IBDP: TOK (Theory of Knowledge) "Unpacking The Document For Use" Read-A-Long with me,

 Greetings, we previously unpacked the English A: Language and Literature guide (2021), this time around we are searching for clues into ways we can connect learning in both areas. To sum up, our last read-a-long, we got a glimpse into the exploraty areas of the guide (time and space and intertextuality), these areas of the guide provide some food for thought regarding the inclusion of TOK in subject specific classrooms.

This time around, we begin our journey in this document through the exploration of knowledge questions as presented on page 5, these are,

"key tool for both teachers and students. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?”. While these questions may initially seem slightly intimidating, they become"

(p.5 2021)

It is really important to understand the development of this course in order to understand how it functions,  

"The TOK curriculum is made up of three deeply interconnected parts.

• The core theme—Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.

• Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest to teachers and students. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.

• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts."

(p.5, 2021)

After understanding that this course essentially is a high school level epistemology course for students with emphasis on their specialized learning experiences, the teacher should note the following,

"There are two assessment tasks in the TOK course.

• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB.

• The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session."

(p.5, 2021)

These two assessments are often seemingly emphasized in the workplace/school as assessments that are deeply connected the learning experiences of the student. The first asssessment as you can see, is an internal assessment (in case you forget, this means it is marked by the teacher), but externally moderated by an IB assessor; whereas the later is an external asssessment.

As discussed in the previous guide, "Nature of the subject", will give us a key insight, mroe or less, with regards to our "Big Ideas" that we will observe next under the heading, "Aims".

"The following 12 concepts have particular prominence within, and thread throughout, the TOK course: evidence, certainty, truth, interpretation, power, justification, explanation, objectivity, perspective, culture, values and responsibility. Exploration of the relationship between knowledge and these concepts can help students to deepen their understanding, as well as facilitating the transfer of their learning to new and different contexts."

(p.7, 2021)

After we get our fill of keywords to incorporate into the course and assessments, (in some cases, we might call these, HOT's-Higher Order Thinking Skills), we have the Aims, as previously mentioned, 

"The aims of the TOK course are:

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question

• to expose students to ambiguity, uncertainty and questions with multiple plausible answers

• to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations

• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions

• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding

• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge

• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge."

(p.8, 2021)

As mentioned in the guide read-a-long before, the aims portion of the guide, personally, gives me a "Big Idea" to the course guide.

It is interesting to see the much shorter portion of text dedicated to "Assessment objectives", in comparison to academic subjects, 

"Having completed the TOK course, students should be able to:

• demonstrate TOK thinking through the critical examination of knowledge questions

• identify and explore links between knowledge questions and the world around us

• identify and explore links between knowledge questions and areas of knowledge

• develop relevant, clear and coherent arguments

• use examples and evidence effectively to support a discussion

• demonstrate awareness and evaluation of different points of view

• consider the implications of arguments and conclusions."

(p.9, 2021)

Page 10 to 11 reflect a course outline and summary of what the students are trying to understand in the way of knowledge. However, come page 12, there is a chart presented with "Examples of knwledge questions", 

Fig.1 (p.12, 2021)

"Knowledge questions play a crucial role in helping students to move beyond subject specific questions or specific real-life situations into TOK discussions that are focused explicitly on knowledge..Throughout this guide, examples of knowledge questions are suggested for each of the themes and areas of knowledge. In order to encourage and support students in making comparisons and connections across different elements of the course, the knowledge questions suggested for each theme and area of knowledge are organized into a “knowledge framework” consisting of four common elements: scope, perspectives, methods and tools, and ethics."

(p.12, 2021)

from the table of "Examples of knowledge questions" as presented by the guide on pages 14-15, 

Scope: 

• What criteria can we use to distinguish between knowledge, belief and opinion?

• How do we distinguish claims that are contestable from claims that are not?

• Are there situations where “knowing how” is more important than “knowing that”?

• Why should we care about acquiring knowledge?

• Why are the criteria for what counts as knowledge not obvious?

• Can other people know us better than we know ourselves?

• How do our interactions with the material world shape our knowledge?

Perspectives:

• What shapes my perspective as a knower?

• How much of our knowledge depends on our interactions with other knowers?

• Is the truth what the majority of people accept?

• How do empathy and imagination help us to understand other perspectives?

• Presented with the belief system of a community of knowers, how can we decide what we personally believe?

• Are there types of knowledge that are specifically linked to particular communities of knowers?

• How can we know that current knowledge is an improvement on past knowledge? 

Methods and Tools:

• How do we acquire knowledge?

• What constitutes a “good reason” for us to accept a claim?

• Are intuition, evidence, reasoning, consensus and authority all equally convincing methods of justification?

• Does knowledge always require some kind of rational basis?

• How do our expectations and assumptions have an impact on how we perceive things?

• What are the advantages and disadvantages of requiring that all knowledge is

verified by a group?

Ethics: 

• Are there responsibilities that necessarily come with knowing something or knowing how to do something?
• As knowers, do we have a moral duty to examine our own assumptions andbiases?
• Under what circumstances, if any, do we have a moral duty to share what we know?
• In what ways do ethical judgments differ from other kinds of judgments?
• Is there knowledge that a person or society has a responsibility to acquire or not to acquire?
• If moral claims conflict, does it follow that all views are equally acceptable?
• What personal traits (such as taking seriously the knowledge of others) do we need in order to be ethical knowers?

(2021)

On what might feel like an unnecessary note, but actually, when reading more closely, 

"Teachers must select two optional themes from the following five options.

• Knowledge and technology

• Knowledge and language

• Knowledge and politics

• Knowledge and religion

• Knowledge and indigenous societies"

(p.16, 2021)

The IB words the selection as "optional", however the idea is that a teacher of TOK MUST select 2 of the following themes to present in class in order to meet student interest. To be honest if it is up to the teacher, I wager the idea is that the choices are built around yes, the interest of the students but more or less the teacher's breadth in subject knowledge.

Therefore, I will sum up  that pages 16, through 26 are exemplar questions for each of these "optional" themes and these questions would essentially be guides on a "curricular competency" or "big idea" level through the units.

I will go back though for a moment and observe the "Knowledge of language" (p.18) and "Knowledge of Indigenous societies"  (p.24).

To begin, page 18, "Knowledge of language", 

Scope:

• Can all knowledge be expressed in words or symbols?

• Is it possible to think or know without language?

• Is being able to speak a language an example of “knowing how” to do something?

• What role does language play in allowing knowledge to be shared with future generations?

• Are there differences in how knowledge itself is conceived of, or presented, in different languages?

• Is it the case that if we cannot express something, we don’t know it?

• To what extent does language allow us to make our private experiences public?

• How does language allow humans to pool resources and share knowledge?

Perspectives:

• Does the transmission of knowledge from one person or generation to another depend on language?

• What knowledge might be lost if the whole world shared one common language?

• If a language dies, does knowledge die with it?

• How do our values and assumptions influence the language in which we express our ideas?

• Is ambiguity a shortcoming of language that must be eliminated, or can it also be seen as making a positive contribution to knowledge and knowing?

• Do all people share some innate linguistic knowledge? If the categories that we use necessarily empower or marginalise, is it ever possible to produce knowledge that does not either reflect or challenge existing power structures?

Methods and Tools:

• How are metaphors used in the construction of knowledge?

• If language works according to sets of rules and conventions, how much scope do we have as individuals to break the rules or challenge these conventions?

• In what ways do values affect our representations of the world, for example, in language, maps or visual images?

• To what extent do the classification systems we use in the pursuit of knowledge affect the conclusions that we reach?

• In what ways can language be used to influence, persuade or manipulate people’s emotions?

• To what extent do the names and labels that we use help or hinder the acquisition of knowledge?

Ethics:

• Does ethical language differ in any significant way from other types of language?

• How can we know if language is intended to deceive or manipulate us?

• Do ethical statements simply convey our feelings/emotions rather than making claims?

• If ethical terms and concepts cannot be easily defined, does this mean that they are meaningless?

• Can we define words such as good and bad in terms of objective features of the world?

• Do professional interpreters

(2021)

Turning forward again to page 24, "Knowledge of language", we look at examples of questions,

Scope: 

Does our culture determine what we know?

In what ways does the loss of indigenous languages signify a loss of knowledge and cultural diversity?

Does the emphasis on holistic knowledge found in some indigenous societies avoid a limited understanding of reality resulting from the compartmentalization of knowledge?

Who owns knowledge?

 How have government education policies and systems compromised the transmission of indigenous knowledge?

Why is there sometimes a strong connection between indigenous knowledge and cosmology?

Perspectives:

• To what extent is our perspective determined by our membership of a particular culture?

• To what extent does the fact that most early literature on indigenous societies was written from a non-indigenous perspective affect its credibility?

• What values and assumptions underpin the use of the term “indigenous” knowledge?

• Does a neutral position exist from which to make judgments about competing claims from different groups with different traditions?

• As an “outsider”, can we know and speak about the knowledge held by a different cultural group?

• How might differences in their worldviews create challenges for collaboration between environmental scientists and holders of traditional environmental knowledge?

• Does the term “indigenous” knowledge” necessarily suggest power divisions between a dominant and non-dominant group?

Methods and Tools:

• How reliable are oral traditions in preserving knowledge in indigenous societies?

• What is the role of oral tradition in enabling knowledge to be handed down through generations?

• What role do objects and artifacts play in the construction and sharing of knowledge?

• Does what is seen to constitute “good evidence” vary from culture to culture?

• What is the role of folklore, rituals and songs in acquiring and sharing knowledge?

• What methods have indigenous peoples developed to support the recording, preservation and protection of their traditional knowledge?

Ethics:

• Does the diversity of moral practices that we see in indigenous societies around the world support the case for moral relativism?

• To what extent does deliberate disinformation by educational institutions and governments threaten indigenous knowledge?

• Is cultural appropriation an example of a violation of collective intellectual property rights?

• Is there a difference between moral values and cultural customs?

• Is there any knowledge that a person or a society has a responsibility to acquire, or not to acquire?

• Can the practices of one individual or culture be judged with any validity by applying the moral values of another generation or another culture?

(2021)

From page 27 through to 36, the document outlines the 5 areas of knowledge students must engage with, "Students are required to study all five of the following areas of knowledge.

• History

• The human sciences

• The natural sciences

• The arts

• Mathematics"

(p.27,2021)

Through this section, again, there are copious amounts of exemplar questions pertaining to knowledge in regards to the 4 areas of knowledge. Page 37 then turns to assessment practices in the DP until page 38, wherein the TOK course assessment is outlined and explored further into the end of the text. The last 20 or pages are about the Exhibition, Internal Assessments and Marking Criterion. I'm sure we will come back to this but, for now, I wanted to get an idea of what content was expected to be explored through facilitation of the teacher, and well, I think we got about as close to that as we will get.

thanks for stopping by, hope this helps folks, 

Bono

IBDP: English Language and Literature "Unpacking The Document For Use" Read-A-Long with me,

 This is one of the more recent times I have asked to become familiar with an IB document without fulling knowing what the "lingo" and acronyms are entirely. 

Today, I am looking into understanding what a teacher deems a "topic" in the document. Based on the tables of contents, it seems like this would be "Aims".

Nonetheless, as I browse through the document, I want to ensure I actually have the "Curriculum" document as this "guide" is labeled with "First Assessment 2021", this is a little confusing as, it means that there should be a second or later assessment of the document? I wager this refers to "edition" or "version". Ok.

So as I look at "Purpose of this document", I am seeing its general audience are the teachers, but not limited to. Thus after it discusses where to locate "Additional Resources", I am reassured that this "Guide" is indeed the document I am looking for. 

Under "Nature of the Subject", the first section "Studies in language and literature in the Diploma Programme" discuss some of the elements and themes students will come into contact with through the course. Among the descriptions of various aspects, there is an interesting bit, 

Some ways in which performance may be applied to literary forms other than drama include examining:

"• the performative nature of narrative and dialogue in the novel, and of voices and speakers in poetry

• the use of rhythm and sound in many texts in different forms, and in poetry in particular

• the relationships between written and oral forms in literature; between the drama script and the

performed play, between poetry and music, and between fiction and storytelling

• the relationship between written texts and dramatic adaptations and transformations of those texts,

for instance in the adaptation of narrative texts of all kinds to film, television and the stage, and in live

readings of poetry and fiction."

(IBO.org, p.7, 2021)

Here the lines between performance, arts and English language studies are drawn.

This is interesting, I am actually currently trying to identify connections between TOK and CAS with regards to English language and Literature (DP), a heading, "Studies in language and literature annd the core", outline what I am lookiong for very clearly. "Studies in language and literature and theory of knowledge", the document gives a heavily structuralist perspective on the understanding of idealogy's impact on one's individualism, "Studies in language and literature similarly engages students in an exploration of the nature of the human experience and of the ways in which personal views are constructed and communicated. In relating their studies to TOK, students become aware of the fact that although language and literature offer a powerful means of access to knowledge, they are nonetheless a construction rather than a perfectly mimetic representation of life and reality." (2021) In one manner this reflects the idea that the student could develop a deeper connection between texts and their own positionality. Lastly, students are participating in critical thinking and inquiry as they reflect on the different ways texts are impacting the self and the world/society on a larger scale.

Thereafter under "Studies in language and literature and creativity, activity, service" (p.8, 2021). The course requires students to reflect, plan and strategically develop actionable items to improve or carry out change. This could extend from classroom-based projects to growth into application of concepts/ideas into the larger community, often exemplified through global issues. Here is an interesting few ideas shared throught he document, 

"A wide range of connections can be made between CAS experiences and projects and studies in language

and literature courses. Some examples are:

• Create or participate in a literary walking tour, in which the milestones of a particular author’s

biography or the most significant places in the setting of a text read are visited, described and

discussed. The three strands—creativity, service and activity—would be involved if the students

actually created the tour, while activity and creativity would be involved if the student participated in

the walking tour and then produced some kind of creative response to it. Simple participation in the

tour would just constitute activity.

• Plan and host an event to raise awareness about a global issue explored in a text being studied, which

would involve creativity and service.

• Create audiobooks of a text being studied for the vision-impaired, or make a critical review of existing

audiobooks for the school librarian in terms of the performance of the actor or reader. This would

involve creativity and service.

• Develop and run book clubs or literary circles with younger students in the school. This would

constitute creativity and service."

(IBO.org, p.9, 2021)

Ultimately, this document addresses some really key points pretty early on that a lot of teachers who are new to the IB or whoa re trying to develop stronger control over their course articulation, might need to reflect on. 

Fast forward to page 14, "Introduction" and the subheading "Aims", usually I might believe these would be the expectations of the course, and they are, but generally, these seem to be the "Overall Expectations" or if you are reading this from the BC curriculum-perspective, "Curricular Competencies". the aims of this particular course are as follows, 

"The aims of all subjects in studies in language and literature are to enable students to:

1. engage with a range of texts, in a variety of media and forms, from different periods, styles, and

cultures

2. develop skills in listening, speaking, reading, writing, viewing, presenting and performing

3. develop skills in interpretation, analysis and evaluation

4. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they

contribute to diverse responses and open up multiple meanings

5. develop an understanding of relationships between texts and a variety of perspectives, cultural

contexts, and local and global issues and an appreciation of how they contribute to diverse responses

and open up multiple meanings

6. develop an understanding of the relationships between studies in language and literature and other

disciplines

7. communicate and collaborate in a confident and creative way

8. foster a lifelong interest in and enjoyment of language and literature."

(p.14, 2021)

So these are what we might base our Learning Goals (per lesson)/Big Ideas (per unit) around, is how I understand it.

Moving on, we have "Assessment Objectives", these are as follows, 

"Know, understand and interpret:

• a range of texts, works and/or performances, and their meanings and implications

• contexts in which texts are written and/or received

• elements of literary, stylistic, rhetorical, visual and/or performance craft

• features of particular text types and literary forms.

Analyse and evaluate:

• ways in which the use of language creates meaning

• uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques

• relationships among different texts

• ways in which texts may offer perspectives on human concerns.

Communicate

• ideas in clear, logical and persuasive ways

• in a range of styles, registers and for a variety of purposes and situations

• (for literature and performance only) ideas, emotion, character and atmosphere through performance."

(p.15, 2021)

These are what students are presenting through their assessments, whether that is formantive, diagnostic or summative, I believe the idea would be that by the end of the course students will be measured on all of these on a summative level through either Paper 1, Paper 2 (External Assessments) and/or their Oral Assessment (Internal Assessments).

This is consolidated through the following chart under the heading "Assessment objectives in practice"

Fig.1 (p.16, 2021)

See the continuation, 

Fig.2 (p.17, 2021)

The charts shared demonstrate the assessments as objectives, rather than what objectives are achieved through each assessment, thus, it would be implied that the teacher has concluded previous aims/assessment objectives in previous learning experiences with students prior to these final summative assessments.

For reference, here is a course syllabus shared in the guide, 

Fig.3 (p.19,  2021)

A final note on the syllabus of the course as intended by the IBO, 

"The study of language, literature and performance, and the development of the relevant skills, is divided into three areas of exploration—the exploration of the nature of the interactions between readers, writers and texts; the exploration of how texts interact with time and space and the exploration of intertextuality and how texts connect with each other. Although these three areas seem to offer an ordered approach to progression through the course, they are, as represented in the diagram, inherently over-lapping, iterative or circular and allow for flexibility in course design."

(p.19, 2021)

This resonates with me as something similar to the "Content Competencies" as presented by the BC curriculum circa 2017.

Between pages, 20-23, teachers/students browsing this document will find the general "content competencies" (as I earlier analogized), with reference to text selection methods/expectations.

At the end of p.23 though, there is another point of reference in heading "Posisble Links to TOK", here the document references some "question of what kind of knowledge can be constructed from a text, how that knowledge is constructed and the extent to which the meaning of a text can be considered to be fixed."(p.23, 2021) They share some really great exemplarly lines of questioning actually, 

"• What do we learn about through the study of a literary text? How is this different from what we learn through the study of a non-literary text?

• In what ways is the kind of knowledge we gain from the study of language and literature different from the kind we gain through the study of other disciplines? Can the study of language and of literature be considered scientific?

• How much of the knowledge we construct through reading a text is determined by authorial intention, by the reader’s cultural assumptions and by the purpose valued for a text in a community of readers?

• Are some interpretations of a text better than others? How are multiple interpretations best negotiated?

• In what ways do interpretive strategies vary when reading a literary work and when reading a nonliterary text?"

(p.23-24, 2021)

Then again, after a section on "Time and Space" where the document discusses the idea of cultural contexts/intertextuality/intersectionality (possibly the last two, but certainly cultural context), there is another link that could be made to TOK. Alright, I'm going to back up a moment, after reading "Area of exploration-time and Space" I get a "Sociological Approach"-vibe being taken to the way the document hopes teachers can explore texts with students and this would be important to be "observing" a text from a contextual standpoint rather than risking a cultural faux-pas and inappropriately over-analyzing the text. Ultimately students can compare and contrast texts/experiences/knowledge.

Here, is an interesting perspective summarizing the expectations of content selected,

"The culture, biography of an author, historical events or narratives of critical reception will be considered and may be researched, but the focus of study will be on the ideas and issues raised by the texts themselves and a consideration of whether these are best understood in relation to an informed consideration of context. In this area of exploration, students examine the ways in which a text may illuminate some aspect of the political or social environment, or the ways in which a more nuanced understanding of events may affect their understanding or interpretation of a text. The study of contexts does not imply a static, one-to-one relationship between a text and the world, but sees the former as a powerful “non-human actor” across time and space."

(p.24, 2021)

In a strange way, it seems like the document has presented teachers with essential questions to apply where needed with regards to the exploratory content in regardss to intertextuality,

Time and space aims to broaden student understanding of the open, plural, or cosmopolitan nature of texts

"ranging from advertisements to poems by considering the following guiding conceptual questions:

1. How important is cultural or historical context to the production and reception of a text?

2. How do we approach texts from different times and cultures to our own?

3. To what extent do texts offer insight into another culture?

4. How does the meaning and impact of a text change over time?

5. How do texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?"

(p.24, 2021)

Sorry, that was a mildly interesting perspective to read in a curriculum/guide document, so "Possible links ot TOK" in regards to time and space,

"• How far can a reader understand a text that was written in a context different from their own and

which may have addressed a different audience?

• Is not sharing a world view with an author an obstacle to understand their text?

• What is lost in translation from one language to another?

• How might the approaches to a given time and place of a poet, a cartoonist or a diary-writer and a

historian differ?

• Is the notion of a canon helpful in the study and understanding of literature? How"

(p.25, 2021)

Once again, another interesting read that gets classified as Area of exploration, is "Area of Exploration-Intertextuality", this would be a section that one could say outlines a deepened text-text connection that is a bit beyond how the reader is involved and more or less how texts are interacting with the the reader's connections between these texts. it is well described here, 

"Intertextuality: connecting texts can be approached in a variety of ways, such as:

• through the study of a group of texts from the same text type or literary form (for example,

advertisements, drama or short stories respectively)

• a study of chronological development (for example, the tale, the elegy, political oration, the

newspaper)

• a consideration of mode (for example, satire, action-adventure, parody)

• an exploration of a topic or concept (for example, fame, gender, power, social code, values, the hero)

• an investigation into a theoretical perspective or debate in language or literature (for example literary

value, feminism, cognitive theory, critical discourse theory)."

(p.25, 2021)

There is a further explanation in the form of essential questions that could be described as questions that guide essential learning in this field of the course, 

"This area of exploration aims to give students a sense of the ways in which texts exist in a system of

relationships with other communicative acts past and present. Students will further engage with literary

and linguistic traditions and new directions by considering the following guiding conceptual questions:

1. How do texts adhere to and deviate from conventions associated with literary forms or text types?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse texts share points of similarity?

4. How valid is the notion of a classic text?

5. How can texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?"

(p.25, 2021)

Once again, the guide makes reference to connections to TOK,  

"Links to TOK in this area are related to the question of how the interaction of a text with other texts,

brought about explicitly by the author or established by the reader in the act of reception, influence the perception of them and their meaning.

• What are the boundaries between a literary text and a non-literary text, and how are these boundaries determined?

• What kind of knowledge about a text is gained when compared and contrasted with other texts?

• Does knowledge of conventions of form, text type and of literary and rhetorical techniques allow for a better and deeper understanding of a text?

• How are judgements made about the merit of a text? What makes a text better than others?

• Is the study of texts better approached by means of a temporal perspective, grouping texts according to when they were written, or by means of a thematic approach, grouping them according to the theme or concern they share? What impact does each one of them have on knowledge of the discipline?

• How useful are classifications of texts according to form, text type and period? How do they contribute to the understanding of communication and its development?"

(p.26, 2021)

From therein the guide discusses connections that the course makes to the learner profile, which is actually something interesting (in retrospect) as it came up in the IBEC training initially as a point reflection in our own practice, might be worth noting,

"• reflections related to the guiding conceptual questions of the course

• reflections on the assumptions, beliefs, and values that frame a response to texts

• explorations of texts and the insights they offer into social, global and real-world issues

• detailed evaluations and critical analysis of texts or extracts which explore the potential meanings for language used in them reflections on the connections across a range of texts studied

• experiments with form, media and technology

• creative writing tasks for exploration of different literary forms and text types, and development of the students’ personal responses to texts

• reading, research and inquiry carried out beyond the classroom experience

• records of valued feedback received

• reports of classroom or group activities or discussions that explore the diverse values and perspectives negotiated and the process of negotiation in itself

• challenges faced and achievements

• selections of suitable extracts that could form the basis of the individual oral

• instances of self-assessment to evaluate the student’s own progress."

(p.26-27, 2021)

This next section resonates with me as another seemingly "content competencies" or "curricular competenices" portion of a course, the heading is "Conceptual understanding in studies in language and literature courses"

"Identity

When reading texts, students will encounter and interact with a multiplicity of perspectives, voices and characters. It is usual when reading and interpreting a text to assume that the views are to some extent representative of the writer’s identity. However, the relationship between an author and the different perspectives and voices they assume in the texts is frequently complex, and this makes the concept of identity an elusive one. The figure that emerges from the reading of various texts by the same author adds to the complexity of the discussion. Conversely, the ways in which the identity of a reader comes into play at the moment of reading a text are equally central to the analysis of the act of reading and interpretation.

Culture

The concept of culture is central to the study of language and literature. It raises the question of how a text relates to the context of its production and reception, and to the respective values, beliefs and attitudesprevalent in them. This concept also plays an important role with regards to the relationship that is established between an individual text and the writing tradition that precedes it. In both senses, the application of this concept to the study of a text should prompt reflection on the extent to which it is the product of a particular cultural and literary context and how it interacts with it.

Creativity

Creativity plays an important part in the experience of reading and writing. The concept is fundamental to analyse and understand the act of writing, and the role that imagination plays. When applied to the act of reading, creativity highlights the importance of the reader being able to engage in an imaginative interaction with a text which generates a range of potential meanings from it, above and beyond established interpretations. Creativity is also related to the notion of originality and to the question of the extent to which it is important or desirable in the production and reception of a text.

Communication

The concept of communication revolves around the question of the relationship that is established between a writer and a reader by means of a text. The extent to which writers facilitate communication through their choices of style and structure may be an aspect to analyse in this exploration. The writer may also have a particular audience in mind which may mean assumptions have been made about the reader’s knowledge or views which might make communication with some readers easier than with others. Alternatively, the amount of cooperation that a text demands from a reader for communication to take place, and the readiness of the reader to engage is also important as a topic for discussion. Even with cooperative readers, the meaning of a text is never univocal, which makes the concept of communication a particularly productive, and potentially problematic one in relation to both literary and non-literary texts.

Perspective

A text may offer a multiplicity of perspectives which may, or may not, reflect the views of its author. Readers have also their own perspectives which they bring to their interaction with the text. This variety of perspectives impacts on the interpretation of a text and therefore deserves critical attention and discussion. The fact that the acts of reading and writing happen in a given time and place poses the additional question of how far the contexts of production and reception have influenced and even shaped those perspectives.

Transformation

The study of the connections among texts constitutes the focus of one of three areas of exploration, namely intertextuality: connecting texts. The complex ways in which texts refer to one another, appropriate elements from each other and transform them to suit a different aesthetic or communicative purpose, are evidence of the importance of transformation in the process of creating a text. Additionally, the act of reading is potentially transformative in itself, both for the text and the reader. Different readers may transform a text with their personal interpretation. The text can also have an impact on the reader which potentially might lead to action and to the transformation of reality.

Representation

The way in which language and literature relate to reality has been the subject of long running debate among linguists and literary theorists. Statements and manifestos by writers have made claims about this relationship which range from affirming that literature should represent reality as accurately as possible, to claiming art’s absolute detachment and freedom from reality and any duty to represent it in the work of art. Irrespective of such a discussion, the concept is a central one to the subject in connection with the way in which form and structure interact with, and relate to, meaning."

(p.28-31, 2021)

These are interesting ways of understanding what teachers are trying to potentially foster within the student learning experience. The guide continues on to introduce aspects of course design (I'll need to come back to this later in my studies).

 From that point onward to page 44, the guide discusses summative assessments, Internal vs. External Assessments and the weights/criterion available for observation by students and teachers (2021).

Come page 44, there begins another section I am sure I will need to revisit at some point, "Determing the Line of Inquiry" (2021).

Again, up to page 53, is another highlight on External Assessments (2021).

Page 54, "Internal Assessments" are introduced, with specific mention of criterion up to page 62 (2021).

Come page 63, a heading, "Approaches ro teaching and approaches to learning in studies in language and literature", preludes the teaching strategies, approaches to an IB classroom. Very indpeth and a responsible look on the layout of the classroom. Wherien the last several pages of the guide are a glossary (2021).

Well, hope this read-a-long was somewhat helpful (at least) for those who are trying to get a cole's notes sort of idea with key quotes/aspects of the text to some degree.

Be well, 

Bono

IBEC-DP-Curriculum Processes: Module 1 "Knowledge and the Knower"

Module 1 learning objectives :

-demonstrate a critical understanding of the nature of international education and the IB’s mission, and how the IB philosophy promotes and develops it within schools

-demonstrate a critical understanding of the key areas of commonality and difference in the four IB programmes

-demonstrate a critical understanding of the role of collaborative working practices in supporting IB learning outcomes

-demonstrate a critical understanding of how the programme resource centre and other interactive technologies enable IB practitioners to professionally engage with each other to support student learning

Knowledge questions : 

What shapes my perspective as a knower?

-->Introductions, thinking critically about our educational philosophies, interests and gifts

How do we acquire knowledge?

-->IB Programme continuum, the nature of the Diploma Programme, the core (TOK, EE, CAS)

Are there responsibilities that necessarily come with knowing something or knowing how to do something?

-->The Learner Profile, international-mindedness, intercultural awareness, and integrity

How do we acquire knowledge ? 

• IB Programme continuum, the nature of the Diploma Programme, the CORE (TOK, EE, CAS)

While there are links to the following IB documents within the text, just in case you run into issues, here are some PDF versions as well. A reminder that it's very important to get used to using MyIB to access resources. 

You'll notice that there will be a lot of reading and watching in this section, however having a solid understanding of the foundations of the Programme continuum, as well as the nature and the core of the DP, is essential in understanding how to move forward in the course. Without a bigger picture idea of what the IB is, how the continuum impacts each programme (especially the DP) and how the core elements (Theory of Knowledge, the Extended Essay and CAS) are integrated into curriculum planning, it will be difficult to appropriate authentic planning. This initial exploration is just a basic overview, we'll be looking at each component much more thoroughly as we move through the course.

First, take a bit to explore what the IB Programme continuum is on MyIB : the PYP (including the Early Years), the MYP, the DP and the CP. It takes a little bit of exploring around to get your footing. However, it's fairly user-friendly, separated by programme, and includes many different kinds of resources. While I have included links and PDFs of many documents, you'll notice how much easier and efficient your life will be over the course of these next 10 weeks if you make a habit of referring to MyIB (the university will have provided you access information). Looking at all of the documents can make the programme (and learning) seem overwhelming. If you start to get comfortable with MyIB, you'll be able to retrieve information through the HTML sites (instead of sifting through a long PDF) and find other relevant resources and sharing forums. Some resources are also not available outside of the platform. 

Lastly, begin to familiarise yourself with the nature of the Diploma Programme. 

• You can find the main DP page HERE on MyIB. 
• Take a look at the DP From Principles to Practice document (especially pages 4 - 14)

• Explore the CORE : Theory of Knowledge, the Extended Essay, and CAS. You'll notice this course is modeled after TOK and aims to explore DP curriculum processes through knowledge questions. The core of the DP informs everything - it is integrated in all subjects and you'll have to demonstrate an understanding of each in planning and assessment elements. 

• • Theory of Knowledge
  • the EE
  • CAS

*Please note that these are preliminary explorations of programme documents and resources, you are not expected to know all of the information included in them during the first module of the course, we will be working through them and looking at specific sections. 

Are there responsibilities that necessarily come with knowing something or knowing how to do something?

• A brief introduction to the Learner Profile, international-mindedness, intercultural awareness, integrity

One of the wonderful aspects of the IB programmes is the way in which it encourages learning that goes beyond the scope of content - the IB's mission is one that we can all connect with - as educators, trying to help our students flourish and make a difference in the World. Ok ok, you might say, that sounds great 'on paper', of course that's what we want from our students. Are we being too idealistic in thinking it's possible ? I really don't believe so. When we give our students the opportunities to thrive, not just as students but as people, we really are living out the IB's mission statement. But don't take my word for it, there are so many alumni that share how their IB experiences helped them go out into the World and do just that. 

While at some point you might find yourself a little lost or overwhelmed by reading and content, remember this : you got into education for a reason. At some point, you made the choice to share your gifts with the World, you are here because you believe in life-long learning, you are open to new ways of seeing and doing things. At the heart of the Diploma Programme model, you'll find the Learner Profile, attributes that support the aim of all IB programmes : to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

In the cross-programme Standards and Practices (which are the requirements that must be implemented in order for a school to gain authorization of any of the IB programmes or receive a successful evaluation), the framework which of which is shown below, you'll notice 'learners' are always at the core of everything. When you consider what a 'learner' is in any IB programme, you have to include yourself - we are all learners, and just like our students and colleagues, continuously seeking to develop our own knowledge and skills. 

In terms of what 'international mindedness' means, we could have a long discussion about the general meaning, and most probably come to the conclusion that it means that we know what's going on in the World and we include global issues in our pedagogy (I know this because this was a question that was asked in previous iterations and that's the consistent, if not too obvious and simplistic, conclusion).

Let's think about this in a deeper and much more significant way. The IB supports research in a variety of areas of knowledge and pedagogy (you can read more about IB Research HERE). The paper 'Conceptualizing and assessing internationalmindedness (IM): An exploratory study' (Castro, Lundgren, Woodin, 2013) looks at the following research questions : 

• RQ1 How is international-mindedness conceptualized in the IB curricular context? How is IM addressed in the educational philosophy of the IB and the curriculum framework of its programmes? How are multilingualism, intercultural understanding and global engagement associated with IM? How are attitudes, knowledge, skills and action associated with aspects of multilingualism, intercultural understanding and global engagement?
• RQ2 How are constructs related to IM defined and theorized in the research field of international and intercultural education? What are the theories, models, dimensions and core elements of IM and other related constructs? How are multilingualism, intercultural understanding and global engagement defined?
• RQ3 How are international-mindedness and some related constructs assessed within and outside of the IB context? What skills and competencies are being assessed? What models and instruments are being used for assessing the intercultural dimension in different educational contexts?

After having read through the paper, hopefully you can better understand how true international mindedness and intercultural awareness also includes multilinguism and global engagement, making it a much more complex and nuanced concept that needs to be integrated in our pedagogy. It means appreciating human commonality, diversity, and interconnection. It means taking an active, engaged role in global citizenship and participating in the collective responsibility towards making the World a better place. We are facilitators of that engagement, and at the same time, authentic models for our students. 

This brings us to the notion of responsibility and integrity - as facilitators of knowledge, what is our responsibility in ensuring the development of the learner profile attributes, true international mindedness, and at promoting global engagement ? You'll notice the word 'reflection' comes up often in IB pedagogy - in the learner profile, in the curriculum, in the approaches to teaching and learning (which we'll get to in the next module). In order to be models of integrity, we need to reflect on our own biases, our own perspectives, our worldviews, our practice. 

Integrity, especially academic integrity, is a quick evolving topic in education and one that the IB is currently figuring out how to adapt to (regarding AI especially). We'll get back to that beast later on in the course, but let's talk for a second about integrity in pedagogical approach. Integrity, for example, is explicitly reflected in our choice of resources. From experience, in seeing thousands of PYP, MYP and DP planners, teachers almost see the resource section as an afterthought, a place to copy-paste a YouTube link, or a bibliographical reference to a book, or a general 'computer lab' type learning environment. I'd like you to reflect for a second on something. In order to promote authentic inquiry, you're going to need some sort of content as a vehicle, right ? You can't only talk about vague concepts without actually referring to specific examples. In order to have students apply conceptual understanding, you're going to have to have them develop skills such as being able to retrieve information via research using specific technologies, yes ? To have them live authentic learning experiences and connect concepts to 'real life', they might want to interact with a member of the community, or visit a local park maybe ? These reflections all relate to principled action. 

https://ib-innovate.com/2019/05/19/principled-action/

These are all examples of resources : print, digital, technologies, human, environments. The IB considers each and every one of these equally important in order to support the integration of concepts, the delivery of content, the development of skills, and the transfer of understanding. Before we can even think about lesson or unit planning, it would make sense to plan out our learning experiences (how we're going to bring students to be able to show us what they know), and before we can plan out those learning experiences, we kind of need to prepare ourselves in terms of resources (for us, as facilitators of knowledge, and as prompts or exploratory elements for our students). Does this make sense ? The IB standards explicitly support the integration of authentic resources and it's our responsibility to seek those out (and also determine their value, validity, and ethics). Throughout this course, we'll be taking a closer look at all of this, and you'll hopefully start to feel confident in understanding how integrity is essential in informing your own curriculum planning within the DP and start to develop a toolbox of resources that can help you. 

Regardless of whether you are in the PYP, the MYP or the DP, the approach is the same : more is not better, meaningful is better. If resources weren't an integral part of a unit (or lesson) plan, the IB would not have specific references to them, nor would there be publishing or media services that exist specifically to create IB materials. 

Resources, whether they be print, media, spaces, technology or media, should : 

• represent a range of entry points and learning environments that creatively achieve the unit’s purpose
• promote student inquiry through learning support and extension;
• represent diverse and culturally responsive points of view;
• use students’ life experience and multi-literacies to inspire learning;
  
• create opportunities for action and real-world learning;
• include meaningful opportunities for interaction with people, organizations and facilities in the community.

It's hard to give one, clear, blanket answer on what makes a resource 'authentic'. What would seem like an authentic resource about Indigenous peoples would obviously be one resource here in Canada (and even then, it would look different depending on local context) and would be an entirely different one if you were exploring Indigenous peoples of China (for a variety of reasons). And this is why reflecting on integrity in resource choice is so important. For those of you who have/are/will be taking the Teaching and Learning course, you'll see that a lot of the feedback on your lesson plans regarding this will overlap because you're being asked in that class to start planning from some kind of prompt (so, a resource). If your prompt isn't authentic, whatever comes from that (learning experiences, lines of inquiry, etc) won't be either. I'm also not the resource police, so while I will provide feedback during the course (as will your peers), ultimately, it's up to you to use your common sense and professional judgement and reflexivity in your choice of resources. 

One thing I find exceptionally important to keep in mind : check your own biases, especially when you are considering what 'diverse and culturally responsive' points of view means. You do not need (and should not be, in any IB programme) to be working on this alone - planning is a collaborative effort. An absolutely FANTASTIC resource that I use in my DP psychology class, but was actually developed for librarians is PROJECT READY. PLEASE !!! go check it out, it is amazing (the sections on checking implicit and explicit bias, as well as microagressions, specifically). Everything is literally ready - videos, stories, animations, definitions...

• Take a look at the Continuum Standards and Practices (MyIB link, Standard 0202 : Student Support)

While you're at it, take a moment to also appreciate the IMMENSE amount of support that librarians, teacher-librarians, library technicians (etc, there are many different titles associated) often offer us as educators with so little credit. The IB also recognizes their important place in the sharing of knowledge and offers workshops to support and train them specifically in the context of conceptual learning through an internationally-minded and interculturally-sensitive lens. 

• Ideal Libraries : A Guide for Schools (MyIB)
• Learning Stories : The Role of Librarians in Multilingual Learning Communities (MyIB)
• Technology and the Design of Learning Spaces in the Library (MyIB)
• Learning, Teaching and Leading with Technologies (MyIB)

Discussion board post for MODULE 1 tasks (please answer the following prompts in the same post) : 

• List some differences and similarities between the nature of IB's approach to teaching and learning and the educational system with which you are familiar (for example, the Ontario school system). For many of you, this course is your first initiation to the IB - what are you excited about ? what do you want to learn more about ? what could you see as potential obstacles ?

With regards to the Ontario Secondary School Diploma and the system in place that students participate in to achieve it differs on levels of rigour, evaluation and content. When consider the statements of the IB in regards to their course length through their website, for students to complete a course whether it is the Standard Level (150 hours of suggested instructional time) or Higher Level (240 hours of suggested instructional time) (DP Curriculum, 2025). The IBDP involves more required instructional time than that of the OSSD program courses (110 hours minimum). The types of evaluations that occur in the diploma programme are not unheard of in Ontario’s evaluation process of learners, but has long since been a curriculum that allows for learners of all pathways to hace access to the educational resources they need to be successful, where it doesn’t, it is amended over time. Where the DP in IB has 6 core subject areas, Ontario follows a similar model. A large difference between the subject specific courses and the OSSD subject specific courses lies in the content delivery, where Ontario focuses on more Canadian versus Global content the higher up the grades go in each subject (depending on courses selected), the MYP in IB is (from observations in regards to outlines shared through the Teaching and Learning course) includes interdisciplinary unit planning opportunities, this is mandatory. Furthermore, the MYP program (which includes equivalents of grades 9 and 10 level coursework) inlcudes expected collaborative meeting time where teachers of different subjects collectively develop an articulation document where they perform the base for their interdisciplinary study as required for at least one unit each year as outlined through the ibo.org website (Interdisciplinary learning, 2025).

In regards to similarities, there are interdisciplinary courses available for students through the OSSD; the Ontario program requires students to participate in Culminating Tasks and/or Exams in order to summatively assess students by the end of the course for evaluation; and lastly, there is set time for professional development to occur as required by Ontario’s Ministry of Education.

This is my first course with regards to the attainment of an IBEC, I am very excited about a lot of things, meeting professionals, being in a learning environment online, studying something “new” and most of, starting a new adventure in my career.

I want to literally learn everything. Anything I can absorb, I’ll take, my goal is to take the IB certification as far as I can. Obstacles are literally, time, life as a parent and husband, day-job, the need to sleep. I love getting this information, these experiences and weighing them against what I have and know, identifying what’s missing and applying it where possible-its just not easy to have the quiet time to concentrate the way I would like to sometimes.

Source:

n.a, International Baccalarueate: “DP Curriculum”. IBO.org. 08 January 2025 https://www.ibo.org/programmes/diploma-programme/curriculum/

n.a, International Baccalarueate: “Interdisciplinary learning”. IBO.org. 18 October 2025

https://www.ibo.org/programmes/middle-years-programme/curriculum/interdisciplinary/#:~:text=In%20each%20year%20of%20the,schools%2C%20collaborative%20planning%20is%20vital.

• While not all do, many students follow one or multiple of the IB continuum programmes. Assuming a DP student has done so, what do you think a potential entry profile for that student could look like ? What could/should their competencies be ? What personal qualities or attributes would be beneficial to that student being successful in the DP ?

I have read their the learner profiles, however already being familiar with them, it was interesting to observe the continuum as a whole rather than just the Diploma Programme, and it makes sense to believe that a student beginning in PYP and continuing into high school graduation would or could accumulate a great deal of strong characteristics that promote global mindedness (The IB learner profile, 2024). Based on my understanding of the question, I see that students would be submitting an entry profile that is well written, proofread as well as impressively detailed in regards to relevant experience and extra-curricular activities. Along with details described by the student, their academic performance outlined in their educational background could be ready to provide the student with anywhere under 24 credits (given that they have scored a 4 or higher on their Higher Level and Standard Level subject exams (Getting IB diploma credit at US colleges and universities, 2018). This being a great point of reference when trying to envision how or why IB learners may perform better (Benefits for students, 2024).
n.a, International Baccalarueate: “The IB learner profile”. IBO.org. 02 September 2024. https://www.ibo.org/benefits/learner-profile/
n.a, International Baccalarueate: “Benefits for students”. IBO.org. 06 June 2023. https://www.ibo.org/benefits/benefits-for-students/
n.a “The IB Community Blog: Getting IB diploma credit at US colleges and universities“. Blogs.ibo.org May 5, 2018. https://blogs.ibo.org/2018/05/05/getting-ib-credit-at-university/#:~:text=A%20student%20would%20receive%206,SL%20courses)%20to%20be%20applied.

• Having reflected on your own educational philosophy, experiences and gifts, what support (in terms of your skills, your knowledge/expertise) do you think you could bring to the table in order to help them succeed in the core elements : TOK, the EE and CAS ? 

In way of supporting students through their IB education and learning journey, as a teacher, and a human, my experiences will go a long way in supporting students. Having taught for 10 years, I have the ability to not only identify issues students have and initiate a plan of action ot support, but I can identify and critical reflect on issues that might exist within my own practice. Through my experience and educational philosophy, it is in that where my growth mindset carries foremost the needs of students as people and myself as a human that allows me to know where my classrooom’s humanity begins, and where the potential could potentially be at the graduation of that student. To sum up, my expertise in the way of essay writing, assessment and evaluation, reading skills and teaching English language learners, that my knowledge couples with my emotional intelligence to allow me the tools I need to support and work with students.

IBEC--DP-Curriculum Processes: Module "UDL and Student Choice Matrix"

I have been working on my IBEC through the University of Windsor (one of the only places that still has online learning taking place for students abroad who wish to participate in IB certification through distance learning). For this opportunity I am very grateful to the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi for allowing the unveristy to host their learning through the land in order to better allow learning and education to occur more equitably on an international scale. I do hope to have the chance to visit the campus itself and learn more about the land as well as its people in the future. 

The University of Windsor has a Land Acknowledgment of its own that can be observed through the following link, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uwindsor.ca/orientation/sites/uwindsor.ca.orientation/files/uwin101_1.pdf

In this blog post, I observe resources shared through my online learning module under the instruction of Laurie Crawford. Specifically, in this post, I observe the fundamental components to inquiry-based learning.

This has been an interesting experience thus far, 

Highlighted Resource:

https://digitalpromise.org/ask_a_researcher/offering-students-choice-assignments-lead-greater-engagement/#:~:text=While%20choice%20is%20a%20key,choice%20they%20think%20is%20best

https://udlguidelines.cast.org/engagement/interests-identities/choice-autonomy/

https://www.alfiekohn.org/article/choices-children/ 

https://whatedsaid.wordpress.com/category/pyp/

 https://www.youtube.com/watch?v=GQMN8icZq3Q

IBEC-DP-Curriculum Processes: Module "Artificial Intelligence"

I have been working on my IBEC through the University of Windsor (one of the only places that still has online learning taking place for students abroad who wish to participate in IB certification through distance learning). For this opportunity I am very grateful to the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi for allowing the unveristy to host their learning through the land in order to better allow learning and education to occur more equitably on an international scale. I do hope to have the chance to visit the campus itself and learn more about the land as well as its people in the future. 

The University of Windsor has a Land Acknowledgment of its own that can be observed through the following link, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uwindsor.ca/orientation/sites/uwindsor.ca.orientation/files/uwin101_1.pdf

In this blog post, I observe resources shared through my online learning module under the instruction of Laurie Crawford. Specifically, in this post, I delve into the opportunities for educators to make their practice and classrooms more progressive in regards to technology and online media literacy. 

Highlighted Resources

https://www.ibo.org/programmes/artificial-intelligence-ai-in-learning-teaching-and-assessment/

https://blogs.ibo.org/2023/02/27/artificial-intelligence-ai-in-ib-assessment-and-education-a-crisis-or-an-opportunity/

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/academic-integrity-policy-en.pdf

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/tok-activity-using-ai-generated-content-as-a-tok-object-en.pdf

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/tok-activity-interactive-feedback-exercise-en.pdf

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/artificial-intelligence-questions-and-concerns-en.pdf

IBEC-DP: Curriculum Processes "Course Outline and Unit Planner Design Resources"

I have been working on my IBEC through the University of Windsor (one of the only places that still has online learning taking place for students abroad who wish to participate in IB certification through distance learning). For this opportunity I am very grateful to the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi for allowing the unveristy to host their learning through the land in order to better allow learning and education to occur more equitably on an international scale. I do hope to have the chance to visit the campus itself and learn more about the land as well as its people in the future. 

The University of Windsor has a Land Acknowledgment of its own that can be observed through the following link, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uwindsor.ca/orientation/sites/uwindsor.ca.orientation/files/uwin101_1.pdf

In this blog post, I observe resources shared through my online learning module under the instruction of Laurie Crawford. Specifically, in this post, I observe the fundamental components to inquiry-based learning.

 Highlighted Resource

Course Outlines and Unit of Inquiry Plans to reference

DP

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_g_mypxx_tsm_1412_1_e&part=5&chapter=1 

PYP 

https://ibpublishing.ibo.org/live-exist/rest/app/sui.xql?doc=p_0_pypxx_mon_1309_1_e&part=1&chapter=2

https://makinggoodhumans.wordpress.com/2016/03/11/pyp-day-plan-template/