IB Reflective Activity 3
Looking at the ‘progressive’ trends highlighted in the IB documentation I can see they are more aligned with current values and methods I have seen implemented in practice in CfE classrooms.
Transdisciplinary learning can be seen in CfE in the form of ‘interdisciplinary learning’. This can be through a central topic used to investigate subjects such as maths and science at the same time, or drama and religious education. Using interdisciplinary learning allows children to make connections between different areas of their learning and enables them to see the relevancy of the learning happening in the classroom. Learners can use the pairing of varying skills to apply to problems to enhance their critical thinking and problem solving skills .
Child-centred learning takes place in the classroom when the focus of the lesson changes from being didactic to pupil-lead. By focussing on listening and talking in the classroom (one element of CfE) the teacher can elicit new ideas and opinions from the class while simultaneously working on their communication skills. When the class are engaged and have the ability to take part in sharing they become active participants in the lesson and in turn the lesson becomes more specialised to the specific class being taught. Increasing the relevancy and therefore also raising pupil engagement.
Education of the whole child can be clearly seen in the SHANARRI wheel. By ‘getting it right for every child’ using the SHANARRI wheel teachers and other educational practitioners can provide a tailored education to each child in their care. SHANARRI provides a framework on what and how to educate topics going further than specific subjects such as mathematics or science. By looking closer at aspects of the pupil’s life such as; their knowledge on how to keep themselves safe; how to know when they are being respected; or how to live a healthy, active life. These life skills go past academic subjects but are just as relevant to equipping pupils with the necessary tools to succeed.
Extension Activity
John Dewey – focuses on the importance of tapping into students natural curiosity. This can be seen in CfE when looking at the attribute ‘successful learners’. This section of CfE looks at developing pupils’ enthusiasm and motivation for learning while nurturing a determination to reach high standards of achievement. In IB this same notion can be seen in the ‘learner profile’s 10 core attributes’ where both thinkers and inquirers are key areas of development for pupils throughout their IB education.
A.S Neill – focused on the idea of students developing in an environment free from constraints, having personal freedom for children in their education. Looking at CfE we can see this line of thinking in ‘effective contributors’ where pupils are guided towards an enterprising attitude, resilience and self-reliance. One of the Progressive Education Trends that are present in the IB curriculum is ‘multiple perspectives’. When applied to learning this gives the pupils autonomy in their own education to create and develop their own opinion and standpoints.
Jean Piaget – specialises in the idea that children develop academic intelligence through a cognitive cycle. Looking to CfE this theory is seen in the levels of the curriculum, and the skills that progress through these levels. They are tailored to the means and capacity of the age they are aimed at but can be accessed by anyone who requires that level of work. In IB curriculum the 6 transdisciplinary ideas can be worked to suit any level of cognitive ability and also have the added benefit of adding relevance to the pupil’s learning.
Jerome Bruner – looked at how self-discovery of information improves the problem solving skills of pupils. In CfE problem solving is focused on in one of the four capacities – ‘effective contributors’. In this the ability to solve problems, apply critical thinking and new contexts and to take the imitative and lead are all key elements. In being transferable skills these aspects can be used in other curriculum areas. A main focus of the IB curriculum is to develop effective teaching and learning approaches. In doing so the pupils have the tools to learn knowledge and facts without a guide such as a teacher and can embark on a learning journey in applying their skills to problem solving where ever they desire.
