National Book Week: Takeaways from the Read! Reread! Relive! Learning Session

I an grateful for the National Book Week 2023 Committee for inviting me speak about reading, books and literacy. I have been doing workshops and talks on these topics since 1997 and the research and trends show the constant need to grow and develop skills in teaching and facilitating literacy. Truly, we need band together to make a difference!

With these takeaways and comments from participants, rest assured that I will continue on. Fighting!

Key Takeaways

• "There is much to learn and to improve on in library services and programs, and it is with gratitude that my fellow colleagues are willing to also provide their expertise and insights to help ones such as me who are not so confident in particular areas. The Read Aloud framework is very helpful to me to improve that aspect of my practice, not to mention the other theories and advice discussed."
  
• "I have learned a lot from our speaker, and one of those is the differences of readers or the kinds of readers that enter and use the library materials. This is important to know because it helps libraries shape the policy or programs it has according to the diversity of its service beneficiaries."
• " Being able to see the different reading models made me want to pursue MLIS. I feel that there are so many library-related topics that librarians can work on with their community as its main audience."

Comments

• "This webinar is very informative, especially to school librarians in the grade school. I wish that more webinars like this will be undertaken."
  
• "PLEASE ANOTHER SESSION WITH MISS Zarah G.. or Another workshop on storytelling or Read Aloud."
• " Thank you for this kind of webinar. It is very short and well explained by the speaker. See you, next year! "

A New Appreciation of Interdisciplinary Essays

Again, from the Extended Essay Workshop I finished, is a reflection on the World Studies EE.

Module 4 convinced me to dive into the World Studies EE. I was merely wading in the waters watching however, the learning engagements afforded me the space to see and experience the interdisciplinary essay in a new light. The WS EE was not taken up in this detail in my last EE workshop - which was years ago. 

Because the interdisciplinary essay is academic writing that puts into action what students learn from the classroom in the discussion and breaking apart of real life problems, learning is more personal. I can imagine the authentic texts and sources students can use and engage in when they research. Where authenticity happens, kindness and compassion are not far away. Reading authentic texts have that effect on people. 

So, I am going to analyze our library collection and find out how interdisciplinary our titles are; how many own voice literature we have on the shelf, the case studies, phenome nomological research and texts that show local knowledge that connects to global issues. When reading texts and sources like these, a more deliberate form of note taking and close reading can be employed. Then, there is the collaborative meetings with teachers and leadership.

The world may seem to be constantly crashing and burning, but, here we are in the IB community making the most of the situation, learning from each other and soldiering on.

More on the Pivotal Task of Reflection in the EE Process

Gathering my "sparkles" from the Extended Essay Workshop I have attended.  

Sparkle 1: Reflection on the RPPF: Takeaways from the Two Videos

As previously discussed and taken up in Modules 1 and 2, reflection and metacognition are highly cognitive tasks. The manner in which the skills are acquired can be derived in natural environments such as social interactions from home and family life, friends and peers and the larger community. Like language and literacy skills acquisition, it requires formal instruction, thus, the RRS and RPPF in the EE are set in place and marked following a criterion. Beyond the numbers, reflection and metacognition permeate the EE process which becomes a set of skills learned by students who explore and investigate topics they are passionate to know more about.

The supervisor's important role in the 3 phases of reflection in the EE is an opportunity to teach, guide and mentor. Each phase has a role in learning to write an academic paper for the first time: setting directions and clearing the path; being aware of roadblocks and finding out ways to overcome them; recognizing mistakes and victories, big and small that contribute to becoming a life long learner. Indeed, the part where reflection is concerned in the EE process is a growth for the individual student and the supervisor as well. This is core to being and becoming. This is beyond marks and grades received internally and externally.

In my interviews and guided sessions with students, and when I dialogue with them from the First Reflection; to the Interim and the Viva Voce, I will be more aware of the feelings that students articulate and the breakthroughs they made. I will value the check-in sessions since these act as bridges or ways of follow through in learning; connecting prior knowledge and making sure that the writing has integrity.

Sparkle 2: Reflection on Assessment

The most challenging part of working around the EE and supervising students to reach the finish line is the idea that of external examination. The idea alone is challenging, yes. A decade and counting in the IB, I have taken the external exams as a measure to check our quality of instruction ensuring that IB standards and requirements are met. This informs policy, practice and philosophy. It is a form of assessment and evaluation that removes complacency and pushes teachers and the school community to continuously grow. In an ever changing world, we cannot afford to not develop.

Keeping this in mind, I see the assessments in the EE as highly formative. It is a long haul though, therefore in between the three reflections, check-ins are just as important. It is in this little moments when strategies and techniques in thinking and learning are fortified, flowing into routines or habits. This in turn becomes culture.

As an EE Supervisor, I need to pay attention on my supervisee's process of choosing a topic, or how  she/he arrived in that decision; how the RQ presents an arguement that can be defended or proven with the intelligent and responsible use of sources. It is at this point when timelines and self management skills need to be observed. And for the next meeting, which is the check-in, I will look for report on progress. This period can be a long wait, so the Reflection Space can be utilized to monitor if the student is working or not. 

In the Interim, as the student reaches the writing of the EE, more reflections can be had and learning gains can be reaped. It is noteworthy to look at the metacognitive skills of students as this juncture. Again, as a matter of formative assessment that can be given as feedback, this is information that students will value. Thus, reaching the final draft of the EE and the Viva Voce, supervisor and student can look back at an experience that had been challenging but difficult.

Writing my final report based on my supervisee's RPPF would be a task I will look forward to.

Araw ng Pagbasa: The Book Nook Albay Reads Our Book!

 

Talk of Books with Author Trina Velilla-Milan on Araw ng Pagbasa

Today is Araw ng Pagbasa. Trina Velilla-Milan, children's book author and doting parent to a teenager, has an interview on books, reading and the relationships we foster as readers for life. 

1. What books define your writing life?

          As a preschool teacher, I was exposed to reading a lot of children’s books. I, then realized the importance of these books in a child’s development and in beginning reading. How books are introduced at a young age will help the child appreciate books better. Later, then did I discover that some children’s books are more than just words in pages but can be also symbolic once read more deeply.

          “The Very Hungry Caterpillar” By: Eric Carle and “The Giving Tree” By: Shel Silverstein defined my writing life. Incorporating art in the illustrations with simple, easy to read words for beginning reading and with a deeper meaning and lesson that can be applicable to children young and old.

2. What books would you recommend to your son, Sandro, now that he’s a teenager?

          Great question! I would like to start simple. He has been reading the books assigned in his Reading classes but aside from that, I would like him to read “Who Moved My Cheese” By: Spencer Johnson, an easy read on how to see life. Understanding that life can get hard and other circumstances may not be as predictable but learning to go with it, to listen, to learn and to equip oneself with the right tools to navigate thru life.

3. What book or story you wish you had written?

          “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” – The Little Prince” By: Antoine De Saint-Exupery (1943)

The Little Prince is a book I wish I had written. A story that can be read over and over. A book with a lot of takeaways. Observations on life, relationships and human nature topics that interests me. This book helped me grow and there would be new learnings after every read. The famous quote is life changing to many and a great reminder for us to realize that sometimes it is in our heart of hearts that know what our eyes failed to see. What is relevant to one is something we cannot see but could be something we feel.

4. Which author of children’s book do you wish to have a conversation with?

          I wish to have a conversation with the most-translated, most-adapted, most-read and most beloved children’s book author Antoine De Saint-Exupery. Conversations on life, human nature and how he came up with such a timeless story that even after so many years, his story is still alive in all of us.

5. How do you select books to read – for your own and for Sandro?

          Most of the books I read are self help books. Books that can help me be a better person, creating my attitude, understanding myself and human nature in general. Unfortunately, Sandro is not much of a reader. Not as much as I would want him to be. I am still hopeful and patiently opening his mind to the world of books. Starting with the easy books like “Together is Better” By: Simon Sinek. This book can be used a conversation starter. Throwing in some comics too to get him to read and sustain his interest.

Trina was our featured author last October in the blog where she talked about her children's book with us, What the Sun Says to the Moon. Read the interview here!

Information on her book orders:

 

ORDER LINK: https://www.ukiyotophilippines.com/product-page/what-the-sun-says-to-the-moon GOOGLE PLAY: https://books.google.com/books/about/What_The_Sun_Says_To_The_Moon.html?id=yOmoEAAAQBAJ Last copies of the books are available at the Pinto Art Museum https://www.google.com.ph/search?q=pinto+art+museum&ie=UTF-8&oe=UTF-8&hl=en-ph&client=safari#

Writing the Interdisciplinary Paper

 Some notes I took while reading the two samples of the World Studies Extended Essay:

1. Remember that these students are working on their first formal academic paper, and an interdisciplinary essay at that, requiring a problem to be solved; and argument that must be defended; a claim that needs evidence. How well prepared are they? It is important to assess them before venturing into the EE which can inform the EEC and DPC measures of support. Never assume that the ATLs are all taught well in the previous grades or lower years.

2. Ask questions that will prompt the student to think interdisciplinarity and in connection to concepts of the topics being investigated upon.

3. * Provide exercises for students to think in macro level to micro level; using strategies that can be applied interdisciplinary writing.

4. * Allow ample reading time on sources and materials that show multi-voiced writing and interdisciplinary thinking.

Numbers 3 and 4 are not for the supervisors to do. However, I would recommend the student take on these tasks within the school's support system.

Connected Knowledge: A Pathfinder for Understanding and Developing Interdisciplinary Studies

Read! Reread! Relive! Learning Sessions

 

Guidance on the Extended Essay for Students

Here are the contents I would place in a specialized EE website or platform for our students.

Support on Research and Writing the Academically

• The BA Library Website and OPAC

  Where you can check library collections, log-in EBSCO and our online databases; encyclopedia and subject specilaized references.

• The Pioneer - Assess your research skills and select online activities and pocket workshops for skills building

• Research and Academic Writing Reading List - books that address skills building in research and academic work. This is best paired with the after school workshops provided by our Learning Support Team. Look for Ms. A or send her an email for inquires.

• One-on-One or Small Group Consultations with your Teacher Librarian on the Research Process and Inquiry Based Learning - We will meet you where you are at. We do our best in providing information and support as you need them.

• Recommended Online Writing Labs - The OWL of Purdue University and the Harvard Writing Center offer extensive sources in citation standards, academic writing conventions and current trends in research accross subject areas.

Thining Strategies and Inquiry Based Learning Strategies

• Mind Mapping by Tony Buzan

• Visible Thinking Routines

  Writing needs a lot of preparation and unpacking of contents, making connections and synthesizing topics and information are but a few. Visualize them and draw your thinking or thought process!

• 6 Strategies for Effective Learning

  • Interleaving, Retrieval Practice, Spaced Practice, Elaboration, Concrete Materials, Dual Coding

• Heart Map by Georgia Heard

  When you need to clear your mind and decompress, make a heart map. It has many uses, from understanding and being aware of your emotions to clarifying conflicts and challenges in academic tasks.

• The Learning Pit - There is no denying that research work can lead you to dead ends and pits of frustration. Do not despair, Jame Nottingham has a strategy to pull yourself out of the pit surfacing as a better and "stronger" learner.

• Guided Inquiry Design Thinking Process - here is a process that aligns with the EE process and our internal Research Design Cycle.

Lastly, know that there are teams and departments in the school community whom you can reach out to.

• Guidance and College Resource Center

• Student Life Office

• Advisory Team

• Learning Support Team

• The Student Council Peer Group Team

Go Griffins!

Read and Treat with PWD Children of Brgy. Sto. Tomas, Binan Laguna

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📚 BOOK and TOY SALE 💜 Beybi Bibe

 

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My Role in the Extended Essay of the International Baccalaureate

I am currently enrolled in the International Baccalaureate's (IB) Extended Essay (EE) online class courtesy of the Academy. It is my third EE Workshop. It is a continuing professional education activity I am required to partake in. It has been two weeks and it is eating most of my working time. Just saying. 

Which also means, I am deeply invested in the topics, skills and activities in the workshop. It has kept me up late into the night for written tasks, slide presentations and asynchronous discussions with colleagues in the IBO system. It is a lot of work. But, it can be, ah, fun. The diversity of experiences shared by participants of the class make it so. Learning from teachers and librarians of varied cultural backgrounds opens up to new perspectives. Appreciating traditional methods mixed and matched with instructional trends and current technology. 

I feel small but not diminished nor insignificant. 

In module 1, "reflection" and "metacognition" are two topics that I have marked a tag on. Like language and literacy skills it must be taught within and alongside content areas. These words - reflection; metacognition, say them one after the other and it sounds intimidating. In a country where smart shaming has become a norm and intellectual elitism is frowned upon, even ridiculed (for valid reasons, too) I wonder how I can make teaching these cognitive skills in the context of Research Skills and MIL Program of the library palatable and creatively served to learners of this age and generation. I went back to John Hattie, Ron Richart and the Design Thinking approaches of the Kelley Brothers. From their works, they look at critical thinking and creative thinking as well as cognition beginning from the learner's context, background and socio-emotional well being. 

Reflection and metacognition are powerful words. So are compassion and kindness. From this framework, I move on to module 2 of the workshop with an assessment of my expected roles in the EE based on the IB guide. Of course. 

 Here is what I whipped up. I meant to share this on my timeline for friends, peers, colleagues in the profession who are curious and those who are running IB programs in their schools and libraries. The red check marks mean I am doing the roles and skills. The happy face emojis mean I am doing them quite well - I think. And the exercising brain means areas for strengthening. Other factors come into play for these things to happen. And that, my friends, is for another post.

The Role of the Librarian in the EE by zarah gagatiga

CORE Session with the Teacher Librarian

 

Garde 11_Documenting Sources 1 by ZarahG

Inquiry in the EE and Research: The Guided Inquiry Design Model

We have adopted and adapted the model of inquiry by Kuhlthau and Brown. It is a combination of two models namely, the Guided Inquiry Model and Design Thinking. Our school leaders, the Head of School and the Dean of Faculty (at the time of adoption) are champions of both models. They have experience in using them in teaching and learning. Technology transfer was strategic and faculty appreciated theintegration of the model into the IB Inquiry model because it breaks down into specific terms and applications what Reflection and Action can look like. Furthermore, both models take into account creativity hand in hand with critical thinking and the socio-emotional aspects of learning.

Here are the 8 Verbs of the Model

• Open (Initiation)

  • Invitation to inquiry

  • Open minds

  • Stimulate curiosity

• Immerse (Selection)

  • Build background knowledge

  • Connect to content

  • Discover interesting ideas

• Explore (Exploration)

  • Explore interesting ideas

  • Look around

  • Dip in

• Identify (Formulation)

  • Pause and ponder

  • Identify inquiry questions

  • Decide direction

• Gather (Collection)

  • Gather important information

  • Go broad

  • Go deep

• Create (Presentation)

  • Reflect on learning

  • Go beyond facts to make meaning

  • Create to communicate

• Share (Presentation)

  • Learn from each other

  • Sharing learning

  • Tell your story

• Evaluate (Assessment)

  • Evaluate achievement of learning goals

  • Reflect on content

  • Reflect on process

In time, our school community was able to develop an internal Research Design Cycle model retaining the philosophical moorings of the Guided Inquiry and Design Thinking into the RDC model adhering to the IB Inquiry model as well. When we designed the RDC, we were also mindful of the Design Cycle in the MYP. Many of our students moving to DP completed the MYP where they recognize and use the Design Cycle in Arts and Design subjects.

This is a link to the Research Design Cycle Model: https://docs.google.com/presentation/d/0B9u_PaieSBZPYTRsOV94NUI1dlFBelQ4VUR2SXpQMTZVZkZB/edit?usp=sharing&ouid=108790136791674328894&resourcekey=0-T30O7y7Hus-qQsmprLDNvw&rtpof=true&sd=true

Source: https://libedge.blogspot.com/2013/01/carol-kuhlthau-meets-tim-brown-guided.html

Writing the Extended Essay in Language and Literature

 

EE_Academic Writing_2023 by zarah gagatiga

Storyteller Interview: Jay Madelar Menes & The Salaysay Pilipinas: An International Storytelling Festival in Imus, Cavite

One of my good friends in the Philippine Children's Literature industry, storyteller and entrepreneur Jay Madelar Menes, has organized an international storytelling festival, The Salaysay Pilipinas in Imus, Cavite on November 11, 2023. Read on Jay's journey as founder of Storyhouse and his adventures as traveling storyteller and advocate of the tradition of oral storytelling.

1. Please tell us the what and the why of Storyhouse.

Storyhouse Philippines derives its name from the word storehouse, changing the "e" into "y," just like in the movie "Pursuit of Happyness." In Filipino, we may call it "Kuwentong Bahay" because there are stories in store in the house; it was last March 2011, the year the group started.

The prime objective is to promote the Art of Oral Storytelling. It is a dynamic, innovative, and professional company that offers something magical. Our vision is to let the Philippines be part of the countries that propagate the art of oral storytelling through fun-filled performances, interactive workshops, and live events such as Local, National, and International Storytelling festivals that will teach the love for learning, culture, and the arts.

In conclusion, we want to share Filipino stories and Filipino folktales with the rest of the world through storytelling. Create, train, and enable more Filipino Storytellers to make our stories known.

2. Why oral storytelling?

In a world saturated with visual media, there's something profoundly intimate about a human voice weaving a narrative into a live audience. It invites active participation, triggering the imagination in ways screens often can't. It encourages listeners to visualize, empathize, and co-create the description alongside the storyteller onstage. Additionally, many folktales in the compiled books must be told so that younger and older generations can know them.

3. You have traveled near and far as a storyteller. what is an experience that made the most impact on you as a traveling storyteller?

It was my first international gig as an oral storyteller in Hawaii, USA, in 2013. At that moment, I told myself that if I wanted to be an International storyteller like those who visited the Philippines, namely Dianne de Las Casas, Gcina Mhlophe, and the others I met in Singapore, I had to go there.

Through the invitation of Jeff Gere in our Yahoo group, I sent my letter of intent to participate in the Talk Story Camp. Applying for a U.S. visa is another task to surpass, and purchasing the plane ticket afterward. Everything is about taking the steps to pass the test. Eventually, I did it with the help of my family and friends.

When I reached Oahu, I had no relatives or know someone who lived there; I had no credit card, and my cash was just a few thousand pesos. However, my host took care of me. The performances I've done in the festival are everywhere, from the public library, museum, black theater, botanical garden, beach clubhouse, and school. It started my journey as a Storyteller who travels to promote the Philippines' culture, arts, and stories.

4. What is in store for participants in The Salaysay Pilipinas, Imus Storytelling Festival?

The SALAYSAY PILIPINAS - Imus Storytelling Festival is the first-ever event in the City of Imus and perhaps in the CALABARZON Region. I want the participants to feel and experience what it is like to attend the International Storytelling Festival.

 

I intend to inspire, motivate, and challenge those who have the talent and skills to be oral storytellers in my province by showcasing this kind of activity. It will likely result in making them interested in the training program that I am offering for free for now. My long-term plan is to make the festival a tourist attraction by having it as our annual gathering. 

IB Online Workshop: Reflection and Reflective Thinking in the Extended Essay

Posting on the blog a short piece I wrote for a forum topic in the online workshop I am enrolled in. 

A decade or more before the pandemic, around 2010 0r 2011, our former School Head presented to the faculty Harvard's Project Zero, a research group that studies and documents the understanding and the teaching of thinking and learning. Of the varied resources Project Zero has in its website and social media site, it is Ron Ritchart's book, Making Thinking Visible, that made a lasting impact on me. 

Since our online discussions involve the value of reflection, learning about it, applying its process in the EE and practicing reflection across subject areas, I share with the group some snippets and highlights of a case study that encouraged me further to use visual tools and graphic organizers in facilitating research and journeying with my supervisees in the EE.

In Chapter 7, three case studies of teachers and their learning communities were identified to demonstrate the dynamics and processes involved in nurturing a culture of thinking in the school. I was highly invested on the first case study because it established the value of using visual symbols, images, drawings and sketches as tools for reflection. It was very new to me since my experience of reflection has always been through prose writing and journaling. What intrigued me more was the methods and the systematic way in which this particular practice has become a habit in the teacher's personal and professional practice. 

Her painted reflections allowed her and her students to revisit central issues on a unit of study; make connections in real life events leading to learning core ideas of the unit; modeling the strategy of visual reflection and using them as tools to set sail or focus points in doing tasks. Equally important was the teacher's emphasis on deliberate thinking habits in the classroom by identifying key ideas to think about and motivating students to make connections from the key ideas they reflect on.

When I begin work on the EE with our juniors for their initial research and review of related literature, I make them do a visual map of their topics of interest. Some create a mind map; others a Venn diagram; a few of them draw and color. From there, I help them articulate a vision and a path they can take. It is all possibilities until we discuss possible sources of information and references they can locate and access in the library. Two or three weeks after some return with good results such as an annotated bibliography; a one page essay of references and its contents; an outline that contains their working bibliography. There are students who experience frustration, too. And they get help from the Learning Support teacher to zero in on areas of mistakes. An opportunity to unlock the difficulties encountered in mapping, selecting sources and engaging in them.

Their output from this month long session is not final. Nonetheless, it helps them write a research plan which they present to a team of advisers so they can make changes and decisions to select a final topic for the EE. 

Making Thinking Visible by Ron Ritchart, etal. Jossey-Bass, 2011

Quick Asks on the State of Philippine Children's Literature

 This one is a request from my dear friend, Carla Pacis who will give a talk in the UP College of Education on Children's Literature.

1.   Please describe briefly, in your opinion, the state of Philippine Children’s Literature today?

Taking a good look at the production of books during the pandemic years and in the post pandemic times (which is “the now”), three movements are worth noting of:

a.   the publication of stories and books about LGBTQ+, genre fiction especially historical fiction, mental health, diversity and inclusion, regional language and delicate topics/sensitive issues continue to be written about

b.   the rise in self-publication or self-publishing like zines and comics; teacher made story books c/o DepEd initiatives and Filipino writers breaking into international publications

c.    concerted effort of book industry stakeholders to develop and grow PH Children’s Literature

2.   What still needs to be done?

a.   Continual growth and development through book fairs, identifying channels of distribution beyond circles and bubbles of those who have access to books and learning materials; panels and talks; workshops and residency

b.   RESEARCH in Philippine Children’s Literature

c.    College course in the study, documentation and archiving of PH Children’s Literature

d.   A library concentrated for PH Children’s Library Services

3.   What kind of books are still needed? What kind of books are you looking for?

a.   Poetry

b.   More, more novels

c.    Non-fiction books for K-12 or information and concept books for K-12

 

Reading Plan: Folded Notes From High School

This is for my student in my Reading Intervention class. She is asked to read a book, one chapter everyday. I will be sharing with you how we came up with this plan so that she can build the habit of reading and enjoy it as well.

Reading Plan for Helina by zarah gagatiga

Reflection in the Extended Essay

 

EE_RRS_2023_v2 by zarah gagatiga

Kuwentong Bangtan: Dreaming With Eyes Wide Open

Salamat, ARMY Connect PH 💜 

Why the BTS x James Jean Exhibition is worth your while. ARMY or not; artist or aesthete; the casual audience or the curious, go and see this awe-inspiring gallery exhibit! 

Read the full article here: Dreaming With Eyes Wide Open

 #ARMYGlowUp2025 #BetterARMYforBTS #BTSxJamesJean_Exhibit_Manila

@titazeeh7 Art for healing. Art for inspiration. Read here: https://www.armyconnectph.com/post/dreaming-with-eyes-wide-open-my-experience-of-the-bts-x-james-jean-seven-phases-exhibit-in-manila #BetterARMYforBTS #armyglowup2025 #AGURecreation ♬ Friends (Hoseok Theme) [BTS World Original Soundtrack] - BTS World

Step by Step with Teacher Zee: 10 Things I Learned With Teacher Zarah

This is a flex post.

I had a four day intensive workshop with a promising senior high school student who is applying for college in the US. Part of the college application requirement is for him to respond to a "prompt" in the form of a 500-600 word essay. On the last day of our session, I asked him to make a list on what he learned from the workshop which he can take with him in college and university studies.

Below is his Top Ten Things Learned from the essay writing workshop.

10 THINGS I LEARNED FROM TEACHER ZARAH!

-       The process of writing is essential.

-       The introduction and conclusion should “sandwich” the body.

-       Always remember to prewrite.

-       It is better to braindump then revise later on.

-       Make graphs and tables to guide the flow of the essay.

-       The introduction should include what the prompt is asking.

-       Writing is a form of art.

-       It takes time to write a good essay.

-       The focus must be seen throughout the whole essay.

-       Sentence structure is KEY (to being understood by an audience).

Before I met with my student, I talked to his parent and the direction they want to go on the college application. I also asked for samples of written work that served as an initial assessment for me. 

I enjoyed working with him on the essay as he is perceptive, driven and willing to be mentored and coached. I do hope he passes the entrance exams and requirements for his college of choice.

Art Therapy and The Extended Essay Workshop

November kicked off with me attending two online workshops namely, the Art Therapy Workshop by Holistico and the required IB workshop on the Extended Essay (EE) Supervision. The former is something new to me. The later is something I have been doing for more or less a decade now. Both workshops will generate certification of legitimate practice.

I remember telling my friend Ouie, a day before he passed on, how I feel a little guilty about paying quite a sum for the Art Therapy workshop. He assured me it was a good and compounding investment. Now that I am on Module 3 of the workshop, I do recognized its benefits and a promising return of investments. What I need to do after finishing this workshop is a staff on project basis to help me organize my workshops and market them online. WHEW.

As for the EE workshop, I am posting some insights I shared in the discussion board. 

All guides from the IB and internal mechanism are helpful, as well as tools, workshops and IB resources of digital and human in nature. The philosophy and ethos behind the DP such as, the program being interdisciplinary and contextual; highly rigorous in academics and scholarly pursuits; and faithful to the mercurial process of young people learning in an ever changing world have kept me going and on course. Needless to say, we are blessed to have a school leadership who is sensitive to the needs of students, teachers and staff in light of the uncertainties of the times. How the leadership is able to provide for the continuous development of the program is admirable, too. COVID was traumatic and the rise and fall of political power affected much of our resources. But, here we are, soldiering on with the knowledge that we cannot give up on our students - the future of our nation and the world.

This workshop will run until December. My quarter 4 is hectic.

Thank you so much, Ouie!

 

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