FLIBS June 2015 Biology Category 1

Session 2: Learning Biology within the IB Philosophy

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

The Big Picture

On the role of the learner and international mindedness Richard Turere: My invention that made peace with lions y_with_the_lionshttp:// y_with_the_lions Were there any issues from last session to resolve?

IB Goal: Internationally minded students

International Mindedness Now discuss with your table group What does international-mindedness mean to you? - What does it means 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?

Teaching and Learning Big Picture

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…

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

ATT & ATL Your task 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

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.

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

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

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?

The Role of the Scientific Method Interactive scientific method

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