FLIBS June 2015 Biology Category 1

Introduction to IB and IB Biology

Overview1. Introductions2. Common Understandings for workshop function3. IB Mission, History and Philosophy4. Standards and Practices5. Closing

Presenter Bio• Joshua Platt• Undergrad: Dartmouth College – Environmental and

Evolutionary Bio Major; Grad Florida Teach – Marine Biology Major

• 14th year teaching• 10th in IB• I teach IB Biology and Environmental and AP

Environmental Science • Department chair / Group 4 coordinator• IB Workshop leader (category 1 & 2 Bio) and Site

visitor

Participant Introductions• Who you are• Where you teach and for how long• What you teach• What you need on your first sticky note for the

bus stop

Dos and Don’ts• In groups come up with a list of workshop dos

and don’ts to guide our workshop interactions• 5 min discussion and then share out to create

poster of rules

• This will be our acceptable practice guidelines for the workshop (open to change throughout)

Compare the IB Mission Statement to your School Philosophy• Read through the IB mission statement• Evaluate the extend to which your school

mission statement / philosophy aligns to that of the IB

• Share your thoughts with your table group

Compare the IB Mission Statement to your School Philosophy

• 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 programmes of international education and rigorous assessment.

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

Spruce Creek High Beliefs• Belief Statements• The faculty, staff, students, parents and community of Spruce Creek High School

strongly believe that• Teachers, administrators, parents, and the community share the responsibility for

advancement of the school’s mission. • The commitment to continuous improvement is imperative if our school is going to

enable students to become confident, self-directed, lifelong learners. • A safe and physically comfortable environment promotes student learning. • Each student is a valued individual with unique physical, emotional, intellectual,

cultural and social needs. • Student learning is the chief priority for the school. • Students need to not only demonstrate their understanding of essential

knowledge and skills, but also need to be actively involved in solving problems and producing quality work.

• Curriculum and instructional practices should incorporate a variety of learning activities to accommodate differences in learning styles.

• Students learn best when they are actively engaged in the learning process. • Exceptional students (e.g., special education, limited English proficiency, talented

and gifted, etc. ) require special services and resources. • Positive relationships and mutual respect among and between students and staff

enhance a student’s self-esteem.

History and Philosophy of the IB / University Recognition

• Education for a better world: IB diploma Programme• https://www.youtube.com/watch?v=_

nNYiKmjxwo&feature=youtu.be

History and Philosophy of the IB / University Recognition

• About IB – history and timeline (10 min)• http://www.ibo.org/en/about-the-ib/

• Visit the site above and read through it and discuss with your table

1. What is one thing you learned from the site that you didn’t know before?

2. What is your impression of the university recognition that IB currently enjoys? Can that be improved?

3. How does the IB endeavour to support a well balanced education to students attending IB world schools?

Reflecting on Standards and Practices

• “The IB is aware that for each school the implementation of an IB programme is a journey and that the school will meet these standards and practices to varying degrees along the way. However, the IB expects that the school must make a commitment towards meeting all the standards, practices and programme requirements.” (Page 1)

• Please Read section C of Curriculum Standards in the IB programme standards and practices document, which has been modified to include only the sections relevant to the Diploma Programme.

• The curriculum standards and practices are particularly applicable to teachers of Biology since they relate to how to implement a Biology curriculum to reflect IB philosophy.

Reflecting on Standards and Practices• Please discuss the following and be prepared to

share

• - How do your existing teaching practices relate to or align to the standards and practices?

• - How has reflecting on the standards and practices allowed you to develop and strengthen your understanding of the curricular requirements and the expectations on you as a teacher?

• - What challenges and opportunities do these standards and practices present to you as a teacher?

Bus Stop

Areas that you have no knowledge of, do not fully understand, find challenging

Object is to move all the notes to the “fully understand area” of the bus stop by the workshop end

Add or move your sticky notes to the respective areas

Keep track of notes you have added to manage your learning and needs throughout

Share out

• Was there anything you found interesting, useful, relevant or even controversial during the discussions you had

Closing and Reflection