scholarly journals Developing independent learners

2021 ◽  
Author(s):  
Sarah Pavey
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Independent School ◽  
School Community ◽  
International School ◽  
Physical Design ◽  
Independent Learning ◽  
English Curriculum ◽  
Statutory Requirement ◽  
International Baccalaureate Diploma

Box Hill School is an independent school in Surrey, England. In 2008 the English curriculum was abandonedin favour of the International Baccalaureate Diploma (IBD). A library is a statutory requirement of theInternational Baccalaureate Organisation (IBO) endorsement who also recommend this be managed by aqualified teacher-librarian. In May 2008, I was employed to create a library and develop independentlearning throughout the school. This paper considers the rationale behind the physical design. It outlines theimplementation of independent learning in an international school community where no infrastructure topromote this style of teaching and learning previously existed.

scholarly journals Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’

2017 ◽  
Vol 16 (3) ◽  
pp. 248-264 ◽  
Author(s):  
Adam Poole
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Art Teacher ◽  
Beliefs About Teaching ◽  
Learner Profile ◽  
The Way ◽  
International Baccalaureate Diploma

This article presents findings from a case study that explored the way Sophie, an expatriate International Baccalaureate Diploma art teacher in an internationalised school in Shanghai, China, interpreted and implemented the International Baccalaureate Learner Profile. The findings challenge the view that the Profile exerts a regulatory force on teachers’ behaviour by showing that Sophie not only reshaped the Profile according to her beliefs about teaching and learning, but also resisted what she perceived to be underlying patriarchal and westernising discourses. Findings suggest that the notion of a regulatory discourse should focus on both the Profile as text and also what could be called the lived Profile. Finally, this article offers tentative recommendations for professional development that incorporate both the Profile as text and the lived Profile.

Differentiation in the International Baccalaureate Diploma Programme

2019 ◽  
Vol 18 (2) ◽  
pp. 142-168
Author(s):  
Nicky Dulfer
Keyword(s):  
Differentiated Instruction ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
First Century ◽  
Intercultural Understanding ◽  
High Stakes ◽  
Learner Profile ◽  
Approach To Teaching ◽  
Senior Secondary ◽  
International Baccalaureate Diploma

There is now widespread acceptance of the importance of differentiated instruction in today’s classrooms. However, much of the research regarding differentiated instruction takes place in primary and middle years environments, with very little focussed on the senior secondary years. This article explores differentiated instruction practices in senior secondary high stakes environments. Specifically focussed on the experiences of teachers in the International Baccalaureate Diploma Programme (IBDP) in Hong Kong and Australia, where the IB is predominately taught in high-fee-paying institutions, the article explores some of the current practices and concerns of teachers involved in the programme. In exploring differentiated instruction in the IBDP it asks the questions 1) How do teachers employ differentiation in their approaches to teaching in IBDP environments?, and 2) What factors inhibit or enable differentiation in their classrooms? Results from the study indicate that teachers of the IBDP provide several differentiation opportunities within the content and product areas. However, the areas of process and environment were more problematic, with the amount of content that needed to be covered impacting on the approach to teaching and learning adopted by both the teachers and the students. The IB prides itself on its Learner Profile attributes which support the students to become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” (IB, 2019a). However, in this study questions were raised regarding the amount of time students are given to think, reflect, or inquire. This is something that all senior secondary years programmes will need to consider as we move through the twenty-first century.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

Receptive Skills: Reading & Listening (ReaL) Resource Pack with App Support

2018 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
Nur Ain Abdul Malek ◽  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Hanis Kamarudin
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
New Technology ◽  
Lesson Plans ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Technology In The Classroom ◽  
Support Materials ◽  
Language Classrooms

Educators all over the world have been incorporating smartphones specifically by using mobile applications (apps) in teaching. However, many educators encourage students to use smartphones especially for independent learning without any guidance. It is easy to assume that students would know how to use a certain app on their own. Barrs (2011) asserts that students demonstrate greater interest to continue self-directed learning using mobile devices when they are provided detailed guidance and explanation on how to use smartphone appropriately in classroom settings. This suggests that guided lessons using apps may increase the level of effectiveness in language teaching and learning. The objectives of the resource pack designed are to offer guided approach to the use of apps in language classrooms and to provide support materials to consolidate the lessons. Meanwhile, the novelty lies in the comprehensiveness of the lesson plans and materials while incorporating new technology in the classroom. The resource pack will give a valuable contribution to instructors in the teaching of English particularly on receptive skills like reading and listening. The development of this resource pack which is based on two apps: NST Mobile and LEB English is timely to educators who have interest in incorporating mobile devices in language teaching. Basically, this resource pack underscores a compilation of exciting and meaningful lesson plans meant for educators to conduct listening and reading instructions. Knowing time constraints often experienced by educators in preparing for their classes, worksheets are also included for the proposed lesson plans so that learning outcomes can be achieved at the end of the lessons.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

2018 ◽  
Vol 17 (3) ◽  
pp. 262-285 ◽  
Author(s):  
Sandra Forrest
Keyword(s):  
Focus Groups ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
Explicit Instruction ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Training Model ◽  
Summative Evaluation

This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers’ beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers’ development more likely. Findings indicate that formatively assessing teachers’ development from CPD, and development itself, are ‘messy’ processes, as is trying to distinguish between ‘student-centred’ and ‘teacher-centred’ teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme’s emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students’ increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers’ development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, ‘training model’ CPD can, indeed, enhance teachers’ student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers’ CPD.

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