English A: Language and literature (Cat.1): Module One reflection
Is the learner profile relevant?
|help teachers build rapport||deepen a teacher’s professional relationship with their learner(s)||connect support levels and buddy peers||allow informed planning||allow a teacher to observe a student’s perspective more closely|
|allow for suitable timetabling||allow teachers the chance to create a relevant scaffolding of learning||determine classroom layout||develop tutoring support through differentiation||allow group and class participation|
|Information is not static. It moves. The student’s profile is a record and guidance for new teachers.||Pertinent information such as interests can be aligned to teaching.||Highlight strengths and needs||Allows supply and cover teachers a fairer insight into the individual||personalisation|
|it can be a document, a portfolio, a combination of digital and traditional forms||THIS||IS||ABOUT||INDIVIDUALS|
|Formal or informal||Can contain conversations, questionnaires, video interviews etc||A place for their aspirations & passions||Recommendations||To inform discussions between teaching staff, parents and guardians|
|Insert things they dislike and wish to avoid||Document life experiences, people, pets, moments of inspiration or importance||Highlight what they do when help is needed||Examples||Exemplars selected from other sources that guide the student|
|Select appropriate curriculum material/support||Help develop maximum engagement||Provide assessment data||Explore the profile’s purpose||Review snd evaluate the profile format|
|Two-way process between the teacher & the learner||Understanding||A chance to show inclusion of all in the learning journey||How does the individual adapt?||What tools and/or techiniques and/or technologies do they favour?|
|A chance to express themselves||Address assumptions||Skill sets||Have their own say||Support transition|
To I.B., or not to I.B.?
There are numerous forms of education systems and curricula out there. The University Admissions Officers Report 2017 may argue that A-Levels are in-depth looks at specific avenues. Many will have you look at US, Australian, or British curricula. The International Primary Curriculum is reportedly the fastest growing primary school system on Earth. So, as a teacher, a parent or a potential student, it pays to do your homework in the form of research. Which methods best fit you? Differentiation in learning is also about knowing when a system of study will or will not suit your learning style or method. Cost, demand, class size, location, and a plethora of other factors need to be taken into account. If a student or parent aspires to have holistic, rounded, international minds after primary, middle years and diploma years, then IB is the way to go. A range of skills as opposed to the ability to answer exams may help.
Native and foreign languages are encouraged with IB formats. Whereas, a language must be chosen separately in the AS- or A-Level formats. Students usually opt for 3 to 4 A-levels, but can take more. Obviously more subjects will equate to more homework and class time. That could also create more clashes in a timetable. The base AS-Level can serve as a foundation, paving the way for the A-2 Level which give the final result and grade. Their grading ranges from A* down to E.
The IB system is comprised of six subjects. There are academic cores (TOK: Theory of Knowledge), Extended Essay (EE) and Creativity, Action & Service (CAS). Optional subjects are plentiful and the opportunity to attempt Higher Level study is available. Points win prizes and diplomas are issued based on overall points gained. University entry, e.g. UCAS (The Universities and Colleges Admissions Service) in the U.K. requires a number of points earned. Overall, feedback via independent websites and student reviews indicates that students feel they’re better equipped at university. One student’s experience of course differs to another student’s feel. Perspective is key.
Close language analysis: what’s the point?
Words matter. Phrases matter. How you teach it and convey the comprehension of all text matters. Writers convey and highlight messages in their text. How your comprehension interprets this message matters. Figures of speech, idioms, sentence structures, tone of voice, choice of words and other techniques need to be clear. Literacy and language need good communication to avoid messages losing meaning or creating problems! We, as analytical thinkers, must decode and reconstruct the meaning. We must be able to say what it is about and the possible effects of the text.