day 1 the hexagon core fit for purpose
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The Hexagon Core Fit for Purpose, Creating a 21st Century learning community through curriculum mappingTRANSCRIPT
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The Hexagon Core: Fit for purpose in the 21st century?
17 March 2011
Tuesday, 12 April 2011
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The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world
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The challenge
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The challenge• Accommodating the demands of the 21st
century learning while honouring the values and principles of our pioneers
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The challenge• Accommodating the demands of the 21st
century learning while honouring the values and principles of our pioneers
Tuesday, 12 April 2011
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The challenge• Accommodating the demands of the 21st
century learning while honouring the values and principles of our pioneers
• ‘the moral, aesthetic, and practical education of the whole person’ Alec Peterson: Schools across frontiers
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The core as a whole
International mindedness
Multilingualism Intercultural understanding
Global engagement
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Global engagement
Global engagement represents a focussed expression of the IB’s commitment to the rigorous study of and meaningful action on humanity’s greatest 21st century challenges
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Sustained enquiry
Principled actionCritical reflection
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Critical reflection
Critical reflection is the process of analyzing, reconsidering and questioning within a broad context of issues (Murray, Kujundzic 2005)
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The big questions about the core
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The big questions about the core
• What is 21st learning and is it really any different to 20th century learning?
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The big questions about the core
• What is 21st learning and is it really any different to 20th century learning?
• If it isn’t broken, why try to fix it?
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The big questions about the core
• What is 21st learning and is it really any different to 20th century learning?
• If it isn’t broken, why try to fix it?• Is terminology that important?
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The big questions about the core
• What is 21st learning and is it really any different to 20th century learning?
• If it isn’t broken, why try to fix it?• Is terminology that important?• Is an emphasis on global challenges/
issues reductive?
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The big questions about the core
• What is 21st learning and is it really any different to 20th century learning?
• If it isn’t broken, why try to fix it?• Is terminology that important?• Is an emphasis on global challenges/
issues reductive?• Can and should reflection be assessed?
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Theory of knowledge‘The theory of knowledge course invites
students on the one hand to unify their knowledge and on the other hand reflect on it’ (Dreyfus, 1972)
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Problems with TOK• The existing guide is decidedly unhelpful for
new TOK teachers• The relationships /links between the knower
and the areas of knowledge are difficult to handle for students
• The course has become too centred on the knower
• The concept of knowledge issues is not clear• Assessment tools are valid but not always
reliable• The growing number of examiners required
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The big questions around TOK
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The big questions around TOK
• What is the relationship between TOK and philosophy?
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The big questions around TOK
• What is the relationship between TOK and philosophy?
• Are we trying to assess the unassessable?
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The big questions around TOK
• What is the relationship between TOK and philosophy?
• Are we trying to assess the unassessable?
• What is knowledge?
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The big questions around TOK
• What is the relationship between TOK and philosophy?
• Are we trying to assess the unassessable?
• What is knowledge?• Is theory of knowledge the right name
for this course?
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The big questions around TOK
• What is the relationship between TOK and philosophy?
• Are we trying to assess the unassessable?
• What is knowledge?• Is theory of knowledge the right name
for this course?• Is there a ‘right’ answer in TOK?
Tuesday, 12 April 2011
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CAS
• ‘the grande passion’ Kurt Hahn
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Service • Definition of community service –
providing help or assistance to someone who is thought to be in need
• Definition of service learning – a research-based teaching method where classroom learning is applied through action to address an authentic community need
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Service learning principles• It must include:• Meaningful service• Links to the curriculum• Reflection• Youth voice and choice• Reciprocal partnerships• An extended period of time
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Big questions around CAS
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Big questions around CAS• Is creativity being interpreted as ‘the
arts’?
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Big questions around CAS• Is creativity being interpreted as ‘the
arts’?• How should we define ‘Action’?
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Big questions around CAS• Is creativity being interpreted as ‘the
arts’?• How should we define ‘Action’?• Should physical activity remain part of
CAS?
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Big questions around CAS• Is creativity being interpreted as ‘the
arts’?• How should we define ‘Action’?• Should physical activity remain part of
CAS?• How can we foster empathy and
engagement as opposed to sympathy and awareness in our service project?
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Big questions around CAS• Is creativity being interpreted as ‘the
arts’?• How should we define ‘Action’?• Should physical activity remain part of
CAS?• How can we foster empathy and
engagement as opposed to sympathy and awareness in our service project?
• Can authentic service learning projects
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Extended EssayStrengths of Extended essay
• Students are allowed to engage in an area of personal interest
• Develops independent research skills (great preparation for university?
• Promotes high order skills of analysis, synthesis and evaluation
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Problems with Extended Essay
• The range of EE subject possibilities is an administrative nightmare
• Research methodology often poor• Finding appropriate supervisors is
problematic
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World studies extended essay• An in depth examination of local
instances of globally significant phenomena
• Approached through inter-disciplinary research using more than one IB subject
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Types of issues explored• Global food crisis• Climate change• Terrorism• Energy security• Migration• Global health• Technology• Cultural exchange
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Developing global consciousness
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Developing global consciousness
• Global sensitivity – a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet
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Developing global consciousness
• Global sensitivity – a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet
• Global understanding –the capacity to think in flexible and informed ways about issues of global significance
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Developing global consciousness
• Global sensitivity – a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet
• Global understanding –the capacity to think in flexible and informed ways about issues of global significance
• Global self – a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world
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Researcher’s reflection space• A researcher’s reflective space is
strongly recommended as part of the world studies extended essay process
• It provides a space for candid reflection on the issue being studied and how it relates to the student’s own world views and aspirations of global citizens
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Big questions around EEs
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Big questions around EEs• Are we demanding much of our
students by asking them to write what is effectively a mini-thesis?
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Big questions around EEs• Are we demanding much of our
students by asking them to write what is effectively a mini-thesis?
• How do we avoid/minimize plagiarism?
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Big questions around EEs• Are we demanding much of our
students by asking them to write what is effectively a mini-thesis?
• How do we avoid/minimize plagiarism?• Are EEs too narrow in focus?
Tuesday, 12 April 2011
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Big questions around EEs• Are we demanding much of our
students by asking them to write what is effectively a mini-thesis?
• How do we avoid/minimize plagiarism?• Are EEs too narrow in focus?• Is ‘extended essay’ the right name for
the task?
Tuesday, 12 April 2011
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Big questions around EEs• Are we demanding much of our
students by asking them to write what is effectively a mini-thesis?
• How do we avoid/minimize plagiarism?• Are EEs too narrow in focus?• Is ‘extended essay’ the right name for
the task?• Do universities really value the product
or is it really the process they value
Tuesday, 12 April 2011