IB Learner Profile Attributes
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This document provides image credit information for images representing each of the 10 IB learner attributes - Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective. It lists the image credits for most attributes as "Some rights reserved by [photographer name]" and notes that the image for Principled is in the public domain as its copyright has expired.
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Understanding Cyberbullying
Context: this presentation comprises slides used in an assembly presentation first delivered in February 2015. The target audience was Year 9 (aged 13 and 14) but may well be used with other teenage audiences. I do not show the first slide included here; I start with the first image as the audience settles. I ask if anyone spots something unusual about it, and when the horns in the shadow are noted, I say that this will make sense later.
The first section refers back to another assembly which I have delivered to many of the same students in Year 7 (aged 11 and 12) (http://www.slideshare.net/jamespenstone/digital-footprints-presentation). The early slides (safebook) are therefore a recap of common-sense advice about maintaining a positive online presence. I make it clear that social networks come and go with popularity /usage (the implied Facebook in the infographic may well not be one they use regularly).
Then the scene is set to talk specifically about issues of cyberbullying, a separate but connected strand of digital citizenship education. Speech bubbles imply discussion time for the audience (share with someone next to you), followed by volunteered answers. There is one thought bubble for individual reflection of 30 seconds or so.
Note: many videos which have been created on the topic of cyberbullying (including the ones used here) reference suicide as a potential outcome. I think it is important to give some context that this tragic outcome is actually rare and certainly not inevitable. It is important to address as a potential outcome, but there are many other outcomes which I think an audience should give a lot of consideration to especially as some of these are, by contrast, inevitable. So I do not dwell on the endings of some of the youtube clips shared here.
The most powerful video is the animated poem by Shane Koyzcan. Before playing, I emphasise that Shane uses the metaphor of ‘troll’ for cyberbullies, as opposed to the related but sometimes different use of the word online. It is worth allowing a few moments of quiet reflection immediately after it has played. I choose to draw out that (a) it is useful to hear the passion/anger/frustration of someone who has received bullying, as it makes us recognise the possible impact much more and (b) that no one person is actually the portrayed troll themselves but that their actions (intentional or otherwise) might take on the powerful metaphor. Hence the follow up question (which without this context seems a bit ambiguous). One of the best answers seems to me to be to empathise, referring back to earlier discussion on why it happens (one reason being that a bully is removed from the victim and can not see their impact).
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Context: first used for a workshop at Bangkok Patana School as part of the FOBISIA Heads' & Senior Leaders' Annual Conference November 2014.
The blurb for that workshop read as follows: As we encourage our students to develop reflective practice, we as educators also recognise the importance of self-reflection as part of our own professional learning and growth. In this workshop, James will deliver a short presentation introducing some of the main issues at stake with regards to integrating reflective practice into whole school improvement. Participants will share their school’s own experiences with others. The main learning outcome of the session will be to have an understanding of how schools might tackle some of the complexities involved in leading reflective practice amongst staff.
It is partly comprised of other people’s images which I have credited. In the same spirit of sharing as those whose work I’ve borrowed, this presentation by James Penstone is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License.
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The first section refers back to another assembly which I have delivered to many of the same students in Year 7 (aged 11 and 12) (http://www.slideshare.net/jamespenstone/digital-footprints-presentation). The early slides (safebook) are therefore a recap of common-sense advice about maintaining a positive online presence. I make it clear that social networks come and go with popularity /usage (the implied Facebook in the infographic may well not be one they use regularly).
Then the scene is set to talk specifically about issues of cyberbullying, a separate but connected strand of digital citizenship education. Speech bubbles imply discussion time for the audience (share with someone next to you), followed by volunteered answers. There is one thought bubble for individual reflection of 30 seconds or so.
Note: many videos which have been created on the topic of cyberbullying (including the ones used here) reference suicide as a potential outcome. I think it is important to give some context that this tragic outcome is actually rare and certainly not inevitable. It is important to address as a potential outcome, but there are many other outcomes which I think an audience should give a lot of consideration to especially as some of these are, by contrast, inevitable. So I do not dwell on the endings of some of the youtube clips shared here.
The most powerful video is the animated poem by Shane Koyzcan. Before playing, I emphasise that Shane uses the metaphor of ‘troll’ for cyberbullies, as opposed to the related but sometimes different use of the word online. It is worth allowing a few moments of quiet reflection immediately after it has played. I choose to draw out that (a) it is useful to hear the passion/anger/frustration of someone who has received bullying, as it makes us recognise the possible impact much more and (b) that no one person is actually the portrayed troll themselves but that their actions (intentional or otherwise) might take on the powerful metaphor. Hence the follow up question (which without this context seems a bit ambiguous). One of the best answers seems to me to be to empathise, referring back to earlier discussion on why it happens (one reason being that a bully is removed from the victim and can not see their impact).
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Context: first used for a workshop at Bangkok Patana School as part of the FOBISIA Heads' & Senior Leaders' Annual Conference November 2014.
The blurb for that workshop read as follows: As we encourage our students to develop reflective practice, we as educators also recognise the importance of self-reflection as part of our own professional learning and growth. In this workshop, James will deliver a short presentation introducing some of the main issues at stake with regards to integrating reflective practice into whole school improvement. Participants will share their school’s own experiences with others. The main learning outcome of the session will be to have an understanding of how schools might tackle some of the complexities involved in leading reflective practice amongst staff.
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Context: This presentation is to accompany the Fantastic Places Scheme Of Learning as developed by the Royal Geographical Society.
This particular resource is also found on this website: http://year7geo.com/
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Introduction to AI for Nonprofits with Tapp Network
IB Learner Profile Attributes
- 12. Image Credits IB Learner Attribute Image Credits Inquirers Some rights reserved by James Penstone Knowledgeable Some rights reserved by dctim1 Thinkers Some rights reserved by Lel4nd Communicators Some rights reserved by the great 8 Principled This work is in the public domain in India because its term of copyright has expired. (Photo of Gandhi) Open-minded Some rights reserved by Ben's Optic Caring Some rights reserved by Pink Sherbet Photography Risk-takers Some rights reserved by jaimemorto Balanced Some rights reserved by Seema K K Reflective Some rights reserved by meddygarnet