Meeting the needs of 21 century learnerslibrary.tedankara.k12.tr/IB2010Toplanti/JudithFabian... · 2017. 4. 11. · Meeting the needs of 21st century learners “To meet the demands

Meeting the needs of 21st

century learners:

New developments in IB programmesp p g

Judith Fabian, Liverpool, September, 2010p p

Meeting the needs of 21st century learners

“The only constant is change” ( li )(Heraclitus, 535 BC)

“T hi f th k ”“Teaching for the unknown”(David Perkins, 2007 AD)

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The synthesizing

Th di i li d

Five Minds For The Future

mindThe disciplined mind

The respectful mind

The creatingmind mind

The ethical mind

Howard Gardner 2006

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mind

Meeting the needs of 21st century learnersg y

“We have to start educating people to think responsibly for themselves and to recognise the connections between phenomena…” something that our specialists and leaders p g p“until now seem to be incapable of comprehending.”

John Abbott and Heather Mactaggart, Overschooled but Undereducated, 21st

Century Learning Initiative, 2009 Century earning Initiative, 009

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Meeting the needs of 21st century learnersMeeting the needs of 21 century learners

“I regard it as a foremost task of education to ensure the survival of these qualities: an enterprising curiosity ansurvival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self‐denial and, above all, compassion.”

K H h 1936Kurt Hahn, 1936

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“ There is more to us than we know. If we can be made to see it perhaps for the rest of our lives we will be unwilling tosee it, perhaps for the rest of our lives we will be unwilling to settle for less”

Kurt Han

www.kurthahn.org

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“.. to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic and spiritual aspects.”

Alec Peterson

First Director General and co‐founder of the IB

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“To meet the demands of contemporary societies wisely, young people of today must:

• become able to navigate growing international interdependenceinterdependence

• participate actively in the local and global sphere

• understand the environment and its sustainabilityunderstand the environment and its sustainability

• care for mind and body and well‐being

• become reflective learners in dynamic knowledge societies.”

Veronica Boix‐Mansilla

Harvard Project Zeroj

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The learner profile is the IB mission statement translated into a set of learning outcomes for the 21stoutcomes for the 21st

century.

IB learners strive toIB learners strive to be:


Coherent educational pathways

Inter‐ and trans‐disciplinary teaching and learning

Global issuesGlobal issues

Language development

Technology and collaborative learning

Extending accessExtending access

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Coherent educational pathwayspathways

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ALIGNMENTALIGNMENT

CONTINUUM DEVELOPMENT ARTICULATION

INNOVATION

RESEARCH

IB mission statement


Programme standards and practices

IB learner profile

g

MYP DPPYP MYP DP

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Coherent educational pathwaysCoherent educational pathways

IB programme standards and practicesIB programme standards and practices• Ensure quality and fidelity of IB programme implementation

in IB World Schools.

• First published 2005.

• Revised version to be published 29 October 2010.

Continuum resourcesContinuum resources

Intercultural understanding: exploring Muslim contexts to enhance learning:

PYP d MYP l

Intercultural understanding: exploring Muslim contexts to enhance learning:

PYP d MYP lMathematics: the MYP‐DP continuumMathematics: the MYP‐DP continuum

PYP and MYP planners

(April 2010)

PYP and MYP planners

(April 2010) (November 2010)(November 2010)

IB continuum resources

IB continuum resources

Science across the IB continuum

(February 2011)

Science across the IB continuum

(February 2011)

The learner profile in action

wiki resource (March 2011)

The learner profile in action

wiki resource (March 2011)

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MYP: the next chapter

The IB is looking to review the design for the last years of MYP, aiming to:

• provide a structure that more clearly enables students to be successful in further IB studies

• facilitates schools in combining the MYP with requirements of a national/state systems.

The new design will create an innovative, concept‐based and appropriately assessed programme for 14‐16 year olds that fully reflects the IB principles of teaching and learning.

MYP: assessment review

2015

2010Surveyed schools on needs: intro online

2013First year for

random sampling of moderation

2015Work samples

uploaded to IBIS; electronic

moderation; allmoderator training

of moderation samples

moderation; all students

registered .

A form of moderation for all schools with reduced cost;A form of moderation for all schools with reduced cost; electronic upload; random sampling; online advisory service developed to replace monitoring of assessment; increased awareness of MYP certificate.

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Diploma: new coursesDiploma: new courses

• Dance (Group 6) 2011

• Literature and performance (transdisciplinary Groups 1 and 6) 2011

• World religions (Group 3) 2011

• World Studies extended essay 2011World Studies extended essay 2011

• Sports, exercise and health science (Group 4) 2012

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Pilot School of Dance:Pilot School of Dance: Guangya School, China


Inter‐ and trans‐disciplinary teaching and learningteaching and learning

PYP and transdisciplinary learningPYP and transdisciplinary learning

“What was most helpful to me was the focus on having students... the focus on having students

explore the present world, which is best done through a holistic (not subject area‐based) approach. This is j ) ppwhat gives the PYP curriculum model its significance.”

“ ... transdisciplinary learning and concepts complement each other, allowing the kids to genuinely inquire into big ideas from multiple perspectives. ” Teacher reflections from the OCC forummultiple perspectives.

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Providing a suite of services for PYP schoolsg

Proposed new service (based on 4‐year pilot) to provide feedback on schools’pilot) to provide feedback on schools transdisciplinary programme of inquiry.

Phase 1 (2008)19 schools participated, reviewers trainedp p

Phase 2 (2009)20 schools participated, reviewers and moderators trained

Phase 3 (2010)( )23 schools participating for introductory feeonline training of reviewers

Phase 4 (2011)50 schools (maximum) for an enhanced feeservice available in English, French, Spanishrecruitment strategy for reviewersonline training for reviewers + moderators

MYP:MYP guide to interdisciplinary teachingMYP:MYP guide to interdisciplinary teaching and learning”, May, 2010

“Interdisciplinary understanding refers to the ability tointegrate knowledge and modes of thinking from two ormore disciplines to generate a new insight’... newunderstanding’ ‘it does not replace disciplinaryunderstanding … it does not replace disciplinaryteaching, rather it builds on it..”

Veronica Boix‐Mansilla,

Harvard Project Zero

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Interdisciplinary teaching framework*p y gWhat topics are worth teaching

in an interdisciplinary way?

What disciplinary tools will students need? How will disciplines come

together ?

INTERDISCIPLINARY UNDERSTANDINGINTERDISCIPLINARY UNDERSTANDING

purposeful, disciplined, integrativepurposeful, disciplined, integrative

What will students do How do we know students

are understanding?to learn?

are understanding?

Page 24 * Harvard Project Zero

Unit question: “How do musical instruments produce sound to createUnit question: How do musical instruments produce sound to create interesting experiences?”

“The Sound of Music” (The International School of Uganda)*

* Pictures by Harvard Project Zero

Diploma: world studies extended essay

AIMS: To nurture students’ ability to design and conduct independent interdisciplinary inquiry that integrates knowledge and modes of thinking from two or more disciplines to examine a world issue inthinking from two or more disciplines to examine a world issue in depth. To advance students ability to view themselves as informed local and global actors in an increasingly interrelated world.

• using the criteria in the current discipline-based extended essay

• supported by an additional chapter in extended essay guide to pp y p y gprovide guidance for students and supervisors

• focused on process and using a journal

On open offer from September 2011

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Global issues

IB global issues website (community theme)IB global issues website (community theme)

Online environment for students, teachers, parents, IB staff and others related to the community theme.

First opportunity for d dstudents and parents to

contribute to an IB website.

ResourcesReflection

ResourcesAction

Connection

Expanding global citizenship

IssuesConnection

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The IB continuum of educationcitizenship

MYP: OUP Global Issues ‐ Project Organizers

Diploma: world studies extended essaysDiploma: world studies extended essays

• The feasibility of ethanol production from sugar cane and the viability of its use as a fuel in Mauritius. Global issue – alternative energy sources

• Changes to food consumption in Japan as a result of people living longer. Global issue – ageing population

• The relationship between a Filipino caregiver and her elderly Israeli employer and the role of minority experience, religion and family values in determining this relationship. Global issue – globalisation of the workforce

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Diploma: global politicsDiploma: global politics

A 3 t b il t d f 2011A new group 3 course to be piloted from 2011. International relations, political thought, world development

Emerging from 4 existing school‐based syllabuses(SBSs). Drawing together inspiration from and the best elements of these, while developing its own subject matter that is forward looking and interdisciplinary in nature

Schools interested in piloting the course will be invited inSchools interested in piloting the course will be invited in

DP Coordinators Notes (November, 2010)

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Language development

PYP: developmental learning continuumsPYP: developmental learning continuums• Learning continuums for

oral, written (reading and writing) and visual language

• For common use by all teachers in a range of language learning situations

• Provides a diagnostic assessment and planning tool

• Conceptual understandings summarise purposes of language development in each phase

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PYP language scope and sequence (2009)

MYP: language continuum

Languages – developing continuum of language learning withg g p g g g geventual merging of languages A and B; to include revivallanguages, sign, Braille and classical languages

Revival languages

piloting in South Australia with Ngarrindjeri as language B:piloting in South Australia with Ngarrindjeri as language B:

• own objectives and assessment criteria

• moderated as a non‐sampled language

Diploma: group 1 – studies in language andDiploma: group 1 studies in language and literature

Course Nature of the courseLanguage A: Literature the techniques involved in literary criticism;

promoting independent literary judgments

Language A: Language and Literature

the constructed nature of meanings generated by language; writing and analytical skillsskills

Literature and Performance Synthesis of Language A: literature and Th ( 1 d 6) h d iTheatre (groups 1 and 6); the dynamic relationship between literature and performance.

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Diploma: group 2 language acquisitionDiploma: group 2 ‐ language acquisition

Course Descriptionp

Language B HL Understanding of complex text, both concrete and abstract; interaction with

Language B SL

fluency and spontaneity

Understanding clear standard input on familiar matters and handling of most

Language ab initio

familiar matters and handling of most situations

Understanding of frequently used language; communication of simple and direct exchange of information

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Di l th t titl tDiploma: mother‐tongue entitlement

25 special request languages in A1 were offered in the25 special request languages in A1 were offered in the Diploma Programme in May 2010:

Albanian, Belarusian, Bemba, Bengali, Burmese, Chichewa, Dhivehi, Dzongkha, Estonian, Faroese, Georgian, Icelandic, Khmer Lao Malayalam Marathi Mongolian PashtoKhmer, Lao, Malayalam, Marathi, Mongolian, Pashto, Romanian, Telegu, Tibetan, Tigrinya, Ukrainian, Urdu, Vietnamese,

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Technology and collaborative l ilearning

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PYP: New curriculum support materialsPYP: New curriculum support materials

The PYP is exploring publishing curriculum support materials using wider range of media.range of media.

Screencast / Videocast

Using videos to support understanding of written curriculum documents.

OCC: Introduction to arts and PSPE videos, February 2010

Web 2.0

Exploring the use of wikis as a collaboration and publication tool for

Sample units of inquiry (2010‐11), The Role of ICT in a PYP school (2011)

Blog

E‐newsletter aggregating regional, local, and association newsletters to

share practices in the PYP (2010)

PYP: Curriculum development opportunities

The PYP is extending and increasing opportunities for teachers toparticipate in curriculum development.

More teachers

wikisfocus groupsskypebasecampMore often

More ways

basecampsecure meetingtwitter

IB virtual communityIB virtual community

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What is the IB virtual community (IBVC)?An exclusive online learning community for IB stakeholders centred around group collaboration; educators, students, alumni and IBEN members can collaborate communicate share and learn togethermembers can collaborate, communicate, share and learn together.

• Groups can offer an open or closed membership.

• functionality to share and build information.

• Opportunities to showcase to the rest of the IB Virtual Community.

E t i b t t ti ll d t i A t 2010Extensive beta testing, rolled out in August 2010

Developed in partnership with ePals, the leading social network for K‐12 learning. A safe environment with clear communication

i i f h lpermissions for each role.

The IBVC…Why?

Authentic interaction with people and perspectives from around the world

The IBVC…Why?

Adds another dimension to collaboration between IB stakeholders

14 schools (more to be joining soon) in 3 regions – DP, MYP and PYP:14 schools (more to be joining soon) in 3 regions DP, MYP and PYP:

curriculum review, programme coordinators, IBCC, librarians

A i t ll d b h lAccess is controlled by schoolsContent is moderated

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IBVC / Online Curriculum Centre

IBVC will complement the OCC

IBVC / Online Curriculum Centre

– OCC = official, formal, primary method of communication between IB and schools, the only place to access IB publications, faculty member y p p ymoderated forums

– IBVC = informal, unofficial, resources not quality assessed by the IB,IBVC informal, unofficial, resources not quality assessed by the IB, serves multiple roles, an educational tool, offers a collaborative area for special interest, IB topics.


Extending access

Diploma courses onlineDiploma courses online

Increased access and greater educational opportunities

Extend subject choice for students in IB World Schools

Enable students who cannot attend IB World Schools to benefit from an IB educational experienceIB educational experience

Create international and intercultural classrooms in ways which cannot be envisaged in many schools

Enable students, increasingly socialized in the digital world, to develop 21st century skills that will equip them for life after school

Connecting people with technology, http://www.impactapplications.com/

Diploma courses onlineDiploma courses online

Increased access and greater educational opportunities

Extend subject choice for students in IB World Schools

Enable students who cannot attend IB World Schools to benefit from an IB educational experiencep

Create international and intercultural classrooms in ways which cannot be envisaged in many schools

bl d i i l i li d i h di i l ld d l Enable students, increasingly socialized in the digital world, to develop 21st century skills that will equip them for life after school

l h h lConnecting people with technology, http://www.impactapplications.com/

C ll b i i h P j EdCollaboration with Pamoja Education

d h Pamoja is committed to preserving the quality of the IB experience

Support for IB research into the delivery of experimental sciences online. Support provided for initial meeting which took place September,2010

49

Extending subject choice for students in IB Schools and beyond• Pamoja to develop courses in all subject groups plus the Core

Number of Courses Extending subject choice for students in IB Schools and beyond

• IB will provide curriculum support and quality controland quality control

• Minimum catalog of 27 courses by 2015

• Pace and scope of development• Pace and scope of development determined by school demand

50

Economics SL 2010 ‐ geographic distribution & results

38 students 18 IB schools 10 countries

Online mean grade = 4.4

Online mean grade: 4.42 Global mean grade: 5.03

Business & Management SL 2010 ‐ geographic distribution & results


Online mean grade 4.4


ITGS HL 2010 ‐ geographic distribution & results


Online mean grade = 4.4


DP courses online: extending access to external students

Opportunities and support structures will be similar for all participating studentsOpportunities and support structures will be similar for all participating studentsInternal students External students

IB World School

IB Open World School

Pilot in 2010/11

•Certificates

•Diploma

•Certificates

Programme

•DP Coordinator

•DP Coordinator

•Site Coordinator•Site Coordinator*

* Required when students are enrolled in online courses

54

DP courses online: extending access to external studentsOpportunities and support structures

H b d k d lHub and spoke model

- Open World S h lSchool

- External School

(Source: http://www.allthingsdistributed.com/images/globe-europe.jpg)

55

Diploma courses online: nurturing global citizenshipDiploma courses online: nurturing global citizenship

“It has allowed me to connect with people that I otherwise wouldn't have, h h h h k h h bwhich in turn has given me other takes on issues that may not have been

raised in a class of one nationality. “

“It allowed communication and cooperation with classmates from all over the world who had different viewpoints than I, as opposed to a local, face‐to‐face course.”

“Socializing with them. Getting their ideas and opinions because of the place where they were raised the place where they live”where they were raised, the place where they live

The IB career‐related certificate (IBCC)( )

A IB lifi i f f d d•An IB qualification for career‐focused students•A qualification that combines academic and practical skills

•A qualification that broadens access to an IB education•An alternative to the Diploma Programme

It can increase the size of DP classes

It can broaden curriculum options for schools

IBCC: a unique offering that provides different pathways for students

Collaboration between the IB and schools wishing to provide a vocational / career‐

related option for students

IB Core: approaches2 IB Diploma

certificate courses

IB Core: approaches to learning; reflective project; community

service

Vocational

11+ schools in pilot Planned for

ff 2012Vocational qualifications offered

by school

open offer 2012

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IBCC: pilot schoolsIBCC: pilot schools

North Karelia College

Oulu Vocational College, Oulu, Finland

Windermere St.

College, Outokumpu, FinlandCollege Françoise‐ Xavier

Garneau, Quebec City, Canada

W t I l d

Anne’s School, United KingdomBinghamton High

School, New York, USA

West Island School, Pokfulam,

Hong Kong

Wesley College

Minneapolis Public School District USA Wesley College,

Melbourne, Australia

District, USA

Le BocageDiera International

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Le BocageInternational School, Mount Ory, Mauritius

Diera International School, Dubai,

United Arab Emirates

What should schools do next to begin gteaching the IBCC in 2012?

•Access information from the IB websiteAccess information from the IB website (www.ibo.org/mission/ibcareercertificate/)

•Undertake a feasibility study over the next 6 months•Undertake a feasibility study over the next 6 months

•In April/May 2011 submit an expression of interest to b h lbecome an IBCC school

•Submit an application for authorization in October/November 2011


“We are not (just) here to prepare students to live in the world as it will be – we are here to prepare students to shape the world in which they live. We must have an unyielding commitment to learn more, teach better, act more wisely and cherish each other and this planet that is our only home ”our only home.”

David Hales, President of the College of the Atlantic,

inaugural address 2006

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Documents

Meeting the needs of 21 century learnerslibrary.tedankara.k12.tr/IB2010Toplanti/JudithFabian... · 2017. 4. 11. · Meeting the needs of 21st century learners “To meet the demands