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class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-">Personal and Professional Skills </a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34860/pps-matters" title="PPS matters">PPS matters</a></li><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34862/personal-development" title="Personal Development">Personal Development</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a 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This keeps the PPS course dynamic and relevant. You cannot predict when and where news stories...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F42964%2Freal-world-issues-and-dilemmas"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Real world issues and dilemmas</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Personal and Professional Skills " href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-">Personal and Professional Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Real world issues and dilemmas</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967914" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/news-g99fe9832f_640.jpg" /><div class="content" readonly="true"><h3 class="heading" style="">What's making the headlines?</h3><p>It's good to remain flexible throughout the PPS course to incorporate what is going on in the news. This keeps the PPS course dynamic and relevant. You cannot predict when and where news stories will crop up but it pays to take advantage of authentic opportunities to put skills into practice in real world situations. Let's explore stories that are making the news and provides ideas for how they can be explored in lessons at the drop of a hat.</p></div></div><div class="panel panel-aubergine"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>How do we navigate discussions in a time of crisis?</p></div></div><div class="panel-body"><div><h5>To discuss or not to discuss? And if we discuss, then HOW do we discuss?</h5><p>Heads up, this is a difficult one and utterly challenging as an educator which is why I have written a blog style piece aimed directly to the educator. This discussion has been undoubtedly prompted by the conflict in The Ukraine that started during the week beginning 21st February 2022. However, it has always been part of a teacher's reality that sensitive issues come up and it is not <em>if</em> we discuss them is as important as <em>how</em> we discuss them. Knowing strategies that show us how to navigate difficult discussions, ideas and events is just as reassuring for teachers as it is for students and contributes hugely to overall esteem and resilience.</p><div class="pinkBg"><div class="dottedBox"><p>‘<strong>Our challenge as educators</strong></p><p>The imperative to look after our students and colleagues affected by war, to make sure they feel safe, is of paramount importance. On the other hand, it is not by avoiding discussing global events that we will help our students become caring, critical thinkers. Hence the challenge that faces us all. One thing is for sure, if we do not curate these discussions, social media will do it for us and that will not provide the scaffolding needed to nurture critically minded global citizens’<sup data-footnote-id="5lytk"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-1" rel="footnote">[1]</a></sup>.</p><p style="text-align: right;"> Conrad Hughes, <strong>War: how to respond as international educators?</strong>',<br />accessed 28/02/2022</p></div></div><p><strong>Analysis and Opinion</strong><br /><br />Conrad Hughes has written a sensitive and perceptive piece in <a href="https://www.conrad-hughes.com/how-to-educate-in-a-time-of-conflict/?fbclid=IwAR2eKauCebIj1tc7SF2PR6QxNwGKXtlBEooTasrmUxmc1iGwLmpiGd3XqGA"><strong>War: how to respond as international educators?</strong></a><sup data-footnote-id="5lytk"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-2" rel="footnote">[1]</a></sup> about both the moral imperative to discuss difficult subject matters at a time of crisis but also practical strategies in how to do so. As ever, our role as educators is to remove barriers to learning and at the heart of everything we do. This situation is no different<strong>. </strong></p><div class="dottedBox"><p><strong>By listening to our students and endeavouring to create safe, open forums where students experience carefully scaffolded discussions and feel in control of their critical thinking, we are doing our best</strong>.</p></div><p>It can be frightening to go there and certainly it is genuinely not always an appropriate time or context to do so - your judgement and instinct will serve you well. But here is some food for thought and ideas if this is something that needs to happen in your classroom.</p><p>Throughout Hughes’ article, we can see how explicitly and deliberately utililising the Approaches to Teaching and Learning gives us the scaffolding we need as teachers - the stabilisers on the bike to employ a metaphor. They help us create the space to discuss sensitive issues. After all, they are sensitive because they are dealing with big ideas concerning humanity in immediate real life situations. Therefore teaching that <strong>encourages conceptual understanding</strong> is needed here but it is the interplay between the big ideas and the <strong>local and global examples</strong> that needs careful managing. And in this dealing with big ideas needs students to feel in control of the subject matter as far as possible. Any given day involves being bombarded with information from everywhere <strong>so leading with inquiry</strong> and asking students what the questions are that we are really wanting to ask is another caring step to take. Sometimes it is appropriate not to tackle the issue in hand with direct examples - unfortunately when it comes to matters of war and conflict, too many examples abound so it can be just as supportive to explore questions that have been raised by recent events in other real world examples. The student is still being given the opportunity to reflect as they transfer questions to other contexts.</p><p>However, in regard of recent news in Northern Europe, Hughes offers a careful set of questions that encourage <strong>communication, research and thinking skills.</strong> Certainly, we can see the influence of a philosophy and Theory of Knowledge class setting here, but these questions are no less relevant and useful to a PPS class as we explore ethical dilemmas.</p><div class="dottedBox"><p><strong>Concerning the current conflict between Russia and Ukraine, what empirical evidence would you need to form an opinion? Would empirical evidence be enough to understand the situation? </strong></p></div><h5><strong><strong>Three principles and three strategies</strong></strong></h5><p>Hughes cleverly scaffolds his own suggestions into founding principles and strategies that establish the environment needed here to discuss such questions. They consider the cognitive, affective and metacognitive skills students need to employ and be supported in to feel comfortable in discussion. Included here are short excerpts from each area to summarise the principle and strategy.</p><div class="yellowBg"><p><strong> </strong><em><strong>‘Principle 1: ‘Everyone is safe here’</strong></em></p><p><strong>‘It is our first duty as educators to know our students, where they come from and the extent to which they might be affected by the conflict in question. No teasing, accusation or discriminatory behaviour can be accepted…’</strong></p><p><em>Strategy 1: Create a safe space</em></p><p>‘Key in with students, ask them how they are, as a class and on a 1:1 basis. Be attentive to their mood, tone and behaviour and give them a chance to express how they are feeling’<sup data-footnote-id="5lytk"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-3" rel="footnote">[1]</a></sup>.</p></div><div class="yellowBg"><p><em><strong>Principle 2: Critical thinking</strong></em></p><p><strong>‘The first casualty in war is the truth:… Knowing what to trust and how to form an opinion is difficult, and this is why students need to be introduced to an empirical criterion of meaning: what evidence supports views? Where are we getting our information and how trustworthy are the sources?’</strong></p><p><em>Strategy 2: Check your bias, get students to check theirs</em></p><p>‘Remember to stay balanced and open in your appreciation of viewpoints, aim to guide toward criticality rather than to influence…our job is to educate students how to think, not to tell them what to think’<sup data-footnote-id="5lytk"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-4" rel="footnote">[1]</a></sup></p></div><div class="yellowBg"><p><em><strong>Principle 3: Higher order moral imperatives</strong></em></p><p><strong>‘…the teacher’s work is ultimately to lead the discussion to a higher level, more general and transferable to other situations... This means that the transcendent, overarching values that we agree on - or perhaps agree to disagree on - should be the conclusion of any discussion’. </strong></p><p><em>Strategy 3: Take discussions higher</em></p><p>‘Walk with students to universal understandings ….such discussion conclusions can be healing. Such higher levels of thought might include universal understandings such as: "Human life is of absolute value" … . Sometimes we cannot end with an affirmation, but will end with a lingering universal question: "who should be given power?" [or] "Can peace ever be bad?"<sup data-footnote-id="5lytk"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-5" rel="footnote">[1]</a></sup></p></div><h5>Activities to support discussion</h5><h6>Research Skills and <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth'</a> </h6><p>The following exercise is an excerpt from the page under <a href="ibcp/page/34865/thinking-processes" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes">Thinking Processes</a> called <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth'</a> where there are more activities on assessing trustworthiness in the media and the notion of truth.</p><h6><img class="ico" src="img/materials/source-exercise-24.png" style="vertical-align: middle" /> Using the source 'The 8 Trust Indicators', discuss the remaining indicators as a pair/group/class. Then find a news site that takes part in the Trust Project and explore how they fulfil the 8 Trust Indicators.</h6><div class="greyBg"><h4 class="has-text-color has-text-align-center has-very-light-gray-color">Source: The 8 Trust Indicators from https://thetrustproject.org/#indicators</h4><p class="has-text-color has-text-align-center has-very-light-gray-color"><span style="color:#000000;">'We asked people what they look for in trusted media – and from their answers, we created ‘Trust Indicators’ for the press to build into news sites.'</span></p><p class="has-text-color has-text-align-center has-very-light-gray-color"><span style="color:#000000;"><strong>Best Practices</strong></span></p><div class="wp-block-columns"><div class="wp-block-column"><ul><li><span style="color:#000000;">Who funds the site? What is its mission?</span></li><li><span style="color:#000000;">What standards and ethics guide the process of gathering news? </span></li><li><span style="color:#000000;">What happens if a journalist has ties to the topic covered? </span></li></ul></div><p><span style="color:#000000;"><strong>Journalist Expertise </strong></span></p><div class="wp-block-column"><ul><li><span style="color:#000000;">Who made this? </span></li><li><span style="color:#000000;">Are there details about the journalist, including contact information, areas of knowledge and other stories they’ve worked on? </span></li></ul></div><p><span style="color:#000000;"><strong>Type of Work </strong></span></p><div class="wp-block-column"><ul><li><span style="color:#000000;">What is this? </span></li><li><span style="color:#000000;">Do you see story labels with clear definitions to distinguish opinion, analysis and advertiser (or sponsored) content from news reports?</span></li></ul><p><span style="color:#000000;"><strong>Citations and References </strong></span></p></div><div class="wp-block-column"><ul><li><span style="color:#000000;">What is the source?</span></li><li><span style="color:#000000;">Does the site tell you where it got its information? </span></li><li><span style="color:#000000;">For investigative, controversial or in-depth stories, are you given access to the original materials behind the facts and assertions? </span></li></ul></div></div><p><span style="color:#000000;"><strong>Methods </strong></span></p><div class="wp-block-columns"><div class="wp-block-column"><ul><li><span style="color:#000000;">Why was it a priority? </span></li><li><span style="color:#000000;">For investigations, in-depth or controversial stories, why did they pursue the topic? </span></li><li><span style="color:#000000;">How did they go about the process? </span></li></ul></div><p><span style="color:#000000;"><strong>Locally Sourced </strong></span></p><div class="wp-block-column"><ul><li><span style="color:#000000;">Do they know the community?</span></li><li><span style="color:#000000;">Was the reporting done on the scene? </span></li><li><span style="color:#000000;">Is there evidence of deep knowledge about the local situation or community? </span></li></ul><p><span style="color:#000000;"><strong>Diverse Voices </strong></span></p></div><div class="wp-block-column"><ul><li><span style="color:#000000;">What are the newsroom’s efforts and commitments to bring in diverse perspectives across social and demographic differences? </span></li><li><span style="color:#000000;">Are some communities or perspectives included only in stereotypical ways, or even completely missing? </span></li></ul><p><span style="color:#000000;"><strong>Actionable Feedback </strong></span></p></div><div class="wp-block-column"><ul><li><span style="color:#000000;">What does the site do to engage your help in setting coverage priorities, asking good questions and finding the answers, holding powerful people and institutions accountable and ensuring accuracy? </span></li><li><span style="color:#000000;">Can you provide feedback that might provoke, alter or expand a story?</span></li></ul></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-aubergine panel-has-planner"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>General: Making sense of excess information</p></div></div><div class="panel-body"><div><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/medical-g005c9ba0b_640.jpg" /><div class="content" readonly="true"><h3 class="heading"></h3><p class="text">When there is a long running news story with lots of twists and turns it is important to remain committed to distinguishing fact and opinion at the very least and consider the credibility of the news sources we are using. The following exercises can be applied to multiple contexts to review how to decide if a source is credible, clarify events through the creation of a timeline, explicitly identify facts from opinion and explore who the stakeholders are in this situation.</p></div></div><h5>Making sense of excess information</h5><p><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /></a> This page focuses on different news stories each month and multiple contexts are suggested but students are also encouraged to widen their reference point and explore what else is out there. There are some suggestions of systems to use to understand if a source is credible and remember <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth'</a> is an excellent resource to expand understanding. Pick one activity or do as a sequence... exercise your excellent teacher judgement!</p><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>ATL skills focus: Research skills</h6><p><strong>Introduction: What makes a credible source? </strong></p><p><strong>1. Find 5 sources from a range of news authorities across the world. </strong>You should aim to have at least three different countries represented.</p><p><img alt="" src="/media/ib/ibcp/raven.jpg" style="width: 700px; height: 235px;" /></p><h6><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Further teacher notes</h6><section class="tib-hiddenbox"><p>This can be done as an introductory or revision activity if students have already explored in detail credibility of sources. However you can also take advantage of this time as an opportunity to explore the sheer breadth of news articles and opinion pieces and explicitly assess them for credibility using an agreed list of features. you can also make use of the <a href="ibcp/page/33783/research-skills" title="The Core - overview » Core: The Reflective Project » Skills » Research skills">Research skills</a> page and the RAVEN system that is suggested above.</p></section><div class="pinkBg"><div class="dottedBox"><h6><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Synthesising and ordering events</h6><p>Students need to identify the key events that took place that created an ethical issue in this situation. Once students have worked out the key events that influenced the outcome of opinion and division in this situation, have them order them from the date that they think is most significant.</p><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>Creating a visual timeline and evaluation</h6><p>This timeline can be done as a timeline in a journal, post-its on a desk, A4 paper with agreed events ordered on a wall or students standing with events in a line. Discuss as a group or class the implications of all these points, the different stakeholders involved and the effect and outcome of each event.</p><h6>Separating Fact and opinion.</h6><p>Now identify the multiple stakeholders involved in this story: not just the obvious people - consider different news organisations, courts and government agencies. Clearly extract opinions as sound bites but keep them to less than 50 words. Post these along the timeline. What effect do these opinions have on the direction of events? What sources are these people using to form their opinions?</p><h6>Wider implications of the whole story</h6><p>Take a step back from the analysis of the news story. What are the wider implications of this story? What issues and dilemmas come out that have global implication rather than specific to the issue at hand?</p></div></div><div class="yellowBg"><h5><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /></a> 17th February 2022 - Reflective Project debate:</h5><div class="dottedBox"><h5><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Structuring your ideas</h5><p>As you can find out from <a href="ibcp/page/35286/starting-discussions-and-debates" title="The Core - overview » Core: Personal & Professional Skills » Applied Ethics » Starting discussions and debates">Starting discussions and debates</a> in the <a href="ibcp/page/34866/applied-ethics" title="The Core - overview » Core: Personal & Professional Skills » Applied Ethics">Applied Ethics</a> area of the <a href="ibcp/page/34860/core-personal-professional-skills" title="The Core - overview » Core: Personal & Professional Skills"> Personal & Professional Skills</a> area, debates need to follow a specific protocol (there are varieties of this but the formality of the process and structure is key). Here is a summary below. You can also use this summary to identify whether your research and arguments are detailed and shaped enough. To stand the test of a 1st proposer/opposer, 2nd proposer/opposer and summary as well as questions from the audience.</p>Stakeholder here is defined as: <strong>speaker, 1st proposer, 1st opposer, 2nd proposer, 2nd opposer, summarisers and audience members.</strong><p><strong>Debating order</strong></p><p>The order that is followed in a <strong>formal debate</strong> is:</p><ol><li>The debate is chaired by a <strong>'speaker',</strong> who reads out the motion.</li><li>The first proposer presents the <strong>arguments for </strong>the motion.</li><li>The first opposer presents the <strong>arguments against</strong> the motion.</li><li>The second proposer presents <strong>further arguments for </strong>the motion.</li><li>The second opposer presents <strong>further arguments against</strong> the motion.</li><li>This side-to-side debating of the motion continues until all the people involved have had their say ...and limited to each contributor speaking only once during the debate.</li><li><strong>An opposer then sums up the key points of the argument against the motion.</strong></li><li><strong>A proposer then sums up the argument for the motion.</strong></li><li>The speaker re-reads the motion.</li><li>The audience then votes 'for' or 'against' the motion.</li></ol></div><div><h5><span style="color:#FFF0F5;">Skill Development</span></h5></div></div><div class="panel panel-aubergine"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><h5><span style="color:#FFFFFF;">Developing ATL skills</span></h5></div></div><div class="panel-body"><div><h6>What skills do i need to develop?</h6><p><a href="Browse server to select file" target="_blank" title="Visual Journal"><img class="ico" src="img/materials/visual-journal-24.png" style="vertical-align: middle" /> </a>Researching, organising, synthesising, analysing, evaluating, presenting, persuading, empathising ... these are just some of the skills needed in the debating process so it can be hard to pinpoint exactly where to start in skill development and exactly how you want to improve. Here are three key questions with suggested thinking routines that aim to tackle just a few of the areas that students struggle with in this process. A good opportunity to reflect and develop in their visual journal.</p><div class="panel panel-fucsia"><div class="panel-body"><div><div class="blueBg"><h6>How can I identify my own feelings about a topic separate to others' ideas?</h6><h6>3-2-1 Reflection</h6><p>This reflection can take place part way through the debate as participants gather their thoughts or at the end as they are deciding how they will vote.</p><div class="box"><p><strong>At the end of this lesson, reflect on:</strong><br /><strong>3 </strong>Things I have learnt in this debate<br /><strong>2</strong> Questions I still have concerning the debate<br /><strong>1</strong> Challenge I face in my understanding</p><p><strong>Extend: </strong>how can this help me in personal and professional situations?</p></div><p>adapted and elaborated on from https://thinkingpathwayz.weebly.com/3-2-1-reflection.htmlx</p></div><div class="pinkBg"><h6>How can I make a decision how to vote?<br /><br /><span id="Judging different perspectives" name="Judging different perspectives"><strong>Sticking Points</strong></span></h6><p>It can be hard to get to grips with complexities and controversies, especially in a classroom context in the middle of a debate or discussion. This thinking routine allows to consider different viewpoints on a big issue; this in itself will help you to communicate further and be able to colllaborate with others through ideas. It will also allow you to consider your own independent ideas and develop trust in your own opinions as you are using evidence to support them.</p><div class="box"><p>Look at the topic and motion in hand and take time to consider it from four facets:</p><p><strong>Facts:</strong> What facts do people differ on? What facts do they agree on?<br /><strong>Values: </strong>What values do people differ on? What values do they agree on?<br /><strong>Interests:</strong> What practical interests do people differ on? (consider investments, land, loyalties etc...)<br /><strong>Policies:</strong> What policies (ie general actions to take) to people differ on? What policies do they agree on? <span style="left: 76px; top: 516.767px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.987828);"></span></p><p><strong>Extend: What ideas do I need to communicate in my role in this debate? </strong></p></div><p>adapted from http://www.pz.harvard.edu/resources/sticking-points </p></div><div class="yellowBg"><h6>Do I have to change my original opinion on a motion?</h6><p>An outcome from exploring a topic in detail and debating the different perspectives that emerge, is that your original perspective or instinctive response might be unchanged. It is important to go through a process of explicitly acknowledging new ideas, evidence and perspectives to demonstrate a growth mindset as opposed to fixed. This is part of being open-minded an essential characteristic of the IB Learner Profile.</p><p><span id="I used to think ... Now I think" name="I used to think ... Now I think"><strong>'I used to think ... Now I think'</strong></span></p><p>This is a simple but powerful routine for reflecting on how and why your thinking might have changed about a debating motion. As you progress through your CP course, consider different ways that you could respond to this statement 'I used to think ... Now I think....'; for example you might think how your opinions have been challenged ethically or culturally or, indeed, both.</p><div class="box"><p><strong>Write a response to the simple statements: </strong></p><p>I used to think .... Now I think ....</p><p>Extend: How does this process allow me to value cultural understanding and appreciate diversity in this context?</p></div><p>adapted from http://www.pz.harvard.edu/resources/i-used-to-think-now-i-think</p></div></div></div></div></div></div><div class="panel-footer"><div></div></div></div></div></div><section class="footnotes"><header><h2>Footnotes</h2></header><ol><li data-footnote-id="5lytk" id="footnote-1"><a class="scroll-to" data-target="footnote-marker-1-1">a</a>, <a class="scroll-to" data-target="footnote-marker-1-2">b</a>, <a class="scroll-to" data-target="footnote-marker-1-3">c</a>, <a class="scroll-to" data-target="footnote-marker-1-4">d</a>, <a class="scroll-to" data-target="footnote-marker-1-5">e</a> <cite>https://www.conrad-hughes.com/how-to-educate-in-a-time-of-conflict/?fbclid=IwAR2eKauCebIj1tc7SF2PR6QxNwGKXtlBEooTasrmUxmc1iGwLmpiGd3XqGA</cite></li></ol></section></div><div class="panel panel-violet"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Where to go from here?</p></div></div><div class="panel-body"><div><h6>Check out earlier news stories from the year</h6><p>How have the stories changed since they broke earlier in the year. If you have already worked on these resources, reflect on your reaction at the time and consider what has happened since - have the cameras gone away or were they just starting? What were different stakeholders' reactions at the time and has this increased or decreased in emotion since? Are you in the position now to take a step back from what happened and really make up your mind what your opinion is?</p><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/43468/february-2022'" style="background-image: url('/media/ib/ibcp/skates-3623008_640.jpg')" title="February 2022"></div><div class="content"><h4 class="head"><a href="/ibcp/page/43468/february-2022">February 2022</a></h4><p class="body">February 2022: The Winter OlympicsBig sporting events usually see a fair share of controversy - the Winter Olympics held in Beijing was no different. The familiar ethical issue of 'doping' reared its...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/43370/jIB Docs (2) Teamary-2022'" style="background-image: url('/media/ib/ibcp/medical-g005c9ba0b_640.jpg')" title="JIB Docs (2) Teamary 2022"></div><div class="content"><h4 class="head"><a href="/ibcp/page/43370/jIB Docs (2) Teamary-2022">JIB Docs (2) Teamary 2022</a></h4><p class="body">JIB Docs (2) Teamary 2022: What's in the news?The ongoing argument between the number one tennis player and the Australian Government has had been more dramatic than any tense 5 set final in Djokovic's history. As...</p></div></div></div><h6><a href="Browse server to select file" target="_blank" title="Case studies"><img class="ico" src="img/materials/case-studies-24.png" style="vertical-align: middle" /> </a>Adding the case study to resource bank</h6><p>Students can add their work from this case study to a resource bank; this is not just an exercise in exploring current events and global perspectives but an opportunity to develop key skills that can be utilised in the reflective project. Students learn how to argue different perspective irrespective of personal opinion. This is an activity that can be developed throughout the course, starting with teacher regulation and provision, eventually building to students resourcing and running debates as a class with minimal intervention.</p></div></div><div class="panel-footer"><div></div></div></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Real+world+issues+and+dilemmas%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F42964%2Freal-world-issues-and-dilemmas"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F42964%2Freal-world-issues-and-dilemmas&t=Real+world+issues+and+dilemmas"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F42964%2Freal-world-issues-and-dilemmas"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F42964%2Freal-world-issues-and-dilemmas"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Real world issues and dilemmas&body=What's making the headlines?It's good to remain flexible throughout the PPS course to incorporate what is going on in the news. This keeps the PPS course dynamic and relevant. You cannot predict when and where news stories...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F42964%2Freal-world-issues-and-dilemmas"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.</em></small></div></section><section id="comments"></section></div><!-- /#main-column -->
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