Judith-Fabian-Teaching-and-learning-the-heart-of-an-IB-education-ibap-arc2013

Page 1

Teaching and learning: the heart of an IB education


The heart of international education? “Teachers and teaching are the most significant factors in improving educational outcomes�

Teaching and Learning Research Programme (Institute of Education, University of London www.tlrp.org)

Page 1


How do we teach for the IB learner profile?

How do we teach so that our students become ‘Inquiring, knowledgeable and caring young people who help to create a better and more peaceful world?�

Page 2


Historical perspective

Page 3


Historical perspective: the founding of the IB “ ...the development of the general powers of the mind to operate in a variety of ways of thinking...” (Alec Peterson) Students should ‘learn to learn’ (Edgar Faure, a French Minister of Education in the late1960s) Schools Across Frontiers, 1987

Page 4


Historical perspective: the founding of the IB

“..what matters is not the absorption and regurgitation either of facts or of predigested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise.� From an early statement of IB aims, A.D.C. Peterson, International Baccalaureate, 1972

Page 5


Historical perspective: MYP Approaches to learning (ATL): Stimulated by Theory of Knowledge ATL quickly moved beyond just study skills and was expressed as ways students.... •Organize their personal work •Distinguish the essential from the accessory •Know how to take advantage sensibly of the many media which flood our modern society

The first thorough definition of ATL emerged in Quebec in 1988 ‘Learning to learn’ was always crucial to the programme It became one of the 5 areas of interaction, apparently, by accident!

Page 6


Historical perspective: PYP n,mnlkWhat do we want to learn?

The written curriculum The identification of a framework of what’s worth knowing How best will we learn? The taught curriculum The theory and application of good classroom practice

How will we know what we have learned? The assessed curriculum The theory and application of effective assessment Transdisciplinary skills: support the search for understanding and the construction of meaning

Page 7


IB continuum of international education IB mission statement IB learner profile Programme standards and practices

Page 8


What is an IB education?

Page 9


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. Published 2012, OCC

Page 10


What is an IB education?

.

Page 11


1. IB learners (who)

The IB encourages students to become active, compassionate, lifelong learners

IB programmes are holistic in nature – concerned with the whole person.

The attributes of the IB learner profile represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.

Page 12


2. Teaching and learning in the IB (how) Enabling students to construct meaning and make sense of the world. ..Asking, doing, thinking...

Preparing students for a lifetime of learning, independently and in collaboration with others.

Page 13


3. Global contexts for education(why) Developing learning environments that value the world as the broadest context for learning.

-

In school, students learn about the world from the curriculum and from their interactions with other people.

An IB education creates teaching and learning opportunities that help students increase their understanding of language and culture and become more globally engaged.

Page 14


4. Significant content (what)

...both disciplinary and interdisciplinary or transdisciplinary. Broad and balanced....meeting university standards for rigour in depth and breadth.

Conceptual and connected: focusing on broadly powerful ideas that have relevance within and across subject areas....broad ideas that reach beyond national and international boundaries.

Page 15


Approaches to teaching and learning

Page 16


Aproaches to learning across the continuum A progression of approaches to teaching and learning 2013

PYP transdisciplinary skills

MYP ATL One of 5 areas of interaction

IBCC ATL

course

DP?

Page 17


Approaches to learning across the continuum Common approaches to learning 2014/16

PYP

MYP

ATL

ATL

IBCC ATL Course

DP ATL

Page 18


Approaches to learning skills: ages 3-19 Research skills Communication skills Social skills Thinking skills Self-management skill

Page 19


Approaches to learning in the DP

Page 20


Approaches to learning in the DP: principles Build on the success of the Learner Profile Not a separate course – integrated and fundamental ‘ATL’ as much a part of DP discourse as ‘TOK’ Integral to subject specific workshops Supports the academic rigour of the DP DP coordinators develop as pedagogical leaders Will support and encourage collaborative planning Inspire, encourage and support!

Page 21


Approaches to learning in the MYP •

Much stronger emphasis

Related to command terms

Not subject specific but guides will include examples

Page 22


Approaches to learning in the PYP

Transdisciplinary skills will become Approaches to Learning

Page 23


Approaches to learning in the IBCC

ATL is currently a stand-alone course focused on the needs of students following a career-related educational pathway

Page 24


Approaches to teaching The relationship between teacher and student • the teacher as learner • empowering students to be lifelong learners • partners in the classroom

Page 25


Approaches to teaching Pedagogical principles for international education? • • • • • • •

Start with the student Teach through concepts Teach through inquiry Put learning into context Differentiate the learning experiences Create a community of learners Develop independent, lifelong learners

Page 26


Teaching through concepts

Page 27


Teaching through concepts Disciplinary and interdisciplinary Deeper understanding through meaningful connections and transfer Teaching beyond the local, national or cultural context

Page 28


Teaching through concepts in the PYP A set of 8 concepts that contribute to the structure of the transdisciplinary curriculum: • form • function • causation • change • connection • perspective • responsibility • reflection

Page 29


Teaching through concepts in the MYP (2014) Conceptual framework: Prescribed key concepts Prescribed subject specific, related concepts

Page 30


Teaching through concepts in the MYP (2014) Key and related concepts prescribed for all years of the MYP Examples of KEY concepts: change communication identity patterns relationships

MYP science draft RELATED concepts:

evidence energy transformation models interaction consequences form function balance

Page 31


Teaching through concepts in the DP • DP has always required conceptual thinking – high level, big ideas, abstractions eg what is the nature of mathematical knowledge?

• DP assessment is focused on broad understandings eg World Literature assignments

• No prescription of concepts; conceptual nature of DP will be made more explicit

Page 32


Towards a conceptual course DP Business management (2014)

Concepts (change, culture, ethics, globalisation, innovation, strategy)

Contexts (case studies and examples)

Content (business management tools, theories and techniques in the syllabus)


The IB teacher professional Identifying, measuring and characterizing pedagogical attributes, perspectives and beliefs “The data sources support the notion that IB teachers are advocates of whole-student inquiry-based instruction with the purpose of creating global citizens who have a sense of social responsibility. The teachers are models of the learner profile, with an emphasis on “open-minded”, who are also creative and able to adapt learning to meet the needs of the students. The importance of connections between and across the content and to the real world was present in all the data sources.” Bergeron, L, and Dean, M. 2013. The IB Teacher Professional: Identifying, measuring and characterizing pedagogical attributes, perspectives, and beliefs. Bethesda, Maryland, USA. International Baccalaureate Organization

Page 34


Teaching and learning: the heart of IB programmes PYP

PYP

MYP

DP

IBCC

a common educational framework a consistent philosophy of teaching and learning http://www.ibo.org/communications/publications

Page 35


Teaching and learning in IB programmes “.. to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic and spiritual aspects.� Alec Peterson First Director General and co-founder of the IB

Page 36


Teaching and learning: the heart of international education

What do you welcome most about what you have heard?

What will be challenging for you in your own context?

What can the IB do to support you?

Page 37


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.