Activity 6 - Similarities and Differences

Activity 6 - Similarities and differences (optional)
by Marie Baird - Tuesday, 28 January 2014, 05:09 AM

Consider what you have learned in this Module and reflect upon the IB and
the Language A: Language and Literature course.
How is it similar or different to other curricula/courses you have
taught?
What are the elements you are excited about?
What are the elements you are concerned about (which you have
not already posted as a question/comment in the module General forum)?
What, if any, further professional development do you think youll
need to teach the course?
Post a response here.

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Re: Activity 6 - Similarities and differences (optional)
by Martinez KARLA - Sunday, 2 February 2014, 02:56 PM

taught?
This is my first year as a teacher so I do not have previous experience. So
I am finding quite dificult this course
I like Part 2, mass media. I have not start teaching yet becuase I m doing
that next year.
Well.. ans is my first year as a techer I didnt have any material from
another similar language courses. I am really concerned becuase there is
no book from Spanish Language A (there is for english and I have it but i
does not really help). so every week I need to find all the texts to teach. I
dont really know if they really fit of what IB is expecting because there is
not many help in the IB website.
How to create the scheme of work . There is a list of topics in the website,
but not further help

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by Marie Baird - Sunday, 2 February 2014, 05:42 PM

Thanks for sharing your concerns, Martinez. A first year teacher, and new
to the IB - yes, you have a challenging year ahead!
I don't know if you saw my recommendation elsewhere, but
www.newseum.org is an excellent source. Each day it provides the front
pages of more than 800 newspapers around the world - most in English,
but some in Spanish. A quick glance at their site
http://www.newseum.org/todaysfrontpages/default.asp?tfp_show_sort=yes
shows me that they feature (Spanish) front pages from Argentina, Chile,
Ecuador and others (as well as Spain, of course).
Because the comparison of texts is such an important part of our course,
students can benefit from seeing how the front pages of newspapers in, for
example, Madrid and Bogota, compare on a given day. How do the
perspectives differ on common stories, for example. Are their noticeable
differences in style? etc


by Bronwyn WYNGAARD - Monday, 3 February 2014, 12:58 PM

taught?
Its different from A Levels because it is way broader and includes many
more elements of interest to explore. It also insists on internationalism. In
this way it is very similar to the IMYC which I am currently teaching.
Im most excited about Parts 1 and 3 because of their focus on context.
This is something I personally find most important and I am looking forward
to going into this with students to a much greater extent than in previous
teaching experiences.
My main concern right now is assessment I have very little idea as yet as
to what exactly is involved, and so feel a little anxious about it.

I think I just need to be more familiar with the details.


by Marie Baird - Tuesday, 4 February 2014, 12:33 AM

I share your enthusiasm for exploring context with students - the variables
that shape a text's production and the audience for whom it is/was
intended.
Your curiosity / concern about the assessments is very natural. I hope that
as we work through the components of assessment (here in our workshop)
you'll begin to feel more confident . . . and then after that, of course, like
our students - you'll learn best by doing!!


by Helen DUNNING - Monday, 3 February 2014, 01:14 PM

How is it similar or different to other curricula/courses you have taught?
I have taught Literature-only courses, but otherwise, it's quite similar in
scope, although less prescriptive and more flexible than some. There's a
lot of leeway for student choice and student-centred learning that is less in-
built with other curriculums I've taught.
The Media elements. I'm a Media teacher and desperately miss this kind of
thing, so it's fabulous that I can get back into it. I also like the broad
definition of 'text' that allows for what is basically a media and
communication stem within a more traditional literature and language
course.
Nothing I'm overly concerned about, apart from familiarity, which will come
as I complete this course. I'm looking forward to dealing with the
assessment examples especially.
Nothing in particular comes to mind at present, although assessment
feedback is something I'm looking into at the moment and I think that will
be very valuable.


by Marie Baird - Tuesday, 4 February 2014, 12:35 AM

I, too, value the media component of the course, and the many
opportunities we have to explore new text types with our students. It's very
much an emerging field, isn't it!


by Yasser HAMAD - Wednesday, 5 February 2014, 11:21 AM

taught?
It is similar to IGCSE in the fact that both of them are rigorous and
accentuate internationalism. Both of them enable students to practice
critical thinking and explore different texts in depth.
They are different in the point of the Learner Profile Attributes and TOK
which are clearer and more practical in the IB.
As a green handed IB teacher, Im very excited about the whole
experience. I think Part 2, Language and mass communication, is going to
be the most enthusiastic one because I havent been through such an
experience before. Part 4, Literature and critical study, is going to be
exciting as well. I love to teach my students how to be inquirers and
thinkers, and this can be achieved through the study of criticism.
Well, being new to the system makes me a little bit worried about making
mistakes. I dont know if there will be online follow up after this training to
find someone to consult about a lot of issues which I expect that they may
emerge later. In the same time, I share Bronwyn her concerns about
assessment.
Well, for the time being this PD seems enough as a start, but I think it is
too early to answer such a question now. I need first to start teaching and
later on I can decide what kind PD I still need in order to reach a
satisfactory level.


by Marie Baird - Thursday, 6 February 2014, 05:24 AM

Thanks Yasser. You raise lots of honest and valid points - most of which
will be assuaged with time and practice. I want to assure you that, if we do
make mistakes, the IB does not penalize students - and that's of course
always at the heart of our concern. We don't want an unintentional error to
impact students' success. But if we make errors (in how we conduct an
oral, or in choosing an incorrect text) our error will usually be
acknowledged by an external examiner, perhaps communicated to our IB
Diploma Coordinator. But students' grades won't be impacted. But of
course the purpose of the kind of professional development we're doing
together here is that many of those errors can be anticipated and avoided.
(And I certainly never object if participants contact me in the months
following the workshop, to clarify or ask new questions - once they're
putting their IB learning into practice!)
Marie


by Jordi TUR - Thursday, 6 February 2014, 01:04 PM

How is it similar or different to other curricula/courses you
have taught?
It is different because of its mixture of Language and Literature. Other
courses I've taught were more centered on one or the other and this gives
you the opportunity to interelate them from multiple perspectives. Its
broadness also gives you the opportunity to discover other authors and
literatures a little off the beaten track, specially african, nordic or
carribbean authors.
Im excited because this is a way for me to explore new topics and learn
and grow together with my students.
What are the elements you are concerned about (which you
have not already posted as a question/comment in the module
General forum)?
My only concern is taking the kids to the level required for this course. In
my school the IB is going to be compulsory for all students, and at this
moment, I dont think they all have the maturity to talk about language and
literature in the way required by the subject. Theres a long way to get
there, but Im enthusiastic abouit it.


by Marie Baird - Friday, 7 February 2014, 05:27 AM

Thanks Jordi. The combination of literature and language is what makes
this course quite innovative within the IB Group1 course offerings. For the
first 50 years of the IB, students had only one choice - a purely literary
course. I really value this shift and inclusion of additional courses within
Group 1, so that students have a range of opportunities that appeal to
different interests. I also believe a course that invites students to study
language in context, and language in mass communication, is absolutely
vital!


by Gurpreet KAUR PNAICH - Saturday, 8 February 2014, 12:23 PM

How is it similar or different to other curricula/courses you have taught?
I have taught literature earlier but this course gives us a lot flexibility
.Language and literature are interlinked.Gives a lot of scope to
students choice .
I am excited about part 1 and 2 as it will really helpme to make my class
more interactive and will probe students into brainstorming ,mind boggling
activites to achieve the results
I surely about the assessment
I feel I need to have deep knowledge about the IB working inorder to
deliver the best and I think through this course I am getting insight about
so many apprehensions in my mind while teaching .


by Marie Baird - Saturday, 8 February 2014, 04:21 PM

Thanks, Gurpreet. Many of us with literary backgrounds share your
excitement at the opportunity to develop our teaching further with the
opportunities afforded by Parts 1 and 2.
I hope that by the end of our time together you'll feel more confident about
each of the assessments and how you may guide your students to success
in each of them.
M

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Activity 6 - Similarities and differences (optional)

by Marie Baird - Tuesday, 28 January 2014, 05:09 AM

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