‘Approaches to teaching and learning across the Diploma Programme’
We need your views! Andrew Atkinson Head of Diploma Programme Development
Asia Pacific Regional Conference Singapore March 2012
Presentations by DP academic staff Speakers
Topics
Times and Rooms
David Jones
Latest developments in the Diploma Programme groups 4 and 5 curriculum reviews
Saturday, 16:15 Morrison room
Richard Penrose Assessment forum x 2
Friday
James Monk
Friday, 12:00 Orchard room
DP Languages focus group
The IB Career-related Certificate: access, Saturday, 11:00 Dominic Robeau Minto room process, success
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The DP development team Š International Baccalaureate Organization 2007
The continuum overview: An IB education
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The holistic DP experience ‘broad and balanced’ Breadth and depth ‘greater than the sum of its parts’ ‘concurrency of learning’
The DP as a ‘whole experience’ © International Baccalaureate Organization 2007
Navigating the whole Diploma: The student
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The student survey IB World (1100)
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Navigating the whole Diploma: The DP coordinator!
Administrator and/or pedagogical leader? Š International Baccalaureate Organization 2007
The continuum of skills So what skills are we teaching our IB students from 3 to 18? A progression of approaches to teaching and learning …
PYP transdisciplinary skills
MYP ‘ATL’
IBCC ‘ATL’ DP?
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‘Approaches to teaching and learning’
ATL How do students approach their learning in the DP presently? How should students approach their learning for greater success in the DP?
How could the DP encourage new habits of learning for lifelong success in students
‘Pedagogical Principles’ How do teachers approach their teaching (and facilitation of learning) in the DP? What ‘learning to learn’ skills should teachers need to teach/facilitate for greater success? What could our programme expect of teachers in how to teach most effectively for life beyond school? © International Baccalaureate Organization 2007
Draft definition ‌ describes
deliberate strategies, skills and attitudes which permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for DP assessment and beyond
Explicit general pedagogy to enhance subject specific implicit approaches Š International Baccalaureate Organization 2007
So what are the main ATL categories of an IB education that underpin this project for DP?
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ATL 1: Research Skills Extended Essay TOK Essay History IA Maths exploration World Theatre B&M Case Study
Literary criticism Who teaches the student how to research effectively? Š International Baccalaureate Organization 2007
ATL 2: Communication Skills
Language orals TOK presentation New Global Politics presentation
Non-verbal communication in the arts Who teaches the students the skills of how to communicate effectively?
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ATL 3: Social Skills Group 4 Project TOK presentations
Theatre ensemble Dance
CAS group activity Interactive orals How can we value / reward collaborative learning more? Š International Baccalaureate Organization 2007
ATL 4: Thinking Skills TOK links Problem-solving
Critical analysis Creative thinking
Reflection Connecting subjects
Teach ‘thinking’ with tools and ‘creating environments and dispositions’ for deep and critical thinking © International Baccalaureate Organization 2007
ATL 5: Self Management Skills Time management Study/revision skills
CAS organisation Co-curricular
Dual curriculum Affective domain University applications Make the ‘survival’ skills into a better DP experience © International Baccalaureate Organization 2007
IB ‘pedagogical principles’ for DP teachers? A ‘broad church’? Does the IB need to evaluate ‘teaching and learning’ more in DP schools (visits) or does DP assessment validate this? Greater support in this area: Can good practice be shared through the IB more formally from programme development? Is it covered by professional development at subject level? Are continuum schools evolving in ways that are interesting for DP schools and the IB needs to support, learn from and share more?
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The IB/DP curriculum The planned and written curriculum C1 & 2
The assessed curriculum C4 Plenty of assessment! The right sort?
Guides, TSMs, & specimen papers: school decisions
The taught curriculum C3 Our project focus? Š International Baccalaureate Organization 2007
Standard C1 Collaborative planning Examples
Collaborative planning and reflection addresses vertical and horizontal articulation Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles Collaborative planning and reflection recognizes that all teachers are responsible for language development of students
Requirements for the Diploma Programme Collaborative planning and reflection includes the integration of theory of knowledge in each subject. Collaborative planning and reflection explores connections and relations between subjects and reinforces knowledge, understanding and skills shared by the different disciplines. © International Baccalaureate Organization 2007
Standard C2: Written curriculum Examples
The written curriculum builds on students previous learning experiences The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time The written curriculum incorporates relevant experiences for students
Requirements for the Diploma Programme
The curriculum facilitates concurrency of learning. The school develops its own courses of study for each subject on offer and for theory of knowledge. © International Baccalaureate Organization 2007
Standard C3: Teaching and learning Examples
Teaching and learning engages students as inquirers and thinkers Teaching and learning supports students to become actively responsible for their own learning Teaching and learning uses a range and variety of strategies Teaching and learning differentiates instruction to meet students’ learning needs and styles
Requirements for the Diploma Programme Teaching and learning at the school addresses all of the aims and objectives of each subject. © International Baccalaureate Organization 2007
C4 Assessment Examples
The school uses a range of strategies and tools to assess student learning The school provides students with feedback to inform and improve their learning Requirements for the Diploma Programme Assessment of student learning is based on the objectives and assessment criteria specific to each subject. © International Baccalaureate Organization 2007
Research/Evidence
Who is the IB to tell DP teachers how to teach? Can we substantiate our claims for effective teaching and learning from evidence and research? Š International Baccalaureate Organization 2007
The great pedagogues
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Jerome Bruner
learning is an active process in which learners construct new ideas
argued for a spiralling curriculum
advocated learning through enquiry
transfer of thinking processes from one context to another children need to learn the fundamental principles of subjects rather than just master facts
argued that teachers must be concerned with the experiences and contexts © International Baccalaureate Organization 2007 that make students willing and able to learn.
Howard Gardner
 multiple intelligences questions the idea that intelligence is a single entity  formulated a list of seven intelligences; linguistic intelligence, logicalmathematical intelligence, musical intelligence, bodily-kinaesthetic intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. He argued that people have a unique blend of these intelligences.  In his more recent works he has considered the addition of three other intelligences: naturalist intelligence, spiritual intelligence and existential Š International Baccalaureate Organization 2007 intelligence.
Kurt Hahn
was a major proponent of experiential education. He believed that education could help prevent students being corrupted by society; for example by giving them opportunities to develop leadership skills.
emphasised concern and compassion for others, accepting responsibility, tenacity, and the idea of the school as a community. in addition to adventure he also emphasised the idea of service © International Baccalaureate Organization 2007
Constructivist teaching and inquiry learning
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Concept based learning
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The differentiated classroom
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Experiential and authentic learning
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The collaborative classroom
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Language development and learning
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Teaching innovatively with technology
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Assessment considerations Commitment from assessment to ensure IB assessments increasingly reflect and reward the ATL skills more More advice from the IB on formative assessment teaching strategies in the classroom
Commitment to limit overassessment for the programme © International Baccalaureate Organization 2007
The issue of planning and planners PYP has a planner format for all units and POI MYP has a looser planner format and planning characteristics DP speaks of planning and collaborative planning in S&Ps but what tools do we or should we provide? Advice on planning and samples but formats should be open © International Baccalaureate Organization 2007
Planning in the DP Collaborative planning across the DP faculty (concurrency) Making links to TOK and the core Make explicit reference to the learner profile outcomes Stipulate the approaches to teaching and learning adopted
Foster international mindedness and create connections with ‘global contexts’
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Project deliverables: 2014/15
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Next steps in this project: Your feedback and ‌ A second curriculum review meeting in June Some commissioned research in 2012 in the areas mentioned A report on the OCC with surveys Collective virtual feedback of 40 IB educators by March 2012
Continued discussions across the programmes/continuum on terms and categories
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Yokohama Diploma
More ‘what’ or more ‘how’? © International Baccalaureate Organization 2007
Major Developments 2012 World Studies Extended Essay mainstream option 2011/13 New DP courses • Global Politics HL/SL: 2012–14 pilot 2015 first teaching to critically engage with new perspectives and approaches to politics in order to better make sense of our changing world (group 3)
• Sports, Health & Exercise Science (SL): 2012 – 14 incorporates the disciplines of anatomy, physiology, biomechanics, psychology and nutrition in sport, health and exercise (group 4)
Reviewed DP courses launch of new guides for all group 5 mathematics courses and a new computer science course moving to group 4 TOK pre-publication guide December 2012 © International Baccalaureate Organization 2007
ACCESS: OPENING UP THE CORE
2012/14
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DP COURSES ONLINE May Session courses September 2012 GROUP 2
Mandarin ab initio Spanish ab initio
GROUP 3
Business and Mgt SL Economics SL Economics HL ITGS SL ITGS HL Philosophy SL Psychology SL
GROUP 5
Mathematics HL
GROUP 6
Film Studies SL
November Session courses February 2013
Economics SL Economics HL Psychology SL
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Other Diploma Programme Development questions? andrew.atkinson@ibo.org
Thank you for listening and please fill in the survey! Š International Baccalaureate Organization 2007
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