Induction2010
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Transcript of Induction2010
© International Baccalaureate Organization 2006
The International Baccalaureate Organization
At a Glance
© International Baccalaureate Organization 2006
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
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
LearnersConstructing
Meaning
Written curricul
um
Taught curricul
um
Assessed curriculum
Components of the curriculum
© International Baccalaureate Organization 2006
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
© International Baccalaureate Organization 2006
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
© International Baccalaureate Organization 2006
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
© International Baccalaureate Organization 2006
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
© International Baccalaureate Organization 2006
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?
© International Baccalaureate Organization 2006
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.
© International Baccalaureate Organization 2006
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)