2. FLIBS Dec. 2015 Biology Category 1

3. Session 2: Learning Biology within the IB Philosophy

4. Session agenda 1.Opening 2.International Mindedness 3.Approaches to Teaching (ATT) and Approaches to Learning 4.The aims of Group 4 5.Philosophy of IB – TOK, EE, CAS 6.The Scientific Method

5. The Big Picture

6. On the role of the learner and international mindedness Richard Turere: My invention that made peace with lions http://www.ted.com/talks/richard_turere_a_peace_treat y_with_the_lionshttp://www.ted.com/talks/richard_turere_a_peace_treat y_with_the_lions Were there any issues from last session to resolve?

7. IB Goal: Internationally minded students

8. International Mindedness https://www.youtube.com/watch?v=eyPMk7kLDBQ Now discuss with your table group What does international-mindedness mean to you? - What does it mean to be a “global citizen”? - How do schools today prepare students for global citizenship within biology and other group 4 science subjects? - What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities? - How can you help your students understand the importance of international understanding as it relates to your course? - What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

9. Take 2 minutes to summarise what we have discussed with a colleague. Comments? Questions?

10. Teaching and Learning Big Picture

11. Approaches to teaching and learning Page 4 in your Biology Subject Guide outlines ATT and ATL Page 18 addresses the 10 aims of Group 4 – We will enable students to…

12. Approaches to teaching: - Teaching that is inquiry based - Teaching that is conceptually focused - Teaching that is contextualized - Teaching that is collaborative - Teaching that is differentiated - Teaching that is informed by assessment Approaches to learning: - Developing thinking skills - Developing social skills - Developing communication skills - Developing self- management skills - Developing research skills ATT & ATL in summary

13. ATT & ATL Recall the standards and practices – p 35 of it Your task Numbered heads activity by tables Within the context of the Group 4 aims discuss each ATT & ATL in the context of the learning that takes place in your classrooms After some time ATT and ATL groups will mix and share findings

14. Why ATTL (or is it ATL) is useful to empower teachers as teachers of learners as well as teachers of content to empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking to allow students to have increased confidence in approaching rigorous assessment tasks through demonstrating independent learning skills 13

15. ATL skills The five skills categories of Approaches to Learning are the following: o Social skills o Research skills o Communications skills o Self-management skills o Thinking skills Let’s become experts on one of the 5 areas. Take 5-10 minutes to determine the things learners would “do” for each of these skills Let’s count off then move to share as experts at one table 14

16. What the IB suggests:

17. Social skills LP: Principled, Caring, Open- minded collaboration and group work respect for other cultures and points of view global/intercultural awareness and sensitivity affective/emotional skills ethical behaviour

18. Research skills LP: Inquirers formulating research questions referencing sources observational skills collecting, organizing, interpreting and presenting information

19. Communication skills LP: Communicators presenting recording information reading for meaning listening viewing non-verbal communication multi-literacies

20. Self-management skills LP: Risk-takers, Balanced, Reflective organization of learning materials time management meeting deadlines affective/emotional management positive action

21. Thinking skills LP: Thinkers, Knowledgeable, Reflective problem solving connecting subjects thinking creatively critical thinking application of knowledge and understanding in familiar and unfamiliar reflection

22. Take 2 minutes to summarise what we have discussed with a colleague. Comments? Questions?

23. Group 4 aims The aims enable students, through the overarching theme of the Nature of science, to: 1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. acquire a body of knowledge, methods and techniques that characterize science and technology 3. apply and use a body of knowledge, methods and techniques that characterize science and technology 4. develop an ability to analyse, evaluate and synthesize scientific information 5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. develop experimental and investigative scientific skills including the use of current technologies 7. develop and apply 21st century communication skills in the study of science 8. become critically aware, as global citizens, of the ethical implications of using science and technology 9. develop an appreciation of the possibilities and limitations of science and technology 10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

24. The role of the other IB Components: TOK, CAS and EE TOK is Theory of Knowledge course, CAS is Creativity Action and Service component and EE is Extended Essay These are part of the core of the IB DP and a big part of the philosophical approach to IB

25. Discuss with your table -The placement and possible roles of TOK, extended essay and CAS within the curriculum framework. -How does this model fit in with and complement the following IB concepts: International mindedness Holistic education The Learner Profile

26. The Role of the Scientific Method Go to page 12 of your subject guides and do the following 1. Discuss the importance of the scientific method as a means of creating authentic links and promoting articulation between the syllabus content, the nature of science and practical work. 2.What are some of the challenges of using the scientific method during practical investigations? 3.How can we as teachers help students work around these challenges?

27. Take 2 minutes to summarise what we have discussed with a colleague. Comments? Questions?

28. The Role of the Scientific Method http://undsci.berkeley.edu/article/scienceflowchart Interactive scientific method

29. Bus Stop Areas that you have no knowledge of, do not fully understand, find challenging Object is to move all the notes to the “fully understand area” of the bus stop by the workshop end Add or move your sticky notes to the respective areas Keep track of notes you have added to manage your learning and needs throughout Share out Was there anything you found interesting, useful, relevant or even controversial during the discussions you had Closing and Reflection