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Envisioning the future: Educational Environment of the IB and its Evolution in the 21 st Century. . Richard Henry Head of Development – Africa, Europe, Middle East. . Envisioning the future. scenario planning strategic planning our changing world the learner of the future?.

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envisioning the future educational environment of the ib and its evolution in the 21 st century

Envisioning the future: Educational Environment of the IB and its Evolution in the 21st Century.

Richard Henry

Head of Development – Africa, Europe, Middle East.

envisioning the future
Envisioning the future

scenario planningstrategic planning

our changing world the learner of the future?

envisioning the future1
Envisioning the future
  • What will the learner of the future need and want?
  • How might we re-think learning?
  • What should we do differently now?
slide8

5 )Find the letter in the alphabet that corresponds to the number created in step four

  • Example: 1=A, 2=B, 3=C…
what will the learner of the future need and want
What will the learner of the future need and want?
  • learning that matters: ‘life-worthy learning’ (David Perkins)
  • to be able to extract relevant information from the mass
  • to be able to understand multi-disciplinary/dimensional problems
  • to understand themselves as learners
  • to engage in learning that nurtures strong social and emotional growth
  • to understand and value difference and diversity
  • to be multi-lingual
how might we re think learning
How might we re-think learning?
  • Provide rich learning environments
  • Organize learning in multiple, flexible ways
  • Provide more personalized opportunities
  • Attend to the social and emotional dimensions of learning

Cognition – emotion – biology – culture

significant content
Significant content

Both disciplinary and interdisciplinary

Broad and balanced....meeting university standards

for rigour in depth and breadth.

Conceptual and connected: focusing on broadly

powerful ideas that have relevance within and across

subject areas.

Broad ideas that reach beyond national

and international boundaries.

what should we be doing now what is the ib doing now
What should we be doing now?What is the IB doing now?
  • The continuum of international education
  • The profile of the IB learner
  • Approaches to learning
  • Re-thinking content; concept based learning
  • MYP and PYP reviews
  • Career-related education
  • Technology enhanced learning
ib continuum of international education
IB continuum of international education

IB mission statement

IB learner profile

Programme standards and practices

what is an ib education
What is an IB education?

The aim of this document is to communicate clearly what lies at the heart of an International Baccalaureate education. For educators, supporters, students and their families, it explains the ideals that underpin all IB programmes.

approaches to learning skills ages 3 19
Approaches to learning skills: ages 3-19

Research skills

Communication skills

Social skills

Thinking skills

Self-management skills

technology enhanced learning collaborating and connecting
Technology enhanced learning: collaborating and connecting

We have all the technology but how do we best use it?

  • It can enable us to see the world through another’s eyes
  • It can enable diversity of thinking and approaches to problem-solving
  • It can enable users.......or make them dependent

We must set LEARNING GOALS!

It is global and democratic

dp courses online september 2013
DP courses online: September 2013

Group 2

Group 5

Mandarin ab initio

Group 3

Group 6

Film SL

N

Philosophy SL

Philosophy HL

ib open world schools ibows
IB Open World Schools (IBOWS)

Current model: link school (2012 – 2014)

IB

Pilot feasibility

Pilot support

IBOWS

  • Partnership
  • Recruitment
  • Registration
  • Support (SBC)
  • Exams

Link School

Quality Assurance

Link Mentor

Pamoja Education

Teaching and Learning

Reporting

Technical Support

Course provider

development of a schools portal
Development of a Schools Portal

The ‘Services to Schools Portal’ will be a single access gateway for IB School based stakeholders and the IB Educator Network that provides role based, seamless access to all relevant IB information, websites, systems and services

Individualised ‘dashboard’ approach.

Incorporate IBVC (IB Virtual Community)

e assessment paper digital
E-Assessment: paper digital
  • e-marking: 2011 – 2013
    • May 2012: 5000 examiners used new tool to mark two-thirds of total scripts
    • Quality assurance assured through pre-marked, random “seeding”
    • Reduces paper-based script logistics for schools; eliminates for examiners
e assessment paper digital1
E-Assessment: paper digital

e-reports for schools (2014)

  • meta-tagging permits learning reports for school/teacher improvement (IB Results-Extra)
  • capability for individual student profile reports
the learner of the future
The learner of the future?
  • Comfortable with ambiguity and complexity
  • A capable and responsible agent of her own learning
  • Socially and emotionally aware
  • Aware of other’s perspectives; understands and values
  • difference
  • Able to navigate change
  • Able to move from daily life to future
  • possibilities