IB世界会员学校
重视成绩的IB学校
可爱的人
让我怎能不爱你
在剑桥郡加拿达外国语学校，积极探究，知识渊博，善于交流等词语是可以经常听到的，我们致力于培养勤学好问、知识渊博、富有爱心的年轻人，理解和尊重多元文化。
我们有这样一个团队：
非常受学生喜爱的一群人，他们来自英国、美国、加拿大、南非，在中国都有多年的从教经验，外籍副校长Mr. Mark更是从建校开始就在我校工作了。
图丨Mr.Mark
这是一个有爱的团队
参加学习培训的他们
给学生做评估的他们
年级组中外教教研的他们
周末参加IB学习交流的他们
学习完后还及时进行了反思
反思1
Hello everyone, my name is Mark and I co-teach inquiry based learning (IB) in the first and second grade and now also teach it in the middle school programmes international classes, in grades 7 and 8. So the online learning workshop was very relevant for me.
The first speaker taught us more about the theory of IB and how it aims to teach around themes, such as diversity or climate change for example, as opposed to teaching each traditional subject as a separate source of knowledge. This transdisciplinary approach is designed to remove the set boundaries between individual subjects so students can connect ideas and concepts in a deeper, more broad and memorable way.
The second speaker gave us some practical examples of how IB can be used in the classroom. She taught that after the students have been introduced to the topic (the tuning in stage), which links to their existing topics from their textbooks, they are then helped to come up with questions that interest them before beginning to discover more about their questions using their own devices or books (the finding out stage).Here the teacher acts as a guide as opposed to the traditional role as a giver of knowledge, which the students need to memorise and later repeat back in a formal assessment. After the students have enough information, they then need to organise it and think it through before beginning to make some conclusions for their question(s). Students can then choose to share their ideas in a variety of ways, such as through a PPT., poster, speech or a video.
Personally I liked the emphasis on variety and choice throughout the whole inquiry process. From different ways to help the students tune in, such as by using pictures, activities or realia, to the students being able to choose more ways to learn about their questions, such as using more Music, Art or even P.E. After reflection I will now use some of these ideas too in my own IB classrooms.
I think that for inquiry based learning to work well, it needs to be student driven based on students own interest with educators helping to link this to real world issues and practical problems in the students own daily life. Ultimately after learning and reflection has taken place, taking real world action is what IB is all about, trying to make the world a better, safer, smarter and more tolerant place to share together.
反思2
The initial session discussing‘ Transdisciplinary Learning' was overwhelming for many as it was predominately focused on the science, structure and foundation of IB.
However, Annie was able to provide us with a clearer understanding of the fundamentals of the related concepts and different learning approaches such as disciplinary, multidisciplinary, transdisciplinary and interdisciplinary; this helped us as aspiring IB Specialists to develop a deeper appreciation for the educational process of IB and the shared human experiences that are coined as core commonalities.
We valued Emily Voultonburg's 'Inquiry in ESL' session since it was more relevant to our school's teaching practices. This session engaged our teachers because it was relatable, adaptable, and practical to our classroom's real-world demands.
Furthermore, she provided a learning experience that was rich in content and concepts that we previously found challenging about the IB's objectives, such as "leaving the book behind," "letting go of traditional teaching control," and "being comfortable in the chaos." Furthermore, the instructor gave excellent tools for ensuring that teachers meet student development and growth requirements.
In summary, this training was highly effective for our team as it moved us one step closer to becoming specialised practitioners of IB by enabling us to allow our students to construct their knowledge. Moreover, we learnt that By organising and categorising information, our students could make schematic connections to previous knowledge and take ownership of their desired learning outcomes.
这样一群可爱的、努力的人
让我怎么不爱你！
