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)
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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?�
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Historical perspective
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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
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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
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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!
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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
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IB continuum of international education IB mission statement IB learner profile Programme standards and practices
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What is an IB education?
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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
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What is an IB education?
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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.
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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.
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3. Global contexts for education(why) Developing learning environments that value the world as the broadest context for learning.
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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.
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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.
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Approaches to teaching and learning
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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?
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Approaches to learning across the continuum Common approaches to learning 2014/16
PYP
MYP
ATL
ATL
IBCC ATL Course
DP ATL
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Approaches to learning skills: ages 3-19 Research skills Communication skills Social skills Thinking skills Self-management skill
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Approaches to learning in the DP
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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!
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Approaches to learning in the MYP •
Much stronger emphasis
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Related to command terms
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Not subject specific but guides will include examples
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Approaches to learning in the PYP
Transdisciplinary skills will become Approaches to Learning
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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
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Approaches to teaching The relationship between teacher and student • the teacher as learner • empowering students to be lifelong learners • partners in the classroom
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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
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Teaching through concepts
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Teaching through concepts Disciplinary and interdisciplinary Deeper understanding through meaningful connections and transfer Teaching beyond the local, national or cultural context
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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
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Teaching through concepts in the MYP (2014) Conceptual framework: Prescribed key concepts Prescribed subject specific, related concepts
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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
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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
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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
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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
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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
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Teaching and learning: the heart of international education
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What do you welcome most about what you have heard?
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What will be challenging for you in your own context?
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What can the IB do to support you?
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