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GREEN LAKE SCHOOL

GREEN LAKE SCHOOL. International Baccalaureate Programme. MYP: A Meaningful Educational Experience. MISSION STATEMENT.

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GREEN LAKE SCHOOL

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  1. GREEN LAKE SCHOOL International Baccalaureate Programme

  2. MYP: A Meaningful Educational Experience

  3. 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.

  4. MISSION STATEMENT The organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

  5. MISSION STATEMENT 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.

  6. In sum…. A strong emphasis on the ideals of international understanding and responsible citizenship.

  7. Who are IB Students? • 573,000 Students Worldwide • 125 Countries on 5 Continents • at 2,146 IB World Schools

  8. AngolaAntigua/Barbuda Argentina Australia AustriaAzerbaijanBahamasBahrainBangladesh Barbados BelgiumBermudaBoliviaBosnia/Herzegovina Botswana Brazil Brunei-DarussalamBulgaria Cambodia CanadaCayman IslandsChileChinaColumbiaCosta RicaCroatia Cuba Cyprus Czech Republic DenmarkDominican RepublicEcuadorEgyptEl SalvadorEstonia Ethiopia FijiFinlandFranceGeorgiaGermanyGhanaGreeceGuam Guatemala Honduras Hong KongHungary Iceland IndiaIndonesiaIranIreland Isle of Man IsraelItalyJamaicaJapanJersey Jordan KazakhstanKenyaKorea Kuwait LaoLatviaLebanonLesotho Liechtenstein Lithuania LuxembourgMacao MacedoniaMalawiMalaysia MaltaMauritius Mexico MonacoMongolia Morocco Mozambique MyanmarNamibiaNepal Netherlands Netherlands-AntillesNew ZealandNicaragua Nigeria NorwayOmanPakistanPalestinian TerritoryPanamaPapua/New GuineaParaguayPeru Philippines Poland Portugal QatarRomania Russian FederationRwandaSaudi Arabia Senegal SerbiaSingaporeSlovakiaSlovenia South AfricaSpainSri LankaSudan Swaziland SwedenSwitzerland Syrian Arab Republic TaiwanTanzania Thailand TogoTrinidad/TobagoTunisiaTurkey Uganda Ukraine United Arab Emirates United Kingdom United StatesUruguay Uzbekistan VenezuelaVietnamVirgin Islands BritishVirgin Islands US Zambia Zimbabwe

  9. Three High Quality IB Programmes • The Primary Years Programme(PYP) for students aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside. • The Middle Years Programme (MYP) for students aged 11 to 16 provides a framework of academic challenge and life skills taught through traditional school subjects. • The Diploma Programme(DP) for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.

  10. Middle Years Programme Roots “Learning how to learn and the development of the whole person are the guiding principles of the programme. The overall curriculum is designed to encourage moral development in our children and a sense of responsibility to the world community and its environment.” (from the General statement adopted in 1982) Page 11

  11. The Middle Years Programme Grades 7 - 10 Prepares Students to Learn how to learn Ask challenging questions Develop a strong sense of own identity & culture Develop ‘international-mindedness’-- an ability to communicate with and understand people from other countries and cultures

  12. What Is ‘International-mindedness’? Recognize our common humanity. Acknowledge our shared guardianship of the planet. Help to create a better and more peaceful world.

  13. A Balanced Program • Studying a broad base of subjects to ensure that students acquire the knowledge and skills necessary to prepare for the future. • Developing a genuine understanding of ideas along with the ability to apply these in new contexts in preparation for further learning.

  14. ‘Concurrency of Learning’ • The program promotes ‘concurrency of learning’ whereby students deal with a balanced curriculum each year in which different subjects are studied simultaneously. • As students mature and develop higher-order thinking skills, they explore the disciplines in increasing depth and realize how they are linked to each other and to local and global issues.

  15. A Variety of Teaching and Learning Methodologies • The program encourages the use of a variety of teaching and learning methodologies to foster a climate in which students discover how they learn best in different situations.

  16. The Development of the Whole Person • The program emphasizes the development of the whole person– affective, cognitive, creative and physical. • Its effective implementation depends on the school’s concern for the whole educational experience, including what students learn outside the classroom.

  17. The Learner Profile • Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open-minded • Caring • Risk-Takers • Balanced • Reflective

  18. Inquirers • Students develop their natural curiosity. • Students acquire the skills necessary to conduct inquiry and research and show independence in learning. • Students actively enjoy learning and this love of learning will be sustained throughout their lives.

  19. Knowledgeable • Students explore concepts, ideas and issues that have local and global significance. • In so doing, students acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

  20. Thinkers • Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

  21. Communicators • Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. • Students work effectively and willingly in collaboration with others.

  22. Principled • Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. • Students take responsibility for their own actions and the consequences that accompany them.

  23. Open-minded • Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. • Students are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

  24. Caring • Students show empathy, compassion and respect towards the needs and feelings of others. • Students have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

  25. Risk-takers • Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. • Students are brave and articulate in defending their beliefs.

  26. Balanced • Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

  27. Reflective • Students give thoughtful consideration to their own learning and experience. • Students are able to assess and understand their strengths and limitations in order to support their learning and personal development.

  28. The MYP Programme Model

  29. Eight Subject Areas in the Middle Years Program • 1. Language A • English • 2.Humanities • Integrated Social Studies • 3.Technology • 4.Mathematics • 5.Arts • Music and Art • 6. Sciences • Physical and Life Science • 7. Physical Education • 8. Language B • French or Spanish

  30. ‘Areas of Interaction’in the Middle Years Program • 1. Approaches to Learning • 2. Community Service • 3. Health/Social Education • 4. Environments • 5. Human Ingenuity

  31. Areas of Interaction(Using Best Classroom Practice) The areas of interaction, put simply, are the contexts through which the curriculum content interacts with the real world.

  32. Approaches to Learning How do I learn best?How do I know?How do I communicate my understanding? • All teachers have the responsibility to ensure that students acquire the skills and the confidence to take ownership of their own learning. • Students are encouraged to take increasing responsibility for their learning, to question and evaluate information critically, and to seek out and explore the links between subjects. • Learning how to learn and how to evaluate information critically is as important as the content of the subject disciplines themselves.

  33. Community and Service Community awareness and understandingReflectionInvolvement through service • Encourages students to become aware of their roles and their responsibilities as members of communities. • All MYP students are required to become involved with their communities– an involvement that benefits both parties.

  34. Health and Social Education How do I think and act?How am I changing?How can I look after myself and others? • Encourages students to explore personal, physical and societal issues and to develop respect for body and mind.

  35. Environments What are our environments?What resources do we have or need?What are my responsibilities? • Encourages students to become aware of their interdependence with the world and to develop responsible and positive attitudes towards their environments.

  36. Human Ingenuity Why and how do we create?What are the consequences? • Encourages students to examine and reflect on the ingenious ways in which humans think, create and initiate change.

  37. Interdisciplinary Learning Students demonstrate interdisciplinary understanding when they can: Bring together concepts, methods or forms of communication from two or more disciplines. Explain a phenomenon, solve a problem, create a product or raise a new question in ways that would have been unlikely through a single disciplinary means.

  38. The Personal Project • The personal project is a significant body of work undertaken by all MYP students over an extended period of time in the last year of the program. • It is the culminating activity where students present in a personal way, their understanding of real-world themes, concepts and issues using the areas of interaction.

  39. Academic Honesty • Personal Skills:integrity; confidence in one’s own work; willingness to work independently; willingness to achieve individual potential. • Social Skills: how to work collaboratively; how to contribute to a group; how to acknowledge work by team members; peer-evaluation skills. • Technical Skills: Acknowledging sources; understanding plagiarism; constructing a bibliography; referencing correctly.

  40. IBO Public Website www.ibo.org

  41. What Are Your Questions?

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