developments across the - ted ankara koleji kütüphane...

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


IBAP


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)

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

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

Continuum resourcesContinuum resources


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.

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

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

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.

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

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

http://learnerprofileinaction.ibpubs.wikispaces.net/

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)

ReflectionResources

Action

Expanding globalIssues

Connection

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: [email protected]

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

Th tiThree programmes: one continuum.

MYP DPPYP MYP DPPYP MYP DP


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