theorigins philosophy and fundamental principles of the ib diploma and myp
TRANSCRIPT
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The origins, philosophy andfundamental principles of the IB Diploma
and MYP
IB Latin America annual conference, June 2008
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International Baccalaureate Organization 2007Page 2
The Diploma Programme: Historical Overvie
The !eague of "ations[establisment of te first international
scool in !ene"a# $%2&' (irst call for an international scool
lea"ing certificate
#onference of Internationally minded schools [from $%&%#
International $chools %ssociation [establise) $%*$#
+ncourage cooeration bet-een international scools
(acilitate researc -or. on e)ucational issues
Promote international un)erstan)ing an) -orl) eace
+stablis a curriculum tat -oul) facilitate uni"ersit/ entrance$%1 grant from 3'4' base) 20tcentur/ fun) to establis te
International $chools &'amination $yndicate
$%7 International Baccalaureate
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(orces )ehind the Diploma
Practical
5i)el/ recognize) uni"ersit/ entrance 6ualification
I)eological
Promote international ersecti"es, un)erstan)ing,
communication an) intercultural cometence
[comassion an) -orl) eace# ritical tin.ing an) roblem sol"ing s.ills [learning
o- to learn#
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&ducational Philosophy underpinning the Diploma
Alec Peterson [first irector !eneral in $%#
What is of paramount importance in the pre-universit
stage is not what is learnt but learning how to learn.
What matters is not the absorption and regurgitation
either of fact or of predigested interpretations of facts,
but the development of powers of the mind or ways o
thinking which can be applied to new situations an
new presentations of facts as they arise.
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Diploma: &ducational Philosophy
Advanced academic work will demand five qualities.
hese are the capacity for conceptuali!ation and
analysis, a memory good enough to enable the
student to hold a number of facts or concepts in themind simultaneously, an unslaked curiosity, a capacity
for recogni!ing and in rare cases formulating new
interpretations of available information and a
commitment to the intellectual formulation and solutionof problems.[Alec Peterson#
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Diploma: &ducational Philosophy
+)ucating te -ole erson
o develop to their fullest the powers of each individual
to understand, to modify and to en"oy his or her
environment, both inner and outer , in its physical,
social, moral, aesthetic and spiritual aspects.
[Alec Peterson#
all to action
9Plus est en "ous: [;urt
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%pproach
$%0=s an) $%70=s re)ominance of classical,
rationalist [content > ro)uct base)# aroaces to
curriculum
IB iloma influence) b/ [ten# ne- rocess
aroaces [earl/ constructi"ist#
Peni? [$% rimar/ goal of e)ucation is to anal/se
te nature of meaning
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%ssessment in the Diploma
A )eliberate comromise bet-een te earl/
secialization referre) in some national s/stems an)
te greater brea)t foun) in oters
4tu)ents nee) to ro)uce an) criti6ue [not @ust
rero)uce# .no-le)ge
Imortance of autentic assessment ma)e ossible
b/ internal scool base) assessment
Imortance of recognizing e?eriential learning an)
selfe"aluation
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TH& DIP!OM% P*O+*%MM&
#urriculum Model
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The MYP: Historical Overvie
International 4cools Association [$%82# )ecision to
-or. on a curriculum for te mi))le /ears
International 4cools Association urriculum
)e"eloe) an) ilote) in $2 scools [$%882001#
$%%& International Baccalaureate ta.e o"er terogramme an) it becomes IBCP
Page $0
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(orces )ehind the MYP
Dee) for a rogramme tat
Promote international ersecti"es, un)erstan)ing,
communication an) intercultural cometence
[comassion an) -orl) eace#
Lifelong learners able to a)at to cange an) )ifferent
emlo/ment oortunities [uncertaint/ about future#
Preare) stu)ents for te iloma
De- -orl) or)er )eman)ing ne- aroaces
Better un)erstan)ing of te learning rocess
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&ducational Philosophy underpinning the MYP
#earning how to learn and the development of the
whole person are the guiding principles of this
programme. he overall curriculum is designed to
encourage moral development in our children and asense of responsibility to the world community and its
environment.
[Part of te general statement a)ote) b/ I4A in $%82#
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&ducational Philosophy underpinning the MYP
9Ee resonsibilit/ of e)ucators is no longer @ust to reare goo)
matematicians, goo) biologists or goo) istorians' Ee mission
of scools is to reare /oung eole F te )ecision ma.ers of
tomorro- F to li"e in a comle? multicultural societ/ un)ergoinga rocess of rai) cange an) oening u a ne- -orl)' Of
course te cogniti"e comonent of an e)ucational s/stem is
fun)amental for te ac6uisition of intellectual an) rofessional
s.ills' +"en more imortant is te ac6uisition of attitu)es in te
learning rocess in a conte?t of cultural e?canges':
!' Genau) $%%$
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Three guiding Principles
$' Intercultural a-areness
2' ommunication
1' inte)iscilinar/ learning
$nterdisciplinarity is e%cellent if it is firmly rooted indisciplinarity. &ach sub"ect is not an end in itself but it
must be an efficient tool. We must keep its identity
and especially its own methodology. 'nly on that
basis will we be able to construct a serious
interdisciplinarity. 'ther wise we will lead our students
to mental confusion and superficial surveys.
[Genau) $%8%#
Page $&
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%ssessment in the MYP
riterion base), autentic
4cool course-or. not e?ternal e?amination
At the $( )iploma level, the constraints of the forthcoming
e%amination, depending in turn on university requirements,impose serious limitations on the implementation of the
curriculum which would rally correspond to the philosophy of an
international system of education. he age group for which the
$*A curriculum has been developed is certainly more appropriate
to that purpose since the perspective of an e%amination is
remote enough to allow more freedom to schools and teachers.
+. enaud //0
Page $*
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#onstructivism
5i)el/ accete) b/ late $%80=s tat stu)ents= construct
.no-le)ge base) on teir e?isting mental mo)els'
H3n)erstan)ing= e"ol"es' Imortance of in6uir/'
influence) b/ ne- teories
ultile intelligences [Gobert 4ternberg=s triarcic
teor/,
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Philosophy:Programme model
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Middle Years Programme
Ee uni6ue benefits of te CP
IBLA onference, osta Gica, 8 June 2008
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International Baccalaureate Organization 2007Page $%
Definition:Ho is the Middle Years Programme defined
Ee CP is
for stu)ents age) $$ to $
a frame-or. of aca)emic callenge
8 sub@ect grous, lus ersonal ro@ect in te final /ear
taugt in an/ language
Ee CP encourages stu)ents to
un)erstan) te connections bet-een sub@ects troug
inter)iscilinar/ learning
un)erstan) te connections bet-een sub@ects an) te real -orl)
become critical an) reflecti"e tin.ers
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Philosophy:Programme model
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-hat are the areas of interaction
Aroaces to learning
ommunit/ an) ser"ice
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%reas of interaction: %pproaches to learning
Eroug aroaces to learning, teacers
ro"i)e stu)ents -it tools to
Ea.e resonsibilit/ for teir o-n learning
e"elo a-areness of o- te/ learn
best
e"elo roblem sol"ing an) )ecision
ma.ing s.ills
e"elo a-areness of tougt rocessesan) learning strategies
e"elo critical, coerent an)
in)een)ent tougt
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%reas of interaction: #ommunity . service
Eis area of interaction e?ten)s learning
be/on) te classroom an) re6uires stu)ents
to
e"elo communit/ a-areness an)concern
e"elo a sense of resonsibilit/
Ea.e an acti"e art in te communities in
-ic te/ li"e, tereb/ encouraging
resonsible citizensi
e"elo s.ills an) attitu)es tat -ill
enable effecti"e contributions to societ/
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%reas of interaction:Health . social education
Page 2&
eals -it a "ariet/ of uman issues
inclu)ing /sical, social an) emotional
ealt an) intelligence' 4tu)ents -ill
be a-are of te relationsi bet-een te
in)i"i)ual an) societ/
ta.e resonsibilit/ for teir o-n -ellbeing
an) for tat of oters
ta.e resonsibilit/ for teir social
en"ironment
be able to ma.e informe) coices for
temsel"es -it consi)eration for te
-i)er societ/
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%reas of interaction:&nvironments
Page 2*
Aims to )e"elo a-areness of umanit/=s
inter)een)ence -it a range of en"ironments
so tat stu)ents
3n)erstan) issues -itin natural, builtan) "irtual en"ironments
Ea.e resonsibilit/ for maintaining an)
imro"ing en"ironments tat are fit for te
future
Ea.e action on issues e?lore) troug
tis area of interaction
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%reas of interaction:Human ingenuity /Homo faber0
4tu)ents e?lore te -a/s tat uman min)s
a"e influence) our li"es' 4tu)ents -ill
become a-are of te nature of ingenuit/
reflect on te imact of inno"ations an)
creations, i)eologies an) -a/s of
tin.ing,
areciate te conse6uences of actions
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%ssessment: Ho do e assess student learning in the MYP
In"ol"es a range of tas. t/es
Assessment of .no-le)ge,
concets, s.ills an) attitu)es
riterion relate)
Internall/ assesse) b/
teacers
+?ternall/ mo)erate) for global
stan)ar)ization
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Overvie
International Baccalaureate i))le Cears Programme
A rogramme for $$$ /ear ol)s
4tu)entcentere) rogramme Gange of aca)emic )iscilines
Aca)emicall/ rigorous
Areas of interaction connect )iscilines to te real -orl)
an be taugt in an/ language (le?ible enoug to be use) -it local re6uirements
esigne) an) re"ie-e) b/ e?erience), racticing e)ucators
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Ho do e provide coherence )eteen programmes