Collaborative planning and reflection is at the core of IB curriculum. The culture of collaboration is not only limited to the students but also includes teachers. Also, collaborative planning and reflection are referred as a single concept as these processes are interdependent for any effective implementation of the curriculum. Collaborative planning and reflection allow teachers to come together at forum and brainstorm ideas for engaging students by providing a more wholesome experience based on their learning requirements and potential.

The stakeholders are likely to implement the process in a constructive manner than attempt to criticize or block the process. (Gunton & Day, 2003)

 

Collaborative planning and reflection allow teachers to implement the IB programme effectively. Regular and systematic planned meeting allows vertical and horizontal articulation of plans and ensures that all the teachers have an overview of students’ learning experiences. Based on all the teacher’s knowledge of students learning level and the potential an agreed expectation for student learning are set more easily and in a more realistic manner. The collaborative discussions always allow incorporating differentiation for students learning needs and styles. Collaboration planning and reflection meetings provide opportunities for teachers to share their success stories and the best practices and other teachers to take the same to their classroom to support the same or different students.

 

Assessment of students works and learning also play a crucial role for informed Collaborative planning and reflection. All the teachers are considered as Language teachers and recognize that all teachers are responsible for language development of students and address the IB learner profile attributes.

 

The Enablers

 

1. The integration and implementation of the IB philosophy become easier.

2. The diverse and years of experience of teachers from different parts of the world and set of students can help in cultural understanding and acceptance.

3. These meetings become a good platform to appreciate ideas and efforts of teachers and motivate others.

4. Any gaps or issues with student learning can be identified at an early stage and can be worked upon by shared knowledge and expertise.

5. Teachers can see a child in whole through these collaborative meets and understand the strength and interest towards any subject or area of learning.

6. Collaborative planning meetings  create a sense of shared responsibility and everyone pitches in for improvement

7. New teachers are well supported by seniors. The successful stories teaching and learning through collaborative planning can provide good exemplars for the new faculty members

8. The scheduled meetings can help the teachers meet and decide on a range of ideas and strategies for the different concept to teach.

9. It’s easier for the heads or leaders to share school’s philosophy, vision or expectation at a common platform

10. The head of department or section can get the bigger picture of learning in their department or section.

11. With all the subject teachers working together interdisciplinary planning becomes more effective.

 

The Challenges

 

1. The challenges to the implementation of the collaborative planning include:

2. Availability of all the faculty members at the same times sometimes becomes a challenge.

3. Involvement of all the teachers can’t be assured. A few can be just a part of the meeting and take no imitative or responsibility to contribute.

4. The pace or ability for all the teachers to understand or implement a new idea might not be same and due to which others, who have understood might waste their time for these meetings.

5. At times. If the meetings are not moderated properly then all the time might be spent discussing only a subject or addressing an issue which might not be a concern for all at that point in time.

6. The time duration of these meeting needs to be more for everyone to participate, which is difficult in actual. If these forums are continued online then everyone’s involvement is not ensured.

7. Teachers may not always be open to ideas of other colleagues or perspectives may differ

8. As collaborative meeting focuses on shared inputs and at times there is ambiguity for accountability for implementation of an idea/ task.