What is my World View as an IB DP Educator?
My world view supports understanding of and interaction with diverse stakeholders in school contexts, by fostering a curiosity in young learners, to learn about and be open to understanding the world views of others.
My world view encourages students to find common ground and shared beliefs with others who may or may not share similar world views to their own. In my teaching, I employ conversational strategies to encourage dialogue between students and mentors, whereby we collaboratively identify similar and differing aspects of one another’s world view, and then look for the common values or elements that we share.
I encourage discussion and sharing involving religious convictions, political ideologies, views and values. I believe that world views are constructed by an opposition between two perspectives. Therefore, I encourage social interaction and conversation among my students.
As an IB educator, I promote the 5 principles of Cultural Competence (trust, respect, equity, fairness and social justice). Additionally, I practice Critical Reflection to help students effect a deeper understanding of cultural differences and to encourage each student's personal growth. Critical Reflection is necessary in the process toward Cultural Proficiency, which is a key component in the IB educational setting.
How does the process of reflection support an inquiry-based classroom culture?
I believe that the process of reflection supports an inquiry-based classroom culture in a few key ways:
- As the educator, doing a personal reflection of experience models the reflective process for my students. This in turn can encourage students to self-reflect. When students self-reflect, then they can ask questions and search for answers using their inquiry-based learning approach.
- Capturing data throughout the school day and academic year is critical; it also provides instant feedback and opportunity for the educator to assess and improve projects, lessons and units. In turn, this translates to improved learning for the IB students, over the course of days, weeks and months. By questioning oneself as an educator, and by striving to consistently improve one’s own examination of subject areas and projects, one can tweak the learning opportunities for the students themselves. A focus of gathering this data and of reflecting can result in more efficient and effective inquiry-based learning opportunities for one’s students.
- The process of journaling, using weekly planners, voice memos, student surveys, peer observation and of maintaining a standard self-reflection phase as part of your regular procedures, builds a way for the educator to constantly reflect using different strategies.
As an educator, I incorporate reflection activities into my school calendar. Also, I utilize a cross-section of reflection strategies and tools to gain a better understanding of where I can improve curricula and inquiry-based learning opportunities.
Use of a PLC in the IB DP Setting:
DEFINITION OF A PLC: A PLC is a group of educators or professionals who regularly collaborate and engage in collective learning to improve their practice and student outcomes.
One can deduce from this definition that, in an ideal scenario, the way professionals work together in these communities (PLCs) should reflect how students collaborate with each other in their learning process. The focus is on teamwork, shared learning, and mutual support in both the professional and student environments. I strive to continuously establish and maintain a successful PLC within my IB teaching, by following these 6 steps:
- Define mission, vision, values and goals
- Ensure collective inquiry and constantly question what is being done
- Develop a common purpose
- Focus on action and experimentation
- Value continuous improvement
- Seek results.
PLCs are an integral strategy that can be utilized in short, mid and long-term planning/program development.