October 2019 | Issue 77 Free to IB World Schools
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The magazine of the International Baccalaureate
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EDITOR’S LETTER Eguahé porá! This means ‘welcome’ in Guarani. A variation of the native Tupi language, spoken among indigenous tribes in Brazil. Through language, we communicate, exchange knowledge and build relationships. Equally, it also represents identity, cultural history and traditions. But, indigenous languages are disappearing – approximately one vanishes every two weeks. To raise awareness and increase intercultural respect, the UN has declared 2019 as the International Year of Indigenous Languages (IYIL2019). It is encouraging the world to get involved (p6). Implicit bias is another major threat to education (p10). We report on why being aware of your biases is crucial. Shocking statistics reveal how not doing so damages academic success and career progression. Sophie-Marie Odum, Editor © International Baccalaureate 2019. No part of this publication may be copied or reproduced without prior permission of the publisher. Every care has been taken in the preparation of this magazine, but neither Wonderly nor the International Baccalaureate can be held responsible for the accuracy of the information therein, or any consequence arising from it. Views expressed by contributors may not reflect the views of Wonderly or the International Baccalaureate. The advertisement of products and services does not imply endorsement by either Wonderly or the IB. Prices and offers are correct at time of going to press and are subject to change. All offers are subject to manufacturer’s terms and conditions.
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WELCOME TO THE WORLD OF THE IB The programmes of the International Baccalaureate have a long-standing reputation for their academic and personal rigour, challenging students to excel in their studies and in their personal growth, and develop a lifelong thirst for learning. The IB aspires to help schools develop well-rounded students who respond to challenges with optimism and open minds, are confident in their own identities, make ethical decisions and join with others in celebrating our common humanity, and who can apply what they learn in real-world, complex situations. We now work with more than 5,000 schools (both state and privately funded) that share our commitment to international education. More than one million students in over 150 countries study our four programmes, which are designed to: help students develop the skills and attitudes they need for both academic and personal success be student-centred, promoting personal challenge offer a broad curriculum with significant content explore globally significant ideas and issues
Primary Years Programme (PYP) For students aged 3 to 12, the Primary Years Programme focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Middle Years Programme (MYP) For students aged 11 to 16, the Middle Years Programme provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world. IB Diploma Programme (DP) For students aged 16 to 19, this is an academically challenging programme with final examinations that prepare students for success at university and beyond. IB Career-related Programme (CP) For students aged 16 to 19, the Career-related Programme consists of DP courses studied alongside a unique CP core. The CP is designed to increase access to an IB education and provides a flexible learning framework tailored by the school to meet the needs of their students and the wider community.
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CONTENTS IB World Editor Sophie-Marie Odum IB Editors Jane Wynn Freddie Oomkens
REVERBERATION PROJECT 4
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Students transform St Paul’s Church in Rome with sound sculptures
A CELEBRATION OF INDIGENOUS LANGUAGES 6
Managing Editor Ilana Harris Art Editor Sandra Marques
How IB World Schools are honouring the UN’s International Year of Indigenous Languages
Picture Editor Dominique Campbell Account Director Justine Loehry
Cover: Corbis, E. Lafforgue/Art in All of Us, Visual China, S. Postles, LightRocket, J. D. Morgan, AFP, TASS, Anadolu, Barcroft, D. Arnold, NurPhoto, D. Traynor/Getty Images. P2-3: Simon Stanmore; Tanarch/Adobe Stock; Corbis/Getty Images; Sabree Hill/Dillard University
Head of Creative Martin Tullett Head of Production Operations Trevor Simpson
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Managing Director, Wonderly Issie Peate
IMPLICIT BIAS IS OPERATING IN THE CLASSROOM 10
We explore how unconscious prejudice is causing inequalities in education, and why it can’t be ignored
HOW THE MYP STARTED 16
Printed by Stephens & George Print Group, UK
As the IB celebrates 25 years of the Middle Years Programme (MYP), we look back at its origins in East Africa
Published on behalf of the IB by Wonderly (a Haymarket Media Group company), Bridge House, 69 London Road, Twickenham, TW1 3SP, UK Tel +44 (0)208 267 5000
AGAINST ALL ODDS 18
IB World Schools share how they have overcome political turmoil and extreme weather to provide a global education
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UNFORGETTABLE TEACHING EXPERIENCES 26
Educators explain how they were given an opportunity to teach in a different country, and how this changed their lives
OPINION 28
Should you be friends with your students?
INSIGHT 31
Why we must encourage students to embrace stress PEFC/16-33-254 PEFC Certified This product is from sustainably managed forests and controlled sources www.pefc.co.uk
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INTERVIEW 32
Professor Stuart Kime discusses the different types of assessment
IDEAS TO MAKE REVISION FUN 34
Students and teachers reveal their innovative study techniques
ALUMNA 38
Haymarket is certified by BSI to environmental standard ISO14001 and energy management standard ISO50001
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IB graduate Kerstin Forsberg on why she became a marine conservationist
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THE BIG PICTURE
REVERBERATION PROJECT ST GEORGE’S BRITISH INTERNATIONAL SCHOOL, ROME, ITALY ReVERBeration is a collaborative, sound sculpture based, creative project, which involves 12 IB World Schools on four continents. St George’s British International School, in Rome, put on a major ReVERBeration display at St Paul’s Church in the city, in May 2019. A rhizomatic web of dozens of biomorphic sculptures with small speakers, which played audio, were exhibited. Students also assembled a
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room-sized, metal structure hung with sculptures, crafted by IB Diploma Programme (DP) visual arts students. Drawings on the wall – created as part of Creativity, Activity, Service (CAS) – incorporated handmade bells to encourage audience interaction. And recordings made by Italian language students played through the speakers. The project was awarded the 2019 COBIS International Art Prize.
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A native Brazilian child from the Tupi-Guarani Tribe
“WE WERE ONE OF THE FIRST PEOPLE IN BRAZIL”
INTERNATIONAL MINDEDNESS The world’s 370 million indigenous peoples are estimated to speak more than 4,000 different languages, but they’re endangered. To help protect the world’s linguistic diversity, the UN has declared 2019 as the International Year of Indigenous Languages. Here IB World Schools share their contributions… 6
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COVER STORY
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Squamish was declared an official language in 1990
Ainu has only 10 or fewer remaining speakers
About 13 per cent of Peruvians speak Quechua
iStock/Getty Images; Jerson Cornejo Vega
Northern Sami is called davvisámegiella
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anguage diversity celebrates our unique identities and traditions. It encourages the preservation of knowledge, and fosters intercultural respect. But we are at risk of losing 3,000 indigenous languages by the end of this century, says UNESCO. On average, approximately one disappears every two weeks. When a language dies, so do the songs, stories and insights of an entire culture. Change is essential. That’s why the UN General Assembly has named 2019 as the International Year of Indigenous Languages (IYIL2019). The organization says: “Celebrating IYIL2019 will help promote and protect indigenous languages and improve the lives of those who speak them… Indigenous languages matter for social, economic and political development, peaceful coexistence and reconciliation in our societies.” Invasion, conflicts, climate change and economic development projects, which impact traditional ways of living, are just some of the reasons why many cultures are disappearing. Some communities have established systems to revitalize their languages. The Ainu of Japan have set up a process where the elders teach their youth, and The Philippines’ Schools of Living Tradition in indigenous communities use similar methods to keep their languages alive. IB World Schools are making an effort to honour indigenous languages, ensuring they remain a part of society. “Multilingualism and intercultural understanding are central to the IB mission and education philosophy, and international mindedness is interwoven throughout the IB and our practices,” says Darlyne Delaney, IB Curriculum Manager, Language Acquisition. “In this International Year of Indigenous Languages, and especially considering the number of endangered languages, we wish to celebrate these languages and the diversity that they contribute to our world.”
For more information, visit: iyil2019.org. IB World will be featuring more IYIL2019 content online: blogs.ibo.org
Jen Aragon, Primary Years Programme (PYP) Coordinator, at Queen Mary Community Elementary, Canada Our school sits on the traditional territory of both the Skwxwú7mesh (Squamish) Nation and Tsleil-Waututh Nation. We have students from both nations, so it is important to our school community, and to the North Vancouver School District, that all of our students have an understanding of the history of the land and the people who reside on it. The First Peoples Principles of Learning are woven into everything we do – they provide an authentic and meaningful way for us to explore local views and nurture curiosity about our history. These principles represent the shared understanding of indigenous people in British Columbia. We are very fortunate to have two First Nations Support Workers from Skwxwú7mesh Nation and Tsleil-Waututh Nation. They share their traditional teachings and knowledge with our students and staff, and provide an indigenous lens and local perspective to all of our units of inquiry. As part of IYIL2019, we have been teaching our school community the Coast Salish Anthem, which is sung at assemblies and before special events. We have designated a hand-carved indigenous animal plaque for
each classroom. Students have learned the Coast Salish names for, and characteristics of each animal, which they relate to the IB learner profile. Students have also learned greetings and expressions of gratitude in the Squamish Nation language, as well as in Metis. In June 2019, our staff took part in a blanket exercise and traditional drum-making workshop during our professional learning day. The North Vancouver School District’s Indigenous Success Teachers led us through both exercises. The blanket exercise was a powerfully immersive workshop. The history and storytelling were intertwined to teach the shared past of indigenous peoples in Canada, and the impact of European exploration/ expansion on their traditional ways of life. It was an emotional experience that affected many of us. During the drum-making workshop (pictured below), we collaboratively created a dozen authentic drums, using deer hide and sinew thongs. These drums are now in the school and support the continued teaching of indigenous songs and ceremonies.
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COVER STORY
THE STATS Juha Törmikoski, IB Diploma Programme (DP) Coordinator at Kirkenes High School, Norway The Sami language and culture are celebrated annually on 6 February. This year, we had a weeklong film festival, dedicated to the Sami people and culture. The whole school watched a film, which explained the history of Sami people. It provided valuable
Luis Felipe González del Riego, DP Coordinator at Casuarinas International College, Peru Our annual InterTOK two-day event (pictured right), called TINKUY (meaning ‘encounter’ in Quechua) TOK addressed indigenous languages. This year, 21 schools from Lima, Cusco, Chiclayo and Arequipa – including 159 students, 26 Theory of Knowledge (TOK) teachers and 18 alumni – came together to discuss knowledge, identity and culture. We celebrated the cultural richness of Peru, 8
insight into the challenges a person with a Sami background faces when trying to fit into modernday society. Everyone joined the celebrations, which included enjoying traditional music (joik), food such as reindeer soup (bidos), speeches and decorations. Those who indentify themselves as Sami wore the national costume kofte (pictured below left). There are several different Sami languages. In Kirkenes, Northern Sami can be studied as a first and second language from kindergarten all the way to upper secondary school. Door signs in the school building are written in Sami and some subjects, such as social studies and history, include sections for the Sami. Protecting national
minorities and their culture and language is one of the core values of the Norwegian and Nordic societies. Doing so, promotes cultural understanding and peaceful cooperation between different groups in a multicultural community. Teaching Sami language in school builds a bridge between the past and the present. It facilitates expression and construction of cultural identity; and fosters self-esteem of the Sami people. Combined with other relevant skills and knowledge that our students learn, teaching Sami language gives our students the necessary tools not just to keep the culture and traditions alive, but to develop it further in an ever faster changing world that we live in.
where 48 languages are spoken. The event is organized by Association of IB Schools of Peru (ASCIBP) and sponsored by the Pontifical Catholic University of Peru (PUCP). Students studied preHispanic cultures and the Incas, and we paid tribute to the Pachamama (Mother Earth) with an ancient rite. The objective of TINKUY TOK is to reflect on the presence of ‘Indigenous Knowledge Systems’ in TOK. We believe that students should be encouraged to develop awareness and reflect more on the applications of knowledge issues in their own cultural
contexts. Students were able to evaluate their own perspectives in relation to the TOK essay prescribed titles. As part of the event, we re-visited the knowledge that has been produced in Latin America. Three lecturers helped us in this reflection. Pablo Espinoza, a PhD candidate in anthropology, discussed: ‘What does knowledge mean to our identity as a country and society (rites, languages, religiosity)?’; philosopher Gonzalo Gamio guided the reflection on knowledge, power and ethics in Peruvian history. Historian Lizardo
The world’s 370 million indigenous peoples are estimated to speak more than 4,000 different languages. There are approximately 7,000 languages in the world. But just 23 languages are in use among more than half of the globe’s population. Around 600 languages have disappeared in the last century. UNESCO predicts that 50-90 per cent of indigenous languages will vanish by the end of this century – replaced with English, Mandarin or Spanish.
Seiner spoke about ‘The Knowledge in Peru’. DP student Fabián Cuentas, from Sacred Hearts Recoleta College, in Peru, says: “TINKUY TOK was a super enriching and interesting experience. “Not only was it an opportunity to meet new people from different places in Peru, it was also a chance to see how different life experiences and education influence our world view and knowledge.” ibo.org
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BREAKING THE GLASS CEILING TO OPPORTUNITY
INEQUALITY Implicit bias is holding children back from reaching their full potential. Left unaddressed, it can have deleterious consequences, as Sophie-Marie Odum explores 10
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RACIAL BIAS
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espite equalities enshrined in law, society still looks so unfair. In the US, black students are nearly four times more likely to be suspended than their white peers; and are more likely to experience harsher punishments even when white students engage in identical or similar behaviour; and white teachers expect significantly less academic success from black students, than black teachers. While in the UK, black children are systematically marked down in classroom tests by their teachers. Students of colour face an invisible glass ceiling that can negatively impact progression. Numerous studies put this down to unconscious and implicit biases. The Pygmalion Effect experiment found that teacher expectations influence student performance. We all automatically stereotype, even if we have goals to be fair and global-minded. Only two per cent of our emotional cognition is conscious; for the remainder, our behaviour is unconscious and this is where implicit biases reside. These reactions are influenced by our background, cultural environment and personal experiences, and contribute to quick judgments and assessments of people and situations. Biases can affect how we see ourselves and how we discriminate against others.
The power of stereotypes Children, from age four, show signs of racial bias. A study from Northwestern University, US, found that participants responded to black children – particularly black boys – significantly less positively than they did to white children. The suggestion is that children pick up on social cues from adults around them. Lead researcher Danielle Perszyk says: “It may be practically, if not also theoretically, impossible to eliminate the implicit biases that develop as a function of our perceptual experience, which in turn guide us to prefer the things we encounter in our environments. For example, our native language or the faces that resemble IBWorld October 2019
close community members. Moreover, compromising the perceptual tuning that results in the emergence of these biases may have catastrophic consequences, such as undermining our ability to learn language.” Early exposure to social diversity is key, she says. “Exposure must be positive. Increasing the frequency of positive exposure between members of diverse social groups will depend upon countering deeply entrenched cultural and institutional biases.” The negative depiction of minorities in the media can fuel bias. The human brain is predisposed to learn negative stereotypes and responds more strongly to information about groups who are portrayed unfavourably, according to research from University College London, UK. Racial prejudice can shape everyday decisions in almost every aspect of life, as countless studies have revealed. White participants in a study were found to perceive black faces as more threatening than white faces with the same expression. White job applicants are 74 per cent more likely to have success than applicants from ethnic minorities with identical CVs. University professors are far more likely to respond to emails from students with ‘white-sounding’ names. US doctors have been found to recommend less pain medication for black or Latino patients than white patients with the same injury.
Student takes action To date, more than half a million lowincome students and students of colour in the US feel dissuaded, or are not put forward to study an Advanced Placement (AP) and the IB, according to research from The Education Trust. After seeing a massive 90 per cent decline in the number of black students in her class pursuing the IB Diploma Programme (DP) at Hillsboro High School in Nashville, US, Kennedy Musgrave took action. The recent DP graduate created the IB Achievers Programme, which aims to increase the retention rate of African Americans in the DP, as well as provide students with the academic,
emotional, and social support they need to succeed. “I attributed this drastic drop in enrollment of African American students to the overwhelming presence of biases in the classrooms, which were held by both teachers and students,” says Kennedy. “There is a lack of knowledge about how bias forms, how it manifests itself in actions, and, most importantly, how it affects those who it’s formed against.” Students meet twice a month to celebrate accomplishments and discuss any hardships. For one meeting each month, Kennedy would invite black professionals to speak about how they overcame barriers to become successful. Other meetings addressed topics such as study skills, time management, building relationships with teachers, finding balance, and exam and college preparation. The programme has been successful in bringing awareness to the isolation faced by some students, which has resulted in a school-wide, assertive effort to remedy the problem. Kennedy says understanding and empathy is essential in ensuring minorities pursue an IB education. “I’ve been dealing with bias in the classroom for a long time without
“THERE IS A LACK OF KNOWLEDGE ABOUT HOW BIAS FORMS AND MANIFESTS”
Children, from age four, show signs of racial bias 11
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RACIAL BIAS to be heard, it feels like fighting a losing battle. Therefore, it’s easier to just drop out of the DP and go to another programme where you see more people like you and, in turn, are around people who understand you.” Kennedy recalls an instance where there was an assertion that the reason black students aren’t pursuing the DP is because they would rather have free periods than take on a rigorous course load. “The majority of African American students at my school spend well over an hour commuting to and from school, in addition to working a part-time job. Therefore, in most instances, being able to have a free period at the end of the day is a necessity to balance busy schedules, not an indication of work ethic.” IB alumnus Markus Reneau, who recently graduated from Yale University, US, agrees. He remembers when his classmates were falling asleep in class. They had to wake up early to catch the bus and/or had lack of energy from not eating since lunchtime the previous day. “These were seen as excuses by teachers, in the same way that not having internet access or a printer was not a valid reason for not turning in digital assignments that had to be printed out. It is one thing to teach a student to be resourceful, but it is another thing to punish a student for not being fortunate enough to have access to expensive technology.”
But, many sudents of colour who experience bias are not economically struggling. The Race and Economic Opportunity in the United States: An Intergenerational Perspective study highlights that racism is rife in society, regardless of socioeconomic status. It found gaps in income even when black and white boys grew up in families with similar levels of accumulated wealth.
A taboo subject Race and equity may be uncomfortable conversations to have. But avoiding the subject leaves unchallenged the ideas children pick up from other sources, reinforcing negative stereotypes. Teacher training, which involves highlighting biases, is a step in the right direction. One study found that informing teachers about their stereotypes closed gaps in grading. An online tutorial for teachers – on how to value students’ perspectives and view ‘misbehaviour’ as a learning opportunity – halved suspension rates for black students, according to the Disproportionate Discipline: How Bias and Threat Persistently Interact in Relationships (2016) report. Another strategy is coaching teachers on how words can unintentionally make students feel that they can’t excel. Encouraging a growth mindset that intelligence is built through hard work, can go a long way. All IB teachers share the same
RACIAL BIAS IN EDUCATION AROUND THE WORLD % of employees within the education sector that have unconscious bias*
63.2%
65.3%
69.8%
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United States of America
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United Kingdom
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*Project Implicit’s Implicit Association Test (IAT) for unconscious racial bias was taken by 2.5 million people across the UK, the US and 17 countries in mainland Western Europe between 2003 and 2013. The Race IAT tests for implicit or unconscious positive emotional responses to white faces relative to black faces
realizing what it was. It started in middle school, but it wasn’t until my freshman year of high school that I saw the impact that it had on my performance. “Implicit biases and the lack of understanding of their impact created a very isolating and lonely environment. I wanted to drop out of the DP numerous times because I didn’t feel like I belonged or had support. “Fortunately at Hillsboro, I encountered amazing IB teachers; school counsellors Mr Ketner and Ms Ogilvie; DP Coordinator Ms Humphrey; and Assistant Principal Mr Arteberry. I’d like to thank them because I doubt that I would’ve been as successful in the DP without their support. Most of my black classmates never were able to access these amazing people since the accumulation of explicit biases from their previous teachers, over the course of time, negatively impacted their success.” Another reason why black students were dropping out of the DP is the lack of support they received, says Kennedy. “Members of IB Achievers have said that they can overcome feelings of isolation through the building of community. But, what they struggle with is the lack of understanding (from peers and administration) that they’re facing hardships and obstacles that others do not have to face. It’s exhausting having to fight for yourself
RACIAL BIAS
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“IT IS IMPERATIVE FOR TEACHERS TO BE AWARE OF THEIR UNCONSCIOUS BIASES” in fifth grade, I had never interacted with a black male who was from New Orleans and in college. In high school, the only black male teacher I had was my PE coach, and my school Principal, in my senior year, was a black male. I only had these two educators as positive role models and examples of where I could end up in life.” Kennedy now attends a Historically Black College/University (HBCU) Dillard University in New Orleans, Louisiana: “I am around other students who look like me, and in an academic environment where I am fully supported and celebrated. “Equitable solutions, not equal opportunities, are needed to address decades of systemic bias that discourages students of colour, specifically black and Latina students, from participating in advanced academics. A start is prioritizing social and emotional learning for teachers. Additionally, a commitment and concerted effort to recruit teachers of
colour within advanced academics,” adds Kennedy.
Curb the adverse effects Stereotypes serve a purpose, scientists argue. Clustering people into groups with a variety of expected traits helps us navigate the world without being overwhelmed by information. But we must be aware of our implicit biases and treat individuals as individuals, and not as members of social groups, says Perszyk. When it comes to students thriving, bias is the most harmful weapon that can be used against them. “It’s a fool’s argument to imply that bias isn’t inherent to the education system,” as Heather Harding, Director of Policy and Public Understanding at the Charles Schusterman Family Foundation, recently told Education Week. She urges for systematic change. Being aware that bias could be operating in your classroom is essential. Remaining objective only silences the issue. Educational organizations that think holistically, and integrate teacher training opportunities that address prejudice, will help increase empathy and understanding. “This will contribute to realizing the mission and vision of a better world, and prepare our students to positively impact their community, as world citizens,” adds Benothmane.
Cultura/Getty Images; Adobe Stock; Sabree Hill/Dillard University
goal of developing inquiring, knowledgeable and caring young people, who help to create a better and more peaceful world through intercultural understanding and respect, as the IB mission states. After taking the Implicit Assessment Test (IAT), former DP Teacher Najoua Benothmane set out to break the invisible barriers created by implicit biases, and promote understanding and tolerance in her community and previous classroom in Virginia, US. The test, available online (implicit.harvard.edu), measures the strengths of associations between concepts, in an indirect way. “To better serve students and help them succeed, it is imperative for teachers to be aware of their unconscious biases when making decisions and taking actions,” she says. Benothmane taught students about cultures and traditions of other countries; and encouraged students to reflect on their own identity, by adopting new ones through role play. She displayed counter-stereotypical images on the walls and used virtual reality goggles to help students explore the world and make connections to who they are, and where they are. “It is important to create an open dialogue to discuss themes such as equity and race,” she says. Teacher diversity can also make a difference to students’ performance and their interest in school, minimizing negative stereotypes and lead to fairer treatment of all students, according to The Long-Run Impacts of Same-Race Teachers (2017) research paper. This is where implicit bias can work in favour of minority students as teachers may treat students differently based on their own backgrounds and stereotypes. Other factors include: students tend to be inspired by role models they can relate to, and same-race teachers might be able to present new material in a more culturally relevant way. Markus agrees: “Schools in the US need to hire and retain more teachers and leaders of colour. Students need to be able to see themselves in the people in front of them. Before I began a summer enrichment programme
Developmental and behavioural paediatrician Dr Theodora Pinnock shares her story at an IB Achievers meeting 15
ISM, now known as UWC East Africa, in Tanzania, was instrumental in the development of the MYP
THE BEGINNINGS OF THE MYP
25TH ANNIVERSARY As the IB celebrates 25 years since adopting the MYP, David Ochieng at UWC East Africa shares how the idea for the programme started back in Tanzania in the 1970s
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ot many may know, but the International School Moshi (ISM), now known as UWC East Africa, in Tanzania, was instrumental in the development of the Middle Years Programme (MYP). It was also the first school in Africa to offer the IB Diploma Programme (DP). It all started in the late 1970s. ISM wanted a curriculum that would act as a pre-DP, two-year course, and include skills that promoted ‘learning how to learn’ and not ‘regurgitation’ of knowledge. The headmaster at the time, Lister Hannah, approached the headmasters of the International School of Tanganyika, International School of Lusaka, and the International School of Kenya –
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they were considering introducing the DP – and asked if they would be interested in a pre-DP curriculum too. They were all interested. The idea was officially endorsed at the 1978 Association of International Schools in Africa (AISA) conference. The IB was approached and recommended that the idea be proposed to the International Schools Association (ISA), a non-profit organization. Fast forward two years later, the ‘pre-DP middle years initiative’ was a major focus at the ISA annual conference. It was here that the initiative emerged onto the international curriculum domain, and became part of a more global agenda. Over the next two years, widespread
discussion embraced the decision to develop a five-year curriculum after primary school, which would facilitate a coherent transition to the DP. The IB adopted the MYP in 1994. However, ISM did not offer the MYP until 10 years later. This is because teaching was primarily geared towards preparation for IGCSE exams. But it later realized that while the IGCSE curriculum developed student knowledge effectively, it was entirely examination oriented. It did not develop the skills and attitudes students needed to succeed in the DP. Keiron White, former Head of Campus, says: “It was felt that ISM students would benefit from an externally structured curriculum framework throughout secondary; and from the wider range of assessment used in the MYP. This encouraged more holistic thinking and the development of a much greater variety of skills. The MYP was also seen as providing a continuum from the Primary Years Programme (PYP) to the DP.”
Thinking beyond examinations ISM students have benefited considerably by switching to the MYP. “Students are immersed in critical thinking, reflection and collaborative skills. They develop international mindedness by looking at global issues deciphered through resources within their local contexts,” says David Ochieng, MYP Coordinator. “There is a greater emphasis on criteria-related assessment of student work, a wider range of assessment tasks and techniques, interdisciplinary learning and a climate of collaboration between students, parents and teachers.” Teachers are no longer just teaching towards a final examination, but are assessing students in effective ways over much longer periods of time. “Educators have the freedom to teach the knowledge, skills and attitudes, which they believe students need for the future, using various strategies while being cognizant of different learning styles. This is well supported by the MYP structure,” adds Ochieng. ibo.org
MYP TURNS 25 But there were some difficulties in its implementation. The majority welcomed the MYP, but teachers new to the programme found it confusing. And because many parents in Tanzania focus heavily on examinations, it was a challenge persuading them that students can be assessed in a variety of ways. White says: “We invested considerable time and energy in to getting our community on board. We are thankful that, with time, we won their support.”
MEMORABLE EXPERIENCES MYP students reflect on their Personal Projects
Students create boats using only recycled materials for an annual boat race
Experiential learning Ochieng says the Personal Project; collaboration; interdisciplinary learning; and service learning are the most unique and valuable aspects of the MYP. At first, interdisciplinary and service learning were just seen as opportunities for school trips. However, these experiences turned out to be a “purposeful integration of concepts from different subjects within challenging, but fulfilling, learning experiences”. Ochieng adds: “Students plan, reflect and take action appropriately, making their learning quite experiential. They learn and are able to brainstorm, discuss, collaborate and transfer concepts, knowledge and skills with ease across subjects, not to mention the thrill of giving back to the community. These two aspects provoke more natural interdisciplinary collaboration.”
Confident and curious students UWC East Africa hosts international student camps over the summer breaks, and students volunteer to assist. They have learned collaboration,
The MYP has benefited students considerably reflection, problem solving, criticaland creative-thinking skills. Students at UWC East Africa enjoy holistic and authentic learning, says Ochieng. “Since the programme is inquiry-based, concept-driven and interdisciplinary, it creates confident and curious students with a thirst for lifelong learning.” He adds: “Due to links between academic subjects and real-world contexts, both teachers and students establish meaningful connections with local and global communities, thus becoming global citizens. Over and above these, students exhibit essential values as exemplified through the IB learner profile attributes.”
Local clean up brought together UWC East Africa students and a neighbouring school IBWorld October 2019
SALLY DUINMAIJER I produced eight artworks, which sensitized the evolution of global warming; its past, present, and possible futures. It was presented in an exhibition, which aimed to raise awareness within the community. I later sold the artworks and donated the funds to The Kilimanjaro Project; a company working towards replanting millions of trees along the mountain slope. MASUMA SHARIFF I created awareness on vermiculture – a sustainable way of making compost, using worms. My main objective was to show how vermitechnology can help reduce use of chemical fertilizers and pesticides. This project sparked my interest in biotechnology. MAGRETH BARAKA Through the lens of ‘Identities and Relationships as a global context’, I researched ‘feminism’. I created a website called I am a Teen Feminist, which was used to raise awareness through interviews, articles and stories. I learned research skills and improved my time management. 17
Riots erupted in Jakarta, Indonesia, in May 2019, causing widespread disruption in the city 18
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OBSTACLES TO EDUCATION
TRIUMPH OVER ADVERSITY
EDUCATION IN CRISIS Riots in the streets, frequent blackouts and the full force of a cyclone are just some of the tense circumstances IB students and teachers have faced this year. But they defied all odds and were able to continue providing a global education IBWorld October 2019
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rising sea levels damage 900 schools n north-eastern Nigeria, an each year, on average, according to estimated 700,000 school-age Save The Children. children have been displaced due After Typhoon Haiyan in the to violent attacks by Boko Haram, Philippines, in November 2013, which began in 2009. Boko Haram 12,400 classrooms needed repair, and (which means Western education is 4,400 needed replacement. Tents and a sin) has destroyed nearly 1,000 tarpaulins were distributed for more schools and displaced 19,000 teachers. than 2,000 temporary learning spaces, Today, volunteer teachers work in the and learning materials were provided area, where possible, to ensure to 435,000 children aged 3 to 17. children still receive an education. Learning doesn’t stop. Conflict in Ukraine has heavily But the effects of humanitarian affected education: 280 education crises can be far reaching. institutions in Donetsk and The Education 2030 Luhansk have been Framework for Action damaged, according to recognized that natural UNICEF. Classroom disasters, pandemics shortages and a lack of is the estimated number and conflicts can leave resources to provide of children whose education entire generations food and transport is under threat from war, traumatized, threatened learning. endemic high violence or uneducated and The government environmental threats unprepared to contribute intervened, creating by 2030. 1 to the social and economic more school places and recovery of their country moved state universities to or region. safer areas. IB World Schools reside in One in four of the world’s more than 150 countries, and schools school-age children – over 500 can often find themselves dealing with million – live in countries affected events beyond their control. The IB’s by humanitarian crises such as Adverse Circumstances team supports conflicts, natural disasters and students who aren’t able to access their disease outbreaks, according to the exams quite as planned. Schools charity Theirworld. proactively get in touch with the Climate change is increasing the team to let them know that they are risk of extreme weather conditions concerned a situation might develop such as droughts, flooding and in a way that could negatively impact heatwaves. In Bangladesh, student learning. earthquakes, storms, floods and The team supports schools by talking through Burnt-out classrooms of a current situations and school in Chibok,in northpossible developments, eastern Nigeria providing guidance on ways to ensure the safety of the students and the school. Finding the best workable solution requires creative thinking, and the team advises schools on areas such as emergency rescheduling and finding alternative venues. Here, four IB World Schools share how they overcame difficult circumstances this year…
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Safe Schools: The Hidden Crisis, Theirworld, 2018
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OBSTACLES TO EDUCATION Protestors outside the Army HQ in Sudan demanding that the military hand power to a civilian administration
LIVING THROUGH A POLITICAL COUP Peter Round, Principal; Linda Round, Head of IB; Nancy Loga, Principal’s PA, Khartoum International Community School (KICS), Sudan
Following months of protests, a coup occurred in Sudan, in early April 2019. The 30-year-long dictator Omar al-Bashir was deposed and the Transitional Military Council (TMC) took over. The pro-democracy movement set up a ‘camp’ outside the Army HQ. Sadly, on 3 June, the camp was brutally cleared: this was the darkest moment so far as many deaths were reported. This news raised everyone’s children aged 3 to 18 live stress levels. in countries facing war and violence, and need urgent The protests disrupted educational support. 2 travel to and from school. The protesters frequently tried to block roads with burning tyres, and many of our students and teachers had to navigate around these temporary barricades on the way to and from home. We used WhatsApp to send situation reports so all were aware. We used online/blended learning to compensate for any lost lesson time. Fuel shortages in the country have also been a problem: diesel for generators at school and teachers’ homes was hard to get for long periods. Queues at the petrol stations were sometimes literally days long. Thankfully, for most of the school year, the shortages didn’t stop anyone getting to school. Car pooling helped as did WhatsApp messages, giving details of petrol station queue lengths and where they were shortest. Many of the final year IB Diploma Programme (DP) students were indirectly, and even directly, involved in 2
Education cannot wait: Proposing a fund for education in emergencies, ODI, May 2016
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Pro-democracy protestors set up a burning barricade during demonstrations in Khartoum the politics and demonstrations. A number of students visited the ‘camp’ or supported protesters (some of whom were family members) through donations of food and water. The crisis wasn’t all negative though. Students felt inspired as they were part of a movement for change that few would experience. During the DP exams in May, some students stayed at friends’ houses closer to school. Remarkably, no exam was disrupted. Their resilience and determination to succeed was commendable. However, during study time, leading up to the exams, many were clearly distracted. Our college counsellors wrote to universities explaining the situation. We had to postpone starting the 2019-20 school year for a couple of weeks, mainly to give us time to arrange visas for teachers, which were delayed by strikes in government offices. In August, we heard the good news that the TMC and Forces for Freedom and Change (FFC) had signed a constitutional declaration, paving the way for a transition to civilian rule. Hopefully, this will bring the change Sudan has longed for. 21
Venezuela has been affected by a series of prolonged blackouts this year
PROTESTS IN THE STREETS Craig Ortner, former DP Coordinator, Jakarta Intercultural School, Indonesia
BEATING BLACKOUTS AND SANCTIONS
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Education Under Attack, 2018, Global Coalition to Protect Education from Attack (GCPEA)
Yasir Patel, Head of School, The British School Caracas, Venezuela
missed one whole day when it initially hit. We now have our own generator so this should not be an issue for us again. We had contingency plans in place for the exams. Our main task was to Political turmoil in Venezuela has been ensure they went ahead as ‘normally’ as ongoing for many years. This year we possible. Our exam room had fans with have had demonstrations, a series of small power banks, and we used rooms power cuts and US sanctions. There with lots of light. We had water and ice were similar protests in 2014 and 2017, for students. There was an amended so our school is well prepared, in terms timetable ready. Students had to bring of logistics and procedures. But, we are in extra clothing, just in case they had a country in crisis and anything could to stay at school, and parents were happen at any time. asked to provide two alternative Our teachers have been very resilient. housing arrangements, if students Our staff are amazing, many of whom could not return home. are Venezuelans and very much affected We had a couple of minor blackouts by the situation here. Students are during the exams but, thanks to the protected, but they do know what is arrangements we made, we were OK. happening. They feel anxious during US sanctions meant we couldn’t post heightened political moments. the scripts to the exam scanning The unexpected blackouts in the centres in the US. Fortunately, we were country have affected us. Students given another country to weren’t able to access the send them to. internet for revision during All our students passed the lead up to the DP the DP. They experienced exams, which wasn’t similar events in 2017, ideal. We closed at noon students and education so ‘resilience’ is their for a week after the personnel were harmed middle name. main blackout and
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in over 12,700 attacks on education between 2013 and 2017. 3
The day the presidential election results were announced was very tense. Protests against the re-election of Indonesian President Joko Widodo had erupted in the streets. It was during the May DP exam session. We had to make difficult decisions without knowing what might develop. So often these things just fizzle out, but our students’ diplomas and futures were at risk. The IB Adverse Circumstances team supported us by talking me through all the circumstances, options and consequences, so that our leadership teams could factor this into the ongoing discussions about whether to close the school. We kept the exam hall open, but closed the rest of the school. I was concerned that students who lived in North Jakarta, which is far from school, might not be able to make it, or might not consider it worth the risk. Many of our families may have been impacted by the unrest in the country in 1998. Only one student missed a subject as a result of the protests. That’s because he lived in an area that saw the most violence. At least one parent who lived near the school offered to host students, which made me feel so good about our community. I was very pleased with the way our students and community pulled together and persevered.
Indonesian anti-riot police clashed with protesters in May 2019 ibo.org
OBSTACLES TO EDUCATION
Anadolu, AFP, Bloomberg/Getty Images; REUTERS/Adobe Stock
Nandita Mishra, DP Coordinator, KiiT International School, Odisha, India Cyclone Fani hit the Odisha coast at Puri on 3 May 2019, the same day that the DP Business Management Paper 1 exam was scheduled. We saw trees falling as we looked out anxiously from the school’s glass door. Windows rattled, roofs started flying, and there were swirling winds with very high-speed gusty winds in between. By 10.30am, the power supply was cut off. But we were prepared. The Meteorological Department had predicted that a very severe cyclone would hit us that day and schools were closed. I contacted parents a week beforehand and they were clear that we IBWorld October 2019
should still conduct the DP exams. I advised them to move their children to our school hostel, so that there would be no glitch in terms of students being able to get to school. Teachers visited the hostel to reassure students and help them revise. We contacted KiiT University to supply electric power through a generator. The school hospitality team stocked up on kitchen supplies, portable lights, candles and drinking water for all the students and staff. I wrote to the IB Adverse Circumstances team about the cyclone warning to request that the exam time slot be delayed because you can’t really anticipate the cyclone’s behaviour and aftermath. They were very helpful and we conducted the exam two hours and 15 minutes after schedule. The students showed remarkable resilience. Miraculously, the building housing the exam room was largely
unaffected. The main door rattled in the wind, but our Principal Dr Sanjay Suar and IT assistant stood there for five hours holding it. This ensured there would be no flooding. DP students did not have access to their laptops because of a lack of electricity. Wi-Fi services and phone lines took much longer to be restored. Our next major difficulty was sending the scripts to the IB scanning centres on time. It took more than a week for flight services to be restored to normal. And DHL courier services in Bhubaneswar had a software breakdown, which took almost eight days to be resolved. The IB Adverse Circumstances team and the Assessment team were very helpful. Our IB Relationship Manager, Suman Sethi, in Singapore, shared information when we didn’t have communication facilities. In total, 12 students out of 15 passed the DP – many of them performed better than their mocks. 23
Safe Schools: The Hidden Crisis, Theirworld, 2018
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children have their education disrupted each year because of environmental threats. 4
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Cyclone Fani caused severe damage to the Puri district of Odisha, India, in May 2019
EMBRACE NEW CULTURES AND LEARN A LANGUAGE TRAVEL One of the many benefits of being an IB teacher is that you can teach almost anywhere in the world – offering enriching and life-changing experiences… The isolated community of Attawapiskat in Ontario
“Attawapiskat played a huge part in making me into the person I am today,” says Amy Vreman, now a teacher at Glenwood Public School in Ontario, Canada – an IB Candidate School. She moved to Attawapiskat in Ontario 25 years ago. When I was called to teach at J. R. Nakogee Elementary School in Attawapiskat – an isolated First Nation located in northern Ontario – I was very nervous. However, there were no jobs in my area, and I was determined to teach. Getting to Attawapiskat involved three
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planes and took eight to 12 hours (depending on the connecting flights). Loneliness was the biggest challenge, but being so isolated helped me become a better teacher. There were no distractions and I was able to dedicate myself to my work. Most of the other teachers were also from a different location. There were no restaurants, so we learned to make our own fun. We had bonfires and played card games. As the locals were used to teachers leaving for the Christmas break and not returning, they were not overly friendly with us until we came back after Christmas. I was then welcomed into the community. I went ice fishing, skidooing and camping at Akimiski Island. Teaching so far from home was a terrifying and valuable experience, but I am so glad that I made the move. It truly enriched my teaching skills. I have created memories that are as vivid today as they were 25 years ago. I’m still in contact with a few people from the community. I encourage anyone to step out of their comfort zone and try teaching in a different part of the world.
“Mexico provided me with a unique first year of teaching,” says Katie Hadan, IB Coordinator at Millard North Middle, in Nebraska. She taught Middle Years Programme (MYP) students at the John F Kennedy American School of Querétaro, Mexico, in 2013. I am so grateful that I took a leap of faith and made the move because it provided me with an incredibly unique, albeit challenging, first year of teaching. I accepted a position at the John F. Kennedy (JFK) American School of Querétaro after attending the University of Northern Iowa Career Fair. I taught social studies, and ethics and values. I was responsible for teaching 204 students, which definitely challenged my name-recalling ability. The language barrier was my biggest challenge. While I took Spanish in college, I was certainly ibo.org
INTERNATIONAL TEACHING that reinforced my teaching philosophy, proving that it is impossible to know truth from examining only one source. I shared this realization with my students, especially in my ethics and values class. It was a great year at JFK. I worked with wonderful staff and formed lifelong friendships, travelled across Mexico, and learned more life lessons than I could have anticipated. The experience helped shape me into the educator that I am today. My greatest takeaway from living abroad is that, no matter where you come from, we are more alike than we are different. “Every country we have lived in has given us unforgettable memories,” says Vani Veikoso, Assistant Head of Elementary/PYP Coordinator at Hanoi International School, Vietnam. She has taught all around the world.
“NO MATTER WHERE YOU COME FROM, WE ARE MORE ALIKE THAN WE ARE DIFFERENT” a little rusty when I first moved. However, I made a conscious effort to increase my vocabulary, and the people of Querétaro were kind and patient. Teaching this many students from a variety of different countries and cultures was incredibly rewarding. To truly understand the social sciences, one must be able to examine historical events and modern issues from a variety of different perspectives. Before living in Mexico, I failed to realize just how different perceptions of particular events and issues could be. It was this variation in perceptions IBWorld October 2019
Vani Veikoso, originally from Fiji, is currently teaching in Vietnam When you get to your new country, remember that this is your adopted home. There will be customs that are different from your own home country, and this is where you can learn the biggest lessons. Embrace the difference, appreciate the newness of the adventure and most of all enjoy it, so that when you leave, you go with treasured memories that will stay with you for a lifetime.
My first international teaching job was in South Korea back in 1994. Since, I have taught in Bahamas, Qatar, Vietnam, Colombia, Turkey and Saudi Arabia. I’m currently back in Vietnam. Friends have always asked, “which has been your favourite country?”– this is impossible to answer as there is something special about each country. For example, the parent community in South Korea, where we started off; the sunny lifestyle in the Bahamas; and the rich cultural experience and friendships in Turkey. There is always something to be thankful for and appreciate. The biggest challenge I have always encountered is the preparation. The amount of paperwork and the visits to various offices can be overwhelming. My advice is, first ensure you get the necessary requirements from your new school and start the process as soon as you can. Be prepared for some miscommunication. Try not to be frustrated about it, but remind yourself that, eventually, you will get to your new home, so remain calm and positive.
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Mexico shaped Katie Hadan’s teaching philosophy
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SHOULD YOU BE FRIENDS WITH YOUR STUDENTS? We asked IB educators whether forming friendships with children is necessary to foster empathy and wellbeing
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OPINION
VIDIT TANWAR IB Diploma Programme (DP) Music Educator, Singapore International School, Mumbai, India
Knowing our students and being friendly helps us teach them more effectively. I believe that being sensitive and approachable is the key here. Without bonding, a teacher-student relationship leads to a mechanical way of teaching and learning. Talking to students outside the class about their lives, and offering guidance and advice, may help a student who needs both but is too shy to ask. Keeping myself approachable has helped my students open up to me. When a student is not making progress, I try to find out the reason by taking an interest in that student’s life. I talk to them in a friendly manner and often give examples of my own experiences.
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LEE ANN BUSSOLARI Primary Years Programme (PYP) Teacher, SEK International School Alborán, Spain
I do not believe a teacher should be ‘friends’ with their students. Being friends with someone means sharing intimacies about our private lives, travelling together and socializing outside of school time. It means being equals. This does not mean that I do not see and support my students outside of school time. I attend debates, volleyball games and school-sponsored
“I AM FRIENDLY, BUT I AM NOT THEIR FRIEND. WE ARE NOT ‘EQUALS’ IN THE CLASSROOM” IBWorld October 2019
RUAIRI CUNNINGHAM DP Coordinator, Gems International School, Al Khail, United Arab Emirates
You need to be ‘friends’ with your students, in that they need to feel supported, empathy and appreciation for all they do. The DP is rigorous and our students need to know we have their back no matter what. I make it clear at the outset of every school year that my office door is always open to them. No issue is too trivial. I always show an
events where I meet, greet and interact with my students. I prefer to find connections with my students and promote empathy through honesty and openness. We meet each other every day at the door. I ask them about how their weekends went, or how their siblings are doing. I watch them walk into class and get a feel for how they are that day. Observing and actively listening is very important. I am friendly, but I am not their friend. We support and respect each other, creating solid relationships, but we are not ‘equals’ in the classroom. I provide an open and friendly environment where they can build authentic connections with their peers and teachers. YOGESH SINDHWANI Head of School, Lancers International School, Gurgaon, India
Educators need to understand the difference between being friends and
“IT IS NEVER ME VERSUS THEM, WE ARE IN THIS TOGETHER” interest in whatever it is they come to see me about. When students chat to me, it shows they are comfortable being in my company and trust me. One of my recent DP graduates, Aisha, says: “Mr Cunningham understands the value of his students’ wellbeing. When I doubted my capabilities, he had a oneon-one conversation with me, reminding me of all the challenging things I had overcome in the past.” By being a friend, it helps in that the students don’t want to disappoint me. It is never me versus them, we are in this together. But there must be a line between the friend and the teacher at certain times, and you need to assess situations to decide what is needed.
being friendly. Just like I, as a father, need to be friendly with my children but not their friend. Empathizing with students does not necessarily mean we have to be friends with them. But we can be as approachable as friends, simply because we can provide students with our experience and guidance in times they need us the most. A teacher has to be an ideal – in the way we carry ourselves, dress, communicate, make decisions and demonstrate leadership. Young, impressionable minds are always observing, learning and emulating. Gaining students’ confidence is essential. A teacher doesn’t have to demonstrate that he or she is a friend – this would be the easiest thing to do to be approachable. But it may not put the teacher in a position of being a guide, who commands respect and helps students find a path. This is a better role for a teacher. ‘Mentor-mentee’ best describes a teacher-student relationship. 29
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I also speak to parents, other teachers and the school counsellor. I try my best to understand my students and, at the same time, I help them understand me as well. This understanding, along with positive reinforcement, makes the process of teaching and learning fun and effective. I often use humour in my class to keep the mood light. My approach means I’m still in touch with some of the students I taught more than a decade ago.
Connect to a world of possibilities We know why you came into teaching; you wanted to improve the lives of young people. As part of one of the world’s greatest universities – we share that mission with you. It is why we help to invest back into education and research, championing a love of learning across the world. We have been publishing in cooperation with the IB for over a decade, creating resources that fully reflect the IB approach to teaching and learning, to ensure that your students are supported and engaged throughout their academic journeys, and ready for whatever comes next.
INSIGHT
“SHYING AWAY FROM FEELINGS OF STRESS CAN BE UNPRODUCTIVE” WELLBEING We will all experience challenges in our lives, but it is essential to give children the tools to overcome them
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ducators need to teach selfmanagement (affective) skills, so students can learn how to deal with what life throws at them in productive ways. Students should feel that the classroom is a safe place to learn and practise those lifelong skills. Schools have a role in opening up conversations around stress. I have learned a lot from Rising Strong by Brené Brown, a research professor at the University of Houston. This book is about what it takes to get back up when we stumble and fall in life, and how our values are forged during this time. We need to find ways to tie this type of learning into the curriculum. Our school district conducts a wellbeing survey for all students each year. When the data came back in 2018, we realized that ‘stress and anxiety’ were the main concerns across all grades in our middle school. This was one of the reasons why we decided to plan a language and literature unit of inquiry called A Hero’s Journey, which would help students use the approaches to teaching and learning (ATL) skills of self-management – resilience and stress management. These are applicable to the Middle Years Programme (MYP) affective skills cluster. A well-crafted novel can help to showcase resilience as the reader connects with the protagonist and watches them deal with conflict. Our students (aged 12-13) studied Stand Tall by Joan Bauer, which is about Tree, a 12-year-old who stands 6 foot
IBWorld October 2019
3½ inches, and must learn to overcome adversity. The statement of inquiry was: “Great writers connect with their audience through a resilient character.” The students analysed how Tree ‘stood tall’. We used the quote: “Sometimes you have to get knocked down lower than you ever have been to stand taller than you ever were” to spark discussion about resilience. We looked at the book and ourselves through Brené Brown’s concept of ‘Living Big’ – involving Boundaries, Integrity and Generosity. Throughout the unit, the school counsellor talked specifically about stress management and the ways we can all deal with stress in productive ways. Students were encouraged to use what they learned in their own lives, as well as in writing their own realistic fictional short story. The consequence of shying away from stress is those feelings can become internalized and come out in unproductive ways, affecting ourselves and others. As humans we feel first – then act on those feelings. We helped to teach students to recognize those first feelings of stress and do something productive with them before acting on them or internalizing them.
“SOMETIMES YOU HAVE TO GET KNOCKED DOWN LOWER TO STAND TALLER”
By Karen Corson, MYP Coordinator, Pilot Butte Middle School, Oregon, US 31
“THERE IS A NEED FOR A GREATER UNDERSTANDING” BEST PRACTICE Are you making the most of what assessment can offer? Professor Stuart Kime explains how to use it more effectively and efficiently…
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ssessment is one of those things people think they know about until they actually start learning about it. There is a whole theoretical world behind it, and it can be complex. It is generally a lot less accurate than we think, which can be really scary for teachers. It’s important to differentiate between assessments and tests. An assessment is a process that leads to generating actionable meanings and inferences about what students know, understand and can do. This is different to a test, which is an instrument that you’d use to gather information; a proxy for what a student knows, understands and can do in a certain domain. Educators might use a test in an assessment, but it’s not essential and recognizing that they are different is key.
What’s the purpose? Firstly, it’s essential to understand the purpose of an assessment and what it is trying to achieve beforehand, then think about the most efficient way of achieving that purpose. This might be via technology, in-class questioning, multiple choice testing, etc. But this is where bad practice can occur. I see examples of poor quality and inappropriate questions being asked, partly because teachers often have not been trained in question design. Effective and efficient questioning is a challenging skill to master. Students and educators could end up spending time on assessments, which aren’t well-targeted on a purpose, tied into 32
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INTERVIEW the curriculum or meeting any learning objectives. Assessments should be purposeful, provide useful information and support students in getting better.
Different types of assessment While there are different modes of assessment, the underlying principles remain consistent. ‘Assessment for learning’, also referred to as formative assessment, is commonplace for teachers. It is asking students multiple questions to understand where they are in relation to where they need to be. It serves the purpose of informing next-step decisions. If your intention is to use assessments and testing to improve learning, then do so little and often. But, avoid marking, or recording scores – the aim is to encourage students to think hard about an answer to a well-phrased task or question, which stimulates learning. ‘Assessment of learning’, also called summative assessment, is often associated with end-of-year tests. The purpose is usually to conclude that course of study and award a grade, which is an indicator of achievement. What goes wrong with summative assessment data is when we try to use it for a whole host of purposes that were never intended. In such cases, the data is not sufficient or dependable. For example, with endof-year tests, there is an assumption that you’re comparing like-for-like but that is rarely the case. In English, you have different areas such as creative writing, comprehension, poetry, speaking and listening, etc – all are different, but get lumped under the umbrella term ‘English’. Testing diverse areas often results in lack of accuracy in what and how you report. ‘Assessment as learning’ is probably one of the most profitable areas for teachers to spend their time using in class. It is the ongoing testing of and by students in order to monitor learning, and achieve a deeper understanding. Cognitive psychologists and academics such as Robert and Elizabeth Bjork, Jeffrey Karpicke, IBWorld October 2019
“ASSESSMENTS SHOULD BE PURPOSEFUL AND SUPPORT STUDENTS IN GETTING BETTER” Henry Roediger and Nicholas Soderstrom have studied the power of the ‘testing effect’, which looks at the use of questions for the purpose of getting students to retrieve information. Studies compare different techniques, such as revision vs. repeated low-stakes practice testing – quizzes for example – and found that the latter often leads to better learning outcomes rather than revision. Some teachers (and students) find this goes against what they believe about the role of testing.
More training is needed Current teacher training programmes do not adequately prepare teachers to make the most of what assessment can offer. Part of the problem is time, and assessment is one of the things that can get sidelined. There are not enough people in teacher training positions that sufficiently understand the topic. The consequences of using poor quality assessments in schools are many. Inaccuracies will result in a skewed picture, which can negatively affect motivation and the willingness to learn, as well as next-step decisions.
Students can get misclassified when it comes to grading, which has knock-on effects for higher education, employment and life choices. We need to ascertain the reliability of assessments that we use for highstakes purposes, such as reporting grades to parents, and improve reliability where it is low. Often, this improvement requires making our tests longer and nobody wants to be testing students all day, every day. So, careful improvement of the wording and formatting of poor-quality items is a useful way of optimizing what we already have. Ultimately, we have to recognize and embrace that there will always be inaccuracies and unreliability in test data. In doing so, we can use it more effectively and efficiently. PROFESSOR STUART KIME Director at Evidence Based Education – an organization focused on helping teachers, school leaders and policy makers learn how to use better assessment information to make better decisions for better student outcomes.
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SECRETS TO SUCCESSFUL REVISION CLASSROOM IDEAS ‘Fun’ and ‘revision’ are not words you’d typically put together. But studying needn’t be boring. Here’s how to make it enjoyable...
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itch the revision charts and highlighter pens. Popular revision techniques – such as rereading, highlighting or summarizing material – are not very effective, especially in the long term, according to researcher Prof John Dunlosky, of Kent State University, US. This is because we better learn and recall information if we connect it to other pieces of
To help them find the fun in mathematics, students at a MathQuest summer camp in Canada learn salsa. Asia Zolnierczyk, IB Diploma Programme (DP) Mathematics Teacher at Regiopolis-Notre Dame Catholic Secondary School, Ontario, uses salsa to teach students about
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information. He says spacing out study and self-testing are more effective methods. Successful revision can increase performance significantly. But, ultimately, students will rely on what works for them, no matter what the science says. What is essential is that revision keeps attention. IB students and teachers discuss their techniques, which are not just engaging but also fun…
combinations and permutations. This method can be applied to revision. “Dancing pertains to mathematics, because mathematics is just patterning, and that’s what dances are. “After the session, students work in groups to determine how many routines they can make with the five dance moves they learned. I give them different scenarios such as: each dance move needs to be used (permutation without repetition). Or they can repeat dance moves and don’t have to use all of them (permutation with repetition).” Zolnierczyk also incorporates probability questions, regarding the number of students that will create the same routine.
It’s a misconception that drawing is just for art classes. In fact, drawing for information recall is superior to activities such as reading or writing. It encourages us to process information visually, kinesthetically and semantically. This is according to a 2018 study by the University of Waterloo, Canada. Across a series of experiments, researchers confirmed drawing to be a “reliable, replicable means of boosting performance”, increasing recall by nearly double. “Drawing improves memory by promoting the integration of elaborative, pictorial and motor codes, facilitating creation of a context-rich representation,” say researchers. D.B. Dowd, Professor of Art and American Culture at the Washington University in St. Louis, US, adds: “Drawing fosters close observation, analytical thinking and patience.”
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REVISION TECHNIQUES
IB graduate Katie Clewell used Siri, the virtual assistant on Apple devices, to help her revise for her DP assessment in May 2019. She attended Raymore-Peculiar High School, in Missouri, US. “I got the idea of using Siri when my speech coach suggested having someone read my speech to me so I could hear what my words truly
sounded like. Taking that idea, I read my essays to Siri to see how the words sounded coming from another person’s voice. “It was incredibly useful in my English Literature class because it ensured that my essays had a natural flow,” says Katie. “Hearing an essay read aloud allows errors to become more apparent than when reading things silently.”
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Depending on the subject, group revision (from pairs to larger groups) is highly effective, as studies have found. IB alumna Sothana Nem, agrees: “Revising in groups is more effective because other individuals may have constructive suggestions to enrich the quality of each other’s work.” Sothana, who now works as a business consultant, says her revision skills have helped her since leaving Paxon School for Advanced Studies, Florida, US. “The skills have encouraged me to provide more clarity in not only work-related tasks, but my interactions with colleagues, friends, family, and even strangers,” she says. Researchers also found that teaching someone else – known as “the Protégé Effect” – helps with recall. It requires students to learn and organize their knowledge in a clear and structured manner.
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ibWorld2019_1A.pdf 1 25-Jun-19 01:40:41
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MELBOURNE, AUSTRALIA 2-3 MAY 2020 HELD AT ST LEONARD’S COLLEGE
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KERSTIN FORSBERG Graduated: 2001 School: Newton College, Lima, Peru
LIFELONG SKILLS IB graduate turns love for science into a career that conserves marine life in Peru
“I LOOKED FORWARD TO BIOLOGY CLASS. MY TEACHER MADE IT SO FASCINATING” 38
and community involvement. People really want to participate in ocean conservation, we just have to give them this platform.” This is what led Kerstin to establish Planeta Océano. Among other achievements, the organization has worked tirelessly to get giant manta rays legally protected. And it is now prohibited to harvest giant manta rays or consume them in Peru.
Taking action Planeta Océano empowers people through three main action pillars: ‘research’, ‘education’ and ‘sustainable development’. ‘Research’ encourages ‘citizen scientists’ to help develop scientific information. “For example, we have a group of students who have reported sea turtle nesting, as well as fishermen who contribute to research on manta rays in the Peruvian ocean,” says Kerstin. Planeta Océano works with local authorities to develop conservation management and action plans, based on the science that has evolved from ‘citizen scientists’. The organization is incorporating ocean literacy within schools and in communities, through ‘education’. The Marine Educators Network includes 50 different schools, and works with teachers to incorporate conservation issues within classrooms. “We are encouraging youth-led environmental initiatives in coastal areas and are fostering citizenship and entrepreneurship at a very young age. This promotes critical thinking and transforms the way many schools are working.” ‘Sustainable development’ creates environmental leadership, contributing to marine conservation and economic development in the community. “We are currently working with a fishermen’s
association, which we helped to form to promote giant manta ray and marine eco-tourism. Having the fishermen lead these services allows them to generate an alternative income, but also to contribute to the marine conservation in their locality.” Kerstin adds: “We believe in the power everybody has to create change for oceans and marine environments. Oceans are our planet’s life support system. They provide most of the oxygen that we breathe, and are a food source for millions of people.”
IB advocate The DP instilled lifelong skills, which Kerstin says have helped her career, and encouraged a multidisciplinary approach to work. This has helped ensure Planeta Océano develops different actions to create real, long-lasting change. Her favourite element of the DP is critical thinking. “I’m a real advocate for the IB, it allows you to think completely differently,” says Kerstin. “Beyond schooling, it’s a tool that can help you later on in your career. “Critical thinking, as well as analytical and communication skills, and making sure your ideas are delivered in a way that people can understand, are tools I use all the time.”
Kerstin is championing youth-led environmental initiatives ibo.org
François Schaer/Rolex Awards for Enterprise
Just like an IB programme, Kerstin Forsberg’s approach to life is multidisciplinary. She studied the IB Diploma Programme (DP) at Newton College, in Lima, Peru, and was interested in pursuing lots of different things, such as theatre, music, the debate team, but most of all science. “Biology was my favourite subject,” explains Kerstin. “I looked forward to each class. The way that my teacher Dr Vivian Ash would explain the subject, made it so fascinating. I had so many good teachers.” Kerstin is now a biologist, marine conservationist and founder of Planeta Océano (Planet Ocean), a non-profit, award-winning organization that is focused on empowering people in marine conservation. “I didn’t know what I wanted to do after Newton College, but I had always been passionate about science, animals and nature ever since I was a very young girl,” she says. “My biology classes helped me realize that I was interested in the science behind everything.” During her last year of undergraduate study at National Agrarian University, in Lima, she conducted a research project on sea turtles, and reached out to local volunteers to help. In just one month, she had over 100 volunteers. The project then developed into a big community initiative. “This opened my eyes and made me realize that there are so many things that still need to be done, regarding oceans
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2019-07-26 16:32
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