A (W)rite of Passage: Student Action in Designing a Literature Curriculum

This qualitative research study investigates the effect participatory action can have on student engagement in a literature class of 20 students. Previous research has established that disengagement is becoming an increasing issue in schools globally. Previous studies have looked into teaching strategies and extrinsic motivation as some of the tools to help foster engagement in the classroom. This study seeks to assess whether inviting students to participate in the decision-making stages of their literature curriculum can create natural, intrinsic engagement. Using thematic analysis, it was found that students were engaged in their literature curriculum because of their role in choosing the texts to be studied. Students became intrinsically involved in the content of the novels and developed skills of diplomacy, humility, and communication through their autonomy. Student voice in curriculum planning needs to be considered as a vital strategy in promoting student engagement.

development

Published Date: 9/19/2018 3:40:49 AM, by Abigail Clare Ferrari

How do we know if we have really engaged our learners?

Student’s engagement in IB PYP Visual Arts classroom through the Digital Literacy Curriculum Factors involved in engaging students in the visual arts classroom? Students’ perception on Problem-based Learning (PBL) in learning MYP Mathematics Fostering information literacy through learning commons – an action research for a long range library development plan In what ways can the sportfolio promote learning and engagement in Physical Education? Productive discussions in promoting conceptual thinking in Grade 5 Mathematics classroom Students perception of Constructivist Learning in MYP Visual Arts classroom Multiple intelligences and student learning in dance education in an IB World School

IB Engagement Student

Published Date: 2/2/2018 3:27:48 PM, by -

How effective are really the various forms of professional development?

Perception of Novice Teachers on professional support in IB World Schools With the rising entry of fresh graduates and novice teachers into the education industry, ensuring that the new teachers are well supported is crucial to promote the school’s stability and students’ wellbeing and to improve the quality of education the school provides. However, to what extend that the support measures provided are effective for these novice teachers who are more vulnerable and susceptible to burn out and attrition? The present study aimed to shed some light into this area looking into the context of IB World Schools in the Asian region. Through the insights gathered from the relevant literature reviews and data collected through focus group and individual interviews, findings were interpreted and explained. It was concluded that the induction programme, mentoring system and school’s environment were found to be successful indicators to support the development and smooth transition of novice teachers into the education field. Alternatively, it was found that basic information and procedures need to be further made clear to this group. Further recommendations highlighted the need to continuously looking from the perspective of the novice teachers as a better predictor of their changing needs, as perspective drives interpretations that leads to action.

novice ib development Professional

Published Date: 2/6/2018 3:19:25 AM, by Elaine Lam

How effective are really the various forms of professional development?

Teachers' perceptions of the effectiveness of CPD in becoming an IB teacher The purpose of this study was to gather data regarding teachers’ perception about continuous professional development (CPD) and identify how CPD aids in enhancing their teaching and learning in the Middle Years Programme (MYP) in my school which is an IB world school. This study also aimed to identify which aspects of the CPD proved most effective and their perception regarding the implementation and monitoring of the CPD’s conducted in this school. Data were collected using questionnaires and interview methods and this involved the MYP teachers, coordinators and assistant coordinators. The project recommends that the school should look at teacher professional development as teachers’ development of knowledge and skills. Workshops on differentiation, Thinking skills, Learner profiles, Concept based learning, collaborative planning, classroom management, Approaches to learning and types of assessment have made them better teachers in the MYP and thus these workshops needs reinforcement and should be conducted more than once. To make the CPD’s more effective the school should adopt a differentiated approach instead of conducting a similar workshop for all teachers. When it comes to the implementation, the objectives must be clear and the monitoring needs to be more effective and the follow up must be tighter.

IB MYP CPD development Professional

Published Date: 2/2/2018 3:23:17 PM, by Gomathi d/o N Kulathu Ramaiyer

How effective How truly effective is technology and its use?

A teacher’s role in Mathematics learning using iPads in PYP 6 classrooms Effective usage of Tablet PC in the furthering of the Approaches to Learning Poisoned Apple? Teachers perceptions of using the iPad as a teaching tool iPad vs iPhone/smartphone: An informed comparison in the classroom

Technology

Published Date: 2/2/2018 3:24:42 PM, by -

How much do teachers really play in students acquiring language?

A case study examining the challenges and issues for IB MYP language B phase 1 students with recommendations to improve students’ performance Learning involves acquisition of knowledge and skills. The question is there a better way to learn? Who should dominate the process of learning? Shall teacher determine the content and mode of delivery of the knowledge and skills? Or teacher shall drive the teaching to cater students’ learning needs and compliment to students’ learning? This case study examined the challenges and key issues for IB Middle Years Programme MYP Language B Phase 1 students (beginner) with recommendations to improve students’ performance. It revealed the relationship between teaching strategies and learning needs from teachers and students’ perspectives and how it will impact the learning. This understanding is significant as it leads to the more successful planning and implementation of language programme. This research highlighted the purpose of learning second language in IB education and suggested recommendations for student’s improvement by going beyond teaching Language B as a subject but in a broader real life context. This study suggests that any future research could build on ‘Concept-based curriculum and instruction in Mandarin classroom’ with the goal to develop student’s thinking to the level of deep, transferable understanding and applicable to their real life that bring them a better future.

IB Acquisition Language

Published Date: 2/2/2018 3:05:03 PM, by Tee Siok Hoon

How much do teachers really play in students acquiring language?

Bilingual Cooperative Integrated Reading and Composition - effect on students‘ performance in Mandarin This study, being an action research, has adopted the Bilingual Cooperative Integrated Reading and Composition (BCIRC) as its practical frame, to explore the issues of teaching Mandarin reading and writing as a second language. This study was conducted in an International Baccalaureate (IB) World School in Malaysia with 7 IB Diploma Year 12 students who took a reading and writing course over 6 weeks. The purpose of this study was to find out the effects of BCIRC on students‘ performance in Mandarin reading and writing as second language. The perception, attitudes and behaviour of the students towards their Mandarin learning after the training intervention were explored. Quantitative data were analyzed based on the results of the pre-test and post-test of Mandarin reading and writing and the students‘ self-perceptions questionnaire. Moreover, qualitative data were obtained through individual interviews. The findings revealed that the students had made significant progress in Mandarin and their motivation and behavior were also drawn to a more positive direction after the BCIRC program was instructed. The knowledge derived from this research has provided insights to support second language learning and teaching, as well as curriculum planning in IB World Schools.

BCIRC Mandarin Bilingual Acquisition Language

Published Date: 2/2/2018 3:07:10 PM, by Lee Fun Nee

Implementation and perceived effectiveness of Professional Learning Community (PLC) in an International Baccalaureate (IB) World School.

Implementation and perceived effectiveness of Professional Learning Community (PLC) in an International Baccalaureate (IB) World School The purpose of this study was to examine the level of implementation and teachers’ perceived effectiveness of PLCs in an International Baccalaureate (IB) World School. This study also described teachers’ recommendations to enrich their PLC experience and discussed identified hindrances to the implementation of PLCs. The objectives of the study were achieved using a four-page, three-part researcher developed, mixed-method survey design to record both quantitative data (Likert scale) and qualitative data (open-ended questions), to capture the essence of each participant’s belief on the level of implementation and perceived effectiveness of PLCs, based on the characteristics listed by Hord (1997, 2003). Inputs from approximately 60% of the population were represented in this study. The overall results indicated that the school environments were perceived by teachers to reflect the characteristics of a PLC, most evidently demonstrated in collective learning and application; least evidently shown in terms of supportive conditions. Time constraint was viewed as the greatest challenge to implementing PLCs effectively. Other suggestions to enhance the PLC experience included collapsing teaching periods to allow a more comfortable time slots for PLCs to take place and taking actions to align vision and reinforce purpose of PLC activities for better participation and more fruitful discussions.

IB development Professional

Published Date: 2/6/2018 2:31:24 AM, by Valerynne Yann Lyn Chang

Should and can non-academic skills be measured? How?

Educational expeditions: Are they providing opportunities to develop the IB Learner Profile and ATL skills? An Enquiry Based Project This study examines the effectiveness of an educational expedition, in providing an opportunity for International Baccalaureate (IB) students to develop their IB Learner Profile attributes. It also seeks to examine if an existing life-effectiveness questionnaire (LEQ) is suitable to measure the students’ perceived gains and how this relates to the IB’s Learner Profile as well as the IB’s Approaches to Learning (ATL) within its Middle Years Programme (MYP). This is important to my school and the IB community at large as the fundamental aims of the IB are delivered through the successful development of the Learner Profile in its students’. Twenty students from a cohort of 204 participating a 5-day residential, school educational expedition were selected. The Life-effectiveness questionnaire instrument LEQ-H developed by Neill and his colleagues (Neill, 2008; Neill, Marsh, & Richards, 2003) was selected. This was administered pre and post expedition. In addition to this semi-structured interviews with teachers involved were carried out. The results indicate that the LEQ-H was able to identify significant positive gains in certain life-effectiveness, particularly self-confidence and these indicate the possibility of similar positive development in students’ IB Learner Profile attributes. The outcome of the results suggests that the next step forward is to develop a specific LEQ for IB schools’ to measure the development of the Learner profile and certain ATL Skills over time.

IB skill Non-Academic

Published Date: 2/2/2018 3:09:32 PM, by Andrew A F Webber

Should and can non-academic skills be measured? How?

Challenges students encounter in developing their Affective Skills to become Self-Regulated Learners. An Enquiry Based Project The purpose of this research is to explore how the Affective Skills of Mindfulness, Perseverance, Emotional Management, Self-Motivation and Resilience can be taught to students, using specific models, to help students develop as Self-Regulated Learners in the MYP, and from the feedback received from students, understand what challenges they encountered when applying the models, to practice and develop the skill. This project aims to provide clarity regarding the definition of a Self-Regulated Learner, and provide recommendations on how MYP schools can incorporate a Self-Regulated Learning Framework into the planning and design of the curriculum in the MYP, and for MYP schools to have an awareness and understanding of the challenges students will encounter in order for these challenges to be considered when planning the curriculum to promote a system which is student centered. The challenges, which students encountered, can be divided between challenges within their control, and challenges beyond their control. Using models will enable feedback to be given to students in order to overcome the challenges. The challenges beyond their control can be controlled by the school through integrating and embedding a philosophy of creating Self- Regulated Learners during the planning and organisation of an MYP Curriculum.

MYP skill Non-Academic

Published Date: 2/2/2018 3:11:37 PM, by John Michael Harvey