What's up with Local and Global Contexts in IB?

• What is a schema?

• How does context influence communication?

• What's are easy ways to add more local and global contexts?

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Some text here about the topic of discussion

DP adds to this with global + local contexts, placing a more complex understanding of self->family->community-> country -> world

DP

Students are introduced to Global contexts. Broad movements and trends eg: Global Warming, Globalization, Historical movements​ etc

MYP​

Some text here about the topic of discussion

Without contextual skills.....​

Think of all the written examinations in which your students responded incorrectly because they didn’t fully comprehend the questions.

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Think of all the spoken instructions you have given for a task and students didn’t follow.

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Think of the times you set an essay topic. The responses were the same, bored you to tears.....​

​"speaking language" ( a jingle )

American style​​

​Systemic Functional Grammar

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• Using copra or example sentences to illustrate meaning.

• Videos.

• Connect to careers​

• Interview experts from different countries.

• Writing from different viewpoints. ​

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​Context

Model

Deconstruction

Pair work

Individual Construction

Linking​

Susan Feez - Text Based Syllabus​

If not....

Understanding will be superficial

Responses will be limited

Students will find it harder to make friends in the target language

Students will be less motivated/ less engaged

Less practice in applying themselves to uncertain or complex problems​

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Contexts

Media

News

Music

Culture

Habits

Geography​

Gender roles

Formalities

Age etc​

and ​Communicate!

We subconsciously gather contexts....​

"Give a written or verbal stimulus (problem, graph, document, song, movie abstract…) that leaves room for multiple interpretations and walk them through a discussion for the information it communicates. "

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Hey Andy.......----->​

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Who uses this type of tool? Where?

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What can you hear, see or smell ?​

What do you see here?

What is a vendor?

How is this item made? Who eats it?

Write down 3 things about this food.​

Go back to page 43 and think about

the factors of production. How do they

relate to this picture? ​

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"international-mindedness is not about degrading local contexts in expense to the global ones." On the contrary, it attempts to harmonize them by encouraging students “to learn more about their own culture and national identity as well as to be respectful and understanding of others, thus becoming global citizens” (Belal, 2017).

Blog: 100 Mentors

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"As a homework assignment, ask students to work on a subject-specific topic from two different standpoints: locally and globally. They have to discover their personal viewpoint but also try to walk in someone else’s shoes for tackling the same task."

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Get students to use a corpus​

​Awareness and appreciation raising

Students must be willing to engage with the grey areas of language. Encourage students to use a Corpus or a language examples to see shades of meaning. ​

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​As IB learners, it is important that students develop their skills through a universal perspective, one goes beyond the information that their textbook – or Google and YouTube – provide.

Text book heavy

Lecture Heavy / Teacher Talk Shouting/ Demanding/

Didactic / Punitive / Results based

Single viewpoint​ / One way

Black and white answers​

Planning is for teacher only

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Top Down

Context rich

Students will use you as a model. Your methods will become their strategies.

Variety / Local & Global viewpoints

Rich content ( Realia / video etc) helps get complex subtexts and contexts.

Roleplays​ / Interpretation / Uncertainty / Open Discussion

Be transparent about planning

• The critical nature of expanding schema

• How context influences communication

• Gambits for adding context to classes​

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Hey thanks for listening....