The document provides information about the International Baccalaureate (IB) program, including its history and growth since 1968. It notes there are currently over 3,400 IB schools in 144 countries serving over 1 million students. The benefits of the IB program are highlighted as encouraging international-mindedness, engaging learning, and developing well-rounded students. Examples are given of how the IB curriculum framework focuses learning around central ideas, key concepts, skills, and learner attributes through units of inquiry.

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IB
PARENT
NIGHT
School at St. George Place
NOVEMBER 2012

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IB BASICS
THE HISTORY OF IB
 1968-IB Diploma Program began at International School of
Geneva-led to a creation of a diploma for international students
 1980s-Diploma recognized by top universities around the world
 1994-Beginning of Middle Years Programme (MYP)
 1997-Beginning of Primary Years Programme (PYP)

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Facts and Figures
 3,482 schools in 144 countries
 1,061,000 students are enrolled in IB programs worldwide
 4 Program Types
 Primary Years Programme (PYP) for students aged 3 to 12
 975 schools
 Middle Years Programme (MYP) for students aged 11 to 16
 989 schools
 Diploma Programme for students aged 16 to 19
 2,367 schools
 Career-related Certificate (IBCC) for students aged 16 to 19
 PYP only schools world wide-557
 PYP only school in North America and Caribbean-337
 1,388 IB World Schools in United States

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Benefits of the IB Program
What makes the program unique?
 Encourages international-mindedness in students
 Encourages a positive attitude toward learning by
engaging students in inquiries and making them
aware of the process of learning
 Reflects real life by going beyond traditional subject
learning
 Emphasis development of whole student through the
Learner Profile.

5. + Research to Support Benefit of the
Program
 Evaluation of IB Programs in Texas (2010)
 State of Texas Education Research Center at Texas A&M
 Findings:
 Not a significant difference between IB schools and their comparison
schools in math and reading achievement as measured by TAKS
 Structured classroom observations indicated that favorable
instructional practices and student behaviors and activities occurred
more frequently in IB classrooms than in non-IB Texas classrooms.
 Positive outcomes:
 Increased teacher collaboration
 Authentic assessment
 Increased student motivation
 Development of critical thinking skills
 Increased global and cultural awareness
 More info visit:
http://www.ibo.org/research/policy/programmevalidation/pyp/

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Research to Support Benefit of the
Program
 Handout
 DP best predictor of college performance
 http://www.ibo.org/recognition/resourcesanddocumentlibrary/more
resources/documents/StudentPerfBrochure1.9.pdf
 Higher graduation rates
 Collaborative planning, training, resources, community
involvement, leadership
 Graduate destinations 2011
 http://www.ibo.org/recognition/resourcesanddocumentlibrary/more
resources/documents/GlobalDPDestinationSurveyUS.pdf

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Learner Profile
 Over-arching view of the attributes that learners will
demonstrate
 http://www.ibo.org/programmes/profile/

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PYP Curriculum Defined
• Written curriculum
• Taught curriculum
• Assessed curriculum
This is a model whereby all
three components inform each
other.

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Essential Elements
 Knowledge-Significant, relevant content
 Concepts-ideas that have relevance within
the subject areas but also transcend them
 Skills-capabilities
the students need to
demonstrate to succeed in a
changing, challenging world

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Essential Elements
 Attitudes-Dispositions
that are expressions of
fundamental values, beliefs and feelings
about learning
 Action-a manifestation in practice of the
other essential elements

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KNOWLEDGE
 Who we are
Inquiry into the nature of the self; beliefs and values;
person, physical, mental, social and spiritual health; human
relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be
human.
 Where we are in place and time
Inquiry into orientation in place and time; personal histories;
homes and journeys; the discoveries, explorations and
migrations of humankind; the relationship between and the
interconnectedness of individuals and civilizations, from local
and global perspectives.

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KNOWLEDGE
 How we express ourselves
Inquiry into the ways in which we discover and express
ideas, feelings, nature, culture, beliefs and values; the
ways in which we reflect on, extend and enjoy our
creativity; our appreciation of the aesthetic.
 How the world works
Inquiry into the natural world and its laws, the interaction
between the natural world (physical and biological) and
human societies; how humans use their understanding of
scientific principles; the impact of scientific and
technological advances on society and on the
environment.

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KNOWLEDGE
 How we organize ourselves
Inquiry into the interconnectedness of human-made
systems and communities; the structure and function of
organizations; societal decision-making; economic
activities and their impact on humankind and the
environment.
 Sharing the planet
Inquiry into rights and responsibilities in the struggle to
share finite resources with other people and with other
living things; communities and the relationship within and
between them; access to equal opportunities; peace and
conflict resolution

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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?

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SKILLS
 Thinking
Acquisition of knowledge; comprehension;
application;
analysis, synthesis, evaluation, dialectical
thought, metacognition.
 Social skills
Accepting responsibility; respecting others;
cooperating, resolving conflict; group decision-
making; adopting a variety of group roles.

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SKILLS
 Communication skills
Listening; speaking; reading; writing; viewing;
presenting; non-verbal communication
 Self – management skills
Gross motor skills; fine motor skills; spatial
awareness; organization; time management; safety;
healthy lifestyle; codes of behaviour; informed
choices
 Research skills
Formulating questions; observing; planning;
collecting data; recording data; organizing data;
interpreting data; presenting research findings
.

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ATTITUDES
 Appreciation  Empathy
 Commitment  Enthusiasm
 Confidence  Independence
 Cooperation  Integrity
 Creativity  Respect
 Curiosity
 Tolerance

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ACTION

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So what does this look like in the
classroom?
Teachers choose:
 Theme
 Questions
 Attitudes
 Skills
 Profile
 Actions
Focus on these for entire unit of inquiry

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For example…5th GRADE
THEME: HOW THE WORLD WORKS
CENTRAL IDEA: The natural laws of matter and energy
create, sustain, and transform life and daily living
LINES OF INQUIRY:
Laws of matter and energy can be observed through
experimentation
Physical properties of matter can be used and observed in real
life situations
Energy can be used in various forms

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5th Grade Example
 Plan summative assessment first
 Choose Key Concepts: Causation, Change, Function
 Choose Learner Profile: Inquirer, Thinker
 Choose Skills: Thinking (analyze), Self-management
(organization, safety)
 Then design learning experiences that will develop these
elements:
 Students will identify, describe, and create different
real-world examples and situations of energy
transformation-mapping the energy path
 Students will identify and describe patterns and energy
transformation within working, moving circuits

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For example…2nd GRADE
THEME: WHO WE ARE
CENTRAL IDEA: Individuals who take action can change the
world
LINES OF INQUIRY:
 The characteristics of a citizen
 The functions and roles in a community
 The attributes of a role model and how we share these
attributes

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2nd Grade Example
 Plan summative assessment first
 Choose Key Concepts: Change, Responsibility
 Choose Learner Profile: Inquirer, Risk-taker, Thinker
 Choose Skills: Social (respect, cooperation, group
decision-making)
 Then design learning experiences that will develop
these elements:
 Using IIM research-Role modelss
 Literature surrounding role models that exemplify
the learner profile

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Overview

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Where we are in the process
 Goal: 6 Units of Inquiry
 Working on writing and implementing 2nd Unit
of Inquiry
 Goal:
By December Program of Inquiry
complete
6 central ideas with lines of inquiry for each
grade

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What can parents do?
 IB @ Home
 Talk to children about the Learner Profile
 Encourage inquiry in their children

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ANY QUESTIONS???
 Contact me: Lisa Hernandez
 LHERNA15@houstonisd.org
 IB Website
www.ibo.org