SE
O T N I O
NA
E
D C U T C I A
N M A E R T I C L E S
TEACHING
T
o create an environment that makes students more stimulated
and engaged in learning, teaching innovation becomes
the Bible for every teacher nowadays. Critical thinking,
cooperative learning, or inquiry-based learning, to name
just a few, numerous teaching strategies pop out all of a
sudden and it seems that the new-era teaching revolution
had just arrived. However, while most teachers are eager to apply the
theories in their class, not all of them work successfully in the classroom.
Somehow, it turned out that when teachers intend to facilitate critical
thinking in students through cooperative learning, often they fail because
of ignoring the characteristics of students’ learning styles, conformity
and free rider problem.
Claimed by many international schools. As Betts(2004) points
out, “[g]lobal citizenship is at least as much about attitudes and
resultant behaviors than it is about content knowledge.” To put
it more simply, Buford says that this idea can be distilled into
a very simple goal: “Students should realize that there’s a big
world out there and there’s more than just your own country and
culture.” Yet the question I want to raise is weather this concept
is also the attribute that local school strives for. If yes, than
how does it present in the local curriculum? What’s more, is
it still necessary to separate IB programs from the national
educational planning?
3 8 JULIE
U N I V LIN
E R S 林佳璉
AL MAGAZINE
MARCH 2011