1. IBCC/IBCP FOR STUDENTS

2. DIPLOMA COURSES MUST COMPLETE A MINIMUM OF 2 MAXIMUM OF 4 TAKE AND PASS THE EXAM FOR THE COURSES BEGINNING IN 2016, UNLIMITED NUMBER OF IB COURSES CAN BE HL (HIGHER LEVEL) OR SL (STANDARD LEVEL) CAN NOT BE THEORY OF KNOWLEDGE COURSE (TOK)

3. FOUR COMPONENTS OF IBCC/CP CORE APROACHES TO LEARNING (ATL) REFLECTIVE PROJECT COMMUNITY AND SERVICE LANGUAGE DEVELOPMENT

4. APPROACHES TO LEARNING (ATL) IN 2016, WILL BECOME PERSONAL AND PROFESSIONAL SKILLS (PPS) MS. DRAIME IS THE QUEEN OF ATL AND WILL BE ABLE TO ANSWER ALL OF YOUR QUESTIONS.

5. APPROACHES TO LEARNING (ATL) Emphasizes the development of transferable skills needed to operate successfully in society. Students will focus on 4 Skill Areas: Thinking Communication Personal Development Intercultural Understanding Must be at least 90 hours.

6. REFLECTIVE PROJECT STUDENT WILL IDENTIFY, ANALYSE, CRITICALLY DISCUSS AND EVALUATE AN ETHICAL DILEMMA ASSOCIATED WITH THE STUDENT’S CAREER-RELATED STUDY (HEALTH SCIENCE OR BUSINESS) SHOULD COMPLETE 40 HOURS OF WORK (IN AND OUT OF CLASS) WILL BE SUBMITTED THE END OF 2 ND YEAR OF PROGRAM THIS COULD/SHOULD BE YOUR SENIOR PROJECT!

7. ISSUEETHICAL DILEMMA THE GROWTH OF FILE-SHARING NETWORKS TO SHARE COPYRIGHTED MUSIC SHOULD MUSIC BE SUBJECT TO COPYRIGHT LAWS WHEN AVAILABLE ON THE PUBLIC DOMAIN OF INTERNET? THE PRODUCTION OF GENETICALLY MODIFIED (GM) CROPS SHOULD GOVERNMENTS PROVIDE FINANCIAL SUPPORT TO PRODUCERS OF GENETICALLY MODIFIED (GM) FOOD CROPS THAT ARE IN SHORT SUPPLY WORLDWIDE? ASSISTED SUICIDE FOR TERMINALLY ILLSHOULD ASSISTED SUICIDE FOR THE TERMINALLY ILL BE DECRIMINALIZED? ORGAN TRANSPLANTSSHOULD INDIVIDUALS WHO MAKE POOR HEALTH CHOICES BE ALLOWED TO RECEIVE ORGAN TRANSPLANTS?

8. REFLECTIVE PROJECTS FORMAT FORMAL ESSAY WEBSITE OR WEBPAGE ELECTRONIC PRESENTATION SHORT PLAY SHORT FILM STORYBOARD SERIES OF PHOTOGRAPHS MUST BE IN A FORMAT THAT CAN BE ELECTRONICALLY SENT TO THE IB

9. SUPERVISION AN ADULT SUPERVISOR “MENTOR” MRS. KELLUM AND MRS. DICKERSON – 1 st point of contact: Mrs. Bailey ASSIST IN SELECTION OF TOPIC, SUPPORT THROUGH WRITING THE PAPER, MONITOR PROGRESS

10. RESPONSIBILITIES OF THE STUDENT Choose an issue with an ethical dilemma related to the career-related study Consult with the supervisor (Mrs. Bailey) about the topic Address the assessment criteria Acknowledge all sources of information

11. IMPORTANT ASPECTS OF THE REFLECTIVE PROJECT The issue- explain and place in context; not the primary focus of project..? The ethical dimension- examine the ethical dimension associated with issue The research- evidence of research supporting differing viewpoints An evaluation- evaluate the viewpoints of ethical dilemma and then articulate their own view References, citations and a bibliography- Harvard citation or APA Reflection space- journal or blog

12. FORMAL REQUIREMENTS FORMATMAXIMUM LENGTH Essay/dialogue/short play3,000 words Short film10 minutes in length accompanied by a 750 word written report/essay Radio play/interview10 minutes in length accompanied by a 1,500 word written essay/report Web page5 single images accompanied by 2,500 words of written material Microsoft PowerPoint presentation 10 single slides accompanied by a 1,500-word written report/essay Storyboard/photographic presentation 15 single images accompanied by a 1,500-word written report/essay

13. ASSESSMENT Criterion-based approach Begin at 0 and move up to 3 based on criterion After all criterion are evaluated a total score is awarded; maximum score is 30 IB will award a grade based on the mark: 26-30A 21-25B 16-20C 10-15D 0-9E Grade of E will not be awarded the IBCC

14. CRITERIA TO BE GRADED The issue in context Community awareness The ethical dimension of the issue Cultural awareness Reasoning Supporting evidence Student voice Reflection Communication Presentation

15. QUESTIONS

16. COMMUNITY AND SERVICE Should create a relationship between student and community Desirable but not mandatory to be related to the student’s career pathway Should help develop learning, responsibility, practical skills, social skills and a sense of caring for others Based on the principles of service learning

17. SERVICE LEARNING Combines service objectives with learning objectives Self-reflection, self-discovery and the acquisition of values, skills, and knowledge content Service Learning Knowledge Development Social Development Personal Development Civic Development

18. SERVICE LEARNING Knowledge development- improved cognitive and intellectual skills; enhances academic engagement and achievement Personal development- tap into one’s abilities and potential; one’s weaknesses, strengths, inner feelings and thoughts, self-awareness, self- confident, self-directed, and resilient Social development- interaction with other individuals and groups; responsibility, commitment, independence, diversity of opinion, leadership, managing emotions and interpersonal relationships Civic development- becoming involved in community issues; increased awareness of community connections, community problems, citizenship and social responsibility.

19. STEPS PLAN- IDENTIFY A COMMUNITY NEED, REALISTIC GOAL, FIND A COMMUNITY PARTNER, FORMULATE A WORKABLE PLAN, CREATE DETAILED PLAN DO- IMPLEMENT PLAN, COLLABORATION, FEEDBACK, ACTION, MANAGING AND LEADING THE PROJECT, PROBLEM SOLVING REFLECT- THINK ABOUT THE EXPERIENCE AND PRODUCE SOMETHING THAT EXPRESSES THE EXPERIENCE THEY HAVE; MAKE VIDEO, PAINT A MURAL, WRITING AND PERFORMING A PLAY, PERSONAL JOURNAL, WRITE NEWS ARTICLE FOR LOCAL PAPER OR SCHOOL NEWSLETTER

20. EXAMPLES Group (no more than 3 students maximum) designs a eco-friendly garden and donates produce to community organizations To increase awareness of local museum, student designs website with general information, museum logo, photos, maps, gift shop information and a virtual tour of the museum Working with local health authorities, student develops public awareness campaign to target different sectors in the community Organizing and implementing a dental day for individuals who do not have dental insurance

21. LANGUAGE DEVELOPMENT Course developed by Mrs. Ortiz (Based on Health and Business career choices) Pre-assessment of Spanish knowledge administered Must be at least 50 hours Helps develop students’ linguistic abilities: Receptive Skills Productive Skills Interactive Skills

22. QUESTIONS