Tag Archives: pd

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

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Cultures of Thinking PD program, with Ron Ritchhart

I have become part of a semester long professional development project called “Cultures of Thinking”. It is lead by Visible Thinking and Harvard Project Zero researcher Ron Ritchhart. It focusses on creating an environment where “a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.” a.

One of the key components of this program is class observation – not to evaluate the teacher but to learn and become more aware of your own habits, cultures and teaching strategies. Our first day consisted of two sessions, in the morning we were introduced to the cultures of thinking program and questioning techniques. The second was a plenary session in which teachers from four schools came together to learn about how to objectively and non-judgmentally observe a lesson and how to record data so that it is useful for the person/school being observed.

My notes and relevant resources are below.
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  1. See more at: http://www.pz.harvard.edu/projects/cultures-of-thinking#sthash.Lw4Gagmy.dpuf  (back)

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.

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IB Workshops

Capture10I have just finalised Day 3 of my fourth IB workshop. These professional development events never fail to inspire and it’s always informative, as well as exhausting. I have used this blog and Twitter to record my thoughts. Here are the links to my notes from this workshop and others:

MYP Category 3, Humanities (Melbourne), June 2014

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Day 3, MYP Humanities (Individuals and Societies) Workshop

The last day of the workshop. The group has gelled together well and we now all know where to get the best coffee and how to find our way around. I get so much value out of speaking to other teachers, find out what they do and how they do it.

In this session we had some very useful conversations about different ways of reporting. We compared different reporting software and ways of writing reports.

In the morning Danielle Veilleux came along, she is the IB MYP curriculum and assessment manager for arts, individuals and societies and MYP Projects.

We looked at a sample of student work, marked it and then standardised our results. I must say the Teacher Support Material is very useful. You can find it on the OCC, under “general comments”.

MYP projects & serviceCapture9

 

  • Community project is optional, but compulsory if you stop in MYP 4.
  • Community project is very useful to feed into the MYP Personal Project though.

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Day 1, MYP Humanities (Individuals and Societies) Workshop

It’s a cold Melbourne morning, about 400 people have come to Mt Scopus for a series of 3-day MYP workshops. The room for the Individuals and Societies workshop is very full, mainly Australian teachers with a few teachers from the wider Asia Pacific. I’ll be tweeting and blogging as I go, it’s how I take notes and think.

Day1

As is usual, we start off with some ice breakers, and it’s not long before the yellow post-it notes and the butcher’s paper appears on our table.

We’re looking at the evolution of the different models. I think it’s becoming very multi-layered; dimensions within dimensions, is it too much?

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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