Pedagogical Approach - senior Secondary

Topic: conceptual understanding

The evaluation of pedagogical approaches in class is a crucial tool for adjustments and change to foster students’ learning and to improve learning outcomes. Therefore, we are focusing on deepening conceptual understanding in class to improve students’ critical and higher order thinking skills.

Based on the pedagogical guide Tools for Teaching Conceptual Understanding, Secondary by Stern, Ferraro and Mohnkern teachers in the IB DP are working on IB mini-PDs in relation to this topic and on lesson planning that includes a conceptual based teaching and learning approach. This pedagogical approach will enhance students’ critical and creative thinking skills, and it will support connecting real world examples with their gained knowledge. We would like to share an introduction into this pedagogical approach by answering the question: How can conceptual understanding improve students’ critical thinking skills and their learning outcome?





 

erickson's structure of knowledge

Simone Hessling, Head of Secondary Curriculum & IB Coordinator

Concepts are linking elements between content and statements that can lead to theories.

Students will learn to develop their own understanding of concepts to create links between real-world examples and topics. Conceptual understanding includes visualising thinking processes e.g. in form of mind-maps. Critical and reflective thinking plays a crucial part in this process of gaining new knowledge.

The focus on conceptual understanding is
beneficial for our students…

…because it fosters critical, creative and reflective thinking and therefore all IB DP subjects are based on concepts and conceptual understanding.

One good example is ToK (Theory of Knowledge) in the IB DP. This is a core subject for every IB student, and it works like a connector for all subjects. The foundation of this subject is teaching and learning conceptual understanding by using real-world examples that are analysed by applying concepts with the lens of a specific knowledge question.

Concepts in ToK

Example: Student's workfor a ToK exhibiton in Year 11

3.   Applying conceptual understanding: the student linked the ToK concepts evidence, power and objectivity to the real-world object (VAR) and analysed the knowledge question: Who owns knowledge? The following questions occur during this thinking process: How reliable is the outcome of VAR as evidence? To what extent is the evidence delivered by VAR more objective in comparison to the knowledge of the experienced referee on the field? These are only some questions the student created during the process of applying conceptual understanding in this context.  The  understanding of concepts as overarching timeless ideas is used to develop new perspectives in relation to a specific real-world example. This thinking process supports students’ critical and creative thinking skills and encourages students to think outside the box.

2.   Knowledge question as a lens: Who owns knowledge?

1.   Real-world example: A virtual assistant referee: (VAR)

Virtual Assistant Referee (IFAB, 2022)

The Internal assessment (IA) is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their Chemistry, Physics and Biology skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations.

year 12  internal assessment

Students working on their Chemistry IA

The Creativity, Activity, Service Program is one of the core components of the IB Diploma Program.

All IB students have to be involved in creative, physical and service experiences, and projects in a local, national or international context for at least 18 months. The CAS Program is about the education of the IB students beyond the classroom and the emphasis is on learning by doing.
It encourages students to share their energies and talents while developing awareness, concern, and the ability to work cooperatively with others.

We regularly feature various experiences and projects in the Gutenberg Post to provide insight to our school community about the CAS Experiences and CAS Projects our IB students are involved with.

Creativity Activity Service Program

Ulrike Miehle, CAS Coordinator and Year 11 CAS students

Hello, we are the GISS Fast Fashion Fighters, a group of Year 11 CAS students who are passionate about taking old, donated clothes and making them into new, unique items and accessories that people actually want to wear!

From March 1st to April 1st, we are collecting clean, pre-loved clothes in our donation box located opposite reception, then repairing or redesigning them and selling them at the GISS flea market instead of letting them go to landfill! We donate 100% of our profits to sustainability causes, so every item you donate or buy helps reduce textile waste and support a more sustainable future!

Thanks so much, hope to see you at the flea market!

The GISS Fast Fashion Fighters from Year 11


                          is an organisation that seeks to provide education to underprivileged students in Tamil Nadu, India. They run a five-week program that allows teenagers to teach younger students various skills such as languages, maths, English or sciences. These programs run weekly on either Saturday or Sunday for an hour. The work involves making presentations for the classes over the five weeks, showing up to class every week and teaching the students your subject. The students enjoy learning about various subjects and dedicatedly show up to class every week. We find it meaningful as we want to make a positive change in the world and this is a good start to doing that.

Shreya, Kinga, Anna, Year 12

                      is an organisation that seeks to provide education to underprivileged students in Tamil Nadu, India. They run a five-week program that allows teenagers to teach younger students various skills such as languages, maths, English or sciences. These programs run weekly on either Saturday or Sunday for an hour. The work involves making presentations for the classes over the five weeks, showing up to class every week and teaching the students your subject. The students enjoy learning about various subjects and dedicatedly show up to class every week. We find it meaningful as we want to make a positive change in the world and this is a good start to doing that.

Shreya, Kinga, Anna, Year 12

CAS PROJECT FROM yEAR 12

AID INDIA

FIRST AID FOR YEAR 11

As part of their CAS programme, Year 11 students completed a First Aid course this week. These valuable skills will help them when they complete projects with support younger students around the school and also prepare them to respond confidently in real-life situations.

Im Rahmen ihres CAS-Programms haben die SchülerInnen  der 11. Klasse diese Woche einen Erste-Hilfe-Kurs absolviert.

Diese wertvollen Fähigkeiten werden ihnen bei der Durchführung von Projekten zur Unterstützung jüngerer SchülerInnen in der Schule helfen und sie darauf vorbereiten, in realen Situationen selbstbewusst zu reagieren.

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