Ib parent night website[1]
description
Transcript of Ib parent night website[1]
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School at St. George Place
NOVEMBER 2012
IB PARENT NIGHT
+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)
+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
+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.
+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/
+Research to Support Benefit of the Program
Handout DP best predictor of college performance
http://www.ibo.org/recognition/resourcesanddocumentlibrary/moreresources/documents/StudentPerfBrochure1.9.pdf
Higher graduation rates Collaborative planning, training, resources, community
involvement, leadership Graduate destinations 2011
http://www.ibo.org/recognition/resourcesanddocumentlibrary/moreresources/documents/GlobalDPDestinationSurveyUS.pdf
+Learner Profile
Over-arching view of the attributes that learners will demonstrate
http://www.ibo.org/programmes/profile/
+PYP Curriculum Defined
• Written curriculum• Taught curriculum• Assessed curriculum
This is a model whereby all three components inform each other.
+Essential ElementsKnowledge-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
+Essential ElementsAttitudes-Dispositions that are
expressions of fundamental values, beliefs and feelings about learning
Action- a manifestation in practice of the other essential elements
+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.
+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.
+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
+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?
+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.
+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 Commitment
Confidence Cooperation Creativity Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
+ACTION
+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
+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
+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
+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
+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
+Overview
+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 complete6 central ideas with lines of inquiry for
each grade
+What can parents do? IB @ Home
Talk to children about the Learner Profile
Encourage inquiry in their children