FLIBS Dec. 2015 Biology Category 1 Session 2: Learning Biology within the IB Philosophy.

FLIBS Dec. 2015 Biology Category 1

Session 2: Learning Biology within the IB

Philosophy

Session agenda1. Opening 2. International Mindedness3. Approaches to Teaching (ATT) and Approaches

to Learning4. The aims of Group 45. Philosophy of IB – TOK, EE, CAS6. The Scientific Method

The Big Picture

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_treaty_with_the_lions

• Were there any issues from last session to resolve?

IB Goal: Internationally minded students

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?

Take 2 minutes to summarise what we have discussed with a colleague.

Comments?

Questions?

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 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

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

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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

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What the IB suggests:

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

Research skills LP: Inquirers

• formulating research questions

• referencing sources • observational skills • collecting, organizing,

interpreting and presenting information

Communication skills LP: Communicators

• presenting • recording information • reading for meaning • listening • viewing • non-verbal

communication • multi-literacies

Self-management skills LP: Risk-takers, Balanced, Reflective

• organization of learning materials

• time management • meeting deadlines • affective/emotional

management • positive action

Thinking skills LP: Thinkers,

Knowledgeable, Reflective

• problem solving • connecting subjects • thinking creatively • critical thinking • application of knowledge

and understanding in familiar and unfamiliar

• reflection

Take 2 minutes to summarise what we have discussed with a colleague.

Comments?

Questions?

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?

•

Take 2 minutes to summarise what we have discussed with a colleague.

Comments?

Questions?

The Role of the Scientific Method

• http://undsci.berkeley.edu/article/scienceflowchart

• 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