The International Baccalaureate Diploma Programme (IDBP) is a 2-year program that prepares students for post-secondary schooling. (The IB has three levels mind you, Primary Years Programme, Middle Years Programme, and the DP. I've just recently learned about the IB Career Certificate. Learn more about the IB here.
WHAT MAKES THE IB UNIQUE?
When I was completing my M. Ed. I deliberately chose a few courses in international education, considering that I’ll always teach at an international school by choice. We looked at United World Colleges and the IBO. I found the IBO intriguing in its approach, considering that it deals with the whole spectrum of human society – public and private schools, international and national schools, faith-based and non-denominational schools, and that a core part of it’s curriculum is a concern for people regardless of belief system or socio-economic background.
Theory of Knowledge is an interesting part of the IB. Students learning about how we learn and what influences that learning is super. Really, what is ‘knowledge’? The whole idea behind design thinking is that students have access to information, but use it to make knowledge.
The extended essay, for me being a History teacher, was a breath of fresh air – when I learned about this in the Category 1 History workshop I was elated. It’s a programme that requires students to develop the ability to do research over an extended period of time, revising, changing, shifting, and dealing with all of the frustrations of academic research. No doubt successful graduates are better prepare than many or most first year liberal arts students.
The element of Creativity, Action, Service …”takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies” is unique to other curriculums. The ‘learning’ that takes place in the IB requires a service element (similar to Ontario, Canada), which I love. (even though the debate goes, “forcing kids to do community service won’t teach them anything but to check off boxes’ – I don’t buy into that)
The nature of the IB hexagon as well is unique and how it addresses assessment as well. I like the internal and external format, but still giving teachers the opportunity to assess independently and more creatively. I also like that the web site states multiple choice questions are of 'limited use'. ;) It feels like the structure is conducive to helping children become more well-rounded people. (a key reason why I want to learn more about the IB and become and IB teacher in the future)
TEN IDEAL ATTRIBUTES OF A STUDENT (a Learner Profile)
We were asked to consider what we feel are ten attributes to develop in students (assuming knowledge being one, we focused on characteristics, qualities, and skills). The IB has 10 detailed attributes for every student, comprised in its Learner Profile. You can check learn more here. The italicized notes below are a comparison.
1. Critical and independent thinking skills (includes problem assessment and problem-solving, as well as an ability to think creatively and innovatively)
2. Research and inquiry skills that also incorporate academic integrity.
3. Constructive teamwork and collaborative skills (which includes a strong abiity to communicate orally, visually, and in written form), including an ability to appreciate the opinions of others.
4. Intrinsically motivated to learn and possesses a curiosity towards learning (academic, cultural).
5. An appreciation of regional and world cultures, and and ability to navigate cultures in a globaized world.
6. A genuine concern for helping others, and active in community service both locally and globally.
7. Attempts a variety of non-academic experiences (fine arts, sports, travel, etc)
8. Self-directing individual who is responsible, ethical, honest and kind.
9. Physically and emotionally healthy.
10. Strong technical skills with an ability to assess a variety of forms of media as well as troubleshoot.
Much of what I wrote in general (as well as the others in this workshop) reflects a lot of the Learner Profile, which is nice. The learner profile is clearly more detailed and specific but without being overwhelming. A few points I’ve noticed in comparison to my list:
- I wasn’t specific in independent learning, which should be a goal. I’ll add independent thought as well; in the Risk-takers attribute defending and supporting one’s beliefs is noted, which I feel is also independent thinking.
- In the Communicators attribute, something in the LP I like is explicitly ‘understanding’ ideas and information. It’s obvious, but do I discuss with my students the need to truly understand what you’re communicating. (and understanding an issue in its entirety) We ask our students to learn and understand, but how often to we discuss what ‘understanding’ looks and feels like?
- I didn’t include understanding the consequences of one’s actions. This is so very important to becoming responsible, reliable and honest. (these things of which I did include in my learner profile)
- An element of challenging oneself – I didn’t specifically note risk-taking, which I think goes beyond simply challenging oneself. We can challenge ourselves in areas we are already confident to a degree. Risk-taking requires recognizing and facing the potential for complete failure.
- I did include a CAS element (the Balanced attribute) – I’m pointing this out because I deeply believe in it. I often find myself telling students and parents that individuals need to be well rounded. After choosing to live an international life, in a different culture from my own, it was very clear early on that playing competitive soccer and guitar would open many doors both professionally and personally.
- I included self-reflection in one of my attributes; I like the LP’s refined description that includes assessing one’s individual strengths and limitation, but for the purpose of supporting their own learning and personal development.
WHAT IS THE IDEAL PRE-UNIVERSITY CURRICULUM?
Perhaps a little lengthy but what I think a strong pre-university curriculum includes. A curriculum that:
- Addresses a broad range of competencies and general knowledge in specific academic subjects.
- Addresses academic responsibility and integrity with strong research and inquiry skills.
- An understanding of knowledge, how individuals and groups learn, and how we use knowledge.
- Develops compassionate and ethical individuals who are genuinely concerned with the welfare of others both locally and globally. (to be incorporated across the curriculum rather than a single course program)
- Requires learning in the fine arts, challenge / adventure activities, and personal health. Includes a second language-learning element.
- Develops an ability to use technology and troubleshoot when problems arise; teaches online responsibility.
- Teaches skills in media literacy.
- Incorporates collaboration and teamwork across the curriculum, including strong communicative skills. (written, oral, etc)
- Develops international and open-mindedness, cross-cultural understanding, and an appreciation of traditions and values across the world. (including an understanding of the nature of bicultural individuals)
- Addresses world peace and practical methods to achieve peace.
- Incorporates learning for creative problem solving and innovation.
- Teaches practical environmental stewardship.
- Teaches the importance of equalism and gender equality.
- A curriculum that includes a variety of assessments.
- A study of the host nation and active engagement with the host nation. (especially for international schools)
- Includes opportunities for self-reflection.
The IB 'hexagon', essentially a curriculum map.
In the past I felt that Wikipedia was a poor resource, but those views have changed in recent years. Check out the large, bold-faced text in their disclaimer. (http://en.wikipedia.org/wiki/Wikipedia:Disclaimers)
For finding general facts it has improved a great deal, though the warnings of information not being accurate or contain questionable content highlights that Wikipedia should be used with care. I DO think Wikipedia and many other web sites are great sources for learning to do critical research. Young people are so used to using the internet that they need to learn to assess a web site / web page. Not only Wikipedia, but any site. What are the motivations of the site? For example, some sites that are taken as authoritative may actually be run by groups or organizations with (negative) self-interested agendas rather than for pubic learning or service. We have to learn how to find the source of a web page’s ownership and development. Doing this allows students doing research the ability to use that material for the purpose they intend. So, for example, content from a seemingly authoritative web site could be refuted by a student researcher by simply finding the ownership of the site to prove it’s self-interested manipulation of so-called facts. Wikipedia has resource lists, books, and reference lists so you can go to the sources used by the contributors. This is a good thing – you can assess the articles and sources on Wikipedia yourself. Great practice for the budding researcher.
Something I incorporate in my regular teaching is the assessment of all resources and sources. (let’s face it, even Western textbooks are extremely biased, and still reflect a Western male-dominated history with comparatively little representation of anyone else, let alone an account of varying viewpoints and perspectives – though in the last decade texts are getting better)
An element of the IB that I appreciate is that developing the whole child is a requirement. Students must learn in areas such as the fine arts, exploratory learning, and community service. We were asked to consider (potentially overlapping) ideas in each of the three areas. The ideas are endless, but here are some of mine.
Creativity
- Create a ‘garage band’ kind of club or program that requires an individual to join a group or partner with the goal of learning to play a song (or two). The group would perform. To heighten the potential for creativity the played piece could be a group-composed piece.
- An individual, pair or group of students could arrange an art exhibition of student work (from all grade levels) at the school, advertised to parents, catered through organizing a pot-luck of snacks made and donated by school community members.
- An individual, pair or group of students could form an ongoing student-led after school activities program for younger students. If it was group-led students would have to collaborate and share the workload. (ie) Every two or three weeks one or two members plan a 1-hour activity or small event, with the others offering planning and logistical support.
- An individual, pair, or group of students could create a student-driven technology support team. This ‘team’ could assist students and faculty / staff with tech support. Students involved would break into sub-teams based on technology interests. I could go on and on about how this would look, but you get the idea, which I have completely stolen Seoul Foreign School. ;)
- An individual, pair or group of students could organize a local park, beach or public area clean up. (serving the local community) The plan would include necessary tools for the clean up, organizing groups, dividing tasks, and determining what to do to dispose of the garbage responsibly.
- An individual, pair or group of students could plan a series of music or dramatic performances and interactive events at a home for the elderly. A period of time could be set to be bi-monthly, monthly, or whatever. Contact with a home would have to be made, small groups of performing students would be organized (and rehearsed), as well as a ‘pre-departure’ training for participating students. (ie) How do we talk respectfully with our elders? What kinds of things can we do during an exchange; reading? simply talking together?; doing activities together? The sky is the limit on this one. What do the people in the home want or need?
MY THOUGHTS on SUBJECT GROUPS IN THE HEXAGON
I have somewhat mixed feelings on this. That students must undertake the Extended Essay (EE) and Theory of Knowledge is great. These are rigorous elements are seem to me to be more refined than that of other curriculums. (and that the topics are not limited to a single subject area gives them even more weight) I’m still learning about the TOK and how it’s addressed in each program and assessed, but the guiding principles behind it make a great deal of sense to me. I have studied the EE in detail and the two-year, very detailed approach to learning research, critical thinking, etc, are challenging for a high school student. But this will better prepare them for post-secondary studies. By looking at the curriculum (http://www.ibo.org/diploma/curriculum/) there is a wide range of choice available. (granted, a school may not be large enough to offer all courses) I do have one concern. Of the 6 subjects a student has to do, subject area 6 can be substituted for another in areas 1-5. While this gives students with bigger interests in subjects 1-5 (likely a majority in many or most places), it still only gives students with the 6th subject area – Fine Arts – a single choice. Further, by making it optional it implies a lesser degree of importance on the arts. Through the CAS element of the IB this can be addressed but not as an academic endeavor. It’s either “do” or “don’t do” a fine arts class. Healthy and active living (physical education) is not in the core 6 subject areas at the Diploma Programme level, which I feel is critical for young people. (not learning sports, but learning personal fitness) Again, this may be addressed in CAS as possibly part of the “Action” content, but what shape does it take? The DP also allows for ‘Additional Subjects”, though I’m not clear on what form this takes.
There are courses offered online, as well as, ‘school-supported, self-taught’ programs. (for example, a student studying their native language when a course in it is not on offer)
More about the Extended Essay, Theory of Knowledge and Creativity, Action, Service can be found here. (http://www.ibo.org/diploma/curriculum/core/)
No comments:
Post a Comment