And here comes learners’ most famous argument for claiming marks: “You know that’s what I meant…”. Their oral and written responses may not always reflect their level of understanding, but whatever they deliver should be assessed as it is. This proportion has remained stable since 2009” (OECD, 2018).Īnd, on the other side of communication, we often reprimand them for not expressing their views with clarity. “About 20% of learners in OECD countries, on average, do not attain the baseline level of proficiency in reading. Statistics for the general population of 15-year-old learners indicate low performances in basic abilities. We may hesitate to accept this for learners at the DP level, but these recurring incidents may reflect a lack of communication skills. Do these situations occur again and again just because of our learners’ ignorance or laziness? Think of all the spoken instructions you have given for a task and learners didn’t follow. Think of all the written examinations in which your learners responded incorrectly because they didn’t fully comprehend the questions. This is a huge issue for our learners, but we usually sweep it under the rug. However, communication is not merely an ability that connects us with others, but also a virtue that allows us to understand a variety of written or oral forms and contents in different contexts. For example, we tend to confuse our communication skills with our “social skills” because communication is strongly linked to our interpersonal relationships. Let’s tackle the most prominent issue: what are “communication skills?” Communication suggests an important strand of our cross-contextual and durable skills, also known as “ soft skills.” In the long list of these highly requested dispositions, sometimes it’s hard to define each skill accurately. Here are 3 context-oriented instructional strategies you can try in your classroom: Help learners appreciate the complexity and uncertainty associated with an idea We can go beyond that and take advantage of the cultural contrast that occurs within and across these contexts to challenge learners’ communication skills, regarding both the content and form of the conveyed information. The IBO traditionally connects instruction throughout different contexts with developing learners’ thinking skills (contextualized learning) (IBO, 2015). Students’ local contexts can be their family, school, community, or even their country, while global contexts refer to international or universal frameworks. In DP, “local and global contexts” are used in a more literal way. In MYP, “global contexts” involve broad concepts with a universal impact that the learners should embrace. If you have Middle Years Programme (MYP) experience, note that there is a different approach to teaching through contexts in the Diploma Programme (DP). This third installment addresses how teaching developed in local and global contexts enriches learners’ communication skills. Connecting Approaches to Teaching with Approaches to Learning While these instructional strategies would make a great fit for many topics within your subject, every now and then you want to shake things up and hit additional teaching and learning goals. In the first two installments of the series, we introduced inquiry and we focused on conceptual understanding (Approaches to Teaching) that can improve the learners’ research and thinking skills respectively (Approaches to Learning). This post is part of a 6-part series highlighting how we, as IB teachers, can bring Approaches to Teaching to our classroom and challenge learners to engage in Approaches to Learning.
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