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International Education Portfolio
Faiza Ahmad
2016-2017
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Personal philosophy
As a teacher and mentor, I believe in student-centered learning approach which has developed
through my teaching experience. It is a main element in international education and
implementing it can successfully unfold all the active methods followed by international
education. Student- centered learning means involving students in experiential learning and
inquiry through real-life situations in order to keep them motivated and further their
understanding of knowledge and skills. Learners becomes responsible for their own learning and
independent. These two main characteristics are evident in the IB learner profile as well. To
develop these traits, teachers should be the facilitators in the learning process. This role entails
providing rich learning opportunities, being alert to the needs, assisting and providing
constructive feedback.
I also believe in the international education practice of exposing students to authentic global
issues and encouraging them to explore the content by collaboratively discussing, comparing,
analyzing and interpreting. Practicing these skills can create students who are aware of and
knowledgeable about the community and the whole world around them. This awareness is
nurtured and activated when transforming content to practical solutions and actual community
service which can surely develop active participants who are not only aware but also caring and
compassionate about making the world a better place to live in.
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Name: Faiza Ahmad Rashid
Date of birth: 3/8/1971
Place of birth: UAQ- UAE
Address: UAQ-UAE- P.O. Box 931
Mobile: 971502505245
Email: uaqteacher@gmail.com
Career Objectives
I am eager to help teachers with my vast experience to implement active learning methods which
will enable them to maximize and utilize students' potentials. I want to obtain a position as a
head teacher in order to work on developing teachers professionally and enrich the curriculum
with authentic tasks.
Educational Qualifications Al Mualla high school –UAQ-UAE-1994
Bachelor in English literature -1994- UAE university
TOEFL : Score 570
IELTS: band 7- 2015
CELTA (Cambridge Certificate in English Language Teaching to Adults) B- 2014
TOIP course. (Teacher Orientation and Induction Program)-2012
ICDL (International Computer Driving License).
Presently pursuing my M.ed degree Murdoch university-2016
Skills: Promoting co-operative learning methods.
Conducting engaging teaching PD sessions.
The ability to address the different levels according to the CEF.
Designing communicative tasks and enhancing the curriculum.
Encouraging creativity and higher-order thinking to increase students‟ performance.
My CV
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Developing productive lessons that integrate Bloom‟s Taxonomy
Professional experience Teaching for 6 years at Safia School (Primary) 1994-2000
Teaching for 11 years at UAQ School (Preparatory) 2000-2011
Teaching for 2 years at Al Mualla School (Secondary) 2011-2013
Mentoring as a TDS (Teacher development specialist) for one year in Al Mualla School
(Secondary) 2013
Presently working as Supervisor/ Support specialist at the Ministry of Education from 2014 till
date.
Work responsibilities:
Preparing for inspections by reading pre-inspection briefings.
Observing teaching sessions and providing teachers constructive feedback.
Giving model lessons for multi-purposes. (Teachers‟ professional development- Students‟
language, motivation and critical thinking enhancement)
Recording classroom observations for training needs.
Contributing information , evidence and resources to team meetings.
Producing detailed written reports giving feedback to the school, college or other education
provider.
Developing summative assessment for the different levels.
Designing professional development workshops
Development and adaptation of the new curriculum –Grade 10.
Training English teachers.
Translating PIRLS exams.
Interviewing and recruiting new teachers.
Professional development
-Advanced excel 9-2016
-Tesol Arabia RAK chapter 5-2016
-Tesol Conference 3-2016
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-Preparing interactive training packs 2-2016
-PIRLS assessment 8-2015
-Mind mapping 16-12-2015
-Tesol Arabia conference 3-2015
-Assessment Writing Training programme 2014
-Teacher skills forum 12/ 2014
-Improving English Reading & Writing Outcomes course 2014
- Smart Teaching conference January 2013
-Motivate the Unmotivated March/2013
-Ten leadership Qualities May/2013
- Engage, Motivate, Learn November/2012
-Tesol Arabia conference 2011
-Reading and writing course. June/ 2011
-TOIP training program 5th March /7th May 2012
-ICDL 2006
Workshops I developed and conducted
-Recognize, Retrieve and Recycle –Tesol Arabia RAK chapter 22/10/2016
-Communicate with Confidence- Murdoch university 10/10/2016
-Communicate with Confidence- Tesol Arabia RAK chapter 5/2016
-Activating Comprehension through Cooperative Learning – Al Noor International school+
Tesol Arabia -2016
-Active Engagement – Ministry of Education 3-2015
-Demo Lessons workshop- Ministry of Education 1-2015
- Questions Formation- Ministry of Education 8-2014
-Sherlock Holms in my Class-UAQ educational zone 4-2015
-Different Needs Different Tasks- UAQ educational zone 11-2014
-Communicate with Confidence – 10- 2016
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Annotated bibliography
Title
How well-prepared do international school teachers believe them to be for teaching in culturally diverse classroom.
Author and date
Deveney, B. ( 2007 )
Source Journal of Research in International Education, Vol.6 (3) p. 309-332.
Summary
The study examines the Professional Development provided to teachers in an international school. The training aim was to enable teachers to teach in culturally diverse classrooms. It highlights the teachers' prior training and explores their culture responsiveness. The article shows the importance of context to enhance teachers' skills and equip them to deal with culturally diverse classrooms. Additionally, the study provides some recommendations on ways international schools should implement to improve teachers' knowledge when teaching students who are culturally diverse.
Reflection
Although training had little impact on developing teachers' cultural responsiveness, effective results can be achieved on the job and by using practical strategies. Encouraging shared experience and guided reflection can be more successful than trial and error method. Recognizing the value of cultural responsiveness teaching can improve learning. In order to gain fruitful results in multicultural classrooms, teachers must connect the content to the students' cultural backgrounds. This personalization of the context is the key to more involvement and learning. Being alert to the different cultures and their impact on students' ways of learning can lead to empower students intellectually, socially and emotionally. Developing this quality in teachers can happen with practical PD sessions, shared experience and guided reflection.
Title
International education :The concept, and its relationship to intercultural education.
Author & date
James, K. ( 2005 )
Source Journal of Research in International Education, Vol.4 (3) p.313-332
Summary
The article discusses the different meanings of international education and its purpose, aims and values. The study highlights the development of conceptions like "cosmopolitan: and "interculturalism" after 9/11 event. Apparently there is no definite meaning of international education as there are many interpretations of the concept. The international education schools have two aims first to solve big
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problems facing the world society in order to create a better world. Second aim is to consider students' affective development and not only the cognitive needs. These aims are supported by the international curriculum which enables students to obtain a much wider perspective. However, this is not done as it should be as interpersonal and intrapersonal understanding is not widely emphasized.
Reflection
The move from international understanding to intercultural understanding is required and more effective as the main goal is to learn how to live together and that can happen if we understand and interact with other cultures. As a teacher I should not neglect the affective domain as it is a main factor in facilitating learning at a social and emotional level.
Title
To Westernize the nations? An analysis of the international baccalaureate philosophy of education.
Author & date
Oord, V. ( 2007 )
Source Cambridge Journal of Education, Vol. 37 (3) p. 375-390.
Summary
The article analyzes the education philosophy of the programs provided by the IBO. It examines the Diploma program by taking it as a case study. It claims to emphasize international content teaching in order to enable students to become internationally minded and neglect the philosophy aspect. This imbalance leads to slow down the achievement of the IBO goals. The diploma program can be described as a western liberal curriculum for internationally minded students than as an international education or as an international program for schools
Reflection
Understanding the different configurations of learning and meta-learning can be the key to avoid cultural clashes and enhance learning. This leads me to understand that one of the causes of Arab teachers' resistance to implement student-centered learning is because they are orthodoxy oriented (True beliefs) . Although it is important to acquire knowledge, development of the mind power should be the ultimate aim. Therefore, there should be a blend of "know to act" and "act to know" methods in order to reach all the learning configurations.
Title
The language of international education: A critique
Author & date
Quist, I. ( 2007)
Source SAGE Handbook of Research in International Education. London, p. 2-8.
Quist discusses Walker ideas on international education. It is clear that the dissatisfaction with the world situation urges for a global change. He suggests a new
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Summary
world order which can empower education to reach outward and enable students to understand the views of others through a shared language and the cooperation of different organizations. However, this can be hindered by national education which insists on the sustainability of cultural identity in order to protect the nation-state. Therefore, there is a need to reach agreement on a deep structure of international education and then find a structure for a set of values to operate a balanced educational experience.
Reflection
As teachers if we really want to have a global change as Walker says, we have to teach international mindedness explicitly. In addition, encouraging intercultural communication can happen through a common language of education which includes vocabulary that is valued and practiced by all. The implementation of the language should consider the cultural context so that it can be reachable and understood.
Title
International Mindedness and the Brain: The difficulties of ‘Becoming’
Author & date
Skelton, M.( 2007 )
Source SAGE Handbook of Research in International Education, London, p.381-389.
Summary
It’s important to view international mindedness as a component of each of these themes (Globalization, world peace and environment). International mindedness is the continuum of self-development. For a child self- development starts from egocentrism and moves gradually to independence. The development of relationship between ‘self’ and ‘other’ is a main element in international mindedness and the most complex as well. In education, this development is influenced by human development, brain function, multiple intelligences, emotional development and pre-frontal cortext development in students. This can cause problems for educators as the development is not straightforward.
Reflection
As a teacher it is important to encourage students to understand themselves first in order for them to understand others. This approach should be incorporated across the whole curriculum in a deep and meaningful way. Learning and understanding factors like brain function, multiple intelligences, emotional impact and pre-frontal cortext can be helpful in designing activities that can effectively develop international mindedness.
Title
Internationalising curriculum: Framing theory and practice International
Schools.
Author & date
Wylie, M. (2008)
Source Journal of Research in International Education, Vol. 7, No.1, 5-19 (2008)
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Summary
This study examines the ideology and practice of international schools. It describes the implementation of the’ International Education Matrix’ moving gradually from colonial, post-colonial, globalization till it reaches global civil reform. The matrix includes elements of mechanism of learning and message system. The elements are ICT, teachers, curriculum, pedagogy and assessment. Although international schools promote the ideology of global civil society, the actual practice faces many challenges. The complexity stems from interpreting what internationalism means.
Reflection
There is a discrepancy between theory and practice as schools in different contexts have different perspectives when interpreting practice. As such, international schools need to understand the meaning of internationalism in order to put theories into action. As I believe, the practical interpretation can happen by integrating international content into teaching, learning and the system of schools. There should be also a consideration for the changes that have happened to the matrix components. Thus, society, teachers, curriculum and pedagogy should be informed and aligned with the changes in order to achieve the reform.
Title
Influence of international schools on the perception of local students’ individual and collective identities, career aspiration and choice of university.
Author & date
Kanan, H. & Baker, A. ( 2006 )
Source Journal of Research in International Education , Vol.5 (3) p. 251-268.
Summary
This study investigates important factors that impact international schools such as individual and collective identities, career aspiration and the type and location of the university students think of attending. The study was conducted on students attending international, magnet and public schools in Qatar. The results showed the difference in perceptions between students of international school and magnet or public school students. The aim of such comparison is to find out if international schools contribute to the international mindedness, tolerance and aspirations of local students. The first findings show that international schools have affected local students’ perceptions of their identities, future professions and universities they liked to attend. Secondly, the results conclude that the international schools impact can create tension between the fear of losing identity and in the same time developing global sense of identity.
There are many reasons for the shift in students’ perceptions. Mainly due to the social transformation and the exposure to the economic and cultural global influence. Also the diverse curriculum and learning more than the local language plays an important role. An interesting reason for the shift is that local have no fear of losing their
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Reflection
collective religious identity and thus they are willing to embrace the other cultures. This shows that it is important for students to have a strong grip of their own culture and identity in order for them to accept and understand the other cultures. Thus identity and culture should be celebrated and valued in schools as this makes it easier for students to welcome other cultures.
Title
Coherence and consistency in international curricula: A study of the international Baccalaureate Diploma and Middle year program
Author & date
Stobie, T. (2007)
Source SAGE Handbook of Research in International Education, London, p.140 – 151.
Summary
This research discusses the characteristics of coherent and consistent curriculum. The
curriculum should share a consistent set of values, specific objectives and identifiable
philosophy. This article describes the issues caused by using different curricular in
international schools which create problems in regard to coherence, consistency and
continuity. Some schools which use IBO programs and implement national curriculum as
well may face inconsistency in ideology and curriculum. Although there is some
coherence between MPY and DPY in the level of philosophy, objectives and aims, there
is a difference. MPY is considered more holistic and flexible while DPY is to some
extend rigid and academically demanding. This can be the result of the external
examination.
Reflection
In order to maintain continuum between MPY and DPY, there should be a balance in
teaching to the test and unexamined curricular. I think by having a structured plan to
measure non-tested elements in the curriculum can encourage teachers to develop
students skills in a holistic way. There should be also an intensive teacher training of
how to create and deliver on going assessment which enhances the application of skills
and knowledge.
Title
International Education’s internationalism: Inspirations from cosmopolitanism.
Author & date
Gunesch, K ( 2007)
Source SAGE Handbook of Research in International Education, London.
Summary
There is a variety of meanings for international education. The definitions highlight
the field of international schools, the nature of the international curriculum, the
organization and management of international schools. This article gives a desirable
outcome of international education which has roots in the concept of
cosmopolitanism. One should not forget also the connection between
cosmopolitanism and the nation-state. Thus, international educators should use the
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proposed model of cosmopolitanism theoretically and practically.
Reflection
International education in general and schools in particular should consider the
theory and practice of cosmopolitanism. Understanding its concept can provide
educators, students and parents a cultural depth of engagement with other cultures.
Interaction with local cultural diversity can help to some extend in reaching the
international understanding. Personally, I find the concept of „At home in the world‟
interprets the meaning of cosmopolitanism. It is finding the balance between global
and local identity without having one dominating over the other.
Title
International education as developed by the international baccalaureate
organisation.
Author & date
Hill, I (2007)
Source SAGE Handbook of Research in International Education, London, p 25-37.
Summary
This article describes the development of international education as IBO perceives it
and implements it. International schools grew in numbers and characteristics.
Initially, the aim was to meet the needs of international mobile families. This made
the context rich as it included students from diverse cultures. However, international
curriculum can be delivered through a balanced curriculum, educational philosophy,
teachers as role models, informal interaction with people of different cultures and
administrative practice. The IB profile stems from the definition of international
education as it promotes peace, international understanding and responsible world
citizenship. In addition, having students from diverse cultures who have different
perspectives encourages the implementation of critical thinking skills. The IB
learner profile includes balanced elements of knowledge, skills, pedagogy and
attitudes in order to achieve the international mindedness.
Reflection
Government schools in the UAE can benefit immensely from IB profile to deliver
international education. Although the context might not be as diverse as
international schools, the exposure to international issues, considering students‟
attitudes and engaging them in community service can be a promising step. For
improvement and effective practices, educators should understand what
international mindedness means in order to put the theory into action.
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References
Brown, C. and Lauder, H. (2011). The political economy of international schools and social class
formation. In R. Bates (Ed.), Schooling internationally (Ch 3). Routledge, London &
New York.
Deveney, B. ( 2007 ). How well-prepared do international school teachers believe them to be for
teaching in culturally diverse classroom. Journal of Research in International
Education, 6 (3), 309-332.
Gunesch, K ( 2007). International education‟s internationalism: Inspirations from
cosmopolitanism. SAGE Handbook of Research in International Education, London,
90-100.
Hill, I. (2007). International education as developed by the IBO. SAGE Handbook of
International Education, London, 25 – 37.
James, K. ( 2005 ). International education :The concept, and its relationship to intercultural
education. Journal of Research in International Education,4 (3) ,313-332.
Kanan, H. & Baker, A. ( 2006 ). Influence of international schools on the perception of local
students‟ individual and collective identities, career aspiration and choice of
university. Journal of Research in International Education , 5 (3) , 251-268.
Oord, V. ( 2007 ). To Westernize the nations? An analysis of the international baccalaureate
philosophy of education. Cambridge Journal of Education,37 (3) , 375-390.
Skelton, M.( 2007 ). International Mindedness and the Brain: The difficulties of „Becoming‟.
SAGE Handbook of Research in International Education, London, 381-389.
Stobie, T. (2007). Coherence and consistency in international curricula: A study of the
international Baccalaureate Diploma and Middle year program. SAGE Handbook of
Research in International Education, London, 140 – 151.
Quist, I. ( 2007). The language of international education: A critique . SAGE Handbook of
Research in International Education. London, 2-8.
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International Education History
1851-2006
International exhibitions to
remove the national
prejudice and view
education beyond nation-
state.
1851
The Japanese government
encouraged the project to
improve education from
international source.
Herman Molkenbeer
-published a plan for an
international education agency
-formed a temporary
committee for the foundation
of a permanent and
international council of
education.
1900 1901
1868 1885-1891
1903
1910-1921
The emergence of
comparative education
and its important role
as the scientific area of
research.
Tagore established Santiniketan which
developed to become an international
school and world university. He
established another school in India in 1918
with the motto” where the world meets in
one nest”. Tagore & Murray exchanged
letters that emphasized education in the
context of a world culture & civilization
and to have education in a connected world
in the future.
58 documents presented by
non US participants in the
universal exhibition held in
Chicago.
Establishment of several
international schools in
Germany, US, Denmark
& Switzerland.
Establishment of the National
Education Association which
brought the Herman-Jordan plan
into action. It aimed to build a
world-based curriculum by training
teachers from a new international
perspective.
The original
cosmopolitan clubs
were launched. There
were representatives
of different nations
who would meet on
the basis of
brotherhood and
equality.
The formation of the
American School peace
league in Boston by Fern
Andrews. Its aim to encourage
interests of international
justice & fraternity. Teachers‟
mission was to develop a new
people whose country is the
world.
1908
1893
1923 1924
The foundation of the
international school of the
Geneva which was committed
to internationalism. In the same
year, an international school for
children of foreigners was
opened in Japan.
1931
Encyclopedic survey
was established by John.
E Harley. It represents a
significant resource for
research in international
education.
1937 1947
Kandel defined
international education
as education for
international
understanding.
The publishing of the
only comprehensive
annotated research
bibliography on the
history of international
education by
Brickman.
The development of IB
with the purpose of
providing international
schools with a pre-
university curriculum
recognized by
universities around the
world.
Atlantic college was
formed. International
schools associations
conference resulted in the
recommendation of
naming the international
passport to higher
education “IB”
1960 1950
The registration of
IB organization in
Geneva.
1970 1968
1962
1994
The first detailed
description of an
internationally
minded person was
developed by a group
of educators after the
UNESCO seminar.
The first official IB
diploma program
exams were taken at
12 schools from 10
countries.
The IBO
launched the
Middle year s
program.
The IBO launched the Primary
Years program. From then onward
the IBO was able to offer a
continuous international education
experience from early childhood to
school graduation.
1997
The development
of the IB learner
profile.
2006
Sylvester, R. (2007). Historical resources for research in International Education (1855-1950). In EDU 613 International
Education in Schools : Issues and Practices Reader, Murdoch University Perth, Western Australia.
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Sylvester, R. (2007). Historical resources for research in International Education (1855-1950). In
EDU 613 International Education in Schools : Issues and Practices Reader, Murdoch University
Perth, Western Australia.
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Philosophy
Aims / Mission
IB (MYP)
“Promoting the education of the whole
person, emphasizing intellectual, emotional,
social and physical growth, involving the
traditions of learning in languages,
humanities, sciences, mathematics and the
arts.”
“It aims to develop inquiring, knowledgeable
and caring young people who help to create a
better and more peaceful world through
intercultural understanding and respect”.
IGCSE
“Helping students to develop an informed
curiosity and a lasting passion for learning.
It offers better preparation for university
and employment”
“It aims to balance knowledge, understanding
and skills in our programmes and qualifications
to enable candidates to become effective learners
and to provide a solid foundation for their
continuing educational journey. For learners, it
aims to help improve performance by developing
skills in creative thinking, enquiry and problem
solving”.
GEMS
“Instilling students with universal values,
and forming graduates who are global
citizens with leadership qualities.
Incorporating these four values in teaching
and learning :
-Leading through innovation
-Pursuing excellence
-Growing by learning
-Global citizenship”
“It aims to equip children to live in a
multicultural environment, and stresses the
importance of giving back to others both locally
and globally. It aims to encourage independent learning and
empower students to embrace responsibility.
Students learn to celebrate diversity in a spirit of
understanding and tolerance that helps them
become citizens of the world.”
The international primary curriculum
Exciting and challenging children in
academic, personal and international
learning. Enabling them to develop an
enquiring mind, personal attributes and a
sense of their own nationality and culture.
“It aims to helps teachers make all learning
exciting, active and meaningful for children. It
aims to help children to connect their learning to
where they are living now as well as looking at
the learning from the perspective of other people
in other countries.”
International schools
International Baccalaureate Organization.( 2005). Retrieved from http://www.ibo.org/about-the-ib/
Cambridge International Examinations. (2016). Retrieved from http://www.cie.org.uk/programmes-
and-qualifications/cambridge-secondary-2/cambridge-igcse/
Gems Education.(n.d). Retrieved from http://www.gemseducation.com/
Field Education.(n.d). Retrieved from http://www.greatlearning.com/ipc/the-ipc/what-is-ipc
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International Baccalaureate Organization.( 2005). Retrieved from http://www.ibo.org/about-the-ib/the-
ib-by-region/
PYP MYP DP CP
Sub regional Association Structure
Co-ordinator networks
Education professionals Teachers Students
15 36 5
associations associations associations
Regional iB AEM HQ
Africa, M.E Europe
iB A HQ
America
iB AP HQ
Asia /Pacific
Global
Geneva, Switzerland The Hague
Holland
Bethseda
USA Singapore
IB organizational structure
17
International Baccalaureate Organization. (2005). Retrieved from http://www.ibo.org/become-
an-ib-school/useful-resources/
E learning & blended learning (Webinar) Regional events (Conferences)
Online PD
Face to face workshops
In-schools, district and cluster workshops PD catalogue
Support for each programme SEU and inclusion Educator certificate Language and learning
IB e search (publications/ articles/ documents)
Videos
Social media
Computers
Brochures & posters Blogs You-tube Tablets Presentations
Online curriculum
center : It is the main provider
of resources which helps in the
implementation of the
programme. It allows education to
communicate with other IB
educators around the world. It
also updates educators with all the
programme development .
Digital toolkit : Rich range of
communication materials
provided to stakeholders
such as students, parents,
teachers and school
boards.
Professional
Development : It
offers interactive learning
experience for educators so
they can create similar
engaging learning for their
students.
IB Resources & Support
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International Baccalaureate Organization. (2005). Retrieved from
http://www.ibo.org/contentassets/e7bd906e99b14bcfa149c675f6807001/governance-chart.pdf
IB governance Structure
Director general
Chair of the examining board
Senior Leadership Team : 1.Assessement 2. Academic 3. External Academic Relations 4. Finanace 5. Schools 6. Strategy Development & Execution
Chair of the heads Council
Advisory bodies
-Officers elected by board members
-Non ex officio board
Role of the board of governors
Adopting a mission statement
Making policy
Overseeing the IB's financial management
Ensuring the autonomy and integrity of IB diploman examinations and other students assessment .
Committees
Audit
Education
Governace
Finanace
Human resources
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Collaborative planning
Meeting time Involves all teachers
In-disciplinary teaching & learning
"Empower teachers to use their creativity and professionalism in developing
MYP units of work" (IBO, 2008)
Horizontal planning
Explore subject
content fully.
Communicate on
content and pedagogy
matters.
Vertical planning
Sequence learning
Ensure continuity and
progression from year
1 to year 5.
Developing the written
curriculum
Develop a measure of
ownership.
Gain the depth of conceptual
understanding and inquiry of
teaching.
Challenges
Finding the time to meet for the planning.
The lack of knowledge about the different cultures among
teachers hinders them from incorporating cultural
awareness into the unit planner.
Enablers: Supportive leadership organizes and arranges
Time to meet
Commitment to planning
Flexible teams
Professional development : Subject needs – ATL-
Global context .
Unit
plan
Subject
group
overview
ATL
plannin
g
Reflection
Alignment & coherence
Current IB publications .
International Baccalaureate
Organization. (2008). MYP: From
principles into practice. Cardiff, Wales:
International Baccalaureate
Organization.
20
Written curriculum (Unit of work)
Key concept
(Creativity) &
related concept (
Structure, style, self
expression, purpose)
'Creativity' is one of the MYP key concept which directs the process toward the
aims. The planner includes related concepts which consolidate and enhance
understanding of the main concept. They cater for the different needs of students
and local. They are also used to demonstrate how creativity works.
Context
(Personal and
cultural expression)
Teachers are aware of finding context to keep the learning purposeful and
meaningful. This one is connected to personal and cultural expression which can
motivate students to share their personal expression and direct them to cultural
awareness.
Statement of inquiry
It clearly states a connection between creativity and personal and cultural
expression. This statement provides the purpose to inquire in order to transfer the
idea to real life situations. It also keeps the key concepts focused to ensure
achieving the objectives. “How writer use their creativity to express social
experiences and perspectives to reader?”
Content (Process)
Students are assessed gradually by first reproducing, analyzing and comparing to
reach the challenging stage of creating. The lessons start with leveled questions to
activate prior knowledge. Bloom taxonomy is used to develop the questions. The
lessons follow gradual steps. It starts by identifying the issue, connecting it to the
personal experience. The teacher provides reading texts (Input) with authentic
varied materials of multiple genres. Students are assessed authentically through a
purposeful inquiry which enables student to explore, research, connect and transfer
what they learnt to real life situations.
Inquiry questions
The topic is directed by three gradual different types of inquiry questions. The
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Ways to improve
It is recommended to include the interaction, task and procedures timing in the planner.
Creating a poem can be challenging as not many have the skill of composing.
Differentiation should be used in the products/ creation stage as well.
The reflection element is blank. It is necessary to reflect before, during and after the
lessons by answering one or two guiding questions to improve the teaching practices.
International Baccalaureate Organization. (2008). MYP: From principles into practice.
Cardiff, Wales: International Baccalaureate Organization.
factual encourages students to look for communication tools used by writers. This
question taps on students prior knowledge. The conceptual moves students to
language by investigating its impact and reasons. Final inquiry question is
debatable which involves students in a relevant issue. It gives them a chance to
take a position, express their opinion and support their points with strong evidence.
Approaches to
learning ( ATL)
Students learn how to learn explicitly and implicitly. They demonstrate critical
thinking through explicit practices of gathering information to prepare for the
argument, examining generalization and conclusion and considering ideas from
different perspectives. In addition, they learn to have roles and be responsible
when being involved in collaborative work. The ATL are divided into eight areas:
(1.Organization 2. Collaboration 3. Communication 4. Information literacy
5.Reflection 6. Thinking 7. Transfer 8. Metacognition )
Differentiation
Differentiation is evident in
- The different leveled questions (identify/ examine/ criticize) or ( identify/
justify/ reflect on).
- The use of collaboration can help students understand, discuss and share
ideas in their own pace.
- The exposure to the idea in a range of contexts deepens the understanding
and enriches students' vocabulary.
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Approach Evidence
Inquiry
based
learning
The implementation of the inquiry cycle is evident in all MYP teaching and learning
practices. Involving students in deep exploration can be seen in ATL skills, unit planning,
product design and experiential learning. ATL skills highlight the process of learning which
enables students to become independent, confident and self-managed learners for life.
These skills are taught explicitly through structured chances for students to apply them.
The rich exposure to global issues is a main element in inquiry and active learning. This
context provides students with an authentic purpose to participate actively to solve
problems and react positively to serve the community.
The curriculum engages students in inquiry . In the planner, the global context is used to
drive inquiry. It is guided by questions to guide students to think of factual, conceptual and
debatable ideas. These leveled questions help teachers and students to move to new and
deeper levels of understanding.
The structured inquiry in MYP develops meta-cognitive and critical thinking skills which
later prepare students for theory of knowledge (TOK) in DP. Students are provided the
opportunity to demonstrate inquiry skills through both personal projects and community
projects in a broader cyclic process. They are encouraged to investigate personal and global
issues through gradual progression which involves them in making their own questions,
creating their own inquiries, assessing the tools and going through the process of
researching, experimenting, observing and analyzing in order to solve problems or reach
their own conclusions. This process must be followed by reflection and responsible action
so that student can gain deeper understanding and make impact in the community.
https://www.youtube.com/watch?v=OdYev6MXTOA
Concept
driven
The MYP programme implements two types of concepts.
Key concepts: suggested by each subject group. They add interdisciplinary richness to the
programme. There are 16 concepts utilized and highlighted within and across subjects.
IB teaching and learning
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They are flexible ideas that can transfer across time and culture.
Aesthetics Change Communication Communities
Connection Creativity Culture Development
Form Global
interaction
Identity Logic
Perspective Relationships Systems Time, place and
space
Related concepts are used to explore key concepts in depth. The use of reflection can
direct inquiry into subject specific content.
These concepts are implemented to develop the curriculum and encourage the application
of knowledge and skills which leads to a deeper understanding.
In the unit planner, the key concepts serve three purposes. They focus on concepts, facts
and skills. They encourage students to inquire and make personal meaning by connecting
and applying in different contexts.
A concept based model is used so it can help students to
retain facts by connecting the facts to concepts.
connect new knowledge to prior knowledge and understand culture through the
transfer of knowledge.
relate personal experience to the unit topics.
develop fluency with language by using facts to explain and prove understanding.
Service
This is one of the main values encouraged by all IB programmes. IB students are eager to
be active participants in the community and work to make positive change to the lives of
others and the environment. Participation in community service is a requirement of IB MYP
certificate.
Service connects what students learn in the classroom with what they face in the
community. Students can follow a service learning model to apply the subject matter and
develop plans and partnerships in order to meet community needs. This can be followed by
formal or informal reflection on the service experience.
MYP schools provide structured chances for students‟ involvement in service with the
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community. This happens by planning curriculum in details to facilitate the
implementation. There is a consideration for the local circumstances when designing
service activities. In addition, these activities must be suitable for students‟ level and
interests.
Students choose the issue or the need and think of what and how they can contribute. When
choosing local service, students must think of the global implications. If they consider a
global issue, they should think of how to integrate the local actions. In order to achieve
successful outcomes from the service programmes students participate in planning for
action. There is an emphasis on quality rather than quantity. Students are guided to reflect
on the strategies used and teachers and peers‟ feedback.
https://www.youtube.com/watch?v=5Iq-8ViMCng
International Baccalaureate Organization. (2008). MYP: From principles into practice.
Cardiff, Wales: International Baccalaureate Organization.
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Assessment strategies The IB schools use variety of tools to assess students‟ performance throughout the year. The
development of assessment follows a well -planned process. Teachers assess subject group
objectives against the general assessment criteria, level descriptors and „best fit‟ approach in order
to ensure transparency and accuracy when identifying students‟ achievement. Consistent meaningful
feedback emphasizes learning process by using different types of assessment
Observation
Wide angle view : by observing the whole class.
Close-up view: by observing one student or one activity.
This strategy is helpful when assessing types of behaviors and skills.
Selected response
Tests and quizzes
Asking general or specific questions to encourage answers that show
how well students understand the content. It is a kind of formative
assessment which gives teachers and students direct feedback.
Open-ended
questions
Essay- Presentation- Solutions to a problem
This strategy encourages students to extend and communicate their
responses. They can be integrated with other strategies like
performance assessment.
Performance
Presentation - Research report – Composition- Proposed solutions
It is an effective chance for students to apply their understanding of
knowledge, skills and attitude in real – life world context in and across
subjects.
Process journal
It helps to involve students in all stages of the learning process. This
can be used as a tool for meaningful reflection which will surely lead
to deep understanding and appreciation and valuing of the impact of
their service and action.
Portfolio
assessment
Teachers and students can use this strategy to record their learning
achievement. They show the level of their understanding by selecting
pieces of work and support them with evidence from other assessment
strategies. This strategy involves students in their own learning.
Projects
Community project: After completing year 3 or 4 (IB teacher)
Personal project: After completing year 5 (Supervisor)
These projects give students the chance to collaborate, pursue
community service and reflect on their own learning and the
production of their work. They equip students for a successful career
life in the future. Students document their projects in the process
journal.
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Types of assessment
Internal
assessment
Tasks
Strategies
Tools
Formative
assessment Self-assessment
Peer assessment
Gather analyze interpret
Summative
assessment End of unit
Students with learning support needs
require:
reasonable adjustment ( individual-test-method-
modification of the curriculum).
Teachers create and implement
these types while working with
students. Thus, teachers are able
to decide and provide
professional judgment on
students' performance and
achievement.
This type helps teachers to monitor
students' understanding and skills in
order to provide the required support
for improvement. It also assists them
to reach their potential. Feedback
varies from informal discussion to
written suggestions when they are
required
It takes place at the end of every MYP
unit. It provides proof of students'
achievement. Formal written feedback
and a criteria referenced level of
achievement are provided along with
this type.
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Reporting ideas:
In each subject, students get a detailed report of four different assessment criteria. They are
compulsory for years 1, 3 and 4. The report shows students development toward the MYP
objectives. The focus is on the use of knowledge, understanding and skills. The criteria
highlight the factual, conceptual procedural and metacognitive domains. There are different
achievement levels for each criterion. These levels have numerical values ( General and
Qualitative) values. They are called level descriptors which describe students‟ performance in
each strand.
International Baccalaureate Organization. (2008). MYP: From principles into practice.
Cardiff, Wales: International Baccalaureate Organization.
Reporting format
Report cards
Assessment data for
subjects
Student-let conferences
Students share assessment
data with their parents with
the support of their portfolio
of achievement
Parent conferences
Teachers communicate
assessment data to parents
explained through examples
from students’ work
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My vision
International Education will continue to grow not only in population but
also in global awareness and equality reaching the most underprivileged
and remote areas. It will aspire to engage students in different global
learning situations and offer more intercultural learning chances to equip
them to become inter-culturally competent creating global citizens who
are internationally minded and hearted.
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