Learning to teach…
Biology
- Is content king?
- Goals for 2016-2017
- Routines
- What is the best place to start teaching DP biology?
- From Knowledge to Understandings
- Sequencing facts before concepts: natural selection
- What I learned about teaching biology this year 17-18
- Reflections from examining 2018
- Developing a progression model for IBDP biology
- Teaching genetic databases
- Biology vocabulary
- EAL Resources for biology classes
- Intensive EAL support and differentiation in biology
- This much I know about EAL teaching
- EAL Resources for biology classes
- Grade 12 revision advice
- Practical work and the internal assessment
- COVID-19 2: eLearning on a hairpin
TOK
- A summary of the structure of knowledge (Oxford ContEd TOK course assignment 1)
- Reductionism and the problem of testimonial belief (Oxford ContEd TOK course assignment 2)
- TOK logical fallacies activity
- You don’t have a right to believe whatever you want to
- Philosophy 4 Children (P4C)
- Curriculum Coherence: TOK & P4C concept lightbulbs
- What books do TOK teachers recommend?
- What films do TOK teachers recommend?
Learning to provide….
Global university guidance
- Understanding the IB TOK and EE for Admissions
- IBDP University Admissions and English Language Requirements
- Creating a University and Careers Guidance Program (Part 1)
- Creating a University and Careers Guidance Program (Part 2)
- Creating a University and Careers Guidance Program (Part 3)
- Creating a University and Careers Guidance Program (Part 4)
- 13 reflections at the end of my first guidance cycle
- Life-long on the job learning: creating a guidance program from scratch (part 1)
- Life-long on the job learning: creating a guidance program from scratch (part 2)
- The Future You Festival
- Team culture: teachers and counsellors
- Guidance Handover Notes part 1
- Guidance Handover Notes part 2
- Counsellor day at Esade
- Going Dutch: An overview of Dutch HE
- The Chinese University of Hong Kong (CHUK) and The University of Hong Kong (HKU)
- Hong Kong Polytechnic University (PolyU) and Hong Kong University of Science and Technology (HKUST)
- UniBudy and BridgeU
- Working with BridgeU
- Global University Guidance: Review of #edtech platforms
Diploma Programme Coordination
- Coordinator Training week 1: The evolving role of the Diploma Programme Coordinator
- Coordinator Training week 2: Supporting the IBDP curriculum
- Coordinator Training week 3: Delivering the core of the IBDP
- Coordinator Training week 4: Taking your Diploma Programme to the next level
- NPQSL 1: Towards a strategy: mission, vision and data
- NPQSL 2: The role of curriculum
- NPQSL 3: Models of change and influence
- NPQSL 4: Parental engagement with learning
- NQPSL project: IBDP Curriculum Coherence
- IBDP Induction
- Developing a school wide Academic Honesty Policy I
- Developing a school wide Academic Honesty Policy II
- Whole school support for EAL learners I
- Whole school support for EAL learners II
- The Extended Essay: The central support for teaching ATL skills?
- Integrating TOK into the IBDP
- Integrating EE into the IBDP
- Reflections: First term in senior leadership
- Summary of Assessment Principles and Practices
- Authentic learning, real world meaning.
- The DP Coordinators view: maths internal assessment
- The DP Coordinators view: language orals
- The DP Coordinators view: language level placement I
- The DP Coordinators view: language level placement II
Learning about…
Education
- Learning Theory and Educational Neuroscience (PGCE assignment)
- Teacher Understandings of Educational Neuroscience (PGCE assignment)
- To what extent could Low Fee Private Schools aid development in The Republic of South Sudan? (MA assignment – CTI module)
- Education for happiness? Relationships between Nationalism, Development and Education in Bhutan’s National Education Policy (MA Assignment – Education and Development in Asia module)
- Can the expansion of private schooling in developing countries serve to improve access, efficiency, quality and equity in basic education? The case of primary education in South Sudan
- To what extent can low fee international education programmes, aid the process of decolonization in post-colonial Mozambique?
- A list of good open questions to use in teaching
- What is the evidence for the IB ideology?
- 100th Post: Learning in the age of Humanism
- Learning in the age of Dataism
- The advent of educational genomics?
- Remembering stuff
- Burn, heretic, burn!
- Why revising for seven hours a day isn’t necessarily a bad thing
- Side effects in Education
- UK student loans: just a graduate tax?
- A reflection on climate strikes
- Why I am not a fan of the MYP
Leadership
EdTech
- Out with the old in with the new
- New DP Biology website launched
- Teaching #tags
- What I learned about edtech (part 1: social media)
- What I learned about edtech (part 2: mobile tech)
- What I learned about edtech (part 3: screencasting)
- Edtech tip: screencasting
- Edtech tip: online sketchpad
- Edtech tip: trimming video in quicktime
- Edtech tip: downloading film with clipgrab
- Edtech tip: Using preview to merge and edit pdfs
- Edtech tip: creating a clip of a podcast
- Edtech tip: using firefox to download embedded swf files
- Edtech tip: inserting audio files into PowerPoint
Books
- My favourite quotes
- Review: How to raise an adult
- Review: Making thinking visible
- Review: What if everything you knew about education was wrong?
- Review: Millionaire Teacher & Expat Millionaire
- Review: Notes on Trivium 21C
- Notes on making good progress by Daisy Christodoulou
- Thoughts on Mary Myatt’s Curriculum: Gallimaufry to Coherence
- The Righteous Mind by Jonathan Haidt
- My reads by year
- Through the threshold library
2 replies on “Contents”
You recently had a post entitled “Why I’m not a fan of the MYP” but I no longer see it. Would it be possible to get that from you?
Hi, the post is back. Available through the contents page.