IBEC: Professional Learning-Weeks 9/10

Task:

Over the next two weeks, you will collaborate with your partner(s) to complete Assignment 4: Collaborative Inquiry. The following information can also be found in the course Syllabus:

Collaborative Inquiry: your team has been asked to provide information to staff on a Professional Activity Day on a topic that you feel is crucial to International Education.

 

Due Dates: Product, Friday, August 8th

                    Feedback, Monday, August 11th

                    Self-Assessment, Monday, August 11th

 

Objective:

 

To demonstrate a critical perspective on an area of inquiry of your choice, as it relates to the IB programme by posing a guiding question of inquiry and then answering that question considering multiple perspectives.

 

Expectations:

 

The student will:

-choose a topic that is important to International Education.

-elaborate a complex question of inquiry that allows an exploration of multiple perspectives.

-make explicit connections to key themes in the IB programme.

-explore a minimum of 5 credible sources (including IB sources) to answer the inquiry question.

-demonstrate critical thinking about the concepts being explored.

-demonstrate effective collaboration skills.

-demonstrate effective communication skills that are appropriate for the chosen format.

-provide thoughtful and constructively critical feedback in line with assessment expectations.

-use an effective reflective practice for assessment of the collaborative inquiry process.

There are 3 components to this assignment:

 

1. Product (25% of course): group members will communicate the results of their inquiry in the format of their choice (video, website, blog, infographic, webinar, presentation (e.g. Prezi, Genial.ly, Emaze, Slide, PowerPoint, etc.), any combination of formats, etc.). This product will be uploaded to the Weeks 9 and 10 - Collaborative Inquiry Discussion Board Forum by Friday, August 8th - and must be accessible to all course participants. This product should also be uploaded individually to the Assignments tab on the main menu for grading. Length of the product depends on the chosen format. As a general guideline, presentations should be no longer than 15 minutes and static formats should contain no more than 15 pages, slides, etc. *This component is done collaboratively.
2. Constructive Feedback (2.5% of course): you will provide constructive feedback, based on assignment expectations, to at least one group, as a reply on the Discussion Board Forum by Monday, August 11th. *This component is done individually.
3. Self and Peer Assessment (2.5% of course): you will self-assess your role in the collaborative process as well as group member contributions. Your self and peer assessment will be completed in the Assignments section of the main menu in Self and Peer Assessment - weeks 9 and 10 by Monday, August 11th. *This component is done individually.

Rubric

  

Criteria	Level 4	Level 3	Level 2	Level 1
Product (25%)
Chose a topic that is important to International Education	The topic is crucial to International Eudcation and in line with IB programme key themes.	The topic is relevant to International Education and in line with IB programme themes.	The topic is somewhat relevant to International Education and in line with some IB programme themes.	The topic is not relevant to International Education and not in line with IB programme themes.
Elaborate a complex question of inquiry that allows an exploration of multiple perspectives.	The question is complex and allows an exploration of multiple perspectives	The question is straightforward and allows an exploration of some perspectives	The question is  simple and allows an exploration of few perspectives	The question is simple and provides little or no opportunity to  explore perspectives.
Make explicit connections to key themes in the IB programme.	Makes multiple and explicit connections to several key themes in the IB programme	Makes explicit connections to key themes in the IB programme	Makes tenuous connections to a few key themes in the IB programme	Make few or not and/or weak connections to key themes in the IB programme
Explore a minimum of 5 credible sources (including IB sources) to answer the inquiry question.	Explores 5 or more credible sources, including IB sources, that allow elaborate answers to the inquiry question	Explores 5 or more credible sources, including IB sources, that allow answers to the inquiry question	Explores 5 or less than sources, some of which are unreliable, that allow simple answers to the inquiry question	Explores less than 5 sources, most of which are unreliable, that allow simple answers to the inquiry question
Demonstrate critical thinking about the concepts being explored.	Concepts being explored are considered from multiple perspectives, logical conclusions are drawn from an analysis of sources, new problems or areas of exploration are considered for the future.	Concepts being explored are considered from a few important perspectives; broad conclusions are drawn from an analysis of sources.	Concepts being explored are considered from limited perspectives; a few general conclusions are drawn from an analysis of sources.	Concepts being explored lack consideration of different perspectives, limited and tenuous conclusions are drawn from an analysis of sources.
Demonstrate effective communication skills that are appropriate for the chosen format.	The product communicates information clearly and effectively, is engaging and extends the understanding of a topic in IB professional learning	The product communicates information clearly, is engaging and provides accurate understanding of a topic in IB professional learning	The product communicates information adequately and provides some understanding of a topic in IB professional learning	The product is difficult to understand and provides little understanding of a topic in IB professional learning
Constructive Feedback (2.5%)
Provides thoughtful and constructively critical feedback in line with assessment expectations.	Thoughtful and constructively critical feedback, based on assessment expectations, is provided to others in the class on their work	Meaningful feedback, mostly based on assessment expectations, is provided to others	Feedback is adequate, somewhat based on assessment expectations, but lacks a critical lens	Feedback to others is not adequate
Self and Peer Assessment (2.5%)
Uses an effective reflective practice for assessment of the collaborative inquiry process	Reflective practice is effective with key insights on strong points and areas for improvement clearly identified	Reflective practice is effective with some key insights on strong points and areas for improvement clearly identified	Minimal reflection on the collaborative inquiry process	Reflective practice is not evident
Demonstrates effective collaboration skills.	Listened closely to others’ perspectives and learned cooperatively in a group	Often listened to others’ perspectives and cooperated in a group	Sometimes listened to others’ perspectives, struggled to cooperate in a group or rarely contributed to the inquiry	Rarely listened to others’ perspectives and refused to cooperate or did not contribute to the inquiry

 

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Crucial topic: “The Role of Intercultural Understanding in Building Global Citizenship in IB Schools”

Complex inquiry question: How does the IB programme promote intercultural understanding, and how does this contribute to the development of global citizenship among students, staff, and school communities — from multiple cultural and pedagogical perspectives?

Connection to IB key themes: 

International-mindedness

Learner Profile attributes (e.g., open-minded, caring, communicators)

Global contexts in the MYP

Theory of Knowledge (TOK) perspectives

The IB mission statement: "better and more peaceful world..."

CAS and service learning

Source suggestions: 

IBO. (2013). What is an IB education?

[Connects to international-mindedness and global citizenship.]

IB Learner Profile Booklet (2017)

[Key traits supporting intercultural understanding.]

Hayden, M. (2011). Transnational spaces and international education.

[Explores identity and belonging in international schools.]

Bunnell, T. (2008). The global growth of the IB Diploma Programme: implications for international education.

[Discusses global expansion and its implications.]

Global Citizenship Education: Topics and Learning Objectives (2015)

[Used to contrast/support IB’s own global aims.]

Outline for final product: 

Slide 1: Title Slide

“Collaborative Inquiry: Intercultural Understanding & Global Citizenship in IB Schools

Names and date

Slide 2: Inquiry Question

Display guiding question

Highlight importance of issue

Slide 3: IB Mission & Vision

Quote the IB mission

Briefly link to topic

Slide 4: Why This Matters in International Education

Benefits to students, communities, world

Slide 5–6: Intercultural Understanding in Practice

How IB promotes this through curriculum (PYP → DP)

Use examples (e.g., global issues in TOK, literature in different languages, CAS projects)

Slide 7–8: Perspectives

Teachers’ perspective (challenge of balancing cultural sensitivity & standards)

Students' perspective (belonging, identity, expression)

Local vs. global values in school environments

Slide 9–10: Critical Lens

Potential issues: Tokenism? Eurocentrism? Uneven implementation?

Future challenges and improvements

Slide 11: Connections to Key IB Themes

Explicit links to Learner Profile, Global Contexts, TOK, CAS

Slide 12: Research & Sources

Include list of the 5+ sources

How each source contributed to answering the inquiry question

Slide 13: Conclusion & Future Inquiry

Main findings

New questions that arose

Slide 14–15: Reflection & Collaboration

How your team worked together

What each person contributed (this supports your self/peer assessment)