Author: Binal Khakharia

Purpose:
Assessments are necessary to evaluate learning that has or has not occurred, it provides feedback to the teacher as well as the student. It is a tool to measure growth and a means of reflection. It is a justification of whether or not the students have learned a process or concept, and if they can apply the knowledge.

Choosing the type:
Assessments are chosen based on what the teacher needs feedback on: facilitating cooperation among peers, addressing different modalities and styles of learning, where the students stand at a given point in the course, and mainly to evaluate their learning.

Assessments can be summative or formative. Summative assessments include unit tests and exams, that mostly indicate how much the student has learned and can apply. These are usually graded for marks as an indication of where the student stands with relation to their peers. Formative assessments are not graded for marks, they are a tool to obtain feedback. These can be tests, quizzes, everyday classroom work, projects, etc. that do not affect the student’s marks, but gives an indication of what the student has learned so far.

As a Chemistry teacher candidate, my ToK subject presentation was related to Chemistry, and more specifically, the atomic structure. I would use inquiry to introduce the atom to the class and we would come up with the Bohr model together. Leading up to the ToK discussion, I would introduce the atomic bombing in Hiroshima-Nagasaki and ask them if the idea had not been developed and shared, would that have occurred? Then I’d make them think about the ethics and responsibilities involved with education, knowledge and the power it holds. Thus, if you have knowledge, is it your responsibility to pass it on? Is it ethical to work on something that is potentially harmful? Whose responsibility is it to control the outcome of an experiment especially if it is harmful?

ToK Chem Presentation

Is IB taught in different languages around the world, and does that help its Mission as an organization?

From my research I have found that IBO uses English as its ‘internal working language’ (International Baccalaureate Organization, 2014)[1], that is, the language in which most or all communication and governance occurs. The IBO also recognizes 3 ‘working languages’ as the languages they use to communicate with stakeholders and provide all the services needed to implement the IB programs. There are currently 3 working languages, which are English, French and Spanish (International Baccalaureate Organization, 2014).

The IB MYP and PYP can be taught in any language, but the IBO publishes documentation in English, French and Spanish only for MYP and Chinese for PYP in addition to the 3 working languages. Therefore, if schools need the IBO to validate student grades then sufficient work needs to be produced in these 3 or 4 languages to be considered (International Baccalaureate Organization, 2014)[2].

The IB DP has to be taught in English, French or Spanish, because the curriculum and examinations are only published in these 3 languages (International Baccalaureate Organization, 2014).

Considering that the IBO supports multilingualism and cultural diversity, and its mission includes international-mindedness, having access to the IB curriculum in multiple languages is definitely an advantage. Also the fact that the IB programs offer a second language option assists in molding students into multilingual or at least bilingual citizens of the world.

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[1] International Baccalaureate Organization. (2014). Mission and Strategy. (I. B. Organization, Producer, & International Baccalaureate Organization) Retrieved September 1, 2014 from IB Language Policy: http://www.ibo.org/mission/languagepolicy/

[2] International Baccalaureate Organization. (2014). What we Offer. (I. B. Organization, Producer, & International Baccalaureate Organization) Retrieved September 1, 2014 from IB programmes are taught in English, French and Spanish: http://www.ibo.org/programmes/slideg.cfm

Inquiry is an educational strategy that shifts focus on to the students. It basically means learning by involvement and engagement. It is student-centric, hence, the teacher guides the student towards their own research and means of problem-solving. It also allows them to make links to different topics and subject areas.

Some inquiry-based teaching strategies would include asking open-ended questions, instead of supplying information, to promote thinking and deeper understanding; investigating case studies to understand the practical applications or real-life scenarios; individual or group projects, group and class discussions on controversial topics, etc.

Inquiry-based teaching is definitely a great strategy to incorporate into the classroom, to allow for creativity, critical thinking, building interpersonal relationships, peer-peer learning, and problem solving among others.

I believe art is an expression of one’s skill, creativity, imagination and emotion. If one calls a piece of work “art”, it is a reflection of their expression, and therefore, it is art. I believe art is very subjective; the commodification of “art” in today’s era detracts from the value of this subjective expression. Artists need to sell their “art”, and thus, it has to be appealing to others. In an ideal world, an artist would be free to express himself or herself as he or she wishes, as they should be.

At the Rennie Collection, the piece of work I liked best was the Oak Tree Red Bluff by Rodney Graham. This was a collection of eight black and white photographs of upside-down Oak trees. The roots of these trees reached “skywards”, and their branches spread out vastly “underground”. I liked these photographs, firstly because it was looking at something ordinary and making it extraordinary. Secondly, the beauty and symmetry of nature is evident even in this orientation. And finally, because it makes me feel that everyone has the ability to reach out and grow, and achieve what each of us needs to flourish. Whether we are roots or branches, we can spread out, we can grow, whatever the conditions we are placed in.

The piece that did not resonate well with me, however, is the Donald Judd, 1994. This piece showed an anodized aluminum shelf enclosing a book, placed very high up the wall. The curator informed us that it is intended to be out of reach, just when you think you are closer to understanding, you realize you still have a lot further to go. I think she meant this in relationship to understanding Freudian theories. Personally, I do not like the idea that knowledge can be so out of reach that no matter how hard you try, you will never achieve it. I like to think that when you try hard enough, you will achieve it. I would place a step ladder near the shelf to show that yes, you have to make an effort, and when you do, you will get what you worked for.

Having gone through the IB DP myself, what I learned from these two days was how interested the others who had not gone through IB were. I remember standing in a circle for an ice-breaker session. I was standing right next to Isobel, who likes to dance 🙂 I remember learning that IB is the best teaching practice available at the moment, but a teacher is still a teacher to every student. As a teacher we ought to provide the best to every student in terms of skills and education.

On the 26th, we went to the David Thompson School Market Garden where we applied what we learned about Service Learning. Service learning is an educational approach premised on reciprocal learning, where both the providers and the recipients benefit from the activities.

Here below is the link to the video:

https://www.dropbox.com/s/ezt5vcwhs5kg0q3/20140826_103958.mp4?dl=0