ACTON28: AGAINST THE FLOW OF TRAFFIC

Parent page: IB Learner Profile

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.