IB World Oct 2017

October 2017 | Issue 75 ÂŁ6 US$12 Free to IB World Schools

www.ibo.org @IBWorldmag

The magazine of the International Baccalaureate

DO THE NUMBERS TELL THE WHOLE STORY? Big data could revolutionize learning, enhance teaching and improve diversity in schools.

But with the potential also comes risks

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IB World Schools from 18 countries feature in this issue of IB World.

Editor’s letter

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Welcome to the world of the IB

Welcome to the October 2017 issue of IB World, the official magazine of the International Baccalaureate

The programmes of the International Baccalaureate have a long-standing reputation for their academic and personal rigour, challenging students to excel in their studies an d 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, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex situations.

We now work with over 4,500 schools (both state and privately funded) that share our commitment to international education. More than one million students in 149 countries study our four programmes, which are designed to: • help students develop the attitudes and skills 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 2 IBWorld September 2016

The Primary Years Programme (PYP) For students aged three to 12 years, the Primary Years Programme focuses on the development of the whole child as an in quirer, both in the classroom and in the world outside.

The 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.

The 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.

The 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.

International Baccalaureate ® | Baccalaureate International ® | Bachillerato Internacional ®

Schools are on a datadriven mission to boost academic performance, spot trends and improve operations and access. They’re using big data to personalize the learning experience and prepare students for future employment. But, it comes with warnings as we discuss on p10.

Another way schools are working to remove barriers to learning is by introducing gender-neutral policies (p21). They refuse to accept gender as a social category. As a result, environments are more inclusive and gender stereotyping has been abolished. It’s dubbed as ‘radical’ by critics, but bias still exists in the classroom – a fact that has been established by researchers. If such action is not taken, the consequences could be deleterious.

We also highlight some of the other big barriers to education, and share how IB World Schools are working to overcome them (p28).

Sophie-Marie Odum, Editor IB World Editor Sophie-Marie Odum IB Editors Jenan Al-haddad, Freddie Oomkens Managing Editor Stephanie Wilkinson Production Editor Ilana Harris Designer Sandra Marques Picture Editor Dominique Campbell Contributors Mark Coughlin, Nigel Davies, Ali McQueen Senior Account Manager Steph Allister Account Director Justine Loehry Group Art Director Martin Tullett Group Production Manager Trevor Simpson Senior Editor Robert Jeffery

Editorial Director Simon Kanter Managing Director, Haymarket Network Andrew Taplin Reproduction Haymarket Pre-press Printed by Stephens & George Print Group, UK

Haymarket is certified by BSI to environmental standard ISO14001

Published on behalf of IB by Haymarket Network, Bridge House, 69 London Road, Twickenham, TW1 3SP, UK Tel +44 (0)208 267 5000 © International Baccalaureate 2017. 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 Haymarket Network 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 Haymarket Network or the International Baccalaureate. The advertisement of products and services does not imply endorsement by either Haymarket Network 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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Contents

Oc obe 2017

4 WHAT’S HAPPENING ACROSS THE IB WORLD Students are making their mark

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Cover: Federico Caputo/Alamy Stock Photo.

123RF; Simon Stanmore; John Robertson/Barcroft Media; Nerthuz/Alamy Stock Photo; Getty Images

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8 50TH ANNIVERSARY The IB is celebrating with educators and students around the world 10 COVER STORY BIG DATA The benefits and risks of using algorithms and analytics in education 17 STANDOUT PYP EXHIBITIONS Four ways students have creatively transformed their exhibitions 21 HE, SHE… HEN? We discuss if a gender-neutral policy is positive to a child’s development 26 THE SCIENCE OF LEARNING The latest findings in the world of research

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28 BIGGEST THREATS TO EDUCATION We explore the risks that could harm future learning opportunities 33 CASE STUDY One school’s IB authorization journey 34 OPINIONS IB educators share what it’s like to teach in different countries

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38 ALUMNUS IB graduate Avery Coffey tells of his ambitions to address educational inequality

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Tweet us @IBWorldmag with your comments. Follow us to find out how you can contribute, or get in touch if you have an idea for one of these regular features: ● What’s happening across the IB World Students making a difference in their communities.

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Any stories or features that are submitted are subject to editing.

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what’s happening across the IB world Artistic endeavours

“Magical experience” gives students a chance to develop new ways of communicating

Uxue Gantxegi had her hair cut and donated it to make wigs for children who have cancer

From compassion to action

Student cuts her hair to support children who have lost their own after cancer treatment

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xue Gantxegi, Middle Years Programme (MYP) student at Western International School of Shanghai (WISS), had witnessed first-hand how tough cancer treatments can be as some of her family members had been through it.

She discovered there’s a social stigma attached to hair loss, which can be a side-effect of therapy.

Periwinkle supports the local community

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She decided to cut her hair to show support for children who have lost theirs. “Not only does the sickness attack their body, but hair loss affects confidence and self-esteem,” says Uxue. “When I was younger, I was bullied because I thought differently and I know how segregated that made me feel, I didn’t want others to go through that.”

Uxue donated her hair to make children’s wigs. She also created an organization called Periwinkle with classmates Oceania Chee, Timea Heim and Sammi and Chloe Chan.

Periwinkle supports those affected by cancer in the local community through activities and various fundraisers. To date, the group has raised approximately 15,000 RMB (US$2,296).

The funds have been used to support a local woman who had to take time off work to care for her husband, who was undergoing cancer treatment.

The group also visits patients at a hospice.

“These students epitomize both the attributes of the IB Learner Profile and the WISS mission,” says Fiona Collins, former Deputy Principal of Secondary at WISS. “They are caring individuals who have identified a need, taken action and are working on communicating their ideas with our community for a series of events.They are the ‘brave, compassionate, internationally minded, global citizens with the skill and intellect to help shape the future’ that WISS strives to send out into the world.”

Primary Years Programme (PYP) students at Magic Years International School (MYIS), in Bangkok, are working with the Bangkok School for the Blind, offering students an opportunity to unleash their inner artists, as well as learn English.

MYIS alumna Ink Thanajaro, who is now at The Loomis Chaffee School, Connecticut, US, initiated the partnership, called ‘Art Beyond Vision’. She started the programme when she was teaching ceramics at the Bangkok School for the Blind in 2016.

Students will visit MYIS twice a month to learn art, music and collaboration skills.

MYIS Principal Dan Buck says: “All students will experience a variety of art-making processes, but working with pottery will be emphasized. We plan to link the artwork the students make with their unit of inquiry.”

The ages of the students from the Bangkok School for the Blind range from 6-20. “I was worried about this age difference, but our students had no problem being buddies with them,” adds Buck.

“It really was a magical experience. Everyone had a smile on their face. Our students are definitely risk-takers and have so many fun ideas for the future.”

Building a healthier community

Students worked together to take action for charity

CP students’ outdoor gym in a local park proves popular

Thinking outside the box

PYP students take innovative action to gather items that the homeless really need

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nwanted T-shirts, old dresses and scuffed shoes are the items most commonly donated to charity. But, what is needed the most by the homeless is clean underwear – something that is rarely donated.

This necessity has been addressed in Racine, Wisconsin, US, thanks to PYP students.

Ava Druhtenis, Madeline Vaile and Kadyn Barsch, from Jefferson Lighthouse Elementary School (pictured), collected clean socks and underwear for Racine Unified School District’s Families In Transition (FIT) programme and HALO (Homeless Assistance Leadership Organization).

They made flyers to request donations, which were displayed around the school and handed out at the PYP exhibition to students, parents

and the wider community.

Donation bins were placed around school and, within a few days, they were filled with new socks and underwear.

As part of the ‘Who We Are’ PYP unit of inquiry, students inquired into an issue that means something to them – deciding on the topic of homelessness.

“Students collaborated as a group and took action,”

says PYP Coordinator Colleen Strain.

Student Ava adds: “I have all the things I need and the homeless don’t have the things I have. Homeless people don’t have socks and underwear like we do.”

The students were caring, open-minded, reflective, communicators and risktakers, says Principal Heidi Williams. “When asking for underwear and socks, they were met with a few giggles but this didn’t deter them.”

Strain adds: “Students can now remember how they used the action cycle to make a difference and use it with new problems and challenges that come up in their lives.”

The exhibition and action will be used as an example for next year’s students.

“They will inspire others to learn more about what homeless people really need,” says Strain.

In a bid to promote health and wellbeing, IB Career-related Programme (CP) students at Atlantic High School, in Florida, have created an outdoor gym for their local community.

The Barwick Park Outdoor Gym project, created by Talia Vessal and Christelle Singh, is funded by Delray Beach City Hall and brings the community closer together.

Talia and Christelle say: “Last November, we partnered with Healthier Delray and Communal Greens to host ‘clean up the park day’, which brought together Atlantic High School students, as well as volunteers from Healthier Delray, college students, friends and local residents. We planted over 25 trees and helped to restore Barwick Park.

“Our partnership with Healthier Delray is successful, not only in the physical fitness aspect of health but also the mental factor of working out, which helps to de-stress and motivate our community. The ‘clean up the park day’ is just one of the many partnership events we hope to see at Barwick.”

The project wasn’t without its challenges. The students reached out to companies to sponsor their project, but received a few knockbacks. “We pushed forward, and we kept reaching out to people with a positive attitude until we succeeded.”

The mayor, city commissioners, sponsors, teachers, family and friends attended the opening ceremony, which was held in August. “Every day we see more people using it and the city is receiving positive feedback,” say Talia and Christelle.

Barwick Park Outdoor Gym

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what’s happening across the IB world Student makes a big impact Service advocate worked hard to improve his local area Although Kory Wells just graduated from Annapolis High, in Maryland, US, he will be remembered for a long while.

The IB graduate was president of the school’s National Honor Society (NHS) and made a huge impact on his community. He collected food to provide lunches for a homeless shelter; participated in the Relay for Life to raise funds for the American Cancer Society; and tutored younger students after school.

It was tough to balance the IB Diploma Programme (DP) with all these projects, as well as a parttime job, but Kory wouldn’t have had it any other way.

“I wanted to challenge myself,” he says. “Being president allowed me to build upon my leadership skills while collaborating with a large diverse group, the school and local communities. I could also advocate and educate my peers on the importance of service, and help build a better school and community.”

Working with the American Cancer Society is particularly memorable for Kory, who lost his grandmother to the disease last year. He was team captain for the Relay for Life walkathon in June 2016, and was able to honour his grandmother and others.

Kory attends Norfolk State University, majoring in biology with a minor in chemistry. He hopes to be an anaesthetist.

Jorge Viladoms’ foundation Kory Wells collected food has helped children in for a homeless shelter disadvantaged parts of the world to study music 6 IBWorld October 2017

“Music breaks down barriers, empowering children to follow their dreams”

Students in disadvantaged communities are given free singing and instrument lessons

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B alumnus Jorge Viladoms graduated from Puebla American School Foundation, in Mexico, in 2003, and it was the skills he acquired in the DP that motivated him to create a charitable foundation that provides access to music for children in disadvantaged parts of the world.

Viladoms is now a worldrenowned professional musician and piano teacher at the Lausanne Conservatory for Music. He established his foundation, Crescendo con la Música, in 2012, and has so far helped 500 children with their musical training.

The Foundation is active in Mexico, Switzerland and Kenya. In Mexico, it has provided 100 musical instruments to more than 360 children in one of the poorest Jorge Viladoms is helping to create the next generation of classical music artists

neighbourhoods in Guadalajara. The study of classical music has now been made compulsory in many local schools. All students have music lessons, singing and instrument lessons, and orchestra and choir practice.

And students have won competitions over the years.

“A few children dream of becoming professional musicians so we gave them instruments of their own and

support them throughout their studies,” says Viladoms.

“Studying classical music and learning to play an instrument help to develop enthusiasm, passion, imagination, freedom of speech, as well as an ability to concentrate, a sense of organization, perseverance, an analytical mind and body control,” he adds.

“Music allows children to become aware of themselves by providing the opportunity to see their future in a different way, especially where poverty limits their opportunities.

“It also helps to break the invisible – but sometimes impenetrable – social barriers, empowering children to follow their dreams. Studying music develops the ability to learn, to socialize and to feel unique emotions.”

Inspiring the next generation

DP students work with younger students to help them develop confidence and academic skills

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Project Rainbow gives to others CAS project ensures children receive a present on Children’s Day On 9 September, every year, it’s Children’s Day in Costa Rica. It aims to raise awareness about the importance of respecting and ensuring the rights of people under 18 years old.

It is traditional for children to receive a present from their parents on this nationally celebrated day. However, not all families can afford basic needs such as food and clothes, let alone a gift.

To help, DP students at Liceo de Puriscal, in San José, created Project Rainbow (Proyecto Arcoiris) for their creativity, activity and service (CAS) project. Since 2015, the students have worked with various communities to supply food, presents, clothes and school supplies.

“Recently we went to Polka, a very small town, situated in a rural area whose inhabitants are mostly farmers,” says DP Coordinator Sally Sánchez.

“After some research, we decided to benefit two low-income families from the community; we got donations of food, clothes and shoes for six members in each family.”

Liceo de Puriscal students also host a Children’s Day party for more than 50 children, offering piñatas, music, sweets and games. Prior to the event, they organize activities to raise funds.

“Our students have the chance to develop their teamwork skills and solidarity to the fullest; they do all the planning and coordination together, and make the best decisions in regards to what to do and how to best help the children and low-income families,” says Sánchez. “We get to see their concern for global issues such as poverty, and they value the ethical implications of their actions during every stage of the process.”

very week, after school, DP students at Oakmont High School, in Roseville, California, US, become English and mathematics teachers as they tutor and mentor younger students at a nearby candidate school.

As part of Oakmont’s Visiting Vikings programme, DP students help Sargeant Elementary School students with their academic studies.

The results have been positive, according to Sargeant Elementary Principal Rachael Peck.

“Students are more engaged with reading now.

They are excited about

reading and have more confidence,” she says.

The Viking Visitors programme started two years ago at local school Crestmont Elementary, and was awarded the Placer County Youth Commission Award for Community Impact in its first year.

Last year, the Vikings expanded to Sargeant Elementary. DP student Claire Jordan worked with Peck to coordinate weekly sessions that would benefit the young students.

“We focused on reinforcing concepts that they are taught in class, explaining certain ideas and responding to any

questions that they have,” says Claire. “Helping students develop confidence in their academic abilities is a fundamental and rewarding aspect of our programme. We encourage students to do their best, by asking and answering questions. Our goal is to develop curiosity that will translate in to the classroom, where the students will recognize and be fully engaged with the material.”

The partnership will continue in the upcoming school year. “We look forward to any future collaborative projects with nearby schools and spending more time with their students,” adds Claire.

An Oakmont Viking helps a student with her reading skills

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50th anniversary IB students will work together to change the world

Teacher voices are shaping the future Along with many other activities, the IB will be celebrating the work of the IB educator and the uniqueness of the IB Educator Network (IBEN)

IB campaign will give students a wide platform to share solutions to global issues

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what I observed was incredible. There is no s part of the IB’s 50th anniversary lack of appetite to share their ideas, and the in 2018, the organization is Generation IB Campaign aims to work celebrating and highlighting how with IB students across the world to give IB students address global challenges and them a platform to share their ideas. work hard to make a difference in their “The ideas that IB Diploma (DP) and local communities.

Career-related Programme (CP) students Generation IB is a worldwide campaign, which invites students to collaborate across were coming up with were fantastic. We schools and programmes to solve a number decided to open up this opportunity to all IB students at every programme level. of global challenges that the world is Primary Years (PYP) facing. The campaign and Middle Years will take place during “The campaign will Programme (MYP) September 2018 and show that IB students students have got will be shaped by are collaborative, caring just as much to different global contribute.” themes. The content and internationally She adds: “The generated will be minded” Generation IB featured on the IB’s Campaign will show that IB students 50th anniversary website, which will be are collaborative, caring and truly launched later this year. Social media internationally minded. In classrooms platforms will also be used to amplify all around the world, they are dealing this activity. with, and looking at solutions to global The campaign reflects the IB’s mission issues, but they also have a very to develop students who will change the international approach. This is the kind world for the better, and aims to of mindset that we need to instill in the demonstrate that this generation of next generation of graduates.” students take a truly internationally In addition, the campaign will also minded approach to the issues we face. celebrate what IB graduates have achieved Suzy Giles, IB Head of Global over the years. “The work of our alumni Communications and Branding, explains: demonstrates how passionate IB students “We know that students already come are about global issues and playing a part together at the annual Student World in changing the world, and all of this starts Conferences. I recently attended the in the IB classroom,” says Giles.

London conference at King’s College and 8 IBWorld October 2017

@gis_charter

Are you ready for a challenge?

Keep an eye on the IB’s dedicated 50th anniversary website (launching soon), and social media channels as the organization will be delivering a series of interviews with educators, the IBEN, alumni and current students throughout 2018 – the IB’s 50th anniversary year.

The content will demonstrate the innovation that is taking place in IB classrooms around the world.

IB teachers have the tools and flexibility to do more than just teach a course; they ignite passion and curiosity, and teach in a way that is best suited for them and their students.

They demonstrate attributes of the IB Learner Profile and help to nurture those attributes in students.

The IB supports a global network of teaching professionals, who not only work to co-create and develop the IB curriculums, but also develop, train and support fellow educators, in a highly effective and unique system of constant learning, development and sharing of new and best practice.

Suzy Giles, IB Head of Global Communications and Branding, says: “The IB was founded by educators – their innovation developed a truly international continuum of education for young people from age 3-19 years, with educational excellence at its core, recognized by universities globally, and a mission to develop compassionate human beings to create a better world.”

IB School Enhancement Services Curriculum Connections PYP Building Quality Curriculum IB Consultancy Services are delivered by IB experts dedicated to helping you meet your school’s unique needs and challenges.  Access new support and resources  Receive quality consultation and coaching  Promote a culture of continuous improvement in your school

Learn more at www.ibo.org/school-enhancement-services

At the end of the service, teachers feel empowered, they can sustain the processes they learn, and they can even deliver professional development to other members of your school community.

– Diego Zaragoza Tejas, School Enhancement Services provider and head of lower school, American School Foundation, Mexico City

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Big data

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very detail of your life – what you buy, where you go (and who with) – is being extracted from the internet, packaged and traded by data-mining companies. Big data analysis, or the mining of extremely large data sets to identify trends and patterns, is fast becoming standard practice in many sectors, including education.

Data is collected from the websites you browse, the things you buy, social media posts, customer-loyalty reward cards, and the music you listen to online. Your favourite brands use this information to better understand you and your spending habits so they can target market their products and services. Some people are concerned about the invasion of privacy, while others welcome this growing practice.

In fact, an increasing number of business models are built on big data. For example, music sharing platform Spotify and streaming service Netflix are successful because they use an invisible array of algorithms to recommend content that you may like.

As schools look to improve and personalize learning and teaching, many are taking a data-driven approach. Using algorithms – a sequence of instructions or a set of rules – schools can deepen their understanding of how their students are learning and provide the necessary support. Test and attainment scores can be fed into algorithms to help shape curriculums, improve teaching, differentiate class instruction and encourage educators to consider other methods of assessment. Big data can also help identify the reasons behind dropout rates and absenteeism in certain communities.

Around the world, higher learning institutions are relying on big data to enhance racial and economic diversity IBWorld 11

of their student population, as well as retention and graduation rates.

Such institutions have always gathered information about their students – from how many complete certain courses to how accurately a grade in one course predicts their success in other classes – but much of that information had, until now, been collected merely for accountability purposes and not much more.

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and education systems operate. In the future, Littlejohn predicts that most students will be learning more online, offering more opportunities for analytics and personalization.

“If all students had their own digital devices, and learn through those devices, there would be lots of opportunity for them to connect with teachers and other students around the world, and gather resources or Preparing students for employment contribute their knowledge online,” Allison Littlejohn, Professor of Learning says Littlejohn.

Technology and Academic Director of “All of that can be traced, and Digital Innovation at we’ll be able to view The Open University, the development BIG DATA OFFERS UK, says the possibilities that a student could A WAY TO HELP are endless if data is make. Teachers and STUDENTS HAVE used in the right way. parents can see LEARNING THAT IS “We can look at much more clearly TAILORED TO THEM trends, and take some of and how well a the data that’s coming student is from education and school systems, progressing. Schools will be able to and connect that with employment target the support that the student within countries. Depending on what the might need for their learning much future job opportunities might be, schools better, because everything becomes can then adapt the curriculum. more transparent.”

“At one level, that might seem scary and The IB sees the potential for big ‘Big Brother-like’, but we’re now in a data in education. Director General society where jobs and employment Dr Siva Kumari wants the IB to opportunities are continually changing. become underpinned by data, which is We need to be sure that students are a big part of the IB’s strategy 2.0. properly prepared so that when they do “Big data offers a way to help leave school, they’re able to aim for jobs students have learning that is tailored to that still exist, and later change careers, their needs,” says Dr Kumari. which they’re very likely to do throughout “The world of education is waking up to their lives,” she says. the technology, and we want to be that The Open University is using organization that distributes best practice. quantitative data to examine how schools We have a very vibrant community that spends a lot of time 654378309796528763486523845687625487638427563456785495 thinking about good 749987456256985569856327412358963485123784092654383097 23784092654383097 238456876254876384275634567854959587354242674998745628 teaching and we have 876254863842756345678549595873544567854959587987456256 589632485128537840926583097965287634865238456625487638 28537840926583097965287634865238456625487638 thousands of teachers 549595873542426749987456256985632741235896324851285378 285378 097965287634865238456876254876384275634567854959587354 around the world who are 562569856327412358963214851285378409654378309796528763 285378409654378309796528763 625487638427563456785495958732426749987456256985632741 invested in good teaching.

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735445678549595879874562569856327412358963248512853784 2853784 652876348652384566254876384275634567854959587354242674 “As part of strategy 2.0, 856327412358963248512853784092654378309796528763486523 2853784092654378309796528763486523 763842756345678549595873542426749987456256985632741235 we could quickly share 853784096543783097965287634865238456862548763842756345 324267499874562569856327412358963214851285378409265437 285378409265437 what’s working well in a 634865238456876254876384275634567854959587354242674998 certain type of school, 3274123NUMB321485128537840926796528763486522548763842 28537840926796528763486522548763842 Big data can make students 959587354242674998745625698563274123589632148563214851 and we can also build 853784092654378309796528763486523845687625487638427563 and teachers feel they are 873542426749987456256985569856327412358963485123784092 23784092 predictive systems. under constant surveillance 287634865238456876254876384275634567854959587354242674 238456456876254863842756345678549595873544567854959587 However, we should know

563274123589632485128537840926583097965287634865238456 756345678549595873542426749987456256985632741235896324 12 IBWorld October 2017

how to collect, use and create intelligence out of data sets for schools. It’s mostly a case of how can we become a great datarich organization that distributes back to the schools. All with the aim of creating a really good education for students.”

The dark side of data The potential for big data is immense – but so are the risks. Because algorithms are produced by people – who may have inherent biases – critics argue that algorithms can reflect these and harm learning.

Google’s Autocomplete feature (see picture on page 15), which aims to help users complete an internet search, is a simple example of how algorithms can produce a biased outcome and perpetuate stereotypes. However, it’s equally important to recognize that Google’s Autocomplete is based on what it learns from its users and popular searches.

Keith Morris; Stockimo/Alamy Stock Photo. Sources: The Atlantic; AnalyticsWeek

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20%

The increase in the graduation rate at Arizona State University, US, since it began using predictive-analytics programs nearly a decade ago

1.7 megabytes of new information will be created every second for every human being on the planet by 2020

2009

2020

Data production will be 44 times greater in 2020 than it was in 2009

Big data

being on the wrong side of an algorithmic decision can snowball in incredibly destructive ways.

Bettina Berendt, Professor of Artificial Intelligence at the University of Leuven Belgium, agrees. “On the one hand, big data is something that can be in favour of equity and can go against biases, stereotypes and discrimination. But at the same time it can make things worse.

“There is a normalization of surveillance going on that will ultimately weaken democratic learning and consciousness. That is extremely problematic and that is completely beside any scientific things about observing people in their learning behaviour, and that connects to the way big data is concretely being handled at the moment and the economics of big data.”

Berendt adds that big data and algorithms cause labelling which can negatively affect development. She says: “They create an atmosphere where students and teachers feel under surveillance, where they feel under pressure to perform all the time.

Traditionally, learning environments have a protected and safe nature. This absence of fear and competitive pressure, at least in phases, is really crucial for learning.”

She argues that systems that are built by big corporations, which could have an Multiple studies have found that alternative agenda, can influence data gender and racial biases operate in the outcomes, too. classroom, and carelessly trusting an Even though algorithms can be biased, algorithm can reinforce, rather than they may be less biased than teachers, says eliminate, discrimination.

Littlejohn. “Unconscious bias affects Cathy O’Neil, author of Weapons of teaching. By looking Math Destruction: How through the codes and big data increases ALGORITHMS CREATE understanding the inequality and threatens AN ATMOSPHERE underlying assumptions democracy, a book that WHERE STUDENTS FEEL behind them, you could tracks the effects of UNDER PRESSURE TO even argue that the computerized PERFORM ALL THE TIME biases and algorithms discrimination in are less problematic today’s society, says the than unconscious discriminatory and even bias and can be fixed.” predatory way in which algorithms are Involving students can counteract this, being used in everything from our says Dr Kumari. “Ideally, our algorithms school system to the criminal justice will be created for an IB student. It’s system is detrimental. crucial that when algorithms are created, She argues that the algorithms, particularly in an IB context, that we focus conjured from the whole universe of on the right things. My interest is in the data we constantly generate, are used deconstruction of the concept, how do against us. Her work highlights how IBWorld 13

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17/08/2017 11:50

2853784092654378309796528763486523845687625487638427563456785495958735424267499 7456256985569856327412358963485123784092654383097952876348652384568762548763842 5634567854959587354242674998745628652384564568762548638427563456785495958735445 7854959587987456256985632741235896324851285378409265830979652876348652384566254 7638427563456785495958735424267499874562569856327412358963248512853784092654378 0979652876348652384568762548763842756345678549595873542426749987456256985632741 3589632148512853784096543783097965287634865238456862548763842756345678549595873 4267499874562569856327412358963214851285378409265437830979652876348652384568762 4876384275634567854959587354242674998745625698563274123NUMB3214851285378409267 Big data 6528763486522548763842756345678549595873542426749987456256985632741235896321485 3214851209265437128537840926543783097965287634865238456876254876384275634567854 5958735424267499874562569855698563274123589634851237840926543830979528763486523 4568762548763842756345678549595873542426749987456286523845645687625486384275634 6785495958735445678549595879874562569856327412358963248512853784092658309796528 have other negative 6348652384566254876384275634567854959587354242674998745625698563274123589632485 2853784092654378309796528763486523845687625487638427563456785495958735424267499 The algorithms used in knock-on effects to 7456256985632741235896321485128537840965437830979652876348652384568625487638427 Google’s Autocomplete 6345678549595873242674998745625698563274123589632148512853784092654378309796528 learning as well as to 634865238456876254876384275634567854959587354242674998745625698563274123NUMB32 can reinforce bias 4851285378409267965287634865225487638427563456785495958735424267499874562569856 health and wellbeing.

2741235896321485632148512092654371285378409265437830979652876348652384568762548 6384275634567854959587354242674998745625698556985632741235896348512378409265438 So we have to find 0979528763486523845687625487638427563456785495958735424267499874562865238456456 7625486384275634567854959587354456785495958798745625698563274123589632485128537 ways to be able to help them subvert 4092658309796528763486523845662548763842756345678549595873542426749987456256985 3274123589632485128537840926543783097965287634865238456876254876384275634567854 the system. This kind of data can be 5958735424267499874562569856327412358963214851285378409654378309796528763486523 used to try to point the students 4568625487638427563456785495958732426749987456256985632741235896321485128537840 2654378309796528763486523845687625487638427563456785495958735424267499874562569 towards success.”

563274123NUMB32148512853784092679652876348652254876384275634567854959587354242 7499874562569856327412358963214856321485120926543712853784092654378309796528763 8652384568762548763842756345678549595873542426749987456256985569856327412358963 8512378409265438309795287634865238456876254876384275634567854959587354242674998 2378409265438309795287634865238456876254876384275634567854959587354242674998 4562865238456456876254863842756345678549595873544567854959587987456256985632741 It’s time to trust big data 3589632485128537840926583097965287634865238456625487638427563456785495958735424 Analysts agree that big data in 6749987456256985632741235896324851285378409265437830979652876348652384568762548 6384275634567854959587354242674998745625698563274123589632148512853784096543783 education is here to stay. “It’s a little 9796528763486523845686254876384275634567854959587324267499874562569856327412358 bit like the argument raised 20 years 6321485128537840926543783097965287634865238456876254876384275634567854959587354 42674998745625698563274123NUMB321485128537840926796528763486522548763842756345 ago of ‘should the internet be let into 7854959587354242674998745625698563274123589632148563214851209265437128537840926 4378309796528763486523845687625487638427563456785495958735424267499874562569855 schools?’,” says Berendt.

9856327412358963485123784092654383097952876348652384568762548763842756345678549 9587354242674998745628652384564568762548638427563456785495958735445678549595879 “Big data characterizes the world 7456256985632741235896324851285378409265830979652876348652384566254876384275634 6785495958735424267499874562569856327412358963248512853784092654378309796528763 into which these children will grow.

8652384568762548763842756345678549595873542426749987456256985632741235896321485 2853784096543783097965287634865238456862548763842756345678549595873242674998745 It will shape curriculums.” She adds 2569856327412358963214851285378409265437830979652876348652384568762548763842756 that it’s now time to help students 4567854959587354242674998745625698563274123321485128537840926796528763486522548 6384275634567854959587354242674998745625698563274123589632148563214851209265437 2853784092654378309796528763486523845687625487638427563456785495958735424267499 understand big data.

7456256985569856327412358963485123784092654383097952876348652384568762548763842 “Why not encourage children to 5634567854959587354242674998745628652384564568762548638427563456785495958735445 7854959587987456256985632741235896324851285378409265830979652876348652384566254 build a weather station with which 7638427563456785495958735424267499874562569856327412358963248512853784092654378 0979652876348652384568762548763842756345678549595873542426749987456256985632741 they collect big data about their 3589632148512853784096543783097965287634865238456862548763842756345678549595873 4267499874562569856327412358963214851285378409265437830979652876348652384568762 school garden, for example.

4876384275634567854959587354242674998745625698563274123NUMB3214851285378409267 Educators can analyse the data with 6528763486522548763842756345678549595873542426749987456256985632741235896321485 3214851209265437128537840926543783097965287634865238456876254876384275634567854 them, helping them change their Big data also creates some significant we build learning and scaffolding for a ethical dilemmas. Among the key student. For instance, how do we assess concerns are: where children’s data is the student’s prior understanding needed stored, who can access it and how much to master new learning and help them freedom of choice students will have about move forward to new mastery.”

Littlejohn adds that the right expertise is their learning. For example, the Open University uses predictive modelling to essential when creating algorithms: “The predict whether or not a student is going success of the algorithm depends on how to pass their next assessment. All well coders, teachers and people students are asked for who really understand permission, but to be learning work together.

IF WE’RE HAPPY WITH effective the system It’s also very difficult to GOOGLE  AND OTHER needs as many people as actually gather the data WEBSITES  USING OUR possible involved. “The that you need to come to DATA, THEN WHY NOT fewer people you have the conclusions that you SCHOOL SYSTEMS, TOO? contributing, the less want to reach. accurate your model is “For example, we going to be,” explains Littlejohn. already know that assessment – the way “There’s an ethical dilemma about that we traditionally assess through people who don’t supply their data; should a test or an exam – is only really an approximation of the learning. So if you’re they still benefit from the system or not?

Secondly, once we know that someone is testing a subject like physics, for example, highly likely not to pass their next and you give a student a calculation to do, you’re only testing part of their knowledge, assessment, what do we do about it? Do we tell them, and if we do, how do we tell you’re not testing the totality of their ability to be able to work as a physicist. It’s them because we can’t simply say ‘our system is telling us you are going to fail’. the same with the data. A lot of what we Once students know, there is a risk that measure and analyse is an approximation they’ll become demotivated, which can of what people’s actual ability is.”

growing methods, etc, in response to the insights they get from this big data.

Such projects do not require students to spy on other people, but they will help students learn to understand and question the uses and abuses of big data.”

Littlejohn believes that organizations are likely to combine different types of data in future to provide radical new ways of viewing education data. She says it’s time for the education sector to trust big data as we offer our information to companies in many other aspects of our lives without hesitation.

“Do you think it’s scary that Google – or any website – has your data and knows where you are, what you’re doing and so on? If we’re quite happy with Google using our information, why aren’t we happy with school systems using our data, too?”

Dr Kumari encourages IB educators to embrace the changes. “It’s important for us as an international education organization to engage in the conversation and embrace this inevitability as it’s happening in our everyday life already,” she says. “It’s definitely a technological advantage that we should all shape for newer ways of teaching and better learning.”

IBWorld 15

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Project ideas

Some schools are moving away from this type of traditional display for PYP exhibitions

Times have changed. Students have revamped the end-of-year project and created school-wide events that inspire the community

I

IBWorld 17

Hero Images Inc./Alamy Stock Photo

DOES YOUR N O I T I B I H X PYP E ?

T U O D N A T S Y L REAL

t’s the end of a long but rewarding school year, and students have developed as inquirers and enjoyed learning new things, but how do you ensure that passion shows through in the Primary Years Programme (PYP) exhibition? Think outside the box and let students’ imagination and creativity run wild, say IB teachers.

The PYP exhibition is an in-depth, collaborative project as students inquire into real-life issues. But reading from a PowerPoint presentation or a poster board can fail to express the excitement of the inquiry. Educators share how they have transformed the PYP exhibition, turning it into an event that the school community will remember for years to come.

MAKE IT AN ‘EXPERIENCE’ Jordan Rose, Head of Primary and PYP Coordinator, Zhuhai International School (ZIS), China, and William Applebaum, PYP Teacher, International School of Ho Chi Minh City, Vietnam (previously at ZIS) We challenged students to think about their presentations as an experience that involved the audience – an experience that would allow visitors to interact with the exhibitors and receive information in unique and creative ways.

To encourage creativity, we stripped student work, posters and decorations from the classroom walls. Students had to think of their classroom as a blank canvas on which they would be designing their exhibition inquiry, and eventually their presentation.

As the inquiries took shape, and the students began their research process, each group carved out a section of the classroom to work in, which later became the space where they built their presentation experiences.

Students were given room to create. Desks, shelves and computers were relocated to the hallway as students reshaped their classroom.

Instead of worrying about how to fill up our poster boards, we were solving creative challenges such as

how we could turn a corner of a room into a dinosaur cave or a movie theatre.

When the time came, visitors were fully immersed in the experience, creating an atmosphere where students enjoyed teaching and learning.

For example, the ‘transportation/tech group’ inquired into the causes and effects cars, boats and devices have on the environment. They created a pollution cruise where they took passengers on an imaginary ride to the great Pacific plastic garbage patch, and initiated discussions with visitors.

Ruth White, PYP Teacher, Kingswood College, Australia Last year, we made the decision to use a digital exhibition journal, rather than photocopies or a scrapbook. This was to enhance collaboration between students, mentors, teachers and parents and to emphasize the importance of the process over the product. We chose to use Google Slides to help students keep

18 IBWorld October 2017

a journal of their planning, to draft work, sketches, photographs and videos.

The documents were shared by students; within their exhibition group members, mentors and their families.

They were able to give feedback and seek clarification by using the ‘comments feature’ on Google Slides.

This was our first exhibition so the

flexibility Google Slides offered students and staff was exceptional, as it allowed things to be added or deleted as required.

Using these journals also encouraged students to approach and respond using multimodal content, enriching the learning experience. This allowed for greater differentiations and supported students across a range of learning styles. We will definitely use it for our next exhibition.

Marilyn V, Picsfive/123RF

DITCH THE PEN AND PAPER

Project ideas

TRANSFORM THE SCHOOL HALL INTO A MUSEUM Michael Jarvis Lucchesi, PYP Teacher , Chatsworth International School, Singapore From the outset, we planned our exhibition to be an inquiry into curation and presentation. We wanted students to take ownership of the space and have total autonomy.

Students were not chained to booths or divided up around a hall. Instead, having visited museums and galleries, they collaboratively organized the school hall and three classrooms into spaces based on these places.

We had The Welcome Room – students handed out audio guides, recorded in the languages spoken at our school, and maps, and explained to visitors how they could navigate through the different rooms; The Process Room – where students took turns describing the inquiry cycle, Approaches to Teaching and Learning (ATL) and

essential elements leading up to the exhibition; The Gallery – filled with animations, installations, paintings, sculptures and models; The Cinema – a space for students who had made films, with Q&As after each screening; and The Action Room for students who created and performed a play.

We wanted students to see themselves as communicators who could use all their skills to create an artefact that could help them develop different conversations with each visitor.

Students became artists, filmmakers, musicians and creatives. There were no poster boards filled with text and students did not recite from scripts.

They learned how to plan spaces, curate art and present their understanding using technology.

TEAM UP WITH MYP STUDENTS Kadri Tomson, MYP Coordinator, International School of Estonia, Estonia In preparation for their PYP exhibition, students took part in the Middle Years Programme (MYP) personal projects showcase, which just like the exhibition provides students with an opportunity to investigate a topic of interest, produce a creative piece of work and reflect on the development process.

But it wasn’t an ordinary showcase.

We wanted to move away from outdated slideshow presentations, and propose a student-centred, personal exhibition, so decided to create a human library. MYP students became ‘books’ on their topics, and PYP students became ‘readers’, listening to their stories.

‘Books’ shared the projects they had developed, along with their learning journeys to show their knowledge.

As the school librarian, I also worked with PYP students during their exhibition. The stories helped PYP students refine their oral presentation skills. Although students still used slideshows, they did not read from them, verbatim.

They only shared pictures and keywords, while giving a speech.

Member of

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Gender-neutral schools

G

A gender-neutral policy eliminates stereotyping and increases understanding of the LGBTQI community, but some researchers argue that it can do more harm than good Words Sophie-Marie Odum

Going against social norms

Swedish educators are very careful not to emphasize differences in gender, creating an environment where children feel like they can engage in whatever activities they want to, irrespective of their sex.

The approach is in response to the 1998 amendment to Sweden’s Education Act, which stipulated that all schools must work against gender stereotyping.

But some of the methods used to achieve gender neutrality have been regarded as somewhat radical. Teachers and students do not use gendered pronouns, replacing them with neutral terms: ‘hen’, ‘people’, ‘kids’, ‘humans’ and ‘friends’. Gendered language contributes to biases and causes stereotypical views, a 2015 study found.

Teachers are careful not to share stories and songs that reinforce traditional gender roles, and change narratives to make them more inclusive, explains Lotta Rajalin, head of the five five preschools.

“We are not trying to change the children. We want to change ourselves,” she says. “If teachers are sharing IBWorld 21

Illustration: Chris Barker

HE, SHE… HEN?

ood morning, boys and girls,” might seem like a harmless way to greet students, but it uses gender to ‘pointlessly’ label and sort students, leading to increased gender stereotyping, according to some academics. And they believe it is time for educators to grasp the issue.

Teacher attitudes and behaviours towards gender are contributing to children’s early reliance on gender as a social category. Yet many educators are unaware of their unconscious bias towards gender, which, if left unchecked, can create disparities between boys and girls.

By the time children first first start school, many have deep-seated gendered beliefs, which are (unconsciously) reinforced by educators, parents and the media. Five state preschools in Sweden are among pioneering institutions counteracting this by operating gender-neutral policies.

Their curriculum states that the same opportunities and rights must equally be given to both boys and girls.

stories that always show men in a certain way and women in another, children will believe that. We show them different ways of life, of building a family and ways of feeling.

“We don’t have traditional expectations on children. So if a boy wants to be calm, sitting, reading, not playing football or running around, we let him be that way.

And if a girl is wild and wants to climb trees, she can be that way.”

Emotional intelligence plays a big part of the curriculum. All children are taught to understand and honour their feelings.

It was a massive shift for Rajalin and her team. At the start of the process, 20 years ago, she filmed teachers to see how they treated students. Even though the teachers were motivated, they were unintentionally treating boys and girls differently.

John Robertson/Barcroft Media; Keith Morris/Alamy Stock Photo

Child development

The schools have received mixed reactions – many have praised Rajalin’s efforts but she has also received threats. However, the approach has made a positive impact.

“Our students choose their activities out of their own interests, and not out of their gender. Friendship groups are more mixed and students are more accepting of differences, and understand that it is okay to be different,” says Rajalin.

Research supports this. Early preschool environments and gender: Effects of gender pedagogy in Sweden, from the Journal of Experimental Child Psychology (2017), found that a greater proportion of children in the gender-neutral preschools were interested in playing with unfamiliar other-gender children and scored lower on gender stereotyping tests, compared with those in typical preschools.

But the children’s tendency to spontaneously notice gender was not affected. Researcher Ben Kenward says: “Rather than trying to give the impression that boys and girls don’t exist as separate categories, it’s more important to not give children reasons to believe that these categories have functional importance. It’s one thing that there are boys and girls, but it’s another thing that boys do ‘this’ and girls do ‘that’.”

Kenward says gender-neutral schooling is positive for a child’s development: “If you don’t have typical ideas of what is gender appropriate, you don’t restrict your own behaviour quite so much, and that 22 IBWorld October 2017

Gender-neutral schools

British child Max Price has had a gender neutral upbringing and enjoys playing with cars and dolls

with a genetic condition called congenital encourages more varied experiences, which adrenal hyperplaisia, who are exposed to would be beneficial to development.” higher than usual levels of testosterone The results are similar for older children. in the womb. So when they are born, they Six- to 11-year-olds in gender-salient are more male-typical in their interests classrooms showed higher levels of gender and behaviours.” stereotyping, according to a separate study Gender-neutral policies can confuse

by Rebecca Bigler, Professor of Psychology children, especially when gendered and Women’s and Gender Studies at the pronouns are replaced, believes Soh. University of Texas at Austin.

“It gives children too much information Bigler says: “Children pay attention to that they don’t need to be thinking gender only because adults so often label about so soon. So long as children are and sort people by gender. Gender-neutral free to behave as they please, that is schooling is a step in the right direction.

There is no evidence that children would be what matters.” harmed if their world were not gendered.

However, children will still need to Making students feel comfortable understand sexism to not develop biased The gender-neutral movement is growing. attitudes. Teachers and parents shouldn’t A school in Alaska, US, adopted ‘purple become gender blind and gender mute. penguins’ as a gender-neutral term in an They need to discuss attempt to be gender sexism and gender inclusive, while in the “CHILDREN PAY discrimination UK, hundreds of state ATTENTION TO GENDER with children.” schools scrapped ONLY BECAUSE ADULTS gendered uniform rules.

OFTEN LABEL AND SORT Girls are allowed to wear A question of biology PEOPLE BY GENDER” trousers and boys skirts, Equality between sexes recognizing the rights of is always a hot topic as students who feel they might not fit into the activists and organizations fight for equal opportunities for men and women. But the binary genders. The move is part of a UK government-funded drive to support idea that we have to eliminate gender to LGBTQI (lesbian, gay, bisexual, trans, achieve equality is wrong, says Debra Soh, queer/questioning and intersex) students. a science journalist and neuroscientist.

This is a step towards inclusion and While Soh agrees that gender-neutral helping students feel supported, respected policies work to remove barriers and and accepted, says recent IB graduate Jon encourage children to be what they want, Covert from Florida, US. Jon identifies as she argues that it’s “dangerous” to deny non-binary and gay. the science as there is a huge body of “I think gender-neutral policies are research which shows that gender is very important. They help reduce gender associated with biology. “This sentiment that gender is something that is entirely learned and there is no biology behind it is factually incorrect. Children for the most part have stereotypical interests in terms of the biological sexes,” she says.

“There have been studies that have shown that gender preferences are very much innate,” she adds. “Teachers can help a child in terms of how much they accept what they are interested in, but you can’t override what they would naturally gravitate towards.

“Children’s preferences are connected with the prenatal environment that they were exposed to in the womb. Exposure Children playing to higher levels of testosterone in-utero is football together, associated with more male typical interests whatever their gender as we see in boys. We also see this in girls IBWorld 23

Gender-neutral schools

École Mondiale World School in India held an assembly to raise awareness of Hijras

WORD FROM THE IB Jayne Pletser, Curriculum Manager for Inclusive Education We welcome this article and suggest that it be used to promote awareness of gender bias and provoke reflection, research and discussion on the practices of sexism and gender discrimination. This will ensure equal learning opportunities, as well as the protection of human rights for all students.

To safeguard wellbeing and promote learning, the IB supports the creation of affirmative, responsive environments that foster a sense of belonging, safety and selfworth to ensure cognitive, and social and emotional development for all students.

While some IB World Schools will be able to take a stand – as demonstrated in the article – it will remain challenging for some schools due to their location and cultural contexts. To safeguard their students, school communities should be knowledgeable on global legislation and practices and where these may differ from in-school policies and practices.

All members of the school community should be involved in discussions, decisions and eventual training. Any initiatives taken in this area should be well communicated to the whole school community.

Giving a voice to and listening to all students will ensure that their input and insights contribute to whole school development and enrich the school community.

24 IBWorld October 2017

discrimination in a school. In terms of the LGBTQI community, it is very helpful to have a gender-neutral policy so that the school is not imposing any heteronormative and cis-normative ideas upon anyone and making LGBTQI students feel out of place, especially non-binary and trans students.”

Although Jon’s school did not have a gender-neutral policy, Jon says an IB education made school enjoyable as friends and teachers were accepting and openminded. “My IB peers and my IB teachers were always the most supportive people that I had in the school.”

But a gender-neutral policy would have made Jon feel safer to be more open outside the “IB bubble”.

IB World Schools take a stand

The IB aims to develop inquiring, knowledgeable and caring young people, who help create a better and more peaceful world through intercultural understanding and respect. But in many parts of the world there is little understanding of the LGBTQI community. In India, for example, the Hijra (transgender) community has no access to education or employment opportunities.

MYP students at École Mondiale World School in India took a stand and organized a school-wide assembly called Unheard Voices to educate the community.

Many of the national schools probably wouldn’t have been as keen to explore the topic, says MYP History Teacher Radha Trivady.

“Acceptance in India is a long way ahead.

We need to accept everyone for who they are,” says Trivady.

“I hope India will one day have genderneutral schooling but it seems a very long way away. However, if more schools raise awareness, then we have more children who realize the need to create a change. It is a good way to go forward.”

Many IB teachers operate a genderneutral classroom to ensure equal learning opportunities. Nikka Hugo-Yap, IB Educator at The Beacon School in the Philippines, says: “It is no longer a time when children are judged to have certain traits and abilities based on whether they have one set of body parts versus another.

“In my classroom, students do not feel that they have boundaries prohibiting them from playing with certain toys, putting on costumes, participating in sports, or performing in school shows. Opportunities are laid out for all, and they are empowered to choose what they want to try.”

While a policy is a huge leap towards a goal of equality, acceptance and gender neutrality, it is not enough to change stereotypes. It requires input from parents, too, says Hugo-Yap.

A long way to go

Gender-neutral policies can be futile if children receive different messages at home, and in many parts of the world cultural norms and religious beliefs insist that boys and girls behave differently. Researchers stress that it is most important for children to recognize that their gender needn’t be a barrier to success.

The world is changing. An increasing number of children are identifying themselves as transgender, non-binary or gender fluid. If teachers’ expectations don’t evolve too, millions of students are at risk of feeling socially excluded.

“If more schools were to become gender neutral, there would be many more accepting people, and more people feeling open about identifying outside the gender binary system,” says IB graduate Jon. Gender-neutral schools are all about democracy and humanity, adds Rajalin.

“Democracy is something we have to work with every day in life. To remain open to new and different people is a good future skill because the world is changing very fast and it’s essential that we are prepared.”

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Rosemary for revision Ancient Greek students who wore garlands of rosemary in exams were on to something. New research by Northumbria University, UK, confirms that the smell of rosemary can help enhance memory.

Students working in a room with the aroma of rosemary oil achieved 5-7 per cent better results in memory tests.

Although the sample was small, these results are consistent with studies on adults, according to Dr Mark Moss, Head of the Department of Psychology at the university.

The human sense of smell is highly

The science of learning IB World magazine brings you a round-up of new research in education

26 IBWorld October 2017

sensitive and sends messages to the brain, setting off reactions and responses, says Moss. There are neurotransmitters in the brain associated with memory, which can be affected by scents.

One of the compounds in rosemary oil is 1,8-cineole. It acts in the same way as medicines prescribed to treat dementia, causing an increase in a neurotransmitter called acetylcholine. Through inhalation, small molecules can pass into the bloodstream and into the brain.

However, some students did not respond at all, suggesting more research is needed.

Stereotypes about ‘brilliance’ affect girls’ interests from age six We know that gender stereotypes are rife in many sectors, but a study has found that girls have gendered beliefs about their intelligence from as early as six years old.

In the study Gender stereotypes about intellectual ability emerge early and influence children’s interests, researchers from New York University, Princeton University and University of Illinois, studied 400 children, half of whom were girls.

In the first experiment, 96 children (aged five to seven) heard a story about a person who was “really, really smart” and were then asked to guess which of four adults (two men, two women) was the story’s protagonist. Boys and girls aged five viewed their own genders positively, while girls aged six and seven were significantly less likely to select a woman. Subsequent tests also found that girls in the same age group were more likely to avoid activities described as for “children who are really, really smart”.

Sarah Eddy from Florida International University, says: “We have to be more deliberate about presenting examples of brilliant women to girls and boys as young as five to help them avoid developing this association.”

“Our society tends to associate brilliance with men more than with women, and this notion pushes women away from jobs that are perceived to require brilliance,” adds Lin Bian, Lead Researcher at the University of Illinois. But researchers caution that more work is needed to investigate how broadly these results apply.

Research

Get students moving in mathematics classes Put away the calculators, learning that engages the body may help children improve at mathematics, according to the University of Copenhagen’s Department of Nutrition, Exercise and Sports.

Over six weeks, researchers studied the effect of various types of mathematics instruction for 165 first grade students in Copenhagen.

One group used their bodies to engage in learning activities – students made shapes and numbers

Prawny, Gemenacom, Avix, Oksun70, CTR photos, Joanna Wnuk, Anya Berkut/123RF

Career-related study does lead to university Studies examining the effectiveness of career and technical education (CTE) in secondary school often reach inconclusive findings on the question of whether CTE promotes career-oriented skills without any detriment to students’ academic achievement.

However, a new study from the IB, Career-related Programme graduates in higher education, found that 81 per cent of IB Career-related Programme (CP) graduates enrolled in university at some point after secondary school.

Of those, 79 per cent chose four-year institutions over traditional two-year colleges. CP students who immediately enrolled in four-year institutions did so at higher rates than US secondary school graduates in 2014 (59.6 per cent compared to 43.7 per cent).

The study researched the patterns of higher education enrollment, destinations and persistence of all CP graduates from secondary schools in the US between 2013 and 2015. It found CP students also tend to major in high-earning, careeroriented fields such as: engineering, business and health sciences.

The CP combines the rigour of the IB Diploma Programme (DP) with the practical learning of CTE.

with their bodies. Another group was sedentary, but used fine motor skills, such as doing arithmetic with LEGO bricks. The third group used traditional pencils, paper and rulers.

Group one’s performance improved by 7.6 per cent with nearly four more correct responses than the baseline performance, and twice as much improvement as the fine motor skills group. However, differentiated instruction is also crucial, say researchers.

What’s the best way to teach international mindedness? Be a role model IB teachers play a significant role in fostering students’ international mindedness through their choice of resources and examples.

According to a study by the IB, entitled: The international-mindedness journey: School practices for developing and assessing international mindedness across the IB continuum: “Seeing first-hand what it is like to be internationally minded, as modelled by teachers and peers, gave the kind of personal experience necessary to promote a powerful sense of international mindedness.”

The IB suggests some behaviours that are regarded as important in teacher role models: share your own experiences and viewpoints with students; use examples from real life to illustrate points and artefacts, and quotes or pictures to bring the subject to life and to reflect your own interests; be prepared to respond to students’ questions and discuss controversial issues; challenge disrespectful behaviour; and build relationships with all staff, including cleaning, catering and support workers.

IBWorld 27

5

biggest threats to education

Poverty is one of the biggest barriers to education around the world, but there are other hidden threats negatively impacting academic, social and emotional learning.

IB World investigates

A

s educators, you want to do all you can to develop students who are inquiring, knowledgeable and caring young people. After all, quality education should be the right of every child.

However, in reality, education is affected by circumstances such as gender, location, conflict and socio-economic status in many parts of the world. These barriers exclude 61 million primary school age children from school. But, even for children that do enter the classroom, there are unexpected factors that threaten education.

Common practices in many educational traditions, such as setting regular homework, are now being questioned for their effectiveness, and for the potential harm they could do to students. Advances in technology, and access to social media platforms such as Facebook, are also transforming how students learn, and perhaps more importantly, how they present themselves. Posting the ‘wrong’ thing could affect a young person for the rest of their lives.

As these threats emerge, IB World Schools explain how they are taking action…

28 IBWorld October 2017

Inequality In poverty-stricken countries, education is hugely under-resourced. Niger, Rwanda and Central African Republic are among 11 countries not expected to achieve universal primary education until 2100 – well behind the 2030 deadline set by the Sustainable Development Goals (SDG).

But even in the wealthier parts of the world, students’ economic backgrounds often determine the quality of the education they receive. The divide between rich and poor is evident.

However, some countries are working hard to close the gap. In Japan, all students are given an equal chance of success, according to an Organization for Economic Co-operation and Development (OECD) study. Teachers and schools are wellfunded, even in low-income areas.

Similarly, many state schools in economically challenged areas are providing students with an IB education.

For example, candidate school Cultural Arts Academy Charter School (CAACS) in Brownsville, Brooklyn, adopted the Primary Years Programme (PYP). The school is in an area with increased violent crime levels, drug and alcohol abuse, and limited success with helping students access higher education.

“CAACS has always been a strong advocate for a vast and diverse arts and extracurricular programme, and adopts a college readiness culture, so the PYP was a perfect fit,” says PYP Coordinator David Mercaldo.

“Students are more enthusiastic about learning, and are gaining much deeper understanding of topics,” he adds.

“Attitudes have changed dramatically.

The IB Learner Profile is reinforced daily.

There is a sense of family in our school.

Curiosity and inquiry are constantly praised, and independence and confidence are celebrated.”

For the 2017 PYP exhibition – which

“I’d be lying if I say I don’t have prejudices, but I do not pass judgement. I encourage students to set their own goals, and I ensure that they are all treated fairly”

Lessons to learn Uganda is one of the countries not expected to meet the SDG’s 2030 deadline

Julian Claxton/Alamy Stock Photo

had the transdisciplinary theme ‘Sharing the Planet’ and central idea ‘Poverty provokes a call to action’ – students decided to improve their local area, which they discovered has the lowest life expectancy in New York City.

They raised awareness by collecting food for the homeless and delivering presentations to the local community.

Since adopting the PYP, student performance has improved, and the school plans to adopt other IB programmes.

Unconscious bias We all have biases – a fact that has been well established through research by Harvard University and others. Biases, which reside in our unconscious behaviour, are influenced by our background, cultural environment and personal experiences.

They contribute to the way we judge and

assess people and situations. And they can affect the way we operate in the classroom.

In the US, for example, there is growing evidence that unconscious racial bias affects black students from an early age. In particular, black boys are nearly four times more likely to be suspended than their white peers, according to Yale University.

Lead researcher Walter Gilliam found that teachers spend more time focused on these students, expecting bad behaviour.

Unconscious bias can also partly explain why there is a disproportionately smaller number of girls taking STEM-related subjects in higher education, and entering the employment field.

But while we can be aware of our biases, it can be difficult to control whether they affect our behaviour. Aprajita Ralli, MYP History Teacher at Pathways School Noida, India, explains how she ensures her biases do not get in the way of teaching:

“I’d be lying if I say I don’t have prejudices and preconceived notions,” she says. “My background is in the army, so I have little tolerance for tardiness, and I only recently realized that I measure others’ output by my productivity. But I do not pass judgemental statements on children and their work.

“I am a stickler for time and consistency, so sometimes I can get impatient. To ensure this does not affect my interactions with students, I encourage them to set their own goals rather than setting my expectations of them. I ensure that they are all treated fairly.

“Being a social science group, we talk a lot about acceptance, fairness, equality, biases, prejudices, stereotypes, backgrounds and other sociological aspects. When you open dialogue, and cite personal, historical and societal examples, students will think in that direction.”

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Traditional homework Traditional homework has been dubbed a “sin against childhood”. According to author and lecturer Alfie Kohn, the positive effects of homework are “largely mythical”, and he says most schools set homework just for “the sake of it”.

Homework is designed to improve academic performance and memory; it encourages independence, and it develops positive study skills, including how to deal with pressure, various studies have found.

But it can also have a negative impact on mental health, even for PYP-aged children.

That’s why many schools are ditching traditional homework in favour of a more relaxed approach.

The International School of Basel (ISB), Switzerland, which offers the PYP, has operated a Home Learning Policy for the past four years. It advocates any activity, in or outside the normal school day, that contributes to student learning.

Students engage in meaningful tasks that motivate and engage them while building autonomy, mastery and purpose.

They are expected to read at home every day with their parents, especially in their mother tongue.

Vice Principal Michelle Chittano believes traditional homework does not serve the needs of the students of today.

“Traditional homework has a ‘one-sizefits-all’ approach. It does not empower students in taking ownership of their own learning. Students must learn how to learn, problem-solve, work collaboratively, and manage their own learning experiences.”

When Chittano and her team assessed the current homework requirements, they recognized that there was a disconnect between what and how students were being asked to do for homework, and how learning was taking place in the classroom.

“We realized that much of the homework being given was purely academic and did not recognize the wide spectrum, which values learning in many ways beyond the confines of subject areas.”

The Home Learning Policy has been successful, but it hasn’t been without its challenges. “Some parents don’t recognize that home learning belongs and needs to be driven by the student, not the parent,” says Chittano. “Additionally, 30 IBWorld October 2017

“Homework was purely academic and did not recognize the wide spectrum, which values learning in many ways beyond the confines of subject areas” parents who are focused purely on academic success struggled to understand that much of what children can do to learn outside the school is not just academic, but also social and emotional, building confidence and interests.

“At ISB, we believe that there are clear benefits for children who spend regular periods of time on different learning activities outside of school,” Chittano adds.

“Home learning not only reinforces student goals, but helps them develop skills and attitudes they need for successful lifelong learning. It should support the development of independent learning skills, including the habits of inquiry and investigation.”

Social media Recently, news broke that Harvard University had rescinded admission offers to at least 10 students who shared offensive images within what they thought was a private Facebook group chat. They posted memes and images that mocked minority groups and child abuse, among other things.

As well as a respect for other cultures, and understanding what is right and wrong (and illegal) to share online, IB educators are teaching students to become aware of their digital footprint to ensure that they don’t make the same mistakes.

Lessons to learn Homework can have a negative impact on mental health

Teacher stress

SJA Photo, Isabelle Plasschaert/Alamy Stock Photo

Are your students aware that inappropriate use of social media can harm future prospects?

Ed Tech Specialist David Towse, at Seisen International School, in Tokyo, Japan, works with PYP students to help them reflect on their online presence.

He says: “Working with my colleague Tara Carnright, we explored with students the notion that our presence – both online and offline – should evoke pride and a positive response from others. How we portray ourselves on social media represents who we are and what we stand for, whether that is our intention or not.

“While training to be a teacher in England, I learned that social media could make or break careers.”

As part of the lesson, students were asked to create a digital graphic, which was a representation of their digital lives.

Towse says: “Prior to the lesson, most students were unaware that they could ‘Google’ their friends, teachers, and even themselves.”

Students gained a greater understanding about the legacy they wanted to leave online, and what they would be comfortable sharing with the world.

Towse says: “As international school students, the idea of this seemed to hit home when we talked about what would happen if they were to transfer to another school, and the headmaster or principal ‘Googled’ them to see what their online life consisted of and as a means of deciding whether or not to admit them to the school.”

Towse is hopeful that students will take this information and be much more mindful about their own digital footprints, knowing what is and is not appropriate to share. “Because this lesson was completed right around the end of the school, we’ve yet to see whether or not this will manifest into actual change in behaviour, but we are hopeful,” he adds.

Teaching is a caring profession that typically attracts committed, empathetic individuals who often put children’s interests first.

But putting their own needs last is taking its toll on teachers. An increasing number are leaving the profession every year due to stress, which can have a detrimental effect on student success.

Teachers are under pressure, and Peter Sellen, Chief Economist at the Education Policy Institute (EPI) UK, is just one of many academics who believes that high stress levels are often likely to be linked to long hours, heavy workloads and pressurized working environments.

Sellen’s research, based on data from the OECD, suggests that more needs to be done by some educational authorities and governments to manage teachers’ workloads and mental health.

To combat rising stress levels, many schools have wellbeing programmes in place that are not just for students. Dr Brian Marien, co-founder of Positive Group, has worked with a few IB World Schools in the UK through his organization Positive Group.

“High levels of stress take a physical and psychological toll,” he says. “Protracted periods of stress have a negative impact on student achievement, teacher energy, health, motivation, relationships and communication with colleagues, students and parents.

“Chronic stress leads to increased chances of burnout, and risk of high blood pressure, anxiety, depression, metabolic syndrome, diabetes and insomnia – as well as impacting on cognitive function, memory, executive skills, self-confidence and self-esteem.”

Marien suggests that teachers develop cognitive and behavioural techniques such as ‘self talk’ to reduce worry; create time to recharge; and practice mindfulness.

He says it’s important that school leaders support their staff through various healthy living programmes.

“The more teachers can understand their own mental health, the better equipped they are to deal with it, and help students deal with their own set-backs, transitions and periods of adversity.”

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Case study

“Impossible is nothing”

DP students perform for the school community

luggage from trips abroad. Providing professional development was also a challenge, but online workshops helped.

Exceptional changes

It was a rigorous two-year process but the team is stronger as a result. “Learning through inquiry was something that was A school was authorized for three IB programmes in two years lacking in our previous programme,” says Hosseini. “While it was a paradigm shift IB Coordinator Mina Hosseini. “The for teachers, to see students enjoying ecoming approved to offer one school really liked how the IB is based on learning and their learning styles change IB programme is a rewarding was rewarding for us. but challenging process, as many who students are to become. The IB Learner Profile values are so close to “Some teachers have found it easier to IB World Schools know. It’s a values in our culture.” adapt to the new approach than others. long and rigorous two years, consisting of It wasn’t hard to convince parents, and They all see that the responsibility for hard work, multiple visits, endless so it was decided to seek authorization for learning is more on the students training and a great deal of uncertainty. the Primary Years Programme (PYP). themselves, and they’re learning However, imagine seeking authorization Or, so Hosseini thought. alongside them,” adds Hosseini. for all three programmes in the same Instead, Goorangi wanted to go for The changes noticed in PYP students amount of time. all three programmes – the PYP, MYP have been exceptional, says Principal Mehr-e-Taban International School in and IB Diploma Programme (DP) Negar Nikkholgh. “They feel more free Shiraz, Iran, proved that it can be done. simultaneously. She did not want any to learn interesting and updated topics.

When it came to looking for a new student to miss out on an IB education.

Parents are mostly happy about the educational system in 2014, School “If we delayed each programme by two change in students’ behaviour.”

Director Zahra Goorangi knew that years, a lot of students would be DP Curriculum Director Zahra the IB programmes would be ideal for disadvantaged,” says Goorangi.

Shabaninia adds: “Students have students. Her daughter had previously Hosseini thought this was a nearbecome more organized, knowledgeable studied the Middle Years Programme impossible task and expressed her and caring. The reliance of the students (MYP) at an IB World School in Dubai, concern. But in true IB fashion, on the teacher has decreased and they so she had seen the benefits first hand. But Goorangi took a risk and it paid off. have become more responsible for their Goorangi wanted to do more research.

The team powered through the own learning. A good improvement has process, working together and sharing also been seen in students’ research skills, A perfect fit responsibility. But there were a few time management and academic writing.”

Mehr-e-Taban’s goals were similar to the bumps in the road. Schoolbooks could not The school environment has changed IB’s. Goorangi says: “The notion of be delivered to Iran due to sanctions for the better, too: “We care more international mindedness and getting to imposed upon the about working as a community,” know and respect other cultures and country, so says Nikkholgh. “In school people was a perfect fit for the beliefs that Goorangi and events, students support each were present in our community.” parents had to bring other perfectly.”

In addition, the school already had books back in their Mehr-e-Taban is proof that service-learning programmes in place – it’s possible to become authorized students tutored local children; worked for more than one IB programme for ‘Mehr Radio’ to share important Comfortable reading in two years. But it requires an school community information; and spaces engage students; IB mindset, organization, great organized fundraising events. children get creative leadership, teamwork and a Mehr-e-Taban was particularly with face paint (left) ‘can-do’ attitude, says Goorangi. drawn to the IB Learner Profile, recalls

B

IBWorld 33

opinions

Travel to teach

IB teachers often move around the world for their jobs, and adapt their lives and teaching styles as they go. Here, four teachers share their experiences, and explain what they’ve learned along the way Jessica Taylor PYP Teacher, Chatsworth International School, Singapore

Making the decision to move country to teach overseas was easy – the hard part was choosing where to go. I did want to live somewhere different, and to embrace a new culture, but being close to my family was another big consideration.

I decided to move to Singapore – an eight-hour plane ride means that I can get home quickly if I need to. I was excited to learn more about the Asian culture. Going from living on a farm in Australia to moving to a city was exciting.

The school gave an introductory session, appointed me a real estate agent to help me find an apartment, and helped me set up bank accounts and other things.

My mentor was a colleague who collected me from the airport, took me on a tour and helped me settle in.

When you are somewhere new, you often see everything with rose-tinted glasses. Once that honeymoon period is over, though, our negativity bias (the biological part of our brain that narrows our attention in on the ‘bad’ events, the short-falls and the failures) starts to take over. Once this happens, it can the Positive International Educators (PIE) Network, and be very difficult to change our view, and it can feel like an we now share the practice and science of positive psychology overwhelming and sometimes impossible task to claw our way and positive education with other teachers, so that they back to that original state of happiness and harmony. may improve their own wellbeing, and in turn, that of their I soon felt homesick and overwhelmed. I was at students, parents and other colleagues. my most vulnerable. It started having a negative My biggest lesson from the experience is “It is in taking effect on the way I saw the world and myself, that that I’m never alone. There is always someone the chance feeling that I wasn’t good enough, that the world who can help you, and in turn, you can always was against me. But I felt I couldn’t leave for fear be there for someone else. to move country of being labelled a failure, so I had to endure this For IB teachers thinking of moving, be sure to that I met the most practise gratitude. Take the time to engage in current state of what I now know was ‘ill-being’.

Fortunately for me, I have studied and what is happening around you, and look for the amazing people delivered training in Positive Psychology and positive. By expressing gratitude, we become and forged lifelong more receptive, open and creative, connect better Positive Education, which looks at the science of wellbeing and how to use scientifically grounded with others, and are able to overcome challenges. relationships” interventions to help people reach and sustain a It is in taking the chance to move country state of flourishing. This helped me cope. Instead that I met the most amazing people and of focusing introspectively, I decided to look outwards forged lifelong friendships. I embraced the culture, worked with and consciously look for the ‘good’ things around me. children who taught me a thing or two about being a global I shared my experience with others, which helped them feel citizen, and I am now in my dream job at the Institute of Positive better and helped us to forge stronger and more supportive Education, where I get to work with teachers, students and relationships. We [a group of teachers and practitioners] formed parents in collectively building wellbeing in schools.

34 IBWorld October 2017

Nerthuz/Alamy Stock Photo; 123RF

From Australia to Singapore

Sonu Khosla Head Additional Learning Support, Pathways School Noida, India (formerly of The British School, Netherlands)

Katrina Viloria PYP Coordinator, Miras International School, Astana, Kazakhstan

From India to the Netherlands

From the Philippines to Kazakhstan

I had been to different countries in Africa and Europe as a little girl. But as a parent and an adult, I had different challenges with added responsibilities, so it was a struggle when I first moved to work in The Hague, Netherlands.

Trying to figure out how to make sense of words and official documents, written in Dutch, was really difficult. That was a really low phase. However, I was very determined to make the most of it, and I went forward with a very positive approach.

I enrolled in an intensive Dutch programme, got my degrees, and worked out the extra number of credit hours and points I needed to teach. I also enrolled in a number of online courses from the British University and volunteered in Dutch schools to help refine and practise my language skills. I learned that children are the best teachers.

When I got a job at The British School in the Netherlands, life really started falling in place.

Indian and Dutch cultures are poles apart, wh ich is a big difference to get used to. India is a very collective society with class and caste system, while the Dutch culture is much more individualistic with not much divide in society.

The Netherlands is also a very open society – smoking marijuana is tolerated and it has nude beaches, for example – compared to a very conservative Indian culture.

The language and the cold weather were the biggest struggles I faced, and I had to shop with a small dictionary to begin with. I felt pretty lost with announcements in the train stations and when I was on the trams.

The school was very supportive throughout, though.

They offered informative coffee mornings, and HR provided guidance and a proactive approach. There are also expat community groups around, and I got to meet so many people from different countries.

For IB teachers thinking of moving, my advice would be to read a bit about the country that you decide to relocate to, rather than approaching it with any preconceived notion or prejudice. Always look for the positives, have faith in yourself and be willing to try new things with an open mind. Be prepared to accept that the initial phase might not always be easy, too – things will eventually get better.

Katherine Maloney Head of High School English and Theory of Knowledge, American International School of Johannesburg, South Africa From Canada to South Africa I have moved four times during the course of my teaching career.

My first move to Karachi, Pakistan was the most challenging for me – I was young and inexperienced and didn’t know what to expect. The culture shock is real, and I had underestimated it.

Once I finally adjusted, though, I fell in love with the people and the place. I think that most international educators hold a special place in their hearts for their first overseas post, wherever that may be. Based on that experience, I now allow time for myself to adjust – it usually takes me at least six months before I really start to feel at home in a new location.

I’ve previously moved to India to teach the Primary Years Programme (PYP). But this time I accepted an EAL (English as an Additional Language) teaching job in Kazakhstan to expand my skills and understanding of the IB’s bilingual programmes. After two years, the school offered me the PYP Coordinator position.

The language barrier was my number one challenge, but I applied many things that I’ve learned when I was living in India to help me acclimatize. I kept an open mind, spent time with the locals, enjoyed their food, celebrated festivals, asked questions about their history, travelled and enrolled in Russian lessons.

Our English department team and my PYP Coordinator helped me cope with the changes. We collaborated and shared strategies, contributed ideas, and at the same time challenged ideas with open-mindedness. I spend a lot of time with my students, and so I learned more about their needs and how they prefer to learn.

I continue to teach myself new things. I have a professional learning network online, where we have regular Twitter PYP and EAL chats. I continue to read articles about inquiry and EAL, take free courses online, and blog about my reflections.

There are requirements in school that are new to me (mostly government requirements), which I challenge. But before I put my opinions forward, I ask about the history of the requirements, the logic behind them and why they’re needed.

I’ve learned that if you are open-minded and accepting, you will find a family whichever school and country you go to. Working for different IB World Schools around the globe is a privilege, but also a responsibility. If you’re thinking of moving for work, learn how to adapt to your context without misrepresenting your own heritage, profession and identity. Loosen up a bit and open yourself to new points of view and practices.

Secondly, when you’re in a staff room filled with people from different countries, you have to learn how to communicate your ideas politely and properly. Always be self-aware and ask for feedback. Thirdly, try not to compare schools and experiences, unless it is in your interest to share best practices. Try not to force changes based on what you’ve done in the past, but base them on what your school’s history is and what the current needs are.

Finally, always be in the moment, and think of ways where you can leave a mark – you never know where you’ll be next.

Originally from Canada, I have also taught in Kenya and now South Africa. Each experience has been fantastic for different reasons. In Pakistan, the school community was small, stable, uniform and close-knit, whereas the school communities in both Kenya and South Africa were quite big, more transient and more diverse. The key has been to approach each new situation with an open mind, and to refrain from comparing and contrasting.

I try to appreciate what each school and context have to offer.

A colleague once recommended that I don’t jump in headfirst at a new school, but instead take my time and get the feel of the place first. That has never been my style. My preference is to dive straight in and immerse myself fully in each new experience.

If you’re thinking of moving, be sure to embrace the adventure and try new things, but also give yourself time to adjust. When people invite you to do things, say “yes”, no matter how tired you are. If you don’t start putting yourself out there, you never will.

IBWorld 35

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Alumnus

Avery Coffey

“DP helped me open the door for others” Avery wants to give something back to society

An IB graduate who turned his trials into triumph plans to address educational inequality in his local community Avery Coffey is testament to the fact that tough circumstances needn’t be a barrier to success.

Challenging stereotypes about race and economic privilege, Avery is using his experience to inspire the next generation.

Three years ago, IB graduate Avery was accepted by five Ivy League Colleges – Harvard, Princeton,Yale, Brown and the University of Pennsylvania.

It was a difficult decision, but Avery decided that Harvard was the right choice for him.

“It is humbling to be among top minds from around the world,” he says. “It pushes you to be great. It’s nice to have the Harvard brand and I am fortunate to have the abundance of resources that the university provides.”

Avery grew up in Washington DC and witnessed housing segregation, wealth disparities and gentrification. He says he chose to study economics and African-American studies to better understand himself and the sociopolitical issues in his community, both across the 38 IBWorld October 2017

“You can go anywhere you want to, and pursue any career that you want to.You shouldn’t let anybody hinder you from trying to reach your goals” country and around the globe.

During his time at Harvard, Avery has learned that comparison can be a thief of joy.

He says: “I couldn’t compare myself to everyone else because everyone has a different background. When I internalized that, I began to really enjoy Harvard.”

IB laid the foundations Before Harvard, Avery attended Benjamin Banneker Academic High School in Washington DC, where he studied the IB Diploma Programme (DP).

He says it was the academic rigour that initially attracted him to the programme.

History was Avery’s favourite subject, which he says is thanks to teacher Joseph Presley, who made his classes engaging. “It’s important to understand the past in order to understand the present and thrive in the future.

Sometimes, Mr Presley would

have Socratic seminars, which encouraged the entire class to care about the information and have an open discussion rather than just being lectured to.”

He also credits his biology teacher Mandi Jacobson, who “brought joy” to the subject.

He adds: “Looking back at my DP experience, it taught me the importance of studying.

When I got to Harvard, I couldn’t just rely on my intelligence.”

Avery’s fondest high school memory is when his admissions and scholarships were celebrated at a school ceremony. “It felt nice to be recognized for the work that most of my peers were not aware of,” he says.

“I like to keep a low profile and I have worked very hard to be where I am, so having the support from my peers and the faculty pushed me to continue on my journey to success.”

Dreams to be a CEO Growing up, Avery loved cooking, and wanted to become a chef, but that became a hobby when he realized he was more interested in business. “I wanted to become a CEO of a Fortune 500 company and/or an entrepreneur.”

Facebook founder Mark Zuckerberg particularly inspires Avery. “I consider him to be extremely successful, and despite his successes, he still has the ambition to be even greater, pursuing social missions to make the world even more interconnected,” he says.

However, Avery now sees his life going in a different direction than he planned.

Paying it forward After graduating from Harvard, he hopes to pursue a business role in consulting, finance or technology, and attend business school.

But he also plans to start a non-profit in south-east DC to help more young people of colour excel academically and professionally, and address the education inequality in his local community.

“You can go anywhere you want to, and pursue any career that you want to,” says Avery.

“You shouldn’t let anybody hinder you from trying to reach your goals.”

In 10 years’ time, Avery is sure he’ll be working on an education policy that will change the lives of many.

Join Avery Coffey and fellow alumni in the IB alumni network. Visit blogs.ibo.org/alumni to learn more about this growing community.

THE

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