ‘why did Mr Acton use this (or that) particular symbol or icon here?’ (discussions pertaining to authorial choices are always fundamental to our study of any text).” – Marie Baird, IB Diploma teacher
Anything else goes below here:
English A: Language and literature (Cat.1): General notes
The course is available for students at both standard and higher levels. The higher level is a study of 6 works and lasts about 240 class hours. The standard is 90 hours and two works less in length. The material works must be broad in spectrum, representing literary forms, time periods and places.
“What are your key expectations for this workshop?” Language changes. Literature evolves in meaning and interpretation. It keeps us on our toes, thinking and learning. I expect to enhance my personal critical thinking; collaborate and develop my personal appreciation of literature (and the surrounding language). I expect to encounter a variety of aesthetic or stylistic forms. I expect to find ways to unlock cultural differences to help deliver a deeper appreciation to young learners in the near future.
To support study on this course, students will encounter non-literary text. These bodies of work will include a wide variation in format. Students are to be enabled to deep think, use higher order thinking skills to give an analysis that is critical, shows understanding of culture and context. They must determine a meaning. What is the purpose of the text to the audience? The students will take their assessments through formal examinations, oral and written coursework and other spoken activities. Two essay papers will be taken: A comparative response to two previously studied texts; and then one analysis of a previously unseen, and unto that point, unknown text. Transferring those study techniques will come into action at that stage. Practice to performance. The inevitable coursework for higher level students features a 1200-1500 word essay on a previously studied text.
“How familiar are you with the subject of this workshop?” Language covers all forms of expression that allow communication. It can be written or verbal. Literature is the written form of language. It’s the words to painting in an art gallery. If a song has lyrics and they’re written down, then it sits alongside poetry. Unlike language, literature is always written.
Students are attending this online course from as far afield as Russia, Canada, the U.K., the U.S.A. and China. That’s one heck of a lot of land surface, and a fair old electronic journey. All connected students. Each together on a journey. The COVID-19 pandemic allows opportunity. We can’t stand still. We each must remain engaged, involved and collaborate from offices, school and apartments. At this moment I’m typing in a tent. A Friday night wander into Dalingshan Forest Park (Dongguan, China) seemed like a wise move.
“How would you describe yourself as a learner? What helps you to learn best?“ I like to read, survey varied sources, research using a selection of articles and books before hitting the interweb for accountable sources and also gap-fillers.
To allow storage and to manage this I.B. exploration via a home page, I have a link for Announcements and one for the Resource Library. There’s an interactive forum too. Tomorrow, I’ll print off the Language A: Language and Literature Guide, first exams 2021. Blue, purple and yellow highlighters at the ready. Then, I’ll swing by the downloadable samples and have a gander at them. I am just reading THE ROADMAP for a more clear pathway to complete and collaborate my way to the end of June. Any questions, I can drop here at Burning Questions. Where else?!
I watched a video by Tim Pruzinsky and followed his designed workshop first steps. The take home being that I am a student and I need to create exemplars. Time to test my approaches to teaching and learning (ATL).
the key study chapters are as per below:
Greater sense of confidence in class?
|Module Two (9/6-15/6)|
Learner Portfolio Educator
“Space of development”
|Exploration (make connections between texts?; reflect on their own responses; practice; preparation area; early introduction; increases in importance; evidence – think academic integrity; reports; experimentation; with creative writing; form, media and technology; insights; record of responses; create guiding questions)|
Notepads, art books, post-it notes on a small board, reading logs, web based e.g. Padlet (2), OneNote 2, Moodle, PowerSchool Digital, Adobe Spark, blogs, other such ways.
|Transdisciplinary learning (beyond the classroom investigation); diverse; monitored; created independently; students can use digital or old-fashioned paper (choice); orally: link global issues, representation of different or similar perspectives;||Portfolio allows self-assessment of skills that lack confidence; keeps a running record; which text types will be a challenge? Monitor progression of Paper One/Two attempts. Reflect on challenges posed by essay writing.|
Grouping of common themes; explore similarities and/or differences (build an awareness of the multiplicity); any significance; record references and quotations. Which works match the questions they may face?
How to tackle a beast
|Module Three (16/6-22/6)|
Approaches to teaching & learning
|Module Four (23/6-30/6)|
Close textual analysis of the IB
Greater sense of confidence in class?
|Assessment||Paper One||Paper Two||Projects|
|Higher Level (6 works/240 hours)|
What are the seven guiding concepts of the course?
|Reflection||Self-assessment (self checking your own progress)|
Module one reflection.
|Peer (suitable audio recordings)|
Pool and identify ideas.
|Teacher (personal valued feedback; challenges overcome; challenges to overcome)||Feedback & Evaluation (critical analysis – exploring possible meanings)|
A little extra:
|Optional Challenge||Module One challenge||Alternative|
Language A: language and literature guide