International Baccalaureate Made by group 751
International Baccalaureate
Made by group 751
Control of curriculum – national systems
Control of curriculum – national systems
Adaptation of school’s own curriculumAdaptation of school’s own curriculum
Teaching in many languagesTeaching in many languages
11-16 years Flexible framework that meets demands of national, regional or local legislation
The learner is in the centre of the programme
5 areas of interaction
IB Learner Profile
IB Mission Statement
International Education
Holistic learning
Intercultural awareness
Communication
Provide the MYP with its unique core.
Teaching subject areas through these contexts allows to focus on
attitudes values skills
exploration of real-world
issues
exploration of real-world
issues
higher-order thinking skills
higher-order thinking skills
from academic knowledge to
thoughtful action
interdisciplinary approach to
learning
the contexts for the MYP fundamental concepts
and the IB learner profile
the contexts for the MYP fundamental concepts
and the IB learner profile
positive attitudes and a
sense of personal and
social responsibility
reflection
common languagecommon language
framework for student inquiryframework for student inquiry
Areas of interaction
Health and social
education
Approaches to learning (ATL)
Human ingenuity
Community and
service
Environments
• How do I learn best?• How do I know?• How do I communicate my understanding?
•How do I learn best?•How do I know?
•How do I communicate my understanding?
• teaching students how to learn effectivelyteaching students how to learn effectively• enable them to take responsibility for their own learningenable them to take responsibility for their own learning• support student achievementsupport student achievement• ensure that students acquire the skills and the confidence to ensure that students acquire the skills and the confidence to take ownership of their own learningtake ownership of their own learning• any new skills should be taught explicitlyany new skills should be taught explicitly• analyze from the student’s point of viewanalyze from the student’s point of view
• How do we live in relation to each other?• How can I contribute to the community?
• How can I help others?
• How do we live in relation to each other?• How can I contribute to the community?
• How can I help others?
• fosters development of the adolescentfosters development of the adolescent• the place and role of the student in communitiesthe place and role of the student in communities• responsible citizenshipresponsible citizenship• make connections between their development and the benefits that they make connections between their development and the benefits that they can bring to the communitycan bring to the community• the fundamental concept of intercultural awareness - empathy and the fundamental concept of intercultural awareness - empathy and respectrespect• tools that guide the reflection and allow for tools that guide the reflection and allow for formative assessment of formative assessment of student actionstudent action
SummaryDocuments
GroupGroupDiscussionsDiscussions
Student-ledConferences.
Presentationsof Projects
Journals
encompasses a range of issues encompasses a range of issues and how they affect individuals, and how they affect individuals,
humanhumandevelopment and interactionsdevelopment and interactions
provides students with provides students with opportunities to inquire key opportunities to inquire key
aspects of human developmentaspects of human development
4 different 4 different levels:levels:• • ourselves in the wider societyourselves in the wider society
• • ourselves and othersourselves and others• • understanding ourselvesunderstanding ourselves• • looking after ourselves.looking after ourselves.
Student learning Student learning expectationsexpectations in terms in terms of:of:• • an awareness of and understanding of an awareness of and understanding of contemporary and historical social contemporary and historical social issuesissues• • reflection on and having opinions reflection on and having opinions • • making considered and responsible making considered and responsible choiceschoices
• How do I think and act?• How am I changing?
• How can I look after myself and others?
• How do I think and act?• How am I changing?
• How can I look after myself and others?
• What are our environments?What are our environments?• What resources do we have or need?What resources do we have or need?
• What are my responsibilities?What are my responsibilities?
• What are our environments?What are our environments?• What resources do we have or need?What resources do we have or need?
• What are my responsibilities?What are my responsibilities?
Focuses on the Focuses on the
place of human place of human
beings within a beings within a
wide range ofwide range of
environments environments
Students will come to an Students will come to an appreciation and appreciation and understanding of their effects understanding of their effects on their environments:on their environments:• • The The natural environmentnatural environment• The The built environment built environment • The The virtual environmentvirtual environment
Provides opportunities for Provides opportunities for students to see these global
students to see these global issues in the light of local issues in the light of local concerns, andconcerns, andvice versavice versa
• students should develop an students should develop an awareness and awareness and understanding understanding of a range of environments and their of a range of environments and their qualitiesqualities• develop develop awareness through investigation, awareness through investigation, discussion discussion and debateand debate• students will come to understand better their students will come to understand better their responsibilities towards their environmentsresponsibilities towards their environments
• Why and how do we create?Why and how do we create?• What are the consequences?What are the consequences?• Why and how do we create?Why and how do we create?• What are the consequences?What are the consequences?
Human ingenuity Human ingenuity = the way in which human minds have influenced = the way in which human minds have influenced how we think, work, play, construct and conduct friendships and how we think, work, play, construct and conduct friendships and
other relationships, interact with each other, find solutions to other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize problems, cause problems, transform things and rationalize
thought.thought.
• provide opportunities for
discussion and further
inquiry
• raise ethical issues
reasoned judgment of various
transformations and an
appreciation of their
consequences
encourages to see the relationships between diverse subjects such as:• systems• communication• technology• thought• art• culture
Learning Experiences
value learning
make learning goals explicit
accommodate learning styles
collaborate with each other
inquire into subject content
interact with the environment
Learning is in context Context is relevant Values and expectations are explicit They can learn collaboratively Learning environment is provocative There is a culture of curiosity at the school
Increased emphasis on
Using a rage of teaching strategies Working collaboratively Viewing Ss as thinkers Involving Ss in learning
Decreased emphasis on
Teaching about responsibility
Viewing the teacher the sole authority
Viewing Ss as passive recipients
Focusing on what Ss do not know
Proved secure learning environments Strive to develop relationships between
teachers, students and parents Develop classroom environments that are
focused on learning
WrittenCurriculum
TaughtCurriculum
AssessedCurriculum
= a document that describes what will betaught in each subject to each age group.
Curriculum development
Subject content
Contexts
equal emphasis is given to methodology and to planning teaching and learning
should emphasize the active construction of meaning
encourages teachers to provide opportunities for students to build meaning and refine understanding
through structured inquiry
The structuring of new experiences by teachers, and the support teachers give to students’ ideas about
new experiences, are fundamental to students’ conceptual development
◦ support and encourage Ss
◦ inform, enhance and improve the
teaching process
◦ promote positive St attitudes towards
learning
◦ promote a deep understanding
◦ promote the development of higher-
order cognitive skills
◦ reflect the international-mindedness of
the programme
◦ support the holistic nature of the
programme
Observation
Selected response
Open-ended tasks
Performance
Process journals
Portfolio assessment
A note on standardized tests
Assessment strategies Assessments tasks
Assessment tools
Anecdotalrecords
Task-specific clarifications
Checklists
Continuums
Rubrics
Examples
holistic rubrics
Developing rubrics
Clarifying published criteria in year 5
is considered throughout the processes involved in planningfor learning
the assessment model gives both teacher and student reliable and
valid information on the actual learning that takes place for each student
OtherElementsPeople
People
Coordinator Subject Leaders
Constituents Supervisors
ProfessionalDevelopmentOpportunities
ClearPlans
ProgrammeDevelopment
TeamworkApproach
to Planning
EducationalTeam
GoverningBody
Units &
Elements
Units &
Elements
all knowledge is
interrelated and the
curriculum should cater
to the development of
the whole person, the
attributes of which are
described by the IB
learner profile.
Holistic
learning
school communities
should encourage international
mindedness by exploring
other cultures.
Intercultural Awareness
schools should
encourage open and
effective
communication,
important skills
contributing to
international
understanding.
Communicatio
n