unpacking the ibo programme standards

Unpacking the IBO Unpacking the IBO Programme Programme StandardsStandards

Unpacking the IBO Unpacking the IBO Programme Programme StandardsStandards

David OgdenDavid Ogden

Amsterdam, NetherlandsAmsterdam, Netherlands

[email protected]@alumni.princeton.edu

IBARMS Level 3 Conference - November 2006

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Purpose: Learn about the IBO Programme Standards and Practices and how they can move your school community towards higher levels of practice.


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Aims/Objectives• Review why we have standards and

how they are frequently measured.• Become more familiar with the

structure of the IBO Programme Standards and Practices.

• Learn, or review, how to unpack a standard.

• Make connections between standards-based practice and facilitating change at your school.


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Warm-up and introductions: What I know about the IBO Programme Standards and Practices.

IBO Programme Standards self-evaluation:Knowledge level Skilled practice(4) High (4) High(3) Medium (3) Medium(2) Low (2) Low(1) New to me (1) No idea

Share your personal ratings with any two other people and add your three scores(scoring range: 6 – 24).


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Why have standards?

• Health/Safety• Ensure uniformity/level of quality• Improve communication• Allow separate things to work together• Set minimum requirements• Level the playing field• Other . . .


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• Standards reflect what professionals or communities think is “right” about certain practices.

• Sometimes they are explicit, sometimes they are not.

Moment of reflection: To what degree does a knowledge of “unwritten standards” reflect “international mindedness”?

Why have standards?


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How we know when we have met a standard.

• External: tests, documents, peers, authority figure (coaches, parent, religious leader, boss).

• Internal: “Gut feeling,” sense of personal satisfaction.


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How do we measure standards in education?

Assessment tools (for individuals):• tests or exams, percentages/cut scores,

criteria, individual practice (a.k.a. “trial by fire”), projects, interviews, peer observations

• projects, criteria, interviews, observations, surveys or questionnaires, focus groups, self-evaluation or self-study

Evaluation tools (for organizations):


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Assessment / evaluation FOR learning vs.

Assessment / evaluation OF learning

- Richard Stiggins (and others)

Formative and Summative measures:



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Formative and Summative measures:

gathering, analyzing, sharing

information about student / school performance

along the way versus at the end



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How standards help improve learning.

Standards provide a structure and direction for learning.

Individuals learn more when feedback is: Specific.Connected to evidence (i.e., fact-

based).Provides direction.Connected to interest.


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The connection between standards and practice.

• Tried• Missed• Improved

• Reached• Refined• Others . . .

Practice converts standards into reality. It creates evidence of the degree to which a standard has been achieved.

Practice and standards come together through the following verbs:


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The connection between standards and change.

Schools are never in a static state.

Implementing standards in schools will always require change.

If changes are not occurring, individuals are not learning.


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The connection between standards and change.

Effective change requires both the “right” knowledge and the “right” attitude (a.k.a. the will and the skill).


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Why does the IBO have programme standards?

Think: Think about the answer on your own.

Pair: Turn to friendly neighbor.

Share: Share your answer with a neighbor.


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• “The IBO is aware that for each school, the implementation of an IB programme is a journey, and that the school will meet these standards and practices to varying degrees along the way. Nevertheless, there is a need for the IBO to ensure quality in the implementation of its programmes.”

(IBO Programme Standards and Practices. 2005.)


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The IBO Programme Standards and Practice document was created by your colleagues/peers not by divine inspiration.


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0

500

1000

1500

2000

2500

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05

Year

Num

ber

of pro

gra

mm

es

Added Middle Years

Programme

Added Middle Years

Programme

Added Primary Years

Programme

Added Primary Years

Programme

Growth in one year exceeds the 1987 total

Growth in one year exceeds the 1987 total

Common IBO

Programme Standards

Common IBO

Programme Standards

Source: IBO

THE NEED

The number of IB World Schools is growing rapidly

Number of authorized IB schools 1981 - 2005


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23%

14%

6% 8%

50%

0%

10%

20%

30%

40%

50%

1-25% 26-50% 51-75% 76-99% 100%

DP, MYP & PYP programmes in all IBO regions

31%

17%

6%10%

36%

0%

10%

20%

30%

40%

50%

1-25% 26-50% 51-75% 76-99% 100%

DP programme in all IBO regions

THE CHALLENGE

The proportion of students participating in an IB programme (of the appropriate age-range) in IB World Schools is bi-modal

In 37% of all schools less than half of students participate

In 48% of DP schools less than half of students participate

Source: IBO


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The good news about the IBO standards and practices

• They are achievable.• They correlate with research-proven

best practice for improving learning.• You are already doing many of them.• You can apply them to your whole

school.


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What are the IBO programme standards?

• Section A: philosophy (2 standards)• Section B: organization (1 standard)• Section C: curriculum (4 standards)• Section D: the student (2 standards)

Nine statements & four sections

Those who rated their knowledge of the standards as 4 or “high” already knew this.


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What are the IBO programme standards?Each standard statement is accompanied by a list of practices associated with each standard.

Most of the practices are common for all three programmes.

Some practices are specific to an individual programme.

Standard A1

There is close alignment between the educational beliefs and values of the school and those of the programme.

Practices

Common:

1. The school is committed to the principles defined in the IBO mission statement.

2. The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile.

3. There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme.

4. The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators, members of the governing body and others, as appropriate).

5. The school is committed to continuous improvement.

6. The school promotes student inquiry and the development of critical-thinking skills.

7. The school provides a climate that encourages positive innovation in implementing the philosophy of the programme.

MYP:

8. The school works to strengthen holistic learning, communication and intercultural awareness within the programme.

9. The school ensures that teachers coordinate the curriculum to develop the areas of interaction, within and across subject groups, so that students acquire an understanding of each.

10. The school ensures concurrency of learning for each student across all subject groups.

Diploma Programme:

11. The school promotes concurrency of learning for each student.


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Learning to unpack standards: Who does it (why

should I be interested)?

• Educators involved in standards-based instruction.

• Teachers concerned with improving student learning.

• Individuals and groups but it works better when shared with others.


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• Understanding by Design. (1998) by Wiggins & McTighe.

• “Beginning with the end in mind.” (a.k.a. Backwards Design or Backwards Mapping.)

• “Unpacking a standard is the process of identifying what students will know and be able to do when they have mastered the standard.” (Source: Bering Strait School District Wiki)

Learning to unpack standards: Where does it come from?


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• A method of better understanding or clarifying what a particular standard means.

• A way to pull out what practices will create evidence of a particular standard.

• A means to identify what resources or support will be needed to help individuals reach a particular standard.

Unpacking is the first of three stages in the backwards mapping process which provides:

Learning to unpack standards: What does it mean?


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• Better understand or clarify what the IBO Programme Standards mean.

• Pull out what practices at your school will create evidence of a particular standard for evaluation purposes (formative or summative).

• Identify what resources or support you or your school will need to reach a particular standard.

You can use the unpacking standards and backwards mapping process to:

Learning to unpack standards: What’s it mean for IB Schools?


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• There are essentially 3 stages. The work can be non-linear. You can work on any stage at any time but in the end need to be sure that the stages are complete, connect and align one to another.

Stage 1

Stage 2Stage 3

Stage 3

Stage 2

Stage 1

Learning to unpack standards: How do you do it?


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Stage 1:Unpack the standard to identify the desired results. (a close reading of the standard)• Look at the action verbs.What levels of knowledge and skill are

needed (Bloom’s taxonomy).



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Learning to unpack standards: What’s Bloom’s Taxonomy?

Bloom’s Taxonomy of the Cognitive Domain

• Involves knowledge and the development of intellectual skills.

• Six major categories starting from the simplest behavior to the most complex.


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Learning to unpack standards: What’s Bloom’s Taxonomy?

1.Knowledge

2.Comprehension

3.Application

4.Analysis

5.Synthesis

6.Evaluation


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Stage 1 (cont.):Unpack the standard to identify the desired results.

• Agree on what the nouns mean, some might be open to shades of interpretation.

• Think about the prerequisite skills and knowledge needed.



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IBO Programme Standard A1: There is close alignment between the educational beliefs and values of the school and those of the programme.

Practicing Stage 1: Unpack the standard to identify the desired results.

(1) action verbs (Bloom’s) (2) nouns (interpretation)(3) prerequisite skills and knowledge.

UNPACK THE:


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Standard A1: There is close alignment between the educational beliefs and values of the school and those of the programme.

Bloom’s Taxonomy: Comprehension & Analysis

Stage 1: action verbs (Bloom’s); nouns (interpretation); prerequisite skills and knowledge.


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Interpretation: Do we know our own educational beliefs and values? Which school & which programme?



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Prerequisite knowledge1) current beliefs & values 2) how & where they are expressed



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Stage 2: Determine acceptable evidence / practice (The IBO has done this for you to some extent).• Think about what this should look like at your

school.

• Think about how to best collect the evidence.

• Talk about what constitutes credible evidence.


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Practicing Stage 2: What evidence might exist and how to collect it.

Standard A1 practice 1: • There are clear and close

connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme.

Sources of school evidence:• School mission statement in

school publications.• Articles from student

publications.• Copies of course outlines or

unit designs for each grade and course.


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Standard A1 practice 6:

• The school promotes student inquiry and the development of critical-thinking skills.

Sources of school evidence:

• Survey of students and parents.

• Copies of course outlines or unit designs for each grade and course.

• Classroom observations.• School budget.


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Standard A1 practices 10 & 11:

• The school promotes concurrency of learning for each student (DP & MYP).

Sources of school evidence:

• Daily school schedule.• Graduation or promotion

requirements. • Survey of students and

parents.


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Stage 3: Plan learning experiences and assessments (i.e., professional development and accountability).

• Think about the current knowledge and skill level of your staff.

• Identify how the school can best meet the differing needs of the school community.

• Follow-through.


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Practicing Stage 3: Professional development needs and accountability.

Standard A1 practice 1: • There are clear and close

connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme.

PD / accountability:• Discussion of school and

programme missions at parent’s nights led by administrators and parent council.

• New staff induction programs.• Rules for student and staff

conduct.


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Standard A1 practice 6:

• The school promotes student inquiry and the development of critical-thinking skills.

PD / accountability:• Lead teachers regularly

review units from every teacher in dept. or grade.

• Teachers model instructional ideas during monthly staff meeting.

• Peer classroom observations and structured feedback.


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Standard A1 practices 10 & 11:

• The school promotes concurrency of learning for each student (DP & MYP).

PD / accountability:• Teachers collaborate on

cross-disciplinary units.• Resources available for

team teaching of lessons on regular basis.

• Follow-up survey of students and parents.


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Unpacking IBO Programme Standards:

World Cafes• Practice unpacking additional IBO

Programme Standards.• Share examples of IBO Programme

Standards and Practice that exist in our schools.

• Answer questions about the presentation.• Be amazed at how much the PYP / MYP /

DP have in common.

Thank you & Thank you & Tot ziens!Tot ziens!

Thank you & Thank you & Tot ziens!Tot ziens!

David OgdenDavid Ogden

Amsterdam, NetherlandsAmsterdam, Netherlands

[email protected]@alumni.princeton.edu

unpacking the ibo programme standards

Documents

standardsbased practice

endibarms level

individual practice

higher levels of practice

learning vs

summative measures

school community

certain practices