Personal and Professional Skills (PPS)
I. PERSONAL DEVELOPMENT
Personal Development:
- Self and time management
- Organizational skills
- Change management
- Independence
- Emotional Intelligence: self-awareness, self-management, social-awareness, and relationship management.
Narrative Overview
These process skills will be formally introduced and modelled. In a rapidly ever-changing world we believe that these skills will allow students to respond to change and adjust accordingly.
Within the structure of emotional intelligence, students develop a heightened sense of self-awareness, self-management, social awareness, and relationships management. Student reflective work will be embedded within their extended digital project. It will highlight ethical dilemmas on both a theoretical level and also on a personal level.
Within the structure of emotional intelligence, students develop a heightened sense of self-awareness, self-management, social awareness, and relationships management. Student reflective work will be embedded within their extended digital project. It will highlight ethical dilemmas on both a theoretical level and also on a personal level.
II. COMMUNICATION
Narrative Overview
Students will develop the skill sets necessary to achieve the ability to communicate clearly using oral, written, and non-verbal languages. Students will collaborate with others effectively and responsibly to achieve a high level of interpersonal communication. Students in ATL will be called to collaborate and interact with their peers. Group dynamics will play an integral role as students will be grouped for learning and harmony. Student to student interactions will place students first as they wrestle with their readings, tasks and partners to construct meaning and to communicate that understanding through a variety of media.
Students will collaborate and conduct group work with peers to successfully complete project tasks. They will also develop global and intercultural awareness and sensitivity as they draw connections between global questions and their impact on the local level. Additionally, students will conduct "interviews" on the field with community partners. Students will share their "findings" with the use of creative production media: podcasts, Public Service Announcements (PSA), website creation, and Prezi presentations.
Students will collaborate and conduct group work with peers to successfully complete project tasks. They will also develop global and intercultural awareness and sensitivity as they draw connections between global questions and their impact on the local level. Additionally, students will conduct "interviews" on the field with community partners. Students will share their "findings" with the use of creative production media: podcasts, Public Service Announcements (PSA), website creation, and Prezi presentations.
III. APPLIED ETHICS
Allows students to explore ethics, develop understandings, examine case studies and identify a focus for their reflective project.
IV. THINKING
Thinking
- Personal and professional values
- Cultural values vs "Universal values"
- The ethical dimension
- Problem Solving process
- Critical Thinking vs Creative Thinking
Narrative Overview
Establish a code of ethics and ask students to make value judgments as they examine various case studies. These conclusions will be reached as they deepen their knowledge of the particular cases at hand, and will be asked to juxtapose their findings against their own set of core values and ethics. Students will reflect on ethical issues, examine all sides of a situation and understand their position on the matters. Issues and topics will be relevant to students’ interest and life experiences. Overall, students will connect knowledge from core subjects to synthesize information for presentation and sharing using multimedia applications.
Year two will build on the foundation established in year one, and will proceed to introduce theoretical concepts and ideological prisms to explain “reality” and knowledge. Formal readings in epistemology will be examined, and skill sets will be introduced and modeled to identify the characteristics of a critical thinker.
Alternate approaches to find “meaning” and “truth” will be examined, and students will be supported to become creative thinkers as they move beyond critical thinking.
Year two will build on the foundation established in year one, and will proceed to introduce theoretical concepts and ideological prisms to explain “reality” and knowledge. Formal readings in epistemology will be examined, and skill sets will be introduced and modeled to identify the characteristics of a critical thinker.
Alternate approaches to find “meaning” and “truth” will be examined, and students will be supported to become creative thinkers as they move beyond critical thinking.
V. INTERCULTURAL UNDERSTANDING
Narrative Overview
This component will challenge students to reach out to other students of various cultures in their language classes. Students will be encouraged to include field trips in their exploration of various cultures and add those experiences to their language development portfolio.
Students will continue research topics of interest in small cohort groups and trace their impact on our global society. As students investigate their topic of study they will necessarily make connections to community and culture. To achieve a heightened sense of intercultural understanding students will be engaged in traditional historical research, simulations based on designated cultural markers and community interviews.
Students will continue research topics of interest in small cohort groups and trace their impact on our global society. As students investigate their topic of study they will necessarily make connections to community and culture. To achieve a heightened sense of intercultural understanding students will be engaged in traditional historical research, simulations based on designated cultural markers and community interviews.
Resources
Below please find digital copies of resources on the IBCC and ATL published by the International Baccalaureate (IB).
ibcccoreguide_1.pdf | |
File Size: | 910 kb |
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rpguide2016_-_new.pdf | |
File Size: | 2572 kb |
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rp_student_guide_1.pdf | |
File Size: | 962 kb |
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language_portfolio.pdf | |
File Size: | 1000 kb |
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