The Hexagon Core: Fit for st purpose in the 21 century? 17 March 2011
Tuesday, 12 April 2011
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
Tuesday, 12 April 2011
The challenge
Tuesday, 12 April 2011
The challenge • Accommodating the demands of the 21st century learning while honouring the values and principles of our pioneers
Tuesday, 12 April 2011
The challenge • Accommodating the demands of the 21st century learning while honouring the values and principles of our pioneers
Tuesday, 12 April 2011
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
Tuesday, 12 April 2011
The core as a whole International mindedness
Multilingualism
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Intercultural understanding
Global engagement
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
Tuesday, 12 April 2011
Sustained enquiry
Critical reflection
Tuesday, 12 April 2011
Principled action
Critical reflection
Critical reflection is the process of analyzing, reconsidering and questioning within a broad context of issues (Murray, Kujundzic 2005)
Tuesday, 12 April 2011
The big questions about the core
Tuesday, 12 April 2011
The big questions about the core • What is 21st learning and is it really any different to 20th century learning?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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)
Tuesday, 12 April 2011
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 Tuesday, 12 April 2011
The big questions around TOK
Tuesday, 12 April 2011
The big questions around TOK • What is the relationship between TOK and philosophy?
Tuesday, 12 April 2011
The big questions around TOK • What is the relationship between TOK and philosophy? • Are we trying to assess the unassessable?
Tuesday, 12 April 2011
The big questions around TOK • What is the relationship between TOK and philosophy? • Are we trying to assess the unassessable? • What is knowledge?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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
CAS
• ‘the grande passion’ Kurt Hahn
Tuesday, 12 April 2011
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 Tuesday, 12 April 2011
Service learning principles • • • • • • •
It must include: Meaningful service Links to the curriculum Reflection Youth voice and choice Reciprocal partnerships An extended period of time
Tuesday, 12 April 2011
Big questions around CAS
Tuesday, 12 April 2011
Big questions around CAS • Is creativity being interpreted as ‘the arts’?
Tuesday, 12 April 2011
Big questions around CAS • Is creativity being interpreted as ‘the arts’? • How should we define ‘Action’?
Tuesday, 12 April 2011
Big questions around CAS • Is creativity being interpreted as ‘the arts’? • How should we define ‘Action’? • Should physical activity remain part of CAS?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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 Tuesday, 12 April 2011
Extended Essay Strengths 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
Tuesday, 12 April 2011
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
Tuesday, 12 April 2011
Developing global consciousness • Global sensitivity – a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet
Tuesday, 12 April 2011
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
Tuesday, 12 April 2011
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 Tuesday, 12 April 2011
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
Tuesday, 12 April 2011
Big questions around EEs
Tuesday, 12 April 2011
Big questions around EEs • Are we demanding much of our students by asking them to write what is effectively a mini-thesis?
Tuesday, 12 April 2011
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?
Tuesday, 12 April 2011
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
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
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