Dear participants,
First of all, thanks to all who have joined the virtual classroom intro sessions (MS Teams) these last few days. I appreciate you making the time in your busy lives, especially those in different time zones. It is a real pleasure to connect with you in real time. I hope it has been beneficial.
For those of you who did not attend, you may view a recording of one of this week's intro sessions. The recording can be found in 'Weekly Modules/Module 1' (at the bottom).
If there is anything I should know that would help me support you in your successful completion of this course, please email me - this may include any upcoming religious/cultural holidays, travel or other major personal/professional commitments that could require time away from the course.
I've enjoyed reading your intro work in 'Discussions'. I can see the rich collaboration already beginning.
See 'Course Modules' for this week's work (Week 2). This work is due by the end of the day (ET), Sunday, Feb. 2.
I will be sending each of you a link in the next 24 hours to your OneDrive course folder via your UWindsor email account. Please accept my invitation. This will serve as your working portfolio, in which you should create and keep all individual assignments. Please do not create your own folder as this is more difficult for my coordination efforts. Also, please do not share each and every document you create within this folder. I will find these within your folder when I am ready to provide feedback. If you are not able to access your OneDrive folder or do not know/can not access your UWindsor email account/address, please send me an email.
I am excited to see your responses this coming week on a crucial IB element - international-mindedness. Be sure to refer directly to (and cite) the readings and provide concrete examples.
Have a great week,
Eric
-------------------------------------------------------------------------------------------------------------------------
Hi all,
The module for week 3 (February 3 - 9) begins in 'Course Modules' and the steps should be straightforward. Please pay attention to which parts are to be completed as Discussion posts and which as an individual assignment (MS Word in OneDrive).
Re: Wk. 3 Discussion - Where to Go
Please note that, based on your input in the virtual classroom sessions, I've created smaller groups for Discussion rather than the whole class Discussions as has been the case so far, e.g., DP Group 1 is for those specializing in math and sciences. You will find the wk. 3 Discussion questions there. The advantage to this arrangement is that you will have more interaction with others in same/similar subjects. Also with fewer participants involved, you will have a better chance to get to know one another and collaborate.
I will provide feedback and a grade for your Wk. 2 responses in the next week or so, using the Individual Assignment rubric (as found at the end of the syllabus). As a reminder, please don't resolve any of the comments in the MS Document. This provides a good record of this feedback.
Have a good week and please do reach out if you have any need for support,
Eric
--------------------------------------------------------------------------------------------------------------------
Hi all,
This coming week, please complete the work in course module 4 (due by Feb. 17 end of day). All instructions are contained in the 'Planning in Context' document.
Re: Week 2
Everyone that submitted their Wk. 2 journal responses on time should now have feedback. As a reminder, please don't resolve any of the comments in your MS Document (in your OneDrive folder). This provides a good record of this feedback. If you have not completed this work, contact me asap (if you have not already).
Have a good week and please do reach out if you have any need for support or have any questions,
Eric
One more thing, a reminder:
The Discussion for 'Wk. 1-3: Exploring the IB Program Resource Centre (IB PRC)' was due by yesterday. If you haven't yet done this, please do so in the next 2 days (i.e., by Feb. 12).
-------------------------------------------------------------------------------------------------------------------------
Hi all,
You will spend weeks #5-6 exploring two core acronyms of the IB DP: TOK and CAS. See course modules for more info! I've provided you access to week #5 & 6 modules as of today, even though wk. 6 doesn't technically begin until next Monday, February 24. You may set your own pace (either faster or slower over these two weeks), understanding that as a minimum you should finish the week 5 original discussion board responses by this coming Sunday, February 23.
As for your recent work completed:
-------------------------------------------------------------------------------------------------------------------------
Re: Wk. 2 Work
Your Wk. 2 responses do take well into account (i) the historical context of the IB origins in Geneva post-WWII (Hill); (ii) Walker's taxonomy of (i.e. steps towards) global citizenship, which builds upon yet transcends international and global awareness into taking action; and Davy's position paper on curricular elements essential for fostering such global citizenship in our IB students (knowledge, skills and conceptual understanding). Continue to provide specific references from such literature.
-------------------------------------------------------------------------------------------------------------------------
Re: Week 3
I have now completed this feedback. Based on what I've seen, your reflections in Week 3 on what makes for powerful learning were very interesting and often moving. It is clear the importance not only of planning but engagement, particularly in socio-emotional terms. The case you make for the IB Learner Profile is rooted in the IB's explicit commitment to these attributes (as values), nurturing - as a key early contributor, Kurt Hahn, describes - 'the whole person' (Hill). Continue to provide concrete examples in your responses.
Have a good week,
Eric
-------------------------------------------------------------------------------------------------------------------------
Hi all,
The information below is a lot to digest; however, it basically lays out the essentials for the rest of the course, so please read very carefully.
Re: Wk. 5-6
I am enjoying reading the responses to the TOK materials, as well as the service learning materials from the wk. 6 module. In more than a few cases, I appreciated your own experiences and insights, both professionally and personally about service learning. As for me, I am particularly passionate about moving the service paradigm beyond charity to one of social justice, seeking to find ways to support those marginalized as an ally. To do so, especially with students, is a daunting challenge in so many ways. For example, at a private/international school, it may be somewhat taboo, given the privileged clientele. Also, organizing such student opportunities often depends upon immense support and collaboration from others beyond the immediate teacher (whether administration, volunteers, local agencies). Nevertheless, I feel strongly that this effort is invigorating and is central to why I became an educator.
-------------------------------------------------------------------------------------------------------------------------
Hi all,
This week's module (#6) has been available for a little while now. This module delves into another vital element of the IB teaching and learning experience - service learning. This element can be extremely powerful for students, but also has much complexity and challenge to consider as an educator. I know you will enjoy this module. Please complete this by Sunday, March 2.
As for your recent work completed:
For the wk. 4 work, a number of adjuncts are involved in providing feedback (i.e., comments and a grade). All DP students should have this feedback by the next day or two. These same adjuncts will also provide such feedback on both your draft and final version of your lesson plan (culminating in wk. 10). Here are the biographical introductions for our very experienced adjunct team:
Ms. Catherine Bacque will act as adjunct instructor for DP Arts. She was the IB Diploma Coordinator and DP HL Lang. & Literature teacher at Victoria Park Collegiate Institute, Toronto District School Board, an IB school since 1986. Catherine is an IB Workshop Leader, Site Visit Team Member and Examiner/Moderator.
Ms. Laurie Crawford will act as adjunct instructor for DP Language Acquisition and Language & Literature. She has been an IB DP coordinator and Visual Arts teacher. She is also an IB workshop facilitator (online & face-to-face), site visitor, MYP examiner, Building Quality Curriculum senior and school reviewer, as well as the indigenous education lead for the Conseil des écoles publiques de l'est de l'Ontario.
Ms. Megan Elliott will act as adjunct instructor for DP Sciences. She is a Master of Education student in Curriculum Studies at the University of Windsor. Her research interests include equity in education, experiential learning, outdoor education, and the Indigenization of curriculum. She currently teaches for the Greater Essex County District School Board in Windsor and takes part in running outdoor experiential learning courses each summer at the Canadian Ecology Center. Megan also works as a support for Indigenous students through the Making Connections program within her board.
Dr. Xuefeng (Leo) Huang will act as adjunct instructor for DP Mathematics. He has an Ed.D in Educational Leadership and Policy; M.Ed in Educational Administration; Postgraduate Certificate in Mathematics Education; B.S. in Mathematics Education. He is currently Head of an IB DP high school; DP coordinator; CAS coordinator; DP Mathematics teacher; IB Examiner (Mathematics); as well as an Instructor of IB Teacher Certificate program (currently the Curriculum Processes course). His research interests include: comparative education and teacher professional learning in international settings. His Master's focus was on IB teachers' development. He has worked in multiple research projects related to school education in Canada and China. His Doctoral degree focussed on Canadian and Chinese teachers' professional learning in international professional learning communities.
Dr. Marc Mesich will be acting as an adjunct instructor for DP Individuals and Societies. Marc brings a wide range of experience spanning six countries including Canada, Taiwan, Saudi Arabia, India, Japan, and now Malaysia. He has completed an EdD in educational leadership from the University of Calgary. His studies focused on educational leadership, change management, and school development. Marc is currently the Principal of Uplands International School in Penang, Malaysia. He has held numerous positions within schools providing him with a wide scope and understanding of school leadership, teaching, and learning. He has taught extensively across the MYP/DP and has held the positions of Coordinator, Vice Principal, Principal, Consultant, and Director. Marc is a proud member of the International Baccalaureate Educators network serving as a workshop leader, consultant, evaluation leader, and chair.
Have a good week,
-------------------------------------------------------------------------------------------------------------------------
This week you will begin work on a draft lesson plan. This lesson plan should take a distinctively IB approach and incorporate IB elements to which you have been introduced over weeks 1 to 6. It is essential that you show evidence that you've read thoroughly and understand your programme guide(s) - and foremost your subject guide for DP. If you have any questions about any of the elements therein, please contact me or your assigned adjunct. I would advise against adapting a pre-existing lesson plan you already have created. However, if you do decide to do so, please make sure it is presented foremost as an IB lesson plan (and only secondarily one for your local context, Ontario or otherwise), i.e., the IB approach and elements feature prominently. Again, be sure to cite your IB guides throughout, inserting the title and page number in brackets where relevant. A reminder in general about citing any reference materials (see the course syllabus re: plagiarism and the use of AI).
Given the importance of inquiry to the IB pedagogically and to this course, your 3-part lesson should reflect this focus - and your abilities to exemplify it. THIS PART IS INVALUABLE - be sure to draw upon the inquiry chart (see resources/wk. 4 readings), especially the linked resources!!! at the top of this inquiry chart (e.g., Cult of Pedagogy, Harvard Project Zero). For example, I would suggest your lesson opening focus upon 'framing' and 'tuning in' with some kind of provocation or hook to get students thinking; and your main part on collaborative learning; and your conclusion on some kind of 'reflection'.
I am offering several drop-in sessions for support/Q&A - however, you will need to email me in advance, if you are interested:
Thursday, March 6, 7 pm ET
Saturday, March 8, 9 am ET
Further Advice on Lesson Planning
Just to remember, you're planning a lesson, not a unit nor a culminating assessment task. A lesson has immediate aims & objectives (i.e., in Ontario terms, called overall & specific expectations, learning goals), whether it lasts 60 minutes (as recommended) or a bit more or less is up to you. That being said, it usually is part of a larger cycle of learning (i.e., unit) leading up to a culminating assessment of learning, so in many ways connected to the bigger picture, for sure. I'd recommend that your lesson is the one to launch a unit (i.e. introductory lesson). So you're seeking to be creative, stimulate curiosity and draw upon any prior knowledge (so ripe for inquiry).
Here are a couple of options to consider:
i) if you're also taking the IB Curriculum Processes course in which you're planning a unit, you're encouraged to create your lesson within this unit; or
ii) if you're really stuck, you could expand upon the 'planning in context' work you completed in wk.4/5.
I'm really looking for something that's uniquely IB, which provides a very robust set of connections (and references) to the IB guides (esp. Principles into Practice and Subject Guide) - that's all that is meant by research - RATHER than a 'recycled' locally-based lesson you had already created (if it is this, be sure to add strong IB elements). Go for it! Take a few risks! You'll get formative feedback next week.
Lesson Plan Exemplars - I've added exemplars for each programme in the Wk. 7 Course Module. These lesson plans all demonstrated high achievement (as final versions, though some are actually a bit too long), so please don't be intimidated. And remember, this is a week for 'trying', 'processing and 'drafting''. Feedback will follow and, while an instructor will complete a rubric for your work, this does not count as a summative grade. By the way, do not use these examplars as templates; they are based on old templates, not the latest 2024 template.
I know each of you can take these next steps with the solid work you've produced thus far.
In looking ahead:
In week 8, (by the end of the week) you will receive feedback on this lesson plan from an instructor. In addition, each of you will be paired with a fellow participant (at the beginning of the wk.) to provide each other with additional feedback (by the end of this week).
In week 9, you will have a chance to revise your lesson plan, based on this feedback.
In week 10, we'll share with each other our revised lesson plans (with a Slide Presentation and via Virtual Classroom/MS Teams). I'll send exact timing options soon.
Final lesson plans should be submitted by Wednesday, April 2.
For now, please go to course modules (week 7) to begin this week's initial work on lesson planning.
Looking forward to the continuation of your excellent work,
Eric
-------------------------------------------------------------------------------------------------------------------------
No comments:
Post a Comment