Is group work effectively used in International Baccalaureate for outstanding students? Exploring opinions of International Baccalaureate teachers about their teaching practices and the role of the language at Middle Years (MYP) and Diploma (DP) level
The main question that this study is intended to contribute to answering is: “ Is group work effectively used in IB at MYP and DP level for outstanding students?” exploring opinions of IB teachers about their practices and the role of the language. Group work is nowadays a consolidated practice for...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dadun.unav.edu:10171/58256 |
| Acceso en línea: | https://hdl.handle.net/10171/58256 |
| Access Level: | acceso abierto |
| Palabra clave: | Materias Investigacion::Educación Group work Talented students Teachers beliefs Teachers perceptions Teaching practice IB group work IB teaching International Baccalaureate IB language teaching Assessment Group work assessment Group assessment High achievers Trabajo de grupo Trabajo grupal Alumnos talentosos Opiniones de los profesores Práctica docente Percepciones de los profesores Trabajo colaborativo IB Aprendizaje cooperativo Enseñanza IB IB enseñanza de idiomas Evaluación grupal Evaluación de pares Alumnos de alto rendimiento |
| Sumario: | The main question that this study is intended to contribute to answering is: “ Is group work effectively used in IB at MYP and DP level for outstanding students?” exploring opinions of IB teachers about their practices and the role of the language. Group work is nowadays a consolidated practice for any subject taught in the International Baccalaureate (IB) both at Middle Years (MYP, students aged 11 to 16) and Diploma (DP, students aged 16 to 19) level and also a common tool of the communicative approach for teaching languages. However previous studies (Frykedal & Chiriac, 2011; Chiriac & Granström, 2012; Le, Janssen & Wubbels, 2018) have indicated that both teachers and students encounters difficulties while working with groups. Most of the obstacles are connected with assessment and individual assessment of talented students (Dijkstra, Latijnhouwers, Norbart & Tio, 2016), but also with negative experiences and presumptions (Pauli, Mohiyeddini, Bray, Michie & Street, 2008; Peterson & Irving, 2008). So how teachers plan and react when they set group work for talented (also known as advanced learners or high achievers or gifted ) students? What are the beliefs and practices? What are the real outcomes? Is language playing an important role and how is it used? This Master of Secondary Teaching thesis describes perceptions and opinions of 10 IB MYP and DP teachers of International Community School of London, interviewed in May 2019. Questions asked them to reflect about their practices and beliefs and to share their opinions about group work . The main purpose of this study was to obtain not only increased knowledge of how IB teachers assess individual learning occurring in group work, but also explore how teachers manage the emerging challenges, especially those related to the differentiation for high achieving students, assessing individual effort in a group work, peer assessment and the role of the language. Using the phenomenological method of qualitative research, this study reports that the participants identified various challenges within the purpose of the group activity. |
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