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  1. LVUSD IB Diploma Program Parent Presentation September 2009

  2. cogito ergo IB

  3. I think, therefore IB

  4. 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.

  5. 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 challengingprogramsof international education and rigorous assessment. Theseprogramsencourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

  6. IB is internationally-focused

  7. 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

  8. IB is student-centered

  9. 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” • TristianStobie, Head of Diploma program development, IB • Focuses on the learner profile

  10. The Learner Profile

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  21. 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.

  22. The IB Learner Profile in practice

  23. 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?

  24. 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?

  25. 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?

  26. Organization: What does the IBO offer?The IBO develops threeprogramsof international education for students aged 3 to 19, working in cooperation with IB World Schools. The threeprogramsspan the years of kindergarten to pre-university. Theprogramscan be offered individually or as a continuum. • The Primary Yearsprogram(PYP) for students aged 3 to 12. • The Middle Yearsprogram(MYP) for students aged 11 to 16. • The Diplomaprogram(DP) for students aged 16 to 19.

  27. 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 diplomaprogramconcurrently 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

  28. 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.

  29. Curriculum: What does the DP curriculum contain? The curriculum contains six subject groups together with a core made up of three separate parts.

  30. 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.

  31. 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:

  32. 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

  33. 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.

  34. 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

  35. 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

  36. 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.

  37. 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).

  38. Who is an IB candidate?

  39. 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.

  40. Sample Course Sequencing [typical]

  41. Course Sequencing • Accommodations can be made to meet the needs and interests of our athletes, musicians, student council members, etc

  42. 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

  43. 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

  44. 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

  45. IB & University RecognitionChicago Public Schools case study *students who took 2 AP exams **Chicago Public Schools, all graduates

  46. 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]

  47. IB & University SuccessDePaul University case study *Chicago Public Schools

  48. 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

  49. 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