MUDULE2

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Module 2: Teaching Strategies, Resources and Collaborative Environments using Web 2.0 Overview

 * 1) ======**OCC and the ITGS Survival Kit**======
 * 2) ======**Models for organizing the course (HL/SL)**======
 * 3) ======**Discussion of teaching strategies and resources**======
 * 4) ======**Relationship of ITGS to TOK**======
 * 5) ======**Relationship of ITGS to** **CAS**======
 * 6) ======**Textbooks, videos, online resources and ITGS websites**======
 * 7) ======**Online applications, web x.0 tools and collaboration using wikis**======

** IB Resources for this Module **
he list of items on the ITGS Survival Kit will also provide a check list. 3a ITGS Survival Kit 2009.pdf
 * OCC: [|Theory of Knowledge: Theory of Knowledge Guide]
 * OCC: [|Ethical practice poster]
 * OCC: [|Academic honesty]

It is also important to keep aware of other major deadlines that students may be facing (i.e. extended essay deadlines). Major school examinations must be accommodated as well (i.e. Final exam at the end of the first year, IB Mock Examination in the second year)

This can be summarized: HL/SL Strand 1 (common to HL/SL), Strand 2 (common to HL/SL), Strand 3 (HL -all Areas of Impact), SL- Business and employment along with any three other Areas of Impact) Paper 1 (common to HL/SL) Paper 2 (Different papers for HL and SL with up to two common questions) Paper 3 (HL only - Requires time to conduct both secondary and primary research for the case study) Portfolios (3) and Extension (1) - HL only; this takes a significant amount of time over the duration of the ITGS course Project (logbook, product, and report) - SL only; again this takes a significant amount of time over the duration of the ITGS course Extended Essay timeline for those students writing ITGS Extended Essays School examinations (i.e. IB Mock examination) <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;"> In addition to the overall plan, it is important to consider how the three strands will be integrated and plan units of work. A **sample plan**can be downloaded 3e Course Outline - Schloeffel 2008.pdf A **diagram showing a possible layout of the two years of study** can be downloaded 3d Diagram SL-HL.pdf 
 * NB:** **<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">Neither the above timeline or the general overview below are presented as the only approach. **

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">In planning the course you may include considerations such as:
 * Students entering ITGS do not have a good basis in fundamentals. Near the beginning of the course investigating Area of Impact: Personal and public communications can emphasize all strands of the Triangle. Some teachers investigate cellphones near the beginning of a course because ITGS students to introduce all three strands in an environment that is familiar to ITGS students.
 * software fundamentals and tools need to be taught before the project can begin
 * Area of Impact: Arts, leisure and entertainment aligns closely with images, audio, video, and multimedia topics
 * Business and employment provides a good approach to teaching Networks, Internet, Databases and Spreadsheets

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Discussion of teaching strategies and resources
<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;"> The details of the ITGS course and the triangle can be represented on two sides of A4 (see images below). 3b ITGS tri-diag analysis v2.pdf [Teaching strategy: Provide students with this template to use on a daily basis as a tool for placing a lesson in perspective and as an analysis tool for discussing news items.]

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Please click on Resources to review some of the suggested resources for ITGS, including recommend textbooks and online resources. It is important to provide a wide range of varied learning opportunities in the teaching of ITGS to meet the varied learning styles and varied language capabilities of ITGS students.

Other sources for Resources:
 * [|**OCC resources and discussion forum (the main resources for ITGS)**>]
 * Search for ITGS in Del.icio.us from [|everybody's bookmarks (social bookmarking)>] or join the [|ITGS group] on Diigo
 * Search ITGS in Google or other search engines to find ITGS teacher developed resources, websites, wikis and blogs.
 * ITGSopedia is currently under development
 * Search YouTube, TED and other video sources for ITGS resouces

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http://bsge-itgs.wikispaces.com/ ITGS class wiki
[] ITGS Wiiki ACS Egham

http://ict-patana.wikispaces.com/ (archive) class wiki active up to 2008.

 * Other ITGS School Websites**

[]Created by Zac Gordon, webucator and ITGS teacher at Springbrook High School
[] created by Carl Love, International School of Moshi Tanzania [] created by Alex Branden, American International School - Riyadh, Saudi Arabia []created by Denise Ross, British School of Costa Rica

[] Carey Baptist Grammar School


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[]   created by    Thomas Galvez ; web 2.0 in ITGS,  International School of Beijing===== 

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<span style="font-family: Arial,Helvetica,sans-serif;">[|http://www.roanoke.k12.va.us/schools/fleming/wfschools/ib_page/itgs/ib_itgs.htm] Fleming-Ruffner Magnet Center - Roanoke, Virginia [] ITGS teacher created website []

A comparsion of the current Guide and the new ITGS Guide will be helpful when the new Guide is distributed in January 2010. Download Comparison Old-New v2b.pdf

This comparison demonstrates:


 * some topics have been rearranged; some topics have been added
 * nine core topics for both SL and HL; two additional topics for HL students
 * the Project is the internal assessment component for both HL and SL
 * the New Paper 1 is a combination of the old Paper 1 and Paper 2
 * the New Paper 2 (common to HL and SL) mirrors the critical thinking and processes currently present in the HL Portfolios;
 * the Case Study and Paper 3 remain at HL