LVUSD IB Diploma Program
Parent Presentation
September 2009
cogito ergo IB
I think, therefore IB
Introduction to the International Baccalaureate
•
The International Baccalaureate Organization (IBO) is a nonprofit
educational foundation established in 1968.
•
IB currently works with 2,650 schools (56% public) in 136 countries to
develop and offer three challenging programs to over 560,000 students
aged 3 to 19 years.
•
IB helps develop the intellectual, personal, emotional and social skills to
live, learn and work in a rapidly globalizing world.
Organization: What is the IBO mission?
IBO is 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 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.”
IB is internationally-focused
Internationalism: what it means
•From the IB perspective, internationalism is the development
of responsible citizens of the world with young people who are
active participants in their local and national communities, as well
as in the broader international community.
•Internationalism includes:
• Genuine awareness of the interdependence of countries
and peoples.
• Ability to see one’s own culture, language and nation in a
global perspective
• Ability to recognize and rejoice in diversity
IB is student-centered
Student-centered: what it means
• An IB teacher makes use of the knowledge and
understanding that students bring with them to the
classroom and aims to ignite a sense of wonder
about learning and knowledge.
• “Learning can only occur if students’ current
understanding is challenged. It encourages teaching
for understanding”
– Tristian Stobie, Head of Diploma program development, IB
• Focuses on the learner profile
The Learner Profile
What is the Learner Profile?
•
The Learner Profile is the IBO Mission Statement translated into a set
of learning outcomes for the 21st Century
•
The Learner Profile promotes the education of the whole person,
emphasizing intellectual, personal, emotional and social growth
through all domains of knowledge.
•
The learner profile has to become part of the school culture to be
effective.
IB Learners strive to be:
• Inquirers - They develop their natural
curiosity. They acquire the skills
necessary to conduct inquiry and
research and show independence in
learning. They actively enjoy learning
and this love of learning will be
sustained throughout their lives.
IB Learners strive to be:
• Knowledgeable - They explore
concepts, ideas and issues that have
local and global significance. In so
doing, they acquire in-depth knowledge
and develop understanding across a
broad and balanced range of
disciplines.
IB Learners strive to be:
• Thinkers - They exercise initiative in
applying thinking skills critically and
creatively to recognize and approach
complex problems, and make reasoned,
ethical decisions.
IB Learners strive to be:
• Communicators - They understand and
express ideas and information
confidently and creatively in more than
one language and in a variety of modes
of communication. They work effectively
and willingly in collaboration with others.
IB Learners strive to be:
• Principled - They act with integrity and
honesty, with a strong sense of fairness,
justice and respect for the dignity of the
individual, groups and communities.
They take responsibility for their own
actions and the consequences that
accompany them.
IB Learners strive to be:
• Open-minded - They understand and
appreciate their own cultures and
personal histories, and are open to the
perspectives, values and traditions of
other individuals and communities. They
are accustomed to seeking and
evaluating a range of points of view,
and are willing to grow from the
experience.
IB Learners strive to be:
• Caring - They show empathy,
compassion and respect towards the
needs and feelings of others. They have
a personal commitment to service, and
act to make a positive difference to the
lives of others and to the environment.
IB Learners strive to be:
• Risk-takers - They approach unfamiliar
situations and uncertainty with courage
and forethought, and have the
independence of spirit to explore new
roles, ideas and strategies. They are
brave and articulate in defending their
beliefs.
IB Learners strive to be:
• Balanced - They understand the
importance of intellectual, physical and
emotional balance to achieve personal
well-being for themselves and others.
IB Learners strive to be:
• Reflective - They give thoughtful
consideration to their own learning and
experience. They are able to assess
and understand their strengths and
limitations in order to support their
learning and personal development.
The IB Learner Profile in practice
The IB Learner Profile in practice
Classroom practices:
•
Is it possible to create more experiences and opportunities in
the classroom that allow students to be genuine inquirers?
• How much attention do we pay to how students interact with
other students in group-work activities? Could we give more
time to helping them work effectively as part of a team?
• Could we create more opportunities to discuss the ethical
issues that arise in the subject(s) we teach?
• How well do we model empathy, compassion and respect for
others in our classrooms and around the school?
The IB Learner Profile in practice
Assessment and reporting practices:
• In formative assessment tasks, do we provide students with
enough opportunities to take intellectual risks, and then support
them in taking such risks?
• To what extent does the range of assessment strategies we use
meet the diverse needs of students and encourage creative and
critical thinking?
• Can we provide time for students to reflect on an assessment
task and what they have learned from it?
• What aspects of student development do we report on?
The IB Learner Profile in practice
Daily life, management and leadership
•
•
•
•
•
Do all our teachers see themselves as responsible for the
nurturing of lifelong learners?
What is the quality of interaction between students and
teachers around the school?
Are support structures in place to oversee the personal, social
and emotional welfare of students, as well as their academic
development?
Are students empowered to take responsibility for their own
learning?
Are we investing appropriately in ongoing professional
development for our teachers?
Organization: What does the IBO offer?
The IBO develops three programs of international education for
students aged 3 to 19, working in cooperation with IB World Schools.
The three programs span the years of kindergarten to preuniversity. The programs can be offered individually or as a
continuum.
•The Primary Years program (PYP) for students aged 3 to 12.
•The Middle Years program (MYP) for students aged 11 to 16.
•The Diploma program (DP) for students aged 16 to 19.
Programs: What makes the DP unique?
A rigorous two year pre-university course that leads to examinations.
•
Designed for students aged 16 to 19
•
Diploma students take six core subjects. Additionally, they write a 4,000
word extended essay, complete a course in theory of knowledge, and
complete a number of creativity, action and service (CAS) projects.
•
The diploma is well recognized by approximately 2,200 of the world’s
leading universities, including the UC and CSU systems, the Ivy League
schools, and over 1,200 other US universities.
•
Many IB schools teach the diploma program concurrently with the national
curriculum, state standards, and/or AP and CP curricula.
•
Supported in English, French and Spanish.
•
As well, non-Diploma track students may opt for certificates in particular
subject areas
Programs: What makes the DP special?
More than a collection of facts.
Students are encouraged to:
•
ask challenging questions
•
learn how to learn
•
develop a strong sense of their own identity and culture
•
develop the ability to communicate with and understand people
from other countries and cultures
•
become independent, self-motivated learners.
Curriculum: What does the DP curriculum contain?
The curriculum contains six subject groups together with a core
made up of three separate parts.
Curriculum: What does the DP curriculum contain?
The curriculum contains six subject groups together with a core
made up of three separate parts.
 Three subjects are studied
at higher level - 240 hours
 Three subjects are studied
at standard level - 150 hours
 All three parts of the
core—extended essay,
theory of knowledge and
creativity, action, service—
are compulsory and are
central to the philosophy of
the Diploma program.
Curriculum: What does the DP curriculum contain?
The curriculum contains six subject groups together with a core
made up of three separate parts.
Based on student and teacher interest, course offerings include:
GROUP 1
HL English A1
GROUP 2
SL/HL Language B
(Spanish, French)
GROUP 3
HL History of Americas
SL Psychology
SL Environmental Systems
GROUP 4
SL Biology
SL Environmental Systems
GROUP 5
SL Mathematics
GROUP 6
HL Visual Arts
HL Film
Curriculum: What does the DP curriculum contain?
The core requirements — Extended Essay (EE)
The extended essay:
• has a prescribed limit of 4,000 words
• offers the opportunity to investigate a topic of individual interest
• familiarizes students with the independent research and writing skills
expected at university
– must include “…techniques appropriate to the discipline”
– students select topic and work with volunteer instructors in topic area
Curriculum: What does the DP curriculum contain?
The core requirements — Theory of Knowledge (TOK)
The interdisciplinary TOK course:
• designed to provide coherence by:
– exploring the nature of knowledge across disciplines
– encouraging an appreciation of other cultural perspectives
•Part I – focus on limitations of humans as knowers – perceptions,
emotions, languages, reason
•Part II – development of skills to evaluate knowledge claims in the various
disciplines.
Curriculum: What does the DP curriculum contain?
The core requirements — Creativity, Action, Service (CAS)
Participation in the school’s CAS program:
• encourages students to be involved in artistic pursuits, sports and
community service work - 50 hours each
• fosters students’ awareness and appreciation of life outside the
academic arena
– the hours are designed to be on-going; spanning the duration of the
Diploma program
Assessment: How are students assessed?
Students are assessed both internally and externally in ways that measure
individual performance against stated objectives for each subject.
In most subjects at least some of the assessment is carried out internally by
teachers, who mark individual pieces of work produced as part of a course
of study. Examples include:
• oral exercises in language subjects
• projects
• student portfolios
• class presentations
• practical laboratory work
• mathematical investigations
• artistic performances
Assessment: How are students assessed?
Students are assessed both internally and externally in ways that measure
individual performance against stated objectives for each subject.
Some assessment tasks are conducted and overseen by teachers without
the restrictions of examination conditions, but are then marked externally by
examiners. Examples include:
• world literature assignments for language A1
• written assignments for language A2
• essays for theory of knowledge and extended essays.
Assessment: How are students assessed?
Students are assessed both internally and externally in ways that measure
individual performance against stated objectives for each subject.
• Externally marked examinations form the greatest share of the
assessment for most subjects.
• The grading system is criterion-based (results are determined by
performance against set standards, not by each student’s position in
the overall rank order).
Who is an IB candidate?
Who is an IB candidate?
•
IB is student-driven and inquiry-based
•
IB is suited to the motivated learner, the curious mind. It is not just for
the academically elite; in fact, it is possible that traditional Advanced
Placement students may not always be successful in an IB program, as
IB has less of an emphasis on “book learning” and a greater emphasis
on higher order thinking skills.
– Consider the number of students who are designated GATE
through middle school, but who never see the inside of an Honors
or AP classroom in HS.
• Between 16% and 32% of AHS GATE students (depending on grade
level) are NOT enrolled in Honors or AP classes - over 100 students
per year (2006-2008 statistics)
– IB is ideal for motivated learners in our College Prep
classes.
Sample Course Sequencing [typical]
9th Grade
10th Grade
11th Grade
12th Grade
Group 1:
Language A1
English I (H)
English II (H)
IB English HL1
IB English HL2
Group 2:
Language B
Spanish I/II or
French I/II
Spanish II/III or
French II/III
IB Spanish
SL1/HL1 or IB
French SL1/HL1
IB Spanish
SL2/HL2 or IB
French SL2/HL2
Group 3:
Individuals &
Societies
World Cultures
& Geography
/Health
World History or
AP European
History
IB History of the
Americas HL1
IB History of the
Americas HL2
[Physics]
Group 4:
Experimental
Sciences
Biology (H)
Chemistry
IB Environmental
Systems SL
or IB Biology SL
Group 5:
Mathematics
Geometry (H)
Pre-IB Math
IB Math SL
[Calculus]
Group 6:
Elective
PE
PE
IB Visual Arts HL1
or IB Film HL1
IB Visual Arts HL2
or IB Film HL2
Core
-
-
Gov / ToK1
ToK2 / Econ
Course Sequencing
• Accommodations can be made to meet the needs
and interests of our athletes, musicians, student
council members, etc
IB by the Numbers
• Global IB Diploma recipients:
– 1990 – 3,237
– 2000 – 14,473
– 2008 – 35,408
• Global pass rate (1990-2008) has consistently maintained at
80%
• Average global Diploma score (1990-2008) has consistently
maintained at 30 points
IB & University Recognition
• Universities consider the IB Diploma to be one of the most
demanding secondary school curricula, offering ideal
preparation for post-secondary studies. A student's participation
in IB courses is, therefore, a very important consideration in
admission decisions. It is to a student's distinct advantage to
have completed IB courses, but especially so if the student is
completing the IB Diploma.
- CURT (College & University Task Force), July, 2009
IB & University Recognition
• Admissions assumptions: What do universities assume about
the IB graduate?
– Accepts challenges
– Strong academic foundation
– Consistency
– Excellent research & writing skills
– Excellent critical thinking skills
– Strong oral presentation skills
– Community engagement
– Mature & responsible
IB & University Recognition
Chicago Public Schools case study
*students who took 2 AP exams
**Chicago Public Schools, all graduates
IB & University Success
• The academic goals of an IB graduate ought not to lie in
admission alone, but in the successful completion of
postsecondary education and beyond
– Graduation rates for all postsecondary students = ,60%
• [American Enterprise Institute – June 2009]
– Graduation rate for IB Candidates = 65%
• [National Student Clearinghouse]
– Graduation rates for IB Diploma recipients = 80%
• [National Student Clearinghouse]
IB & University Success
DePaul University case study
*Chicago Public Schools
IB & University Success
• IB Standards and College Readiness Alignment Study:
– Goals:
• Develop and define academic content standards for the
IB Diploma Program
• Align IB’s academic content standards with the
Knowledge and Skills for University Success (KSUS)
• Align the IB standards with several states
IB & University Success
• IB Standards and College Readiness Alignment Study:
Key Finding:
“The results of this study clearly confirm the strong relationship between the IB
program and standards for college readiness and success. The IB standards
demonstrate a very high degree of alignment with the KSUS standards in all
subject areas. In addition, many the individual IB standards are at a level more
advanced than entry-level college courses. . . In short, students who
participate successfully in IB should be well prepared to succeed in entry-level
college general education courses and in some cases to have already learned
material covered in such courses.”
- David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, OR
SOME THOUGHTS ON THE REAL WORLD BY ONE WHO GLIMPSED IT AND FLED Bill
Watterson (creator of Calvin & Hobbes) Kenyon College Commencement, May
20, 1990
…It's surprising how hard we'll work when the work is done just for ourselves. And
with all due respect to John Stuart Mill, maybe utilitarianism is overrated. If I've
learned one thing from being a cartoonist, it's how important playing is to
creativity and happiness….
…At school, new ideas are thrust at you every day. Out in the world, you'll have to
find the inner motivation to search for new ideas on your own. With any luck at
all, you'll never need to take an idea and squeeze a punchline out of it, but as
bright, creative people, you'll be called upon to generate ideas and solutions all
your lives. Letting your mind play is the best way to solve problems…
…For me, it's been liberating to put myself in the mind of a fictitious six year-old
each day, and rediscover my own curiosity. I've been amazed at how one idea
leads to others if I allow my mind to play and wander…
…A playful mind is inquisitive, and learning is fun. If you indulge your natural
curiosity and retain a sense of fun in new experience, I think you'll find it
functions as a sort of shock absorber for the bumpy road ahead…
Questions?
For more information:
contact Mr Staiano @
818.889.1262 x 475 or
astaiano@lvusd.org
Or visit:
www.ibo.org