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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

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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.

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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.