Induction2010

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Induction2010

  1. 1. The International Baccalaureate Organization At a Glance
  2. 2. Induction Programme for 2010 <ul><li>Welcome and Introductions </li></ul><ul><li>General Overview of the International Baccalaureate Organisation </li></ul><ul><li>PYP Programme: </li></ul><ul><ul><li>Mission Statement </li></ul></ul><ul><ul><li>Learner Profile </li></ul></ul><ul><ul><li>PYP Model/Essential Elements </li></ul></ul><ul><ul><li>Bubble Planner </li></ul></ul><ul><li>Inquiry at T.N.I.S </li></ul><ul><li>Programme of Inquiry at T.N.I.S </li></ul><ul><li>Online Curriculum Centre and KNet Pages </li></ul>
  3. 3. Organization: Who governs and manages the IBO? An elected council govern the IBO and the director general along with more than 300 staff are located in 11 offices for a balance of global coverage and administrative efficiency/focus. New York, United States Regional office for North America and the Caribbean Cardiff, United Kingdom Academic, assessment, HR & building services, finance and publications, ICT, strategic planning and communications Buenos Aires, Argentina Regional office for Latin America Geneva, Switzerland Headquarters Regional office for Africa, Europe and the Middle East Singapore Regional office for Asia Pacific Sydney, Australia Regional representative for Australasia Yokohama, Japan Regional representative for Japan Beijing, China Regional representative for Mongolia and China Mumbai, India Regional representative for South Asia Bath, United Kingdom Research Vancouver Regional office for North America and the Caribbean
  4. 4. <ul><li>Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum. </li></ul><ul><li>The Primary Years Programme (PYP) for students aged 3 to 12. </li></ul><ul><li>The Middle Years Programme (MYP) for students aged 11 to 16. </li></ul><ul><li>The Diploma Programme for students aged 16 to 19. </li></ul>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.
  5. 5. Schools: How has the IBO grown? The IBO has experienced rapid and consistent growth over the past 15 years. <ul><li>Programme Apr 2005 Apr 2006 Apr 2008 </li></ul><ul><li>PYP 208 259 490 </li></ul><ul><li>MYP 443 491 676 </li></ul><ul><li>DIPLOMA 1,253 1,373 1857  </li></ul><ul><li>Totals 1,904 2,123 3,023 </li></ul>Annual growth rates for the three programmes demonstrate strong year-on-year growth. The IB is currently estimated to reach over 200,000 students
  6. 6. Organization: What makes the IBO unique? The IBO offers a continuum of high-quality education that encourages international-mindedness and a positive attitude to learning. <ul><li>The IBO is proud of its high quality education sustained for over 35 years. </li></ul><ul><li>The Diploma Programme assessment process is recognized by the world’s leading universities. </li></ul><ul><li>The IBO actively trains and supports teachers to maintain its high standards. </li></ul><ul><li>The IBO encourages international-mindedness in IB students who must firstly develop an understanding of their own cultural and national identity. </li></ul><ul><li>The IBO encourages a positive attitude to learning. </li></ul><ul><li>The IBO ensures that its programmes are accessible to students in a wide variety of schools. </li></ul>
  7. 7. Programmes: What makes the PYP special? An opportunity for learners to construct meaning. <ul><li>Designed to foster the development of the whole child. </li></ul><ul><li>Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them. </li></ul><ul><li>Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action. </li></ul><ul><li>Supported in English, French and Spanish but can be taught in other languages. </li></ul>
  8. 8. Services: How is a school authorized? Any school wishing to offer an IB programme must be authorized by the IBO. <ul><li>Schools must go through an intensive authorization process that lasts at least two years covering a number of key stages. </li></ul><ul><li>First key stage includes: </li></ul><ul><ul><li>Feasibility study and identification of resources </li></ul></ul><ul><ul><ul><li>Obtaining appropriate publications </li></ul></ul></ul><ul><ul><ul><li>Examining the programme’s philosophy and curriculum </li></ul></ul></ul><ul><ul><ul><li>Conduct a feasibility study on possible outcomes </li></ul></ul></ul><ul><ul><ul><li>Arrange for staff to undertake IBO-approved training. </li></ul></ul></ul><ul><li>Second key stage (for MYP and PYP candidate schools only) includes: </li></ul><ul><ul><li>A trial implementation stage as a candidate school </li></ul></ul><ul><li>Third key stage is a visit from an IBO team to: </li></ul><ul><ul><li>Consult those involved in implementation </li></ul></ul><ul><ul><li>Evaluate the school’s readiness to implement the programme </li></ul></ul><ul><ul><li>Complete a report on the school’s commitment and ability to deliver the programme. </li></ul></ul>
  9. 9. Services: How does the IBO provide professional development for teachers? The IBO supports teachers through both face-to-face workshops and online. The Online Curriculum Centre (OCC) is an international community of practice for 44,465 registered IB teachers at http: //occ . ibo .org . Face-to-face workshops Organized by each IB region for all programmes and all levels. Nearly 30,000 teachers were trained in 2005 . <ul><li>Teacher support materials </li></ul><ul><li>Online courses </li></ul><ul><li>Teacher qualifications in development. </li></ul>
  10. 10. Organization: What is the IBO mission? We are motivated by a mission to create a better world through education. <ul><li>Mission </li></ul><ul><li>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. </li></ul><ul><li>To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. </li></ul><ul><li>These programmes encourage students across the world to become active, compassionate and </li></ul><ul><li>lifelong learners who understand that other people, with their differences, can also be right. </li></ul>
  11. 11. Organization: What is the learner profile? It’s the IBO mission statement translated into a set of learning outcomes for the 21st century. <ul><li>IB learners strive to be: </li></ul><ul><li>Inquirers </li></ul><ul><li>Knowledgeable </li></ul><ul><li>Thinkers </li></ul><ul><li>Communicators </li></ul><ul><li>Principled </li></ul><ul><li>Open-minded </li></ul><ul><li>Caring </li></ul><ul><li>Risk-takers </li></ul><ul><li>Balanced </li></ul><ul><li>Reflective </li></ul>The attributes of the learner profile express the values inherent to the IB continuum of international education. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.
  12. 12. Learners Constructing Meaning Written curriculum Taught curriculum Assessed curriculum Components of the curriculum
  13. 13. Scope and sequence documents <ul><ul><li>Sample assessments </li></ul></ul><ul><ul><li>Sample activities </li></ul></ul><ul><ul><li>Sample questions </li></ul></ul><ul><ul><li>Specific expectations </li></ul></ul><ul><ul><li>How will we know what students have learned? </li></ul></ul><ul><ul><li>How best will students learn? </li></ul></ul><ul><ul><li>What do we want students to learn? </li></ul></ul>Written curriculum Taught curriculum Learned curriculum
  14. 14. Overview of the programme Skills Attitudes Action Knowledge Six subject domains Who we are Where we are in place and time How we express ourselves How the world works Sharing the planet How we organize ourselves Concepts
  15. 15. At the core of the PYP curriculum is a series of concepts which have relevance within and across the subject disciplines. Concepts Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to other things? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know?
  16. 16. Attitudes, transdisciplinary skills and action <ul><li>appreciation </li></ul><ul><li>commitment </li></ul><ul><li>confidence </li></ul><ul><li>cooperation </li></ul><ul><li>creativity </li></ul><ul><li>curiosity </li></ul><ul><li>empathy </li></ul><ul><li>enthusiasm </li></ul><ul><li>independence </li></ul><ul><li>integrity </li></ul><ul><li>respect </li></ul><ul><li>tolerance </li></ul><ul><li>social </li></ul><ul><li>research </li></ul><ul><li>communication </li></ul><ul><li>thinking </li></ul><ul><li>self-management </li></ul>Reflect  Choose  Act ACTION ATTITUDES SKILLS <ul><li>to enhance learning </li></ul><ul><li>to provide service </li></ul>
  17. 17. Organization of the planner Title: Subject focus: <ul><ul><ul><ul><li>Stage 1: What is our purpose? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Central idea </li></ul></ul></ul></ul><ul><ul><ul><ul><li>An inquiry into . . . </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Stage 2: What resources will we use? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Stage 3: What do we want to learn? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Key questions (concepts) that drive the inquiry </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Teacher questions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Student questions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Stage 4: How best will we learn? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Stage 5: How will we know what we have learned? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Assessment strategies including self-assessment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Stage 6: To what extent did we achieve our purpose? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Stage 7: How will we take action? </li></ul></ul></ul></ul>
  18. 18. Programmes: How are the students assessed? IB assessment is rigorous, criterion-referenced, consistent and differentiating of student ability. <ul><li>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. </li></ul>
  19. 19. Using Information in Stages <ul><li>DECIDING on information needs </li></ul><ul><li>FINDING and selecting the resources </li></ul><ul><li>USING - working directly with the resources to answer the questions </li></ul><ul><li>RECORDING and organising the information </li></ul><ul><li>PRESENTING and communicating the knowledge </li></ul><ul><li>EVALUATING the process and the content </li></ul>(Gawith, 1987)

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