Approaches to teaching
From most important to least important
1. Teaching based on inquiry - In my opinion, inquiring is the foundation for all the other teaching processes. The first step we have to do is to create some kind of learnin need, learning desire, and this is only possible if the students start their learning processes by questioning why do they have to learn what they are studying, this is the foundation for the contextualization of knowledge. Contextualization will help transform this knowledge in practical abilities in order to participate in social practices. Hence, connecting local and global issues may be easier, assessment will make much more sense and collaboration will be promoted for inquiring learning also leads to question how we learn.
2. Teaching focused on conceptual understanding. Inquiring teaching must develop into the conceptual understanding of what is being studied and the connection between these concepts and the development of abilities. Also conceptual understanding will necessarily link contents to their use in social practices, otherwise there will not be real understanding. Conceptual understanding is the development of a broader view of the world as a result of the awareness of the significance of what you are learning to the functioning of society.
3. Teaching informed by assessment (formative and summative) - Assessment is essential to any teaching and learning. The quality of assessment is pivotal for both teaching and Learning. But we must focus on real assesment which is the processing of collecting significant data about students learning and making decisions based on this collection. The most important of this decision is how and when to give feedback. We cannot undermine assessment by reducing it to exams. That is just not true.
4. Teaching focused on effective teamwork and collaboration. Social practices have both collective and individual functioning. The way we function in those practices must follow collective rules, norms, agreements and procedures. Nonetheless, each individual can collaborate with their own creative actions. The same thing happens to learning and teaching. Solving problems is also one thing that can't be done egotistically. So, learning to solve problems must be made in collaboration.
5. Teaching developed in local and global context. This approach is connected and follows the last one in terms of complexity. In the moment we know how to effectively collaborate I am ready to tackle the challenge of "glocalizing" issues.
6. Teaching designed to remove barriers to learning. I don´t mean that this approach unimportant. What I have experienced in my IB students is that they have different and sometimes unique barriers to learning. So before tackling those barriers we have to assess their difficulties in the other ATLs. I have a group of ten students and one of them in extremely shy, other one is totally outgoing but his attention is all around the place, another is not a team worker and so it goes.
Approaches to learning
From most important to least important
1. Thinking skills (without thinking properly and systematically you can't learn or apply the other approaches)
2. Self-management skills (being organized and balanced are essential features of good learners. Without being organized you can't do quality research neither communicate your ideas)
3. Research skills (essential for critical learning)
4. Communication skills (I believe this is part of IB's essence)
5. Social skills (Collaboration is paramount to IB)
From most important to least important
1. Teaching based on inquiry - In my opinion, inquiring is the foundation for all the other teaching processes. The first step we have to do is to create some kind of learnin need, learning desire, and this is only possible if the students start their learning processes by questioning why do they have to learn what they are studying, this is the foundation for the contextualization of knowledge. Contextualization will help transform this knowledge in practical abilities in order to participate in social practices. Hence, connecting local and global issues may be easier, assessment will make much more sense and collaboration will be promoted for inquiring learning also leads to question how we learn.
2. Teaching focused on conceptual understanding. Inquiring teaching must develop into the conceptual understanding of what is being studied and the connection between these concepts and the development of abilities. Also conceptual understanding will necessarily link contents to their use in social practices, otherwise there will not be real understanding. Conceptual understanding is the development of a broader view of the world as a result of the awareness of the significance of what you are learning to the functioning of society.
3. Teaching informed by assessment (formative and summative) - Assessment is essential to any teaching and learning. The quality of assessment is pivotal for both teaching and Learning. But we must focus on real assesment which is the processing of collecting significant data about students learning and making decisions based on this collection. The most important of this decision is how and when to give feedback. We cannot undermine assessment by reducing it to exams. That is just not true.
4. Teaching focused on effective teamwork and collaboration. Social practices have both collective and individual functioning. The way we function in those practices must follow collective rules, norms, agreements and procedures. Nonetheless, each individual can collaborate with their own creative actions. The same thing happens to learning and teaching. Solving problems is also one thing that can't be done egotistically. So, learning to solve problems must be made in collaboration.
5. Teaching developed in local and global context. This approach is connected and follows the last one in terms of complexity. In the moment we know how to effectively collaborate I am ready to tackle the challenge of "glocalizing" issues.
6. Teaching designed to remove barriers to learning. I don´t mean that this approach unimportant. What I have experienced in my IB students is that they have different and sometimes unique barriers to learning. So before tackling those barriers we have to assess their difficulties in the other ATLs. I have a group of ten students and one of them in extremely shy, other one is totally outgoing but his attention is all around the place, another is not a team worker and so it goes.
Approaches to learning
From most important to least important
1. Thinking skills (without thinking properly and systematically you can't learn or apply the other approaches)
2. Self-management skills (being organized and balanced are essential features of good learners. Without being organized you can't do quality research neither communicate your ideas)
3. Research skills (essential for critical learning)
4. Communication skills (I believe this is part of IB's essence)
5. Social skills (Collaboration is paramount to IB)
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