Paper Two: Students Teaching Students

How can teachers ensure that they offer revision activities that benefit a variety of skills and learning styles in their classroom? Here are some tried and tested activities that I like to use to prepare my mixed ability class for Paper Two. 1. Poster making Students create posters using drawings, quotes, summaries of themes, plot turning points, narrative devices or character overviews, etc. I use large butcher's paper and display in the classroom in the weeks leading up exams. Students take photos and share ...

Advice for Successful Individual Oral Commentaries

At some point, sooner or later, whether you are a HL or SL student, you'll see that IOC coming toward you.  You'll be thinking such things as 'how am I going to get through this?' or 'what can I do to prepare?'  Your teachers will have offered you a good many tips, some of which you took on board and others that have slipped away over time–or weren't actually heard.  Teachers have diverse opinions about how best to do this, ...

opinions on the child: raising knowledge questions through literature

On a day when TOK students seem hard to rouse to even a mild level of vehement engagement, they will almost certainly perk up when asked questions like the following: 1. If a parent coddles a child every time it cries will the child become manipulative, crying to get whatever it wants? 2. Should a child ever see its parents naked? 3. Should a baby be breast fed or bottle fed? Chances are, of course, you will discover some strong opinions. The tone of ...

Reflective Statement and its relation to the Written Assignment: a puzzle

Because there are just so many confusions and questions about completing the assessment for Part 1, it would seem useful to have a posting here that addresses some of these. 1. The Reflective Statement.  This is a one-time exercise, one that is very much like a journal entry. What should it NOT be: -It is not meant to be an evaluation of how well-prepared, interesting or clever Jaime and Samir were in their presentation of an Interactive Oral. -It is not an abstract or ...

Paper 1, Literature course, coming up

There are a few hints that can make a difference in your outcome.  What would I, as an examiner recommend?  Based on the May Subject Reports for 2013, here are 5 things that can make a difference: 1. In Paper 1, try to combine your writing about your interpretation (what you 'hear' the poem or passage saying--its content-- but also the writer's attitude toward the content --the tone) with the literary techniques used to deliver that.  For example, you see that ...

Pamuk’s “Istanbul”: great for prose other than fiction

By Tuesday, August 6, 2013 , , , , 0

People are finding this work a winner for prose other than the novel or short story.  It crosses genre distinctions with ease, including travel notes, autobiography, literary criticism--and probably others. It contains a sentence that could go head to head with all others for length in the chapter, 'Huzun'  a word which describes the feeling of melancholy from a Turkish angle. Perhaps something of the Portuguese 'saudade."  Both are akin to the mode often described in the English literary tradition as "elegiac." It's not ...

Conclusion and Evaluation – aspect 1

  The theme for the next couple of days will be Conclusion and Evaluation (CEv). Aspect one is split into three parts and is, in my opinion, the hardest of all of the aspect to achieve a 'c' in. Firstly, the student needs to write a good IB level conclusion - what do the results actually mean. There is no longer a 'hypothesis' to write, so this is the part of IA that is really testing an understanding of chemical knowledge. Secondly, the student ...