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Moreover, the formative value of developing an abstract, a concise, concept-rich summary of a large body of research, is considerable.
Of course, at the pre-university level, we are largely laying the foundations for more sophisticated academic study beyond the IB Diploma - and traditional subject specialist expertise still comprises the building-blocks from which more innovative structures are shaped at undergraduate level and beyond.
How your conceptual understandings have developed or changed as a result of your research.
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For first assessment this summer, May , the EE has been overhauled, comprising a new approach to pedagogically supporting students, and a slimmed-down, more holistic assessment criteria. These would be questions that would help you answer your main research question. What decisions were hard to make or made poorly so far and how have you dealt with these? And in response to the objection that this may not prepare students for university level academia, my response would be that - if anything - this shift towards championing interdisciplinarity and innovation is precisely in keeping with many broader trends in academia and publishing. You will be writing your 3 reflections on the new " Reflections on Planning and Progress Form ". This never struck me as supportive of diverse writing styles and structures, as appropriate to multiple disciplines, methodologies and diverse learner profiles. You can notice your own mistakes and learn from them.
Focus on inquiry: A teacher's guide to implementing inquiry-based learning. What do you find interesting about this topic?
How does the extended essay straddle these diverse elements? And, moreover, the new EE certainly has ample forms of pedagogical support, comprising such synthesis, summary and transfer skills, throughout the process.
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You can notice your own mistakes and learn from them. What if, for example, the student is writing in a dialectical structure, and their conclusion is embedded within the synthesis to a fluidly reasoned argument - will every examiner have identified, and so rewarded this? What have you learned about yourself already, as a result of doing this work? One fears not. The Extended Essay EE is one of the elements of the IB Diploma that most distinguishes it as a world-class pre-university educational model: a 4, word essay that allows students to enter university life confident in their ability to sustain a substantial research project. Some very interesting - and often heated! How does the extended essay straddle these diverse elements? The ATLs include: thinking skills, communication skills, social skills, self-management skills or research skills.
Discuss something you could have done differently or better. Have you found it hard or easy to plan your work? What decisions were hard to make or made poorly so far and how have you dealt with these?
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What are your thoughts? The Extended Essay EE is one of the elements of the IB Diploma that most distinguishes it as a world-class pre-university educational model: a 4, word essay that allows students to enter university life confident in their ability to sustain a substantial research project. In keeping with the changes already discussed, my sense is that these exemplars are intended to showcase the manner in which student agency, innovation and originality are to be championed, and the more holistic assessment criteria supports this. Have you found it hard or easy to make good research decisions? Pedagogical Support for the EE As can be seen from the Padlet comments of previous workshop participants, this is perhaps the most anxiety-inducing of the new changes. What set-backs have you faced in your planning and how have you dealt with these? And, to be sure, in this area of study, where students can combine academic disciplines to create entirely esoteric and unique essays in terms of both content and form, often overlapping with CAS interests and necessarily engaging with an issue of global significance, students need not write within the parameters of traditional subject methodologies. How your conceptual understandings have developed or changed as a result of your research. Those 6 marks are almost enough to bring you from a C to an A. As you'll see in the rubric below, the IB is hoping the reflections can help you demonstrate the authenticity of your work by you explaining it in a "student voice. The 4 rules above are my best thinking about how you can produce reflections that can be described by the top mark band. In short, the reflections are meant to prove "the authenticity of your work. These concerns dovetail with broader questions regarding trends in curriculum overhaul in the DP: is the IB moving in a pronouncedly less academic direction, away from the rigorous traditions that have driven its prestige as a pre-university diploma? I fear this may sound like obfuscation.
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