Saltar navegación

Primera entrevista - Contenido educativo

Ajuste de pantalla

El ajuste de pantalla se aprecia al ver el vídeo en pantalla completa. Elige la presentación que más te guste:

Subido el 23 de mayo de 2024 por Manuel A.

5 visualizaciones

Vídeo del IBO para ayudar a hacer la primera entrevista formal de la monografía

Más información Transcripción

Descargar la transcripción

My name is Colin Campbell. I'm the Deputy Principal at the International School of Dusseldorf. 00:00:00
We're a school of about just over a thousand students. We're a continuum school. We do 00:00:08
PYP, MYP and DP. Our students come from many different nationalities. The largest groupings 00:00:13
being German, American, British, Dutch, Scandinavian and Japanese. There's three types of mandatory 00:00:20
reflection sessions there is one right at the beginning one in the middle which 00:00:32
is the interim reflection session and one at the end which is the viva voce 00:00:36
in the initial session the the student will be coming with their thoughts and 00:00:40
their ideas and the supervisor will be using those as the the basis of the 00:00:44
discussion will guide the student towards coming up with a sort of firm 00:00:51
research question so you have a very broad topic with lots of potential 00:00:56
options how are you going to create a workable research question well I 00:01:00
definitely think I have to go out and identify a specific time period that I 00:01:07
feel is most prevalent in the decline of Detroit the role of the supervisor for 00:01:13
the initial session is to help the student develop their own thinking 00:01:19
trying to draw out from the student their thinking their ideas well what 00:01:23
else apart from the fact it could sit in what other potential pitfalls could you 00:01:29
see or well I definitely think that another issue could be with my personal 00:01:33
connection I could be biased towards the automotive companies perhaps discuss 00:01:37
possible roadblocks to the process that the student may not be aware of we 00:01:43
often encourage students to produce things like mind maps around potential 00:01:48
topics they could even do a research proposal it helped me not sort of stray 00:01:51
to different areas that you know I really should not stray into tell me 00:01:57
about how you began your your research and began the process the reflection 00:02:01
sessions I think are very important for the students they have an opportunity to 00:02:08
discuss process with their supervisors get some feedback get ideas how they can 00:02:12
move forward with this when you felt those moments where you were feeling 00:02:18
overwhelmed how did you cope with them what what was your strategy for for 00:02:23
getting past them are there any new questions that you hadn't anticipated 00:02:28
when you set out to do this research is there anything new emerging from what 00:02:33
you've seen so far well this is it's important that the supervisors guide 00:02:40
them because this the students are in the middle of actually very new and very 00:02:44
complex and very large process and they need support to take them to places 00:02:49
so they can reach their potential. Reflection is not just about looking 00:02:56
back it's also about thinking about the future. The looking back itself really is 00:02:59
just a way of informing what you're going to do in the future. I might have 00:03:05
to go back and look for more information but just leave that aside for now. Right 00:03:10
I think that that was a successful strategy ultimately. Sometimes one 00:03:14
direction is a bit frustrating and to put that material aside and look at 00:03:19
another source or in another direction is actually a very effective way of 00:03:23
going around it. 00:03:28
So are you happy with the data you've collected? Do you think it 00:03:29
addresses your research question? 00:03:32
Well if we look at my data I have my graphs here for the 00:03:34
length of the shoot. I was able to see my see my process and see my data that I 00:03:38
collected a lot more critically. How has your understanding about that topic 00:03:46
about the portrayal of womanhood, how has it developed? I learned that there was a 00:03:50
lot more change in womanhood between early 1900s and now. I was able to notice 00:03:55
what my next step was and look back at what I've done and it kind of also gave 00:04:02
me confidence because I've seen that I've come so far. 00:04:08
But they're also related to the assessment of the essay in fact because after the reflection 00:04:13
sessions and the interim session they will have to fill out the RPPF form. 00:04:18
It sounds like you have a clear idea of what your next steps are and also look how far 00:04:23
you've come. 00:04:32
Well, a check-in session is not formal. It tends to be of a shorter duration and it is focused on particular issues which are generally raised by the students themselves. 00:04:33
I bring in other theories from different psychologists. Is that, if they're relevant enough to my research question, is it okay to include that or is that going off topic a bit? 00:04:45
No, that works very, very well, especially if you're trying to talk about this balance you've asked before about how do you consider, for example, to what extent, how do you make sure you're doing that, and that's exactly what you're doing. You're looking at evidence from different areas. 00:04:54
Check-in sessions are totally unrelated to the final assessment of the essay. Often the students have questions which can be answered quite specifically by the supervisor or guided quite specifically by the supervisor. 00:05:08
I know the other subjects, they have a lot of sources to back it up, but I pretty much only have texts I'm analysing. 00:05:22
I was wondering if that's enough. 00:05:29
Well, the first thing to reassure you is there isn't a set number of sources. 00:05:30
I think it's a good way to get really direct questions in, and it doesn't take a lot of time, 00:05:36
so you're really just there to know what to do next. 00:05:42
Throughout my essay, I use the same source a couple of times. 00:05:45
Should I refer back to that each time when I've used it and cited it? 00:05:48
You're going to cite it each time, so each time that you refer back to it or you are making reference to it, you will cite it. 00:05:51
It's completely okay to do that. 00:05:59
One of the issues that sometimes comes up with the reflection sessions is the students feel like they're on stage, 00:06:01
whereas the check-ins allow the students to feel a little more relaxed, like they can ask just about any question. 00:06:06
I can go in a free period, I can go in at lunch, I can go in after school really quickly, and it can keep me on track. 00:06:11
And it's good to balance out the big meetings with these sort of smaller meetings 00:06:16
and help me get to a stage where I can actually really discuss my essay in depth. 00:06:20
I think the main element here is reflection, the power of reflection to aid a learning process. 00:06:26
If students learn how to reflect effectively for themselves, if they're guided in this process, 00:06:32
this is a major skill for them to take with them in the next phase of their life, 00:06:39
at university, in the workplace. 00:06:44
Thank you. 00:06:48
Idioma/s:
es
Autor/es:
IBO
Subido por:
Manuel A.
Licencia:
Todos los derechos reservados
Visualizaciones:
5
Fecha:
23 de mayo de 2024 - 7:48
Visibilidad:
Clave
Centro:
IES SAN ISIDRO
Duración:
07′ 01″
Relación de aspecto:
1.78:1
Resolución:
1280x720 píxeles
Tamaño:
110.10 MBytes

Del mismo autor…

Ver más del mismo autor

EducaMadrid, Plataforma Educativa de la Comunidad de Madrid

Plataforma Educativa EducaMadrid