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Judith Fabian Head of programme development

Towards a continuum of international education: Denver,November 2006. Judith Fabian Head of programme development. Our purpose. “Wholeness, meaning and connectedness, while accepting the presence of contradictions, tensions, ambiguity and diversity………..” James A. Bean.

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Judith Fabian Head of programme development

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  1. Towards a continuum of international education: Denver,November 2006 Judith Fabian Head of programme development

  2. Our purpose “Wholeness, meaning and connectedness, while accepting the presence of contradictions, tensions, ambiguity and diversity………..” James A. Bean (c) IBO 2006

  3. Diploma Programme 38 years old • Middle Years Programme 11 years old • Primary Years Programme 9 years old • Number of 3-programme schools 87 • Number of 2-programme schools 206 (c) IBO 2006

  4. Towards a continuum of international education: • A Continuum of International Education 2002 2. Cross-Programme Standards and Practices 2005 3. IB learner profile 2006 (c) IBO 2006

  5. Implementation Provide support for schools as they implement the IB learner profile and the programme standards and practices: • Develop workshop resource materials for learner profile • OCC – sharing practices; archiving documents and materials; OCC forum • Workshops and conferences • Programme evaluation process (c) IBO 2006

  6. Continuum meeting September 2005 Recommended producing a document articulating what the IBO believes about key areas across the three programmes, and in individual programmes, to help schools implement the programme continuum. (c) IBO 2006

  7. Continuum meeting September 2006 Objectives: • To develop an IBO position statement on how we believe children learn best, and how we believe we should teach to enable students to achieve the learning outcomes of the IB learner profile • To facilitate the exchange of experiences, practices and ideas amongst two- and three-programme IB world schools that will continue beyond this meeting. • To identify professional development opportunities through which the IBO can support two- and three-programme schools. (c) IBO 2006

  8. Continuum meeting September 2006 Implementing the programme continuum: successes • Developing school-wide standards and policies • Creating opportunities for teachers to meet and learn from each other • Using guiding questions at all grade levels • Knowledge of the three programmes changing teachers’ view of students and their knowledge • The learner profile as the social and emotional foundation of the school • Developing a collaborative, collegial atmosphere An environmental shift (c) IBO 2006

  9. Continuum meeting September 2006 Implementing the programme continuum: challenges • Induction for new students at all entry points • Assessing performance on the learner profile • Terminology/jargon management • The ‘my programme is better than yours’ factor! • Lack of time for collaboration and developing collegiality • The need to deepen teachers’ understanding of IB assessment at all levels The importance of strong pedagogical leadership (c) IBO 2006

  10. Continuum meeting September 2006 Students learn best when: • Their prior knowledge is considered to be important • Learning is in context • Context is relevant • They become autonomous learners • Learning can be collaborative • The learning environment is provocative (c) IBO 2006

  11. Continuum meeting September 2006: Students learn best when: • They get appropriate feedback • Diverse learning styles are understood and accommodated • The learner is secure (feels valued/respected) • Values and expectations are explicit • The learner makes connections through conceptual development and critical thinking (c) IBO 2006

  12. Continuum meeting September 2006 Students learn best when: • There is a culture of curiosity at the school • They learn through structured inquiry • They understand how learning is judged • When they become aware of their own learning (c) IBO 2006

  13. Continuum meeting September 2006: Recommendations from meeting • Explore the PYP ‘curriculum model’ as a potential model for representing the curriculum of all three programmes, showing the connections between them • Publish examples of learning in each programme in order to demonstrate the similarities and differences eg: learning through inquiry • Hold an on-line global conference on the continuum • Teacher exchanges across three-programme schools • Set up regional networks for two and three programme schools (c) IBO 2006

  14. Current work at the IBO • Cross-programme collaboration: languages, mathematics, the arts • Harmonization of terminology • Reviewing the trans-disciplinary subjects and interdisciplinary teaching • The MYP-Diploma continuum in IBNA • Professional development focused on the continuum • Joint MYP/PYP workshop leader training • November 06 continuum meeting (c) IBO 2006

  15. Continuum meeting September 2006 A CULTURE OF CURIOSITY: (How to develop intellectual character?) A way of life Questioning Thinking - exploring Imagining – daring – failing Opportunity – discovery Digging deep A sense of wonder (c) IBO 2006

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