Transcript Introduction to International Baccalaureate

Welcome to International Baccalaureate:
Three Reasons to Join Us on the Journey
Henrico High School
Open House
January 13, 2009
Priscilla Biddle,
DP Coordinator
History of IB
• Created in 1968 in Geneva, Switzerland as a private
school for mobile European students desiring a
rigorous pre-university curriculum
• Now more than half of IB schools world wide are in
state or public schools
• By the 1980’s the IB Diploma was recognized
worldwide by colleges and universities as
an indicator of university preparedness
More History
• In 1994 the Middle Years and Primary Years
Programs were launched
• In 1995, IBO authorized Henrico High School and
Moody Middle School to institute a Middle Years
Program, grades 6-10, and a Diploma Program,
grades 11-12.
Today’s IB
• Today, an IB education is available in 2,496 schools
in 132 countries for 678,000 students, ages 3-19
• Today, IB at Henrico High School is home to 320
MYP/DP students, with over 600 MYP students at
Moody Middle School
• In 2010, Henrico County is expanding the IB
program into two more middle schools,
Tuckahoe and Fairfield, and another high
school site, Tucker, with the expectation of
reaching even more students
Why IB for me?
• Why should my child attend the IB school rather
than another specialty center or the Governor’s
Schools?
– International quality control for “brand name” recognition
– Programmatic holistic educational model for consistent,
integrated, and sequenced instruction
– Most rigorous curriculum designed for the whole child
Reason #1: Brand Name Quality Control
• International, national and regional regulation and
monitoring
• Training and resources for teachers, students, and
parents
• Program – NOT a specialty center
What the IB “brand name” means
• Worldwide curriculum externally moderated,
regulated, and periodically updated for consistency
• Teachers highly trained and moderated yearly
through exam results to maintain highest
performance
• Exams and assessments externally graded or
moderated for quality control – standards
can never be lowered!
IB “Brand Name” Program Promise
• Programs monitored, audited, and reviewed for
renewal
• Each school must have policies for language,
assessment and academic integrity that meet IB
regulations
• Each school must have support not only within the
school but in the district – as well as through IBO
Training and Resources
• Each teacher trained through IBO approved
academies
• All curriculum coordinated through IBO with
resources available online
• Teacher and Coordinator networks – regional,
national, global
• Yearly Moderation and Subject Reports
Reason #2: Superlative Educational Model
• Rigorous curriculum in a child-centered model
– Not just a collection of subjects
– Instruction centered on Mission Statement and Learner
Profile
• MYP with its Areas of Interaction
• DP with its Theory of Knowledge
– Subjects are focused to develop each child to his/her
greatest potential into a well-rounded, critically discerning
world citizen
Mission Statement
• The International Baccalaureate 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 organization works with schools,
governments and international organizations to develop
challenging programs of international education and
rigorous assessment.
• These programs encourage students across the world
to become active, compassionate and lifelong
learners who understand that other people,
with their differences, can also be right.
The Learner Profile
• IB learners strive to be:
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective
•
Middle Years’ Areas of Interaction
• Learning doesn’t take place in a vacuum
• It must impact WHO the student is, WHAT he/she
does in the world, and HOW he/she does it
• Guiding questions offer the curriculum real life
relevance
• Project-centered approach encourages 21st Century
Skills
Areas of Interaction
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Approaches to Learning
Community and Service
Human Ingenuity
Environment
Health and Social Education
Diploma Program: Theory of Knowledge
• Two year course that picks up where AOI leaves off
• Guiding questions implemented across curriculum:
– How do I know what I know?
• Ways of Knowing: Perception, Emotion, Language, Reasoning
• Justified True Belief
– To what extent or degree do the ways of knowing
contribute to or cause problems of knowing as well as
complement each other?
– How do the ways of knowing contribute in each of the
areas of knowledge: mathematics, natural
sciences, social sciences, history, the arts,
ethics and religion
Concurrency: Guiding Questions
• Why is it that mathematics is considered to be of different
value in different cultures?
• Should scientists be held morally responsible for the
applications of their discoveries?
• Is it reasonable to attempt to explain human behavior
independently of what people claim are their intentions?
• If truth is difficult to prove in history, does it follow that all
versions are equally acceptable?
» What is the proper function of the arts in
society?
» How does living a moral life matter?
Different Learning Paradigm
• Subject as “Mystery” Model
– Discovery, fact-based
– Descriptive
– Knowledge amassed as
commodity
– More linear, objective
– Less emphasis on application
or cross-disciplinary
interaction
• Subject as “Puzzle” Model
– Systems of concepts to
understand
– Interactive and relational
– Emphasizes discernment
among knowledge sources for
quality of knowledge in
changing world
– Multi-modal, personal
– Emphasis on relevance,
application, personal
development
Reason #3: Private School Education in a
Public School: Guided Curriculum
• Course Scope and Sequence:
– Grade 9, Level 4 MYP
• English 9
• Language – Year 2 or 3 of Spanish or French
• World History and Geography II
• Biology
• Geometry or Algebra II
• Arts (Theatre or Visual Arts) –semester
• Technology – semester
• Health and PE
Curriculum, continued
• Course Scope and Sequence:
– Grade 10, MYP Level 5
• English 10
• Language – Year 3 or 4, French or Spanish
• American Government and Virginia History
• Chemistry
• Algebra II or Extended Math
• Arts: Theatre Arts or Visual Arts (semester)
• Health and PE
• Assessments and Personal Project completed toward the MYP
Certificate
Curriculum, Diploma Program
• Course Scope and Sequence
– Grade 11, Year 1
• Language A1: English HL, Year 1 of 2
• Language B1: Year 4 or 5 SL, Spanish or French
• History of the Americas HL, Year 1 of 2
• Experimental Science
– Biology SL
– Chemistry SL or HL
• Mathematics
– Extended Math
– Mathematics SL or Math Studies SL
• Arts or Elective
– Psychology SL or HL, Theatre Arts SL or HL, Visual Arts HL
• Theory of Knowledge
Diploma Curriculum
• Course Scope and Sequence
– Grade 12, Year 2
• Language A1: English HL, Year 2 of 2
• Language B1: Year 5 SL or 6 HL/SL, Spanish or French
• World Topics HL, Year 2 of 2
• Experimental Science
– Chemistry SL or HL
• Mathematics
– Mathematics SL or Math Studies SL
• Arts or Elective
– Psychology SL or HL, Theatre Arts SL or HL, Visual Arts HL
• Theory of Knowledge
• Extra IB Electives: Biology, Chemistry or Psychology
• AP Electives: Physics, Calculus, Statistic, World History, Art History
Reason #3: To Educate the Whole Child
• In addition to subjects, each with internal
assessments and exams, each student has
opportunities to design projects that meet his/her
needs and interests
– Personal Project in grades 9-10
– CAS Introduction in grades 9-10
– Extended Essay in grades 11-12
– CAS in grades 11-12
Personal Project
• A student-centered project, research-based and interactive,
after which the student reflects on what he/she has learned in
a paper
– The personal project may take many forms, for example:
• an original work of art (visual, dramatic, or performance)
• a written piece of work on a special topic (literary, social,
psychological, or anthropological)
• a piece of literary fiction (that is, creative writing)
• an original science experiment
• an invention or specially designed object or system
• the presentation of a developed business, management, or
organizational plan (that is, for an entrepreneurial
business or project), a special event, or the development of
a new student or community organization.
Creativity, Action and Service
• Graduated involvement that focuses on Learner
Outcomes:
• increase their awareness of their own strengths and areas for
growth
• undertake new challenges
• plan and initiate activities
• work collaboratively with others
• show perseverance and commitment in their activities
• engage with issues of global importance
• consider the ethical implications of their actions
• develop new skills
Extended Essay
• The extended essay is:
• compulsory for all Diploma Program students
• externally assessed and, in combination with the grade for theory of
knowledge, contributes up to three points to the total score for the IB
diploma
• a piece of independent research/investigation on a topic chosen by the
student in cooperation with a supervisor in the school
• chosen from the list of approved Diploma Program subjects, published in
the Vade Mecum
• presented as a formal piece of scholarship containing no more than 4,000
words
• the result of approximately 40 hours of work by the student
• concluded with a short interview, or viva voce, with the supervising
teacher
Why should you join us on the journey?
• Three great “official” reasons
– International education here at home that encourages
students to achieve at their highest level that will prepare
them for college and beyond
– Program of instruction that is integrated, holistic, childcentered, project-based, and 21st Century motivated –
everything that is considered “best practices”!
– Academics personalized to meet student interest and
personal development goals
Personal Reasons – Development of YOU as a
PERSON
• Diversity with the comfort of a close-knit community
• Teachers and staff organized to monitor the
individual child, help him/her in every way
• Flexibility in pursuing Certificate or Diploma
• Come as you are, but be all you can be!
Next Steps: Long Term
• Turn in your application by deadline indicated by
Middle School
• Take the center tests on February 14
• Come to our Shadowing Days – dates TBA
Next Step: Tonight
• Listen to the students’ and parent comments
• Look at your program and find the shape that is
colored in
• Report to the room indicated
• Ask subject area teachers and students your
questions
Join us on the Journey!
Thank you for coming
tonight!