As I write this, I'm waiting for our students to return from their weXplore, a five-day excursion that takes students beyond their host city for immersive cultural experiences. For the past two months, we as a school have called Maun, Botswana, our home. It's a small town on the edge of the Okavango Delta and, for many travelers, a doorway into Africa. But Maun is only one perspective, and it...
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An image from Pema’s comic How I came to be: an episode of Frederick Douglass’ life
Some students loathe the word “assessment” and shudder in fear at any mention of the IB. Despite their hesitations, my students managed to build skills for their Written Task Assessments while demonstrating critical engagement with an aspect of a text or topic covered in my IB Language and Literature course. Once again, my students never cease to amaze me with their imaginative ways of exploring material covered in the course while making connections with critical global issues.
The Written Tasks require a student to produce any text type appropriate to the material covered. From sermon to screenplay, comic to guide, read how students incorporate lessons on slavery, drone wars, religious rhetoric, and infectious disease into the all-feared, but amazingly powerful and inspiring “assessment” pieces.
Beneath you can find the works created by students Pema, Bailey and Yada:
Pema’s comic How I came to be: an episode of Frederick Douglass’ life
Bailey’s government guide book The shadow creatures: a combative guide to drones
Yada’s screenplay The Last Days of Happiness