developments across the - ted ankara koleji kütüphane...
Post on 10-May-2018
217 Views
Preview:
TRANSCRIPT
Developments across theDevelopments across the IB continuum
Christine AmissHead of continuum development
28 September 2010
Session outcomesSession outcomes
• Be informed about developments to supportBe informed about developments to support continuum schools
• Explore some challenges and opportunities of• Explore some challenges and opportunities of IB continuum implementation
Sh id f h d l d li h IB• Share ideas to further develop and align the IB continuum
ImagineImagine...
What might a seamlessWhat might a seamless continuum of teaching andcontinuum of teaching and learning in IB programmes
look/feel/sound like?
3,045 IB World Schools in 139 countries (September 2010)
IBAEMIBA IBAP
4
IBAEM
806 IB World Schools82 countries
IBA
1791 IB World Schools30 countries
IBAP
448 IB World Schools27 countries
From Towards a continuum of international education (2008)f ( )
• Programmes should form a coherent and meaningful sequence where schools offer all 3 or any sequencesequence where schools offer all 3 or any sequence of 2 programmes.
• While the programmes have common elements theWhile the programmes have common elements, the effectiveness of the implementation of a sequence of two or three programmes depends ultimately on a p g p ycommitment by the school to building a continuum and maintaining a clear focus on teaching and
( )learning. (p.2)
Page 5
Continuum schools data (September 2010)
3045 IB World Schools; 510 offer 2 or more programmes3045 IB World Schools; 510 offer 2 or more programmes
59 in AEM offer 3 programmes
DP
15395 190
72
MYPPYP
Page 6
The IB continuum of education
Continuum of learningContinuum of learning
Schools plan
Planning for learning
Resources developed to Schools plan
for a continuum of learning
transitions supports effective
strengthen alignment and articulation of learning. teaching and
learning .the IB
continuum
Continuum developmentContinuum development
Articulation
InnovationAlignment InnovationAlignment
Research
The IB continuum of education
IB mission statement
IB learner profile
Programme standards and practices
IB learner profile
MYP DPPYP MYP DP
The IB programme standards and practices are the backbone of
programme development and implementation in
IB World Schools. They provide a framework for
curriculum development and professional development.
Page 10
p p p
IB programme standards and practicesIB programme standards and practices
• Ensure quality and fidelity of IB programmeEnsure quality and fidelity of IB programme implementation in IB World Schools.
• First published 2005• First published 2005.
• Revised version published 29 October 2010.
StructureStructure
PYP requirements
Common Standards
Common Practices
MYP requirementsq
DP i trequirements
Page 12
Practices related to the learner profile
• Standard A: Philosophyp y
The school develops and promotes international‐mindedness and all attributes of the IB learner profile across the school
itcommunity.
• Standard C1: Collaborative planningStandard C1: Collaborative planning
Collaborative planning and reflection addresses the
IB learner profile attributes.p f
Page 13
P ti l t d t th l filPractices related to the learner profile
• Standard C2: Written curriculumStandard C2: Written curriculum
The written curriculum fosters development of the IB learner profile attributes.p f
• Standard C3: Teaching and learningStandard C3: Teaching and learning
Teaching and learning develops the IB learner profile attributes.
Page 14
Intercultural understanding: exploring Muslim contexts to
enhance learning: PYP and MYP planners
Mathematics: the MYP‐DP continuum
(November 2010)(April 2010)
(November 2010)
IB continuum resources
Science across the IB continuumThe learner profile in action
Science across the IB continuum
(February 2011)dynamic online platform
(April 2011)
Intercultural understanding: exploring Muslim contexts to t d l i th h l PYP d MYP lextend learning through sample PYP and MYP planners
• Successful completion of joint projectSuccessful completion of joint project
• Document published on OCC Feb 2010
l i f j ’ i hi d• Evaluation of project’s impact on teaching and learning in progress
Page 16
fEducating hearts and minds – IB learner profile“The aim of all IB programmes is to develop internationally minded people who, recognizing theirrecognizing their commonhumanity and shared guardianship of theguardianship of the planet, help to create a better and more peaceful world.”p
Learner profile in action resourceLearner profile in action resource
• A shared renewable resource of samples• A shared, renewable resource of samples from school practice that support the IB l fillearner profile
• A dynamic, online platform that extends the IB community’s understanding of the IB continuum of international educationIB continuum of international education
Special Educational Language andNeeds within
International Baccalaureate
Language and learning publication
( id 2011)Baccalaureate programmes (Sept 2010)
(mid‐2011)
iIB continuum resources
Global engage OCC continuumGlobal engage website
OCC continuum forum
Language and Learning: The position of the papersg g g p p p
What is it that IB teachers need to know to be effective ‘language teachers’? (knowledge base)
New resources being d l d ( )teachers ? (knowledge base) developed (2011)
How should IB teachers teach to Learning in a language other ensure equity of access for all students? (pedagogy)
g g gthan a mother tongue in IB programmes (2008)
How are all IB teachers to learn to become effective ‘Language teachers’? (PD)
Guidelines for developing a school language policy (2008)(2008)
Page 23
ReflectionResources
Action
Expanding globalIssues
Connection
Page 24
The IB continuum of educationExpanding global
citizenship
IB research in programme developmentIB research in programme development• Strengthening the IB’s three programmes• Fostering curriculum implementation and• Fostering curriculum implementation and
instruction• Exploring the articulation and alignment of• Exploring the articulation and alignment of
continuum between and across the three programmesp g
• Reviewing literature to support the development of the IB learner profile p
Pause for reflectionPause for reflection
• Identify a challenge your school has• Identify a challenge your school has faced in the implementation of the IB
ticontinuum
• Share with a colleague how your school addressed this challenge
A Study of Successful Practices in the IB ContinuumH K I tit t f Ed ti (J 2010)Hong Kong Institute for Education (June 2010)
Survey findings categorized into five broad areas: y g g
1) Learning culture
2) Challenges and changes in the MYP‐DP transition
3) Leadership and management
4) Monitoring and assessment
)5) Differences and similarities: Asia‐Pacific IB schools vs. other IB schools
http://www.ibo.org/research/programmevalidation/documenthttp://www.ibo.org/research/programmevalidation/documents/2010HKIEdContinuumReportSummary_wv_000.pdf
IB ‘position’ papers on the OCCIB position papers on the OCC
Cross programme papers providing author’sCross programme papers providing author s perspective.
Purpose to inform stimulate and provokePurpose to inform, stimulate and provoke.
• Concurrency of learning
• Holistic education
• IB learner profile: “ East is east, west is west”p ,
Time for reflection...Time for reflection...
What can the IB do next to support schoolsWhat can the IB do next to support schools as they develop the IB continuum?
Discuss ideas with a person near you.
Complete a response cardComplete a response card
Contact: christine.amiss@ibo.org
Working together to make a better world
“Learning should be inspired by the goal of d l i l b l ideveloping global consciousness – a mindful way of being in the world.”
Veronica Boix-Mansilla and Howard Gardner, 2006
top related