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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 href="https://www.thinkib.net/ibcp/page/37937/exercises-in-empathy" title="Exercises in Empathy">Exercises in Empathy</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34863/intercultural-understanding" title="Intercultural Understanding">Intercultural Understanding</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/43967/language-learning-and-intercultural-understanding" title="Language learning and intercultural understanding">Language learning and intercultural understanding</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/37660/responding-to-change-" title="Responding to change ">Responding to change </a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34864/effective-communication-" title="Effective Communication ">Effective Communication </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/35267/interviews-and-the-ethical-employee" title="Interviews and the ethical employee">Interviews and the ethical employee</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34865/thinking-processes-" title="Thinking Processes ">Thinking Processes </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/37335/understanding-truth" title="Understanding 'Truth'">Understanding 'Truth'</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34866/applied-ethics" title="Applied Ethics">Applied Ethics</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/35286/starting-discussions-and-debates" title="Starting discussions and debates">Starting discussions and debates</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/44996/ethical-dimension-biomedical-science" title="Ethical dimension: Biomedical science">Ethical dimension: Biomedical science</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/46122/quick-takeaways-applied-ethics" title="Quick Takeaways: Applied Ethics">Quick Takeaways: Applied Ethics</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/42964/real-world-issues-and-dilemmas" title="Real world issues and dilemmas">Real world issues and dilemmas</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/43468/topics-olympics-social-media-free-speech" title="Topics: Olympics, social media & Free Speech">Topics: Olympics, social media & Free Speech</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/43370/topics-vaccine-mandates-sport" title="Topics: Vaccine mandates & sport">Topics: Vaccine mandates & sport</a></li></ul></ul></nav></div><!-- /#left-column-->
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It is...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F45434%2Fpersonal-and-professional-skills-"><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">Personal and Professional Skills </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><span>Personal and Professional Skills </span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/skills-2.jpg");"></div><img src="/media/ib/ibcp/skills-2.jpg" style="display: none" /><div class="content"><h3 class="heading">What is PPS?</h3><p class="text">Personal and Professional Skills is a compulsory component of the CP core: a 90 hour course of personal and professional transferable skills for students to develop over the two years of the CP course. It is just one of the elements of the CP Core but at the heart of what makes this IB programme unique; schools can create a course that is bespoke for their students’ individual needs and school community not only to fulfil the requirements of the CP course but also to prepare them fully for future pathways.</p></div></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>Beginning the PPS course</p></div></div><div class="panel-body"><div><h5>Getting going in those first important weeks</h5><p>After the intense focus on authorisation, it can sometimes come as a little surprising that we finally get to teach this course. Let's start with 'the mothership' - PPS. You've got the outline but what might be the best way of starting? The flexibility of the PPS course may be its greatest strength but it also can cause worry that we are 'getting it right'. Whilst this is certainly not intended as prescriptive, here are tips and suggestions for making those early weeks easier as you all find your stride and how you can make use of this site to support you.</p></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-orange"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Structure for launch</p></div></div><div class="panel-body"><div><h6><span style="color:#0000CD;">Introduction: First 2-4 weeks</span><br />Depending on how much time you have scheduled, the following is based upon an hour a week PPS but it may well be that you can cover this with other timetabled aspects of the core</h6><h6><a href="Browse server to select file" target="_blank" title="Key points"><img class="ico" src="img/materials/key-24.png" style="vertical-align: middle" /> </a>Get the purpose of PPS as well as reflective practice off to the right start by asking students to connect all the elements of their CP course together and find the commonalities. Creating a visual early on in the course, sets the theme of connection firmly in place and can be built on continuously throughout the course.<br /><br />Inquiry questions</h6><p>What is the CP, CRS, Core and PPS?<br />What tools will we use to manage my courses?<br />What is Service Learning?<br />What is Language Development?<br />How can I be organised?</p><div class="yellowBg"><div class="dottedBox"><ol><li><strong>What is the CP, CRS, Core and PPS? </strong><br />This is an opportunity for students to research the course they have chosen and give an early presentation from their perspective. Why have they chosen this course? What are their initial hopes? What burning questions do they have? You may like to do the presentation part after they have explored the following questions.</li><li><strong>What is the learner profile and why do we refer to it? </strong><br />This can be an extension of the previous exercise where students become familiar with where they stand with the learner profile with the intention that this will be used as a reflective tool throughout the course and they can explicitly explore how they are developing in each characteristic.</li><li><strong>What tools will we use to manage my courses?</strong><br />This is the time to introduce specific programmes you use as a school to manage your courses; for example you may use Managebac, google classroom etc. This is the time to explore with students the folders, trackers and portfolio system that you will be using. Even more importantly, this is the time to introduce your Academic Integrity contract which your students may or may not have signed already. A review of what constitutes plagiarism and a general overview of how attributing sources is essential throughout all their subject areas.</li><li><strong>What is Service Learning?</strong><br />This may well be covered in the previous question if you have a centralised system but this is an opportunity to establish with the students how Service Learning will be delivered in your context, who will deliver it, when and what the student's responsibilities are.</li><li><strong>What is Language Development?</strong><br />Again, this may well be covered in the previous question if you have a centralised system but this is an opportunity to establish with the students how Language Development will be delivered in your context, who will deliver it, when and what the student's responsibilities are. If students have all made different language choices or have yet to make their choice, or you are all taking on the same language together, then it is a nice opportunity to discuss this.</li><li><strong>How can I be organised? </strong><br />All students will come to this course with a different aptitude towards organisation (for some it is a natural disposition but for others, a hard-fought battle). General discussions and collective mindmaps on basic organisational skills and habits is a good starting point. It is also a good opportunity to put one thinking routine or process into practice in terms of research methods; for example a news headline and article from the very day they start the course; ask student to write down 3 'facts', 2 quotes, 1 question they have plus the author of the article.</li></ol></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-green"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>PPS: Personal Development and Intercultural Understanding</p></div></div><div class="panel-body"><div><h6><span style="color:#0000FF;">Who am I? 6 weeks +</span><br />Early on in the course students need to establish the role self-awareness and cultural identity play in this course and these are essential to establishing SMART goals for assessing progress and development throughout the course.</h6><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>See below for activities and links to supporting pages</h6><h6>Inquiry questions:</h6><p><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;">What makes me me? What is culture? What are cultural influences and values? What are my cultural influences and values? What is my personality & identity?<br />Why and how might I reflect?<br />Do cultural stereotypes serve a purpose? </span><br />What is my perspective on global conflict?</p><div class="greenBg"><ol><li><strong><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;">What makes me me? What is culture? </span></strong><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"><strong>What are cultural influences and values?</strong> </span><strong><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;">What are my cultural influences and values? What is my personality & identity?</span></strong><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"></span><br /><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'docs-Roboto';font-style:normal;text-decoration-skip-ink:none;">Firstly, start with the student and their self awareness - the lesson plan in <a href="ibcp/page/34862/personal-development" title="Personal & Professional Skills » Personal Development">Personal Development</a> takes students through the first wave of getting an idea about themselves and their identity. Then, collectively as a class, it is important to define culture through a mindmap before exploring what different aspects of culture as well. Click on <a href="ibcp/page/34863/intercultural-understanding" title="Personal & Professional Skills » Intercultural Understanding">Intercultural Understanding</a> and the introductory lessons for even more developed ways to introduce this theme. From here students can start marrying up personal and cultural identity and their understanding of cultural identity and their values. This might be the time for students to take an EQ test and discuss the results. Depending on your cohort, it might be a chance to explore the role of empathy more which you can do through exploring <a href="ibcp/page/37937/exercises-in-empathy" title="Personal & Professional Skills » Personal Development » Exercises in Empathy">Exercises in Empathy</a>. </span> <span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"></span></li><li><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"><strong>Why and how might I reflect?</strong><br />So this is just the first of many opportunities for developing reflection and the key is to introduce thinking routines in a differentiated way as well as making sure there are a variety of tools the students can use. Otherwise they will sleepwalk through reflective processes. There are many reflective routines on this site but check out <a href="ibcp/page/33790/reflective-thinking" title="Reflective Project Skills » Reflective Thinking">Reflective Thinking</a> to pick out routines to start students off. A simple 'I used to think ... but now I think' after exploring their culture and EQ would be a great introduction. </span></li><li><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"><strong>Do cultural stereotypes serve a purpose?</strong><br />This is an open question which would make a great start for research practices and informal debate in small groups. Check out<a href="ibcp/page/35286/starting-discussions-and-debates" title="More on Ethics » Starting discussions and debates"> Starting discussions and debates</a> for more assistance here </span></li><li><strong>What is my perspective on global conflict?</strong> <br />With a good base understanding of the role culture plays in identity and how this has great similarities and differences globally, it can be a good time to introduce the notion of conflict. Exploring a topical news story that raises issues of cultural conflict allows students to discuss international-mindedness in an authentic way and is also a natural introduction to discussing ethical dilemmas and the role multiple perspectives play. Look at <a href="ibcp/page/42964/navigating-world-issues" title="Personal & Professional Skills » Navigating world issues">Navigating world issues</a> for ideas here.</li></ol></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-has-footer panel-has-planner" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><div><p>SAMPLE Lesson Plans: Starting a Toolkit 5 themes</p></div></div><h6> The following set of lesson ideas and thinking routines is taken as a sample from <a href="ibcp/page/34865/thinking-processes-atl" title="Personal & Professional Skills » Thinking Processes (ATL)">Thinking Processes (ATL)</a> to give<br /> you an idea of how this website supports the delivery of the PPS core with all ATL in mind. When you are starting<br /> out, new to the IB or CP, remember that marking the processes clearly with students so they can understand,<br /> identify, utilise and transfer specific skills for a variety of purposes is the absolute key to the course. The content is<br /> flexible and guided by the five themes.</h6><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"> <img class="ico" height="24" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle;" width="24" /> </a>A note on Approaches to Learning: Remember that 'less is more' when making the links to ATL.</h6><p> It can be a temptation to draw students' attention to the sheer number of<br /> ATL skills that they are accessing at any particular time. You know within PPS that a topic will be exploring any one of the<br /> five themes even if your introduction is through explicit focus on one; the same applies to ATL. Try isolating a specific skill <br /> and then:</p><div class="panel-body" style="background-color: inherit;"><div><div class="blueBg"><h6><span style="color:#0000FF;"><strong>Make explicit reference</strong> to it</span> and establish prior learning and experience<br /><span style="color:#0000FF;"><strong>Make it useful</strong></span> with ways to practice it so students can experience how it works<br /><strong><span style="color:#0000FF;">Make it transferrable</span> </strong>by having moments to consider where they have used this skill before, how they are developing it and where it might be useful in the future.<br /><span style="color:#0000FF;">Make it visible </span>by have the students record and reflect upon the processes they have used.</h6></div></div></div><div><p><span style="color:#FFFFFF;">g outcome</span></p></div><div class="panel-body" style=""><div><div class="panel-body" style=""><div><div class="panel panel-has-footer panel-has-border" style="box-shadow: rgba(34, 0, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(103, 7, 124);"><div class="panel-body" style="padding: 5px 15px;"><div class="row-fluid"><div class="span6"><h6>5 Thinking Routines for 5 Themes:</h6><p>As long as the focus here is on the thinking routine and thinking about the way they are thinking and where this would be useful, then the purpose of the unit plan is achieved. Each of these thinking routines share key characteristics: they can be taught explicitly with the idea that they will be revisited so students can eventually use them authentically in a wide range of situations. Each thinking routine should be considered for how they might impact each area of the students' courses. And lastly, each thinking routine can be directly related to the learning objectives; which ones do they directly address and which ones indirectly - for example in a different context, could the learning objective be different and the outcome change?</p></div><div class="span6"><div><div><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> LO1: </a><strong>Identify their own strengths and areas for growth</strong></div><div></div><div><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a><strong>LO2: Demonstrate the ability to apply thinking processes to personal and professional situations</strong></div><div><br /><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /></a><strong>LO3: Recognize and be able to articulate the value of cultural understanding and appreciation for diversity</strong></div><div></div><div><strong><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a>LO4: Demonstrate the skills and recognize the benefits of communicating effectively and working collaboratively</strong></div><div></div><p><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /></a><strong> LO5: Recognise and consider the ethics of choices and action</strong></p></div></div></div></div></div></div></div><div class="box"><h5>5 Thinking Routines for 5 Themes</h5><p>This unit plan is intended as a series of lessons to be uses as and when might be appropriate. Please note that the plenary that follows the thinking routines is important for students to recognise the transferable nature of these thinking processes to other areas of their course.</p><h5>Aim: To introduce students to the role of thinking processes in their CP course by exploring 5 distinct thinking routines connected to the key themes of the PPS course.</h5></div><h5><img class="ico" src="img/materials/visual-journal-24.png" style="vertical-align: middle" /> Creating a skill mIB Docs (2) Teamal</h5><p>A good way of utilising a visual journal so students can really recognise its use, is seeing it as a mIB Docs (2) Teamal full of processes to help them with problem-solving, whatever the topic. Students should record their responses to the thinking routine in their visual journal and begin this series of activities by considering how this might look.</p><div class="blueBg"><h6>Personal Development: identifying strengths and areas for growth<br /><br /><span id="Explore, Connect, Identify, Belong" name="Explore, Connect, Identify, Belong">Who am I? Explore, Connect, Identify, Belong</span><span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span><span id="Explore, Connect, Identify, Belong"> </a></h6><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>Thinking skill developed: Using questioning and close observation to identify assumptions, bias and potential problems</h6><p>This thinking routine invites students go beyond superficial judgements and labelling that can happen in relation to people, systems, objects or ideas. It encourages to take a moment to consider what they really think and not rush to make a decision. The nature of this thinking routine means that students can continue building their ideas over an extended period of time and notice how their ideas about who they are have changed and matured.</p><p class="box"><strong>Think about who you are and then about someone else. Consider how you have become who you are, where you belong and what that can mean in our changing world. </strong><br /><br /><strong>Explore:</strong> Who am I? How has my identity developed?<br /><strong>Connect:</strong> eg I am connected to my parents, their parents and my brother and sister and I'm in the basketball team. Who else and what else am I connected to? What else shapes my identity?<br /><strong>Identify:</strong> If I wanted other to know who I am, what would identify me? Do we have more than one identity?<br /><strong>Belong: </strong>Where do I think i belong? Do I have a sense of belonging to more that one group, more than on place?<br /><br /><strong>Reflect: How does this exercise consider your strengths and areas for growth? </strong></p></div><div class="yellowBg"><h6>Intercultural Understanding: articulate the value of cultural understanding and appreciation for diversity</h6><h6>In addition to the activity on the <a href="ibcp/page/34862/personal-development" title="The Core » Core: Personal & Professional Skills » Personal Development">Personal Development</a> page around the ted talk that Tom Rivett-Carnac, a political strategist working with the UN, gave in 2020, students can be asked to apply this thinking process from an intercultural understanding perspective. <span style="left: 179.528px; top: 424.94px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.937663);"></span><br /><br /><a id="I used to think ... Now I think" name="I used to think ... Now I think">'I used to think ... Now I think'</span></h6><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>Skill development: Using intercultural understanding to understand change in complex situations</h6><p>A routine for reflecting on how and why thinking might have changed about a cultural issue or ethical dilemma with a cultural dimension. You could be studying an abstract concept such as fairness and truth or it could be a discrete ongoing topic.</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?<span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span></p></div></div><div class="pinkBg"><h6>Effective Communication: communicating effectively and working collaboratively<br /><br /><span id="Judging different perspectives" name="Judging different perspectives"><strong>Sticking Points</strong></span><span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span><span id="Judging different perspectives"> </a><br /><br /><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>Skills development: Evaluating evidence and arguments</h6><p>It can be hard for students to get to grips with complexities and controversies, especially in a classroom context where a debate is being encouraged. This thinking routine allows to consider different viewpoints on a big issue that opens up communication and the ability to collaborate. Students can be divided up into teams to follow this process. Use any of the debates and issues from <a href="ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-" title="The Core » Core: The Reflective Project » Ethical dimensions, issues and dilemmas. ">Ethical dimensions, issues and dilemmas </a>to utilise this thinking process.</p><div class="box"><p>Look at the big issue in hand and 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: </strong>Reflect after you have completed this on how it allowed you to communicate and collaborate effectively?</p></div></div><div class="greenBg"><h6>Thinking Processes:<strong> Apply thinking processes to personal and professional situations</strong></h6><h6>3-2-1 Reflection<span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span> - 2 ways of reflecting which can work for moving a general reflection on thinking processes to a more focused reflection on personal development.<br /><br /><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>Skills development: Using reflection to take responsibility for your actions</h6><div class="box"><p><strong>At the end of this lesson, reflect on:</strong><br /><strong>3 </strong>Things I have learnt or 3 Things I have learnt about myself<br /><strong>2</strong> Questions I still have or 3 Questions I still have about myself<br /><strong>1</strong> Challenge I face or 1 Challenge I personally face</p><p><strong>Extend:</strong> how can this help me in personal and professional situations?</p></div></div><div class="greyBg"><h6>Applied Ethics: Recognise and consider the ethics of choices and actions</h6><h6><a id="Synthesising information" name="Synthesising information"><strong>Same <u>and</u> Different</strong></span><span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span><a id="Synthesising information"> </a></h6><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>Skills Development: Challenging assumptions and bias to make fair and balanced decisions</h6><p>A contradiction in terms, complexities in the world around us can often be accepted at face value. Being able to explore complexities can start with just a picture and a question. This can lead to a thorough and deep understanding from multiple perspectives which, in turn, can lead to independent, informed opinions and solutions.</p><div class="box"><p>Choose a debate, incident, or object in which opposing views are clearly apparent, or images that look different but are grouped together. Alternatively, consider the gallery pictures below which are all on the subject of Protest.<br /><br /><strong>Notice: </strong>Often judgements can be made at first glance. What was the first impression you had about this?<br /><strong>Perspective taking: </strong>From what other points of view could this be perceived? What would one say from those points of view?<br /><strong>Same and Different:</strong> What are the similarities? Differences? How is this case the same and different at the same time?</p> <ul class="gallery layout-row thumb48">
<li><a href="/files/tib-galleries/61-1236/aftermath-4506339480.jpg" rel="gallery-1236" class="fancy selected" title=""><img src="/files/tib-galleries/61-1236/aftermath-4506339480-thumb128.jpg" class="thumb"></a></li><li><a href="/files/tib-galleries/61-1236/hippie-4518127480.jpg" rel="gallery-1236" class="fancy" title=""><img src="/files/tib-galleries/61-1236/hippie-4518127480-thumb128.jpg" class="thumb"></a></li><li><a href="/files/tib-galleries/61-1236/demonstration-5464691280.jpg" rel="gallery-1236" class="fancy" title=""><img src="/files/tib-galleries/61-1236/demonstration-5464691280-thumb128.jpg" class="thumb"></a></li><li><a href="/files/tib-galleries/61-1236/people-2591693480.jpg" rel="gallery-1236" class="fancy" title=""><img src="/files/tib-galleries/61-1236/people-2591693480-thumb128.jpg" class="thumb"></a></li><li><a href="/files/tib-galleries/61-1236/protest-2265287480.jpg" rel="gallery-1236" class="fancy" title=""><img src="/files/tib-galleries/61-1236/protest-2265287480-thumb128.jpg" class="thumb"></a></li>
</ul></div></div></div></div></div><h2>Selected Pages</h2><div id="selected-pages"><div class="blog-list"><div class="row-fluid"><div class="span6"><div class="selected-box">
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<a title="Thinking Processes " href="ibcp/page/34865/thinking-processes-"><img src="https://teacher-sites-storage-thumbnails.inthinking.net/ib/ibcp/thinking-processes.webp" class="thumb thumb128" /></a>
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<a href="ibcp/page/34865/thinking-processes-">Thinking Processes </a>
<span class="details pull-right">7 December 2022 <i class="fa fa-calendar"></i></span>
</h3>
<p>Thinking ProcessesStudents need to develop and be able to utilise a wide range of thinking skills to be able to thrive....<br /><a class="font-normal pull-right" href="ibcp/page/34865/thinking-processes-">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a href="ibcp/page/34864/effective-communication-">Effective Communication </a>
<span class="details pull-right">7 December 2022 <i class="fa fa-calendar"></i></span>
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<p>Effective CommunicationBeing an effective communicator is a key capability for the workplaces of the future. This page introduces...<br /><a class="font-normal pull-right" href="ibcp/page/34864/effective-communication-">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a href="ibcp/page/34860/pps-matters">PPS matters</a>
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<p>Looking for new ideas?PPS is an exciting course that is always evolving if you let it. Many CP educators talk about 'embracing...<br /><a class="font-normal pull-right" href="ibcp/page/34860/pps-matters">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a href="ibcp/page/42964/real-world-issues-and-dilemmas">Real world issues and dilemmas</a>
<span class="details pull-right">7 December 2022 <i class="fa fa-calendar"></i></span>
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<p>What's making the headlines?It's good to remain flexible throughout the PPS course to incorporate what is going on in the...<br /><a class="font-normal pull-right" href="ibcp/page/42964/real-world-issues-and-dilemmas">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<p>Applied EthicsApplied Ethics is one of the PPS themes so belongs very much in the company of Personal Development, Effective...<br /><a class="font-normal pull-right" href="ibcp/page/34866/applied-ethics">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<p>Intercultural UnderstandingStudents explore the significance of cultural identity and diversity as the ability to understand...<br /><a class="font-normal pull-right" href="ibcp/page/34863/intercultural-understanding">more <i class="fa fa-arrow-circle-right"></i></a></p>
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