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.

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.

IB Online Workshop: Reflections on Module 4 - The World Studies EE and Approaches to Learning

I am sharing once more my reflections on the learning engagements I do in the IB Online Workshop.

This module is the most challenging for me because of the newness that the World Studies EE posses. Coming up with a topic and RQ for a WSSEE requires macro-micro levels of thinking, and vice-versa, apart from a good grasp of global issues. As a librarian, I am challenged very much to review the information and intellectual systems and structures that will support the student who is working on a WSEE. Sourcing of data, records and information sources is one of the important factors that spells the success of a WSEE.

What resources can you suggest to your students who may be interested in a world studies extended essay?

I will first recommend titles of books in assessing and developing one's thinking skills, especially critical and creative thinking skills. I will make available in the library the resources, print and online, that tackle global issues. The Day, New York Times are two media and news source outlets that come to mind. For specific global themes and issues, I will collect a directory of experts, scholars and researches that specialise on subject specific topics. Government agencies, foundations, non-government organisations can also be of help when searching for resources.

One of the trends in library services today is the staging of the Human Library. It is an event where experts and stories of resource persons are discussed to break down the walls of prejudice and to take in new perspectives of the world. There was one academic library in Manila that had a Human Library session about Martial Law. Human rights victims told their stories about abuses of power during Martial Law in the Philippines during the rule of Ferdinand Marcos. Another Human Library session was about the Lumads of Mindanao, an indigenous group, who experienced abuse from authorities and were driven away from their ancestral lands. The Ifugaos of Northern Philippines have a similar experience back in the 80s over a dam to be built in the mountains. How these things happen in the 21st century was a good discussion in the Human Library session. 

This is something I can consider doing in our school through the library's programs and services.

What else can be added to your personal action plan?

I have added teaching strategies on reflective teaching and learning, as well as Thinking skills as important components of the EE and research writing in general.

Can ATL (Approaches to Learning) in your classroom be extended to the extended essay? How?

This remains a challenge in our school. While teachers identify ATL in their unit plans to be taught and facilitated to students in the MYP, skills need to be strengthened in the DP still. This goes to show that the EE is a learning experience that is connected to the Personal Project, thus, a continuing development of ATL must be recognised. Not all learners come to the DP with fully developed ATL.