What is an IB education? An update of developments in the IB continuum Christine Amiss Head of continuum development IB Asia Pacific Conference, Kuala Lumpur 23 March 2013
Continuum Development -- March 2013
Session Outcomes
• Information – IB continuum developments • Provocation – recent continuum resources
• Reflection – application to your schools/ organizations
Continuum schools data • 3,561 IB World Schools • 663 offer 2 or more programmes • 4 schools offer all 4 programmes
(March 2013)
DP
128
231 207 MYP
PYP
97
IB continuum development
Facilitating alignment and articulation across the IB’s four high-quality programmes of international education
The IB continuum of international education IB mission statement
IB learner profile Programme standards and practices
1997
PYP
1994
MYP
1968
2012
Continuum visual identity The recently developed IB continuum visual identity with overlapping spheres connecting the PYP, MYP, DP and IBCC represents the alignment and articulation of IB programmes.
Developmentally-appropriate programmes PYP
PYP
MYP
DP
IBCC
a common educational framework a consistent philosophy of teaching and learning http://www.ibo.org/communications/publications
Approaches to learning skills across the continuum Thinking
Research
Communication
THE LEARNER
Self management
23 March 2013
Social
Approaches to Teaching (draft) Teaching in IB programmes is: • based on inquiry • focused on conceptual understanding • developed in local and global contexts • aware of the need for effective teamwork and collaboration • differentiated to meet the needs of all learners • informed by assessment (formative and summative demonstrations of ability and understanding).
© International Baccalaureate Organization, 2012
Educating hearts and minds The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Update on the learner profile review process...
Survey respondents by IB region
IB programmes by region
• Over six months
• 1,017 discrete respondents • about 6,000 represented • 20% responded as groups • 20% ‘virtual focus group’
26% IB AP
18%
IB AEM IB Americas
56%
Survey respondents by programme & role By roles • Educators- 72% • Parents8% • Students- 8% • IB Staff 8% • Alumni 3%
© International Baccalaureate Organization, 2013
Learner profile review timeline - 2013 Month
Activity
May
Final approval from Education Committee of Board of Governors
June
Learner profile review report published on the OCC
August
Re-issue of What is an IB Education? introducing the revised learner profile; schools may begin to using the new version
September
Implementation guidelines for the learner profile (in cooperation with Global School Services)
Š International Baccalaureate Organization, 2013
What is an IB education? The aim of this document is to communicate clearly what lies at the heart of an International Baccalaureate (IB) education. For educators, supporters, students and their families, it explains the ideals that underpin all IB programmes. Š International Baccalaureate Organization, 2013
A sample of resources informing the document’s development... • Boix Mansilla, V., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. • Khan, A. (2008). Global education and the developing world. • Lee, Wing On. (2002). Emergence of New Citizenship. • Oxfam. (1997). Curriculum for Global Citizenship. • Reimers, F. (2009). Educating for global competency
©, 2013
What is an IB education?
.
Š International Baccalaureate Organization, 2013
Global contexts for teaching and learning
Intercultural understanding involves recognizing and reflecting on one’s own perspective, as well as the perspectives of others. To increase intercultural understanding, IB programmes foster learning how to appreciate critically many beliefs, values, experiences and ways of knowing.
Film: Global engagement in IB programmes http://player.vimeo.com/video/60732061
(2012)
What excites the students and leaders in Segovia? How would you describe the internationalmindedness of these IB students? What attributes of the IB learner profile can you see in action?
Consider the following excerpts... Who?
How?
“Challenging learning environments help students to develop the imagination and motivation they need in order to meet their own needs and the needs of others.”
“Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. “
Why?
What?
“Global engagement represents a commitment to address humanity’s greatest challenges in the classroom and beyond.”
“IB programmes offer curriculum frameworks and courses that are broad and balanced, conceptual and connected.”
© International Baccalaureate Organization, 2013
Learning stories Learning stories from the IB continuum share examples of good practice from IB World Schools in order to promote inquiry, action and reflection by educators and school learning communities. School samples in this series represent a range of development and application of IB programme standards and practices.
Useful publications on the OCC...
Video resources – IBtv
http://blip.tv/play/gvNWgvXZKQA.html?p=1
Multilingualism in IB programmes (2012) This video shows how one school has developed IB programme principles and practices that support multilingualism. Semillas del Pueblo promotes indigenous education, preserving the heritage of American peoples whose heritage includes the Nahuatl language. This community-based model, developed to meet the needs of a specific community in a diverse urban setting, serves as a hub for linguistic and cultural revival.
Learning diversity updated publication Teaching students with particular special educational and learning needs – a resource for schools (2004) has been updated. Meeting student learning diversity in the classroom will be available on the OCC in April. • Identifies specific learning needs and discusses them in alphabetical order. • Summary of the learning need is given under the heading of each section, followed by information about possible challenges, suggested teaching strategies and ideas for resources. © International Baccalaureate Organization, 2013
Conversation corner: Think about practices in your school promoting... Who?
The IB learner How?
Teaching & learning
“...students to become active, compassionate and life long learners.”
“...a community of learners to engage with global challenges through inquiry, action and reflection“
Why?
What?
Global contexts
“...students to develop the agility and imagination they need for living productively in a complex world.”
© International Baccalaureate Organization, 2012
Significant content
“Concepts to integrate learning, add coherence to the curriculum, deepen disciplinary understanding, allow transfer of learning to new contexts.”
Reflection How will you use What is an IB Education in your school?
23 March 2013
Your input... Suggestions for future multi-programme resources...
Š International Baccalaureate Organization, 2013
Thank you...
christine.amiss@ibo.org
Š International Baccalaureate Organization, 2013