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WHY CONTINUUM IN IB?
Children on a see-saw. Photograph. Web. Google images. 11 Nov. 2011
Organization: What is the IBO mission?We are motivated by a mission to create a better world through education.
Mission
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate andlifelong learners who understand that other people, with their differences, can also be right.
Organization: What does the IBO offer?The IBO develops three programmes of international education for students aged 3 to 19, working in cooperation with IB World Schools.
Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.
The Primary Years Programme (PYP) for students aged 3 to 12.
The Middle Years Programme (MYP) for students aged 11 to 16.
The Diploma Programme for students aged 16 to 19.
What is the learner profile?It’s the IBO mission statement translated into a set of learning outcomes for
the 21st century.
The attributes of the learner profile express the values inherent to the IB Continuum of international education
Tree Traits. Photograph. Web. Google images. 11 Nov. 2011
Programmes: What are the common characteristics?
All IB Programmes include:
a curriculum and pedagogy
student assessment appropriate to the age range
professional development for teachers
a process of school authorization and evaluation.
Programmes: What are the common characteristics? The education of the whole person is manifested through all domains of knowledge.
Covers a broad range of subjects drawing on content from educational cultures across the world.
Gives special emphasis to language acquisition and development.
Encourages learning across disciplines and focuses on developing the skills of learning.
Includes study of individual subjects and of transdisciplinary areas.
Provides opportunities for individual and collaborative planning and research.
Include a community service component requiring action and reflection.
Programmes: How are the students assessed?IB assessment is rigorous, criterion-referenced, consistent and differentiating of student ability.
PYP: teachers select methods of assessment appropriate to the learning outcomes they wish to capture. Students receive feedback to encourage the start of lifelong learning.
MYP: teachers organize continuous assessment taking account of specified criteria that correspond to objectives for each subjects. Students receive feedback on thinking processes as well as the finished piece of work.
Diploma Programme: students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject. Externally marked examinations form the greatest share of the assessment for each subject.
Future: Where does the IBO want to be in the futureIn eight years time many more people will be able to experience a high quality IB education.
Impactthroughplannedgrowth
STRATEGY A: To improve continuously the quality of our curriculum, assessment and professional development.
STRATEGY B: To broaden access purposefully where we can have the most impact, particularly with disadvantaged students.
STRATEGY C: To build a highly effective and efficient organization and infrastructure to serve students and schools.
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Programmes: What is the Diploma Programme?The three IB programmes each contain four core elements
DiplomaAges 16 - 19
DiplomaAges 16 - 19
CurriculumCurriculum Student assessment
Student assessment
Professional developmentProfessional development
School evaluation
School evaluations
The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond
Contents: What does the Diploma Programme curriculum contain?There are three core requirements
The extended essay:
4,000 words
Offers the opportunity to investigate a research question of individual interest
Familiarises students with the independent research and writing skills expected at university
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Ib extended essay. Photograph. Web. Google images. 11 Nov. 2011
Contents: What does the Diploma Programme curriculum contain?
Creativity, action and service
(CAS):
Encourages students to be involved in artistic pursuits, sports and community service
Education outside the classroom
Development of the learner profile
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Global Engage. Photograph. Web. Google images. 11 Nov. 2011
Contents: What does the Diploma Programme curriculum contain?
Theory of knowledge:
Interdisciplinary
Explores the nature of knowledge across disciplines
Encouraging an appreciation of other cultural perspectives
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TOK. Photograph. Web. Google images. 11 Nov. 2011
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Contents: What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts.
three subjects at higher level (240 hours each).
three subjects at standard level(150 hours each).
all three parts of the core.
The IB Learner Profile and the core are central to the philosophy of the Diploma Programme.
Students study concurrently:
Services: What is special about IB assessment?IB assessment is rigorous, criterion related, consistent and differentiating of student ability.
Diploma Programme assessment includes both final examinations and internal assessment undertaken by the teacher to IB criteria and then externally moderated by the IB.
All 4,000 examiners are ‘quality checked’ through a process of moderation.
The IB undertakes random inspections of schools during exams.
Results are published on 5 July for May session and 5 January for the November session.
The diploma is graded over 45 points giving ample scope to differentiate student ability
Marks awarded for each course range from 1 (lowest) to 7 (highest).
Diploma is awarded to students who gain at least 24 points.
The overall diploma pass rate is broadly consistent year on year
Diploma Programme assessment – principles and practice – available on www.ibo.org
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University recognition: How well is the diploma recognized by universities?The IB diploma is widely recognized by the world’s leading universities.
The IB works closely with universities in all regions of the world togain recognition for the IB diploma:
Direct online access for university admissions officers and government officials to syllabuses and recent examination papers
A database of university admission policies on www.ibo.org Recognition in over 100 countries Recognition by over 2,000 universities Some universities offer scholarships and advanced placement for
IB students
Students applying to a particular university can access their gradesdirectly from the IB’s secure web site.
Values: What are the values that drive the IB organization?
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Programmes: What is the MYP programme?
Curriculum &Assessment
Curriculum &Assessment
Professional developmentProfessional development
School authorization& programme
evaluation
School authorization& programme
evaluation
Middle YearsAges 11 - 16
Middle YearsAges 11 - 16
Philosophy: What are the fundamental concepts of the MYP?
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Holistic learning Intercultural Awareness
CommunicationHolistic Learning. Photograph. Web. 10 Nov. 2011.
Interculture Awareness.Photograph.Web.10 Nov.2011.
Communication.Photograph.Web.10 Nov.2011.
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Definition: How is the Middle Years Programme defined?
The MYP is:
for students aged 11 to 16
a framework of academic challenge
8 subject groups, plus personal project in the final year
taught in any language
The MYP encourages students to:
understand the connections between subjects through interdisciplinary learning
understand the connections between subjects and the real world
become critical and reflective thinkers
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Philosophy: Programme model
What are the areas of interaction?
Approaches to learning
Community and service
Health and social education
Environments
Human ingenuity (Homo faber)
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Assessment: How do we assess student learning in the MYP?
Involves a range of task types
Assessment of knowledge, concepts, skills and attitudes
Criterion referenced
Internally assessed (by teachers)
Externally moderated for global standardization
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OverviewInternational Baccalaureate Middle Years Programme
A programme for 11-16 year olds Student-centered programme Range of academic disciplines Academically rigorous Areas of interaction connect disciplines to the real world Can be taught in any language Flexible enough to be used with local requirements Designed and reviewed by experienced, practicing
educators
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IB mission statement
MYP DP
The IB continuum of education
PYP MYP DP
Programme standards and practices
IB learner profile
Three programmes: one continuum
Continuum - part of a Latin verb now used in English as a noun meaning to keep
together, uninterrupted without a break: a continuous series in which no part is
noticeably different from the parts immediately next to it but the extremes or
ends are very different.
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IB mission statement
MYP DP
Introduced in 1997 For ages 3-12
Schools must offer the PYP as an inclusive programme for all students
Introduced in 1994 for ages 11-16
Schools are strongly encouraged to implement the MYP as an inclusive programme for all students
Introduced in 1969 forages 16-19
Schools may implement the DP as an inclusive programme for all students or identified students
The IB continuum inception
PYP MYP DP
Programme standards and practices
IB learner profile
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MYP DPPYP
Structural continuum
The IB continuum of education
MYP DP
Programme of inquiry and scope & sequence for six subject areas:•Language•Mathematics•Social studies•Science•Arts•Personal, social & physical education
Prescribed planner to support inquiry
Eight subject areas with aims, objectives & assessment criteria:
•Language A•Language B•Humanities•Sciences•Mathematics•Arts•Physical education•Technology
Planner for units of work
Six subject groups with detailed syllabus & assessment guides:
•Language A1•Second language•Individuals & society•Experimental sciences•Mathematics & computer science•The arts
Course outline for each subject offered
PYP MYP DP
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MYP DPPYP
Structural continuum continued
The IB continuum of education
MYP DP
Curriculum frameworkorganized around units of inquiry within six transdisciplinary themes:•Who we are•Where we are in place and time•How we express ourselves•How the world works•How we organize ourselves•Sharing the planet
Curriculum frameworkorganized around disciplines with interdisciplinary areas of interaction:•Approaches to learning•Human ingenuity•Community & service•Health & social education•Environments
Curriculum with some prescription organized around disciplines with three core components:
•Theory of knowledge connects the disciplines•Extended essay•Creativity, action, service (CAS)
PYP MYP DP
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MYP DPPYP
Learning to learn continuum
The IB continuum of education
MYP DP
Learners constructing meaning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
Approaches to learning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
Theory of knowledge
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
PYP MYP DP
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MYP DPPYP
Language learning continuum
The IB continuum of education
MYP DP
Promotes mother-tongue development
Student’s learn an additional language from age seven
Schools must develop a language policy
Promotes mother-tongue/best language and/or Language A development
Student’s second language (language B)
Schools must develop a language policy
Promotes mother-tongue development: school supported, self-taught language A1 courses
Student’s second language (language B)
Schools must develop a language policy
PYP MYP DP
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MYP DPPYP
Special education needs continuum
The IB continuum of education
MYP DP
Inclusive programme where early intervention is critical for developing effective learning.
Inclusive programme allowing schools to offer appropriate intervention through scaffolding and differentiation. Flexible curriculum framework provides schools with opportunities to support students with special education needs.
School must develop a special education needs policy
Established support mechanisms outlined in Candidates with special assessment needs
Special arrangements can be authorized by IB Cardiff for external assessments. Guidelines are available in the Handbook of Procedures.
School must develop a special education needs policy
PYP MYP DP
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MYP DPPYP
Academic honesty continuum
The IB continuum of education
MYP DP
The PYP framework provides opportunities for the ongoing development of the concept of academic through:•The IB learner profile and the essential elements of the PYP•Teachers designing in-depth inquiries that require analysis and exploration•Teachers being academically honest•The use of resources in ethical ways, including the recognition of the work of others
Academic honesty is integral to an effective Approaches to learning programme. Specific areas include: personal skills, social skills and technical skills. The IB learner profile provides a basis for further development of the concept of academic honesty.
Academic honesty is the responsibility of all schools, teachers, and students.MYP: From principles into practice offers guidance to develop an academic honesty policy.
Academic honesty is stressed and reinforced throughout the programme.
Candidates must understand the meaning and significance of concepts that relate to academic honesty, intellectual property and malpractice.
The IB publications Academic honesty; General regulations: Diploma Programme; and the Handbook of procedures for the DP provide information.
PYP MYP DP
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MYP DPPYP
Assessment continuum
The IB continuum of education
MYP DP
Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher (often with student involvement) relevant to the context of the learning.
Provides feedback on the learning process as a basis for future learning
Schools must develop an assessment policy
Internal assessment based on subject-specific criteria; schools can opt for external moderation of teachers’ internal assessment
Criterion related performance assessment provides feedback on the learning process as a basis for future learning
Schools must develop an assessment policy
External moderation of internally assessed work, externally assessed coursework, and external examinations
Criterion related performance assessment
Summative assessment for a final qualification
Schools must develop an assessment policy
PYP MYP DP
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MYP DPPYP
Consolidation of learning continuum
The IB continuum of education
MYP DP
Exhibition
Real life issue identified by students and explored through an extended and collaborative inquiry
Learner profile attributes reflected on and developed.
Personal project
Independent project resulting from the student ‘s own initiative and creativity integrating the areas of interaction
Learner profile attributes reflected on and developed.
Extended essay
Individual inquiry and research into a focused question of student’s own choice using a recognized disciplinary methodology.
Learner profile attributes reflected on and developed.
PYP MYP DP
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MYP DPPYP
Action continuum
The IB continuum of education
MYP DP
Action
Action cycle
ChooseReflect Act
Voluntary demonstration
Community and service
Inquiry cycle:
Awareness & understandingReflection
Action
Required participation
Creativity, action, service (CAS)
Cycle of experiential learning: Plan
Reflect Act
Observe
Required participation
PYP MYP DP
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MYP DPPYP
Programme evaluation
The IB continuum of education
MYP DP
3-5 years after authorization and every 5 years thereafter
Self study questionnaire
School evaluation visit
Evaluation report
School community reflects on report andsets future goals
3-5 years after authorization and every 5 years thereafter
Self study questionnaire
School evaluation visit
Evaluation report
School community reflects on report andsets future goals
3-5 years after authorization and every 5 years thereafter
Self study questionnaire
No school evaluation visit
Evaluation report
School community reflects on report andsets future goals
PYP MYP DP
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MYP DPPYP
The IB continuum of education
MYP DPPYP MYP DP
Three programmes: one continuum