Session+1

= = Setting the Stage

Introductions

 * Activity: From here to there
 *  Take two sticky note s. On one, write down where you are from and on the other write down where you are now.
 * Place each sticky note on either side of your chest.
 * Walk around the room, introduce yourself, and explain to people how you got from one place to the other.

A review of the goals for the workshop

 * 1) Enhance the understanding of the IB philosophy and programme model.
 * 2) Improve the quality of programme delivery

Learner Profile and the aims of the SL program
The Learner Profile should be an integral part of any curriculum design model or assessment practice. It is interesting to investigate what the Learner Profile looks like in mathematics.
 * **Classroom practices** should allow more opportunities for students to:
 * be genuine inquirers
 * work effectively as part of a team
 * discuss ethical issues
 * see us model empathy, compassion and respect


 * **Assessment practices** should create opportunities for students to:
 * take intellectual risks in a supportive environment
 * use their multiple intelligences
 * identify their unique learning styles
 * reflect on tasks and what they have learned from them


 * Activity: What does the Learner Profile look like in mathematics
 * working in pairs, choose one attribute of the and design/construct a poster which characterizes that attribute. Making it mathematically relevant is a huge bonus! A good source for pictures is flickrcc. These are all licensed under the Creative Commons.
 * [|Learner Profile_attributes only.pdf]
 * Example here[[file:Reflective Poster.pdf]]

Alternative Activity

 * The following problem can be solved in at least 8 ways in the last four years of high school. How can you work with this problem in the context of the Learner Profile? Source: nrich maths



In this one problem you meet many important aspects of mathematics education. Encouraging students to look for **alternative solutions** or the "best" solutions. It also brings to light the **interrelatedness** of different areas of mathematics. You may look for solutions from the following branches of mathematics: trigonometry, vectors, matrices, coordinate geometry, complex numbers and pure geometry. Students can be given the opportunity to **reflect** on and share their solutions. How does this problem relate to the aims of the Mathematics SL program? From the guide, it states that students should be able to:


 * **select** and use appropriate mathematical strategies and techniques
 * demonstrate an understanding of both the **significance** and the **reasonableness** of results
 * **recognize** patterns and structures in a variety of situations, and **make generalizations**

This problem is really only a simple case of a more general result - an Investigation perhaps! How can we design a portfolio task around it?

Solution...but only after you have found as many solutions as possible!