General+information

=General Information from the IB site that will help us=

[|IBO site]
From Principles into Practice doc for MYP:

MYP Language B guide:

DP Language B guide SL-current:

DP Language B changes coming 2012:

Learner Profile Assessment Attributes: [|LP Assessment Attributes.doc] Learner Profile Atributes Posters: [|Learner Profile Attributes Posters.ppt]

areas of the curriculum. They provide the basis for links between and within subjects and help students appreciate that all knowledge is connected and part of a greater whole. The areas of interaction can also be interpreted as different lenses through which to view our world. These five areas of interaction are:
 * Areas of Interaction (A of I)**: In the MYP, the five areas of interaction are integrated into all

students to understand how and why they learn. Facets of this area of interaction include learning style, communication, organization, problem solving, and personal reflection. Through approaches to learning, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is “learning how to learn” and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies.
 * Approaches to Learning** (ATL): ATL focuses on how students learn best. It encourages
 * Approaches to learning (**__[|__apprendre à apprendre__])__
 * How do I learn best?
 * How do I know?
 * How do I communicate my understanding?
 * Approaches to learning also include:**
 * organizational skills and attitudes towards work
 * collaborative skills
 * communication
 * information literacy
 * reflection
 * problem solving and thinking skills
 * subject-specific and interdisciplinary conceptual understanding.

Recognizing and helping students develop the range of their capacities, positive attitudes and effective habits of mind is the shared responsibility of teachers, and is at the core of all curriculum development and delivery.

examines the various contributions to society as well as the impact of these contributions. This area helps students understand their roles and responsibilities as creators.
 * Human Ingenuity** (HI): ([|ingéniosité humaine])Human Ingenuity is a celebration of human creativity. It

understand the importance of leading full and healthy lives. It encourages them to take responsibility for their well-being and their surroundings. Whole health development incorporates a variety of aspects including physical, emotional, social, economic and legal health.
 * Health and Social Educatio**n (HSE): ([|santé et formation sociale]) Health and Social Education helps students

as part of greater local and global communities. It emphasizes the importance of active, responsible citizenship and encourages students to develop the skills, knowledge, and awareness needed to make effective and meaningful contributions to their communities. Environment (Env): Environment helps students understand the interconnectedness between human actions and the environment in terms of many factors including economic, social, and political factors. Exploration of this area helps develop the awareness, understanding, and personal responsibility needed to act in ways conducive to sustaining our resources.
 * Community and Service** (CS): (__[|__communauté et service__])__ Community and Service helps students view themselves

between human actions and the environment in terms of many factors including economic, social, and political factors. Exploration of this area helps develop the awareness, understanding, and personal responsibility needed to act in ways conducive to sustaining our resources.
 * Environment** (Env): ([|environnement]) Environment helps students understand the interconnectedness

Approaches to Learning details

Using time effectively in class; keeping to deadlines || Personal goal-setting; organization of learning materials || Delegating and taking responsibility; adapting to roles; resolving group conflicts; demonstrating teamwork || Analyzing others’ ideas; respecting others’ points of view; using ideas critically || Respecting cultural differences; negotiating goals and limitations with peers and teachers || Reading strategies; using and interpreting a range of content-specific terminologies || The use of a variety of media || Presentation skills using a variety of media || **LITERACY** || Researching from a variety of sources using a range of technologies; identifying primary and secondary sources || Identifying points of view, biases and weaknesses; using primary and secondary sources; making connections between a variety of resources. || Citing and giving correct attribution to sources; respecting the concept of intellectual property rights. || Seeking out constructive criticism; reflecting on areas of perceived strengths and limitations || Keeping learning/process journals and portfolios; reflecting at different stages in the learning process || Using knowledge, understanding and skills across subjects to create projects or solutions; applying skills and knowledge in unfamiliar situations || Changing the context of an inquiry to gain various perspectives || Brainstorming; challenging assumptions || Outlining, storyboarding and/or drafting a plan || Questioning and challenging information and arguments; conducting research, experimentation, observation and analysis; collecting data, reporting findings and constructing explanations; clarifying existing ideas and reappraising perception of events || Constructing a logical progression of arguments; considering alternative explanations/solutions; determining the validity and authenticity of what you see and hear; || Deductive reasoning; evaluating solutions to problems || Combining critical and creative strategies; considering a problem from multiple perspectives. ||
 * **ORGANIZATION** ||
 * **Time Management**
 * **Self Management**
 * **Transdisciplinary Skills:** ||
 * **COLLABORATION** ||
 * **Working in Groups**
 * **Accepting Others**
 * **Personal Challenges**
 * **Transdisciplinary Skills** ||
 * **COMMUNICATION** ||
 * **Literacy**
 * **Being informed**
 * **Informing others**
 * **Transdisciplinary Skills** ||
 * **INFORMATION**
 * **Accessing Information**
 * **Selecting & Organizing Info**
 * **Referencing**
 * **Transdisciplinary Skills** ||
 * **REFLECTION** ||
 * **Self-Awareness**
 * **Self-Evaluation**
 * **Transdisciplinary Skills** ||
 * **TRANSFER** ||
 * **Making Connections**
 * **Inquiring in Different Contexts**
 * **Transdisciplinary Skills** ||
 * **THINKING** ||
 * **Generating Ideas**
 * **Planning**
 * **Inquiring**
 * **Applying Knowledge and Concepts**
 * **Identifying Problems**
 * **Creating Novel Solutions**
 * **Transdisciplinary Skills** ||

Starter AoI questions:

IB General Grade Descriptors: [|IB General Grade Descriptors.doc]

[|IB General Grade Descriptors]

[|IB Learner Profiles video in 3 languages]

Grade Boundaries for the final grade-see page 71 in the 2007 guide 0-8=1 9-16=2 17-23=3 24-30=4 31-36=5 37-42=6 43-48=7

Learner profiles and guiding questions

__Learner Profile__ **Attribute** ||  **Qualifying Questions** **for Assessment** || You look up new vocabulary online or in a dictionary. You ask “Why” phrases are translated in certain ways. You ask questions about French-speaking cultures. || You can conjugate regular and irregular verbs. You can combine nouns, verbs, adjectives, into correct sentences and questions. || You draw connections between your native culture and the target language cultures. You consider ways to include immigrants into our country and communities. || You can use circumlocution to communicate to a variety of levels. Your writing and speech is clear and well understood to native speakers. You can lead and follow when working in groups to complete projects. You speak up when you do not understand concepts. You help others voice their confusion or help translate teacher talk to students. || You are willing to speak French in front of your peers. When speaking and writing, you add extra details, more than just ROTE. You participate often in class. || You are honest in completing homework and tests. You allow others to have an equal # of chances to participate in class. You are willing to work with any student. You are respectful of others when they make mistakes. Your speech and writing in the TL is always respectful. You recognize others who have helped you to understand or complete a task. || You aren’t impatient when Ss ask questions the T has already answered. You help others to understand the material when they are confused. You are willing to readily share your notes and other school supplies. You are willing to help with classroom procedures: passing out books, collecting papers, writing HW on the board. You think of ways in which French can be used to help others. || You share experiences with speaking French & interacting with French-speakers. You listen to your classmates’ comments and respond positively. You welcome opportunities to experience other cultures first-hand. || You are well versed in listening, speaking, reading, and writing in the target language. You value learning language skills as well as exploring cultures in the target language. || You can explain why you made mistakes in your writing and speech. You can suggest vocabulary and skills that you should study further. You recall old comments in regard to culture and connect them to new ideas. ||
 * **Learner Profile**
 * Inquirer Un investigateur || You ask how to translate new vocabulary and grammar structures.
 * Knowledgeable Informé et instruit || You can recall 90 % of the vocabulary in spoken and written formats.
 * Critical Thinker un penseur || You ponder issues in French-speaking countries and contemplate solutions.
 * Communicator Un communicateur || You can phrase ideas in a variety of question / statement formats.
 * Risk-Taker Audacieux || You are willing to be the first to participate in new activities.
 * Principled Intègre || You take responsibility for the work you owe from your absence.
 * Caring Altruiste || You are willing to work with any student.
 * Open-Minded Ouvert d’esprit || You consider how your culture is similar/different to French-speaking cultures.
 * Balanced Équilibré || You experiment with different learning styles and study methods.
 * Reflective Réfléchi || You recall old vocabulary and grammar structures and relate it to new learning.