Each of the car projects are very different, and I did this so that people can see that the Global Context focuses the project, it is not an add on, or a 'this GC fits best' scenario. You'll see that the words in bold, and taken directly from the description or exploration.
Following each of these pages I have put an example, about a car. After looking at the assumptions, each page has the Global Context, the description and the exploration. This also happens with the IB Learner Profile attributes, so you can do a similar activity with those too. This is because I find often teachers and students just look at the title, and they bring their own knowledge and ideas to it, assuming what it means exactly. 'Learning is most significant and lasting when it is connected to the world around the student.' (Judith Fabian, IB Chief Academic Officer, in Walker 2010)Grounding learning in real-life contexts is fundamental to students engaging in the learning. It then asks the audience to make assumptions about the definition of one Global Context, 'Identities and Relationships'. Teaching is developed in local and global context. The presentation briefly describes what Global Contexts are.
I always have it open when trying to think about which Global Context and exploration I want to steer my unit. However, it is also useful for professional development, or even to refer to when planning a unit. 1) Identity and Personal Relationship Who am I Who are we Includes the following areas of exploration: Identity Beliefs & Values Personal, Physical.
#Ib global contexts how to
Students may look to one or more of the following fields of inquiry for guidance on how to decide on a global. I may have posted this presentation before, in my Personal Project bootcamp posts, as I originally designed it for PP students. Its impact is felt in everyday local contexts.
0 kommentar(er)
