Induction2010

© International Baccalaureate Organization 2006

The International Baccalaureate Organization

At a Glance


Induction Programme for 2010

Welcome and Introductions General Overview of the International Baccalaureate

Organisation PYP Programme:

Mission Statement Learner Profile PYP Model/Essential Elements Bubble Planner

Inquiry at T.N.I.S Programme of Inquiry at T.N.I.S Online Curriculum Centre and KNet Pages


New York, United StatesRegional office for North America and the

Caribbean

Cardiff, United KingdomAcademic, assessment, HR & building services, finance and publications, ICT, strategic planning and communications

Buenos Aires, Argentina Regional office for Latin America

Geneva, SwitzerlandHeadquartersRegional office for Africa, Europe and the Middle East

SingaporeRegional office for Asia Pacific

Sydney, AustraliaRegional representative for Australasia

Yokohama, JapanRegional representative for Japan

Beijing, ChinaRegional representative for Mongolia and China

Mumbai, IndiaRegional representative for South Asia

Bath, United Kingdom

Research VancouverRegional office for

North America and the

Caribbean

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.


Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.

The Primary Years Programme (PYP) for students aged 3 to 12.

The Middle Years Programme (MYP) for students aged 11 to 16.

The Diploma Programme for students aged 16 to 19.

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.


Schools: How has the IBO grown?The IBO has experienced rapid and consistent growth over the past 15 years.

Annual growth rates for the three programmes demonstrate strong year-on-year growth. The IB is currently estimated to reach over 200,000 students

Programme Apr 2005 Apr 2006 Apr 2008

PYP 208 259 490

MYP 443 491 676

DIPLOMA 1,253 1,373 1857

Totals 1,904 2,123 3,023


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.

The IBO is proud of its high quality education sustained for over 35 years.

The Diploma Programme assessment process is recognized by the world’s leading universities.

The IBO actively trains and supports teachers to maintain its high standards.

The IBO encourages international-mindedness in IB students who must firstly develop an understanding of their own cultural and national identity.

The IBO encourages a positive attitude to learning.

The IBO ensures that its programmes are accessible to students in a wide variety of schools.


Programmes: What makes the PYP special?An opportunity for learners to construct meaning.

Designed to foster the development of the whole child.

Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them.

Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action.

Supported in English, French and Spanish but can be taught in other languages.


Services: How is a school authorized? Any school wishing to offer an IB programme must be authorized by the IBO.

Schools must go through an intensive authorization process that lasts at least two years covering a number of key stages.

First key stage includes: Feasibility study and identification of resources

Obtaining appropriate publications Examining the programme’s philosophy and curriculum Conduct a feasibility study on possible outcomes Arrange for staff to undertake IBO-approved training.

Second key stage (for MYP and PYP candidate schools only) includes: A trial implementation stage as a candidate school

Third key stage is a visit from an IBO team to: Consult those involved in implementation Evaluate the school’s readiness to implement the programme Complete a report on the school’s commitment and ability to deliver the

programme.


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.

• Teacher support materials • Online courses• Teacher qualifications in development.


Organization: What is the IBO mission?We are motivated by a mission to create a better world through education.

Mission

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.

To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate andlifelong learners who understand that other people, with their differences, can also be right.


Organization: What is the learner profile?It’s the IBO mission statement translated into a set of learning outcomes for the 21st century.

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

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.


LearnersConstructing

Meaning

Written curricul

um

Taught curricul

um

Assessed curriculum

Components of the curriculum


Scope and sequence documents

What do we want students to learn?How best will

students learn?

How will we know what students have

learned?

Specific expectations

Sample questions

Sample activities Sample assessments

Writtencurriculum

Taughtcurriculum

Learnedcurriculum


Overview of the programme

Skills

Attitudes

Action

Knowledge

Six subject domains

Who we are

Where we arein place and

time

How we expressourselves

How the world works

Sharing the

planet

How we organize ourselves

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? ResponsibilityWhat is our

responsibility? Reflection How do we know?

At the core of the PYP curriculum is a series of concepts which have relevance within and across the subject disciplines.

Concepts


appreciation commitment confidence cooperation creativity curiosity empathy enthusiasm independence integrity respect tolerance

social research communication thinking self-management

Reflect Choose Act

ACTION

ATT

ITU

DE

S SK

ILLS

• to enhance learning• to provide service

Attitudes, transdisciplinary skills and action


Organization of the plannerTitle: Subject focus:Stage 1: What is our purpose?

Central ideaAn inquiry into . . .

Stage 2: What resources will we use?Stage 3: What do we want to learn?

Key questions (concepts) that drive the inquiry

Teacher questionsStudent questions

Stage 4: How best will we learn?Stage 5: How will we know what we have learned?

Assessment strategies including self-assessmentStage 6: To what extent did we achieve our purpose?Stage 7: How will we take action?


Programmes: How are the students assessed?IB assessment is rigorous, criterion-referenced, consistent and differentiating of student ability.

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.


Using Information in Stages

DECIDING on information needs

FINDING and selecting the resources

USING - working directly with the resources to answer the questions

RECORDING and organising the information

PRESENTING and communicating the knowledge

EVALUATING the process and the content

(Gawith, 1987)

Induction2010

Education

Transcript of Induction2010