LP+Knowledgable

=LP Knowledgeable=

// Name of activity: // //Description of learner:// //Description of activity:// // Impact on learners: // //Images/supporting documents://
 * == Explore concepts, ideas and issues that have local and global significance. ==

// Name of activity: // Literary Feature Experts //Description of learner:// Grade 11 students in Language A1 English at the very start of the year //Description of activity:// The following activity describes the manner in which Grade 11 students at KIST when starting their Language A1 course developed an //in-depth body of knowledge// in a specific manner and for a specific purpose that I believe matched the thought and feeling expressed in the IB Learner Profile. Much of the literary analysis required in the Language A1 course requires that students are able to identify a range of literary features. Initially a list of nineteen definitions was provided to the students by the teacher as a starting point to provide a base of shared knowledge within the class. At the start of the course each student was allocated by the teacher one literary feature and asked to develop their knowledge of this particular feature. (tone, atmosphere, metaphor, irony etc) and through the year act as //the resident expert// on this particular literary feature when required. The duties as a resident expert included: comparing the given definition with other available definitions; presenting an oral report to the class on the allocated literary feature including historical usage and examples from initial texts in the course; maintaining a register of examples of that particular literary feature during the two year course and; supporting other students during the course who were having difficulty with identifying and analyzing the effects of that literary feature. During the two years, if a student wanted to know about the use of tone in //Wuthering Heights// for example, they could go and see the 'resident tone expert'. The type of conversations generated here between students are extremely important as the act of explaining is a powerful way of developing understanding and this is possibly even more important. // Impact on learners: // The approach is intended to demonstrate to the students that in order to be knowledgeable it is not necessary to be an expert in all things as this does not seem to be how our social systems are organized - students can think about these systems as part of their TOK work. From the students' perspective, in order to become a knowledgeable learner it is important to realize the importance of knowing where their particular areas of expertise are, working toward developing that expertise and most importantly knowing how and where to access the expertise of others. This structure supports the students on their journey to becoming knowledgeable in the independent sense of the IB Learner Profile by taking the focus off the teacher who can be in danger of becoming the sole expert; the teacher is still a source of knowledge but not the first and last stop. The structure emphasizes the voice of the student by providing a purposeful role for all students to assist peers as the resident expert with reciprocal responsibilities to the other learners in the course. The structure does not take long to set up and could be used across subjects and year levels. //Images/supporting documents://
 * == Acquire in-depth knowledge ==

// Name of activity: // //Description of learner:// //Description of activity:// // Impact on learners: // //Images/supporting documents://
 * == Develop understanding across a broad and balanced range of disciplines. ==