Tag Archives: ib

IB History IA workshop, Day 3

Work in progress! These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.

Day 3, Session 9, Designing an effective IA process, ideas, skills and strategies.give me six hours to chop down a tree and I will spend the four hours sharpening the axe

No name, no school names, no city name, no student number on the front page, the IA has to be uploaded completely anonymous. Only have the title on the front page.

We discussed our current IA practices and the ways in which we’d like to change those in the future. For me, I’d like to start earlier with finding a good research question. Formulating a good question is very challenging, so as soon as this workshop finalises the online student resource, I will introduce the students to it and will use some lessons to work on the RQ.

PDF version of the poster here: Poster PDF

Continue reading

IB History IA workshop, Day 2

Work in progress! These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.

My notes for Day 2 will be shorter because there was far more reading of sections and more discussion about marks awarded.

Day 2, Session 5: Section 3 – Reflection

The reflection is not in terms of content, but in terms of process. The student is the historian.

Capture

Section 3: Reflection

This section of the internal assessment task requires students to reflect on what undertaking their investigation highlighted to them about the methods used by, and the challenges facing, the historian. Examples of discussion questions that may help to encourage reflection include the following.  Continue reading

IB History IA workshop, Day 1

These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.

Day 1, Session 1: Introduction and overview

It’s a full room, about 25 people, mostly Australian but also a few people from the Asia Pacific region. The workshop is led by Rajesh Kripalani, a highly experienced IB educator and an invaluable member of the IB and history teacher community, both online and offline.

Continue reading

IB DP History Workshop Melbourne: the New Guide 2017

From the 2nd of May to the 4th of May 2015, I attended a three day IB DP History workshop in Melbourne. It was a very busy and well attended event, with over 300 hundred participants in total and 35 history teachers from all over the southern hemisphere in our workshop.
Below are the notes I’ve taken for each day:

  • IB DP Workshop Day 1, A general overview of the changes in the new course. How to construct a course. Big changes to Paper 1: Four instead of five sources, new OPVL, new question specific mark schemes.
  • IB DP Workshop Day 2, overview of changes to Paper 2, new mark bands. We did a lot of trial marking. Grades were often higher than we expected. There is more ‘positive’ marking.
  • IB DP Workshop Day 3, IA has been completely overhauled, three sections now. Also looked at approaches to teaching and learning.

Continue reading

Critical Thinking (Coursera #1)

premises, not premiseI am enrolled in the Coursera Course “Critical Thinking in Global Challenges” by Professor Mayank Dutia, Dr. Celine Caquineau from Edinburgh University. It is  good to see how a MOOC is run and the course contains great videos and some very stimulating reading materials. I can already see how I can apply these skills to improve my students’ essay writing skills. Critical thinking means to gather and assess information in a logical, balanced and reflective way to reach conclusions justified by reasoned arguments based on the available evidence…. That to me sounds exactly like what a good IB History Essay should be like.

critical thinking

I hope to write some more posts about what I am learning. Here is the first one:

Essential Concepts in Critical Thinking

  • Fact: something which can be demonstrated to be true
  • Assertion: something that is held to be true, but which has not been, or cannot be, actually demonstrated to be true
  • An argument: a series of logical statements, leading to a fair conclusion, with reasons offered to support the conclusion.
  • A valid argument: is based on one or more premises (starting points), which may be facts, observations, or assumptions.
  • Premise: a previous statement or proposition from which another is inferred or follows as a conclusion. Continue reading

Implementing MYP

Aah, such a simple title, yet those two words contain a whole universe of possibility, challenge, frustration and ultimately, improvement.

First off, a definition: MYP = the International Baccalaureate Middle Years Programme. It fits in between the PYP (Primary Years Programme) and the DP (Diploma Programme). The MYP is for Middle School students, it’s a framework, not a prescribed curriculum. It focuses on developing the whole student, it emphasises concept based learning, inquiry based learning and cross disciplinary skills and thinking. For more general info on the IB and MYP, please go here:

http://www.ibo.org/myp/

I have been to an MYP Humanities and an IB DP History Workshop. I have been to more meetings I can shake a stick at. My copy of the Humanities Subject guide is thumbed and full of post-it notes, scribbles and highlighted sections. Slowly I am wrapping my head around Concepts, Key Concepts, Approaches to learning and Concept based learning.

Thanks to my Twitter network, I feel part of a wider group of MYP educators; check out #MYP and #IBmyp. There is a fabulous #MYPchat on Twitter, moderated by Stephen Taylor (@iBiologyStephen).

The monthly topics so far have been: Continue reading

Notes from an MYP Humanities Workshop

I attended a three day MYP Humanities (Category 2) workshop in Melbourne, 24 – 26 Sept 2012. Below are my personal notes. I am sure there are many more elements that I missed or should have written down, but these are just my take-aways. As usual, I met some wonderful people. Special thanks to Jessica, Lana and Alexia; my ‘table mates’, such a privilege to work with them.

Monday 24th of September 2012
Day 1

Session 1

New Criterion: difference between KNOWLEDGE and Knowing and Understanding.
Going from a noun to a verb. Continue reading