BCAIBWS Meeting per IB Programme - Coquitlam, May 1st, 2019
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
BCAIBWS Meeting per IB Programme Coquitlam, May 1st, 2019
Welcome Back
Photo by Cathal Mac an Bheatha on Unsplash
© International Baccalaureate Organization 2017
Topics
• Programme updates
• New Programme Standards & Practices (2020) - Practice
• IB evaluation guidelines
• Questions & Answers
© International Baccalaureate Organization 2017
Source: https://emojiisland.com/products/thinking-iphone-emoji-jpg
1) Programme Updates
-
PYP
In 7
languages
© International Baccalaureate Organization 2017
© International Baccalaureate Organization 2017
© International Baccalaureate Organization 2017
© International Baccalaureate Organization 2017 5/7/2019 8
© International Baccalaureate Organization 2017
Planner Templates
© International Baccalaureate Organization 2017 5/7/2019 10Teacher support material:
Coming soon !
© International Baccalaureate Organization 2017 5/7/2019 11PYP Communities
and blog
© International Baccalaureate Organization 2017 5/7/2019 12Transition Guide
© International Baccalaureate Organization 2017 5/7/2019 13Transition period
© International Baccalaureate Organization 2017End of transition period for candidate
schools
© International Baccalaureate Organization 2017First teaching date for authorized
schools
© International Baccalaureate Organization 2017Implementing the enhanced PYP
© International Baccalaureate Organization 2017Authorization and evaluation during
the transition period
© International Baccalaureate Organization 2017Professional development
© International Baccalaureate Organization 2017 191) Programme Updates
-
MYP1,461 MYP
schools
world-wide
© International Baccalaureate Organization 2017https://ibo.org/globalassets/publicati
ons/ib-research/myp-key-findings-en-
updated.pdf
© International Baccalaureate Organization 2017Stakeholder
feedback
Research
Assessment
findings
Curriculum Review
© International Baccalaureate Organization 2017Review Schedule
• First review in MYP:
First First Next chapter
Subject
teaching assessment
• Limited
Language acquisition
Mathematics
2020 2022 • DP+1
Personal project 2022 • Next review:
Arts 2021 • DP-1
Interdisciplinary learning 2023
Language and literature* • Always subject to
Physical and health education
2022 2024 change
Sciences
Design
• Schedule published
in the Coordinator’s
2023 2025
Individuals and societies
*minor updates only
Notes (May and
November)
© International Baccalaureate Organization 2017Mathematics: first teaching 2020
• Updated skills framework
• Focus on reasoning
• Development report on the PRC
Current Mathematics Skills
Focus on reasoning
Framework
Number Numerical and abstract reasoning
Algebra Thinking with models
Geometry and trigonometry Spatial reasoning
Statistics and probability Reasoning with data
© International Baccalaureate Organization 2017Language acquisition: first teaching 2020
• Development report published on the PRC in November 2018
• Integrated performance assessment
• Focus on multi-modal texts
• Revised criteria
• New assessment model
Task Criteria
A B C D
Task 1 Speaking
Task 2 task
Task 3
90 minute on-screen exam
© International Baccalaureate Organization 2017Launching the 2020 revisions
November
• Up-skilling of workshop leaders
2019
• Publication of revised guides
February
2020
• Publication of new teacher support material
• Subject specific seminars
February –
April 2020
• Free online PD resource
May 2020
• All workshops will reflect the revised guidance
on-wards
© International Baccalaureate Organization 2017Personal Project: first teaching 2021
• Simplify and focus the aims and objectives
• Revise the submission guidelines
• Assessment pilot May – November 2019 Inquiry
• Development report anticipated summer 2019
Process
Reflection Action
Planning Applying skills Reflecting/evaluating
Justify the goal with Explain how any ATL Evaluate the extent to
respect to personal skill contributed to which you achieved
interest the product/outcome your goal
Explain how any
Justify an action plan
with reference the
other ATL skill
Discuss the impact of
the project on self Report Product
contributed to the
success criteria and/or community
product/outcome
© International Baccalaureate Organization 2017Interdisciplinary learning: first teaching
2021
• Designed to align with and complement
the personal project
• Focus on global contexts
• Revised objectives
• Revised blueprint for on-screen exam
• Assessment trial June 2019
• Research report anticipated summer 2019
• Free NanoPD resource available now!
© International Baccalaureate Organization 2017Arts: first teaching 2021
• Focus on the heart of arts education
• Provide clarity and additional
support in the guide: Learning
Creating
through
• Clearly articulated pedagogical art
the arts
framework
• Clarify objectives and assessment Learning Evaluating
about the one’s own
requirements arts art
Arts
• Broaden discussion of creative Education
thinking
• Next development report anticipated
in October 2019
© International Baccalaureate Organization 2017Language & literature: updates in 2021
• Minor updates to the guide and TSM
Languages available for on-
screen exam
Arabic In order to promote
Mandarin multilingualism, we are
looking for ways to
Dutch expand the number of
English response languages that
are available in
French eAssessment
Korean
Spanish
© International Baccalaureate Organization 2017Future review activities
• Watch for opportunities to contribute
• Watch for research reports, development reports and blog posts
© International Baccalaureate Organization 2017Results from a research on MYP: Next Chapter
© International Baccalaureate Organization 2017Promising practices
1.Teacher selection and development
• Recruit and hire strategically
• Start with ‘why’
• Create time for reflective practice
2.Assistive scheduling
• Common preparatory periods
• Timetabled check-in’s for independent work
3. Learning strategies
• Design assessments rooted in concepts and
context(s)
• Use current events to engage students
© International Baccalaureate Organization 2017NanoPD
• Free to schools, parents and students
• Self-paced and interactive
• Available in English, French and Spanish
• Developed in response to findings of the Claremont
Evaluation Center study
https://www.ibo.org/professional-development/free-
learning/myp-pd-learning-resources/
© International Baccalaureate Organization 20171) Programme Updates
-
CP/DP© International Baccalaureate Organization 2017
Minor updates to current courses
© International Baccalaureate Organization 2017Psychology
© International Baccalaureate Organization 2017DP Sciences update
• From May 2019 forms 4/PSOW and 4/ICCS will no
longer be uploaded to IBIS but should be retained by
schools
• From May 2019, Chemistry and Physics HL paper 2
will be reduced from 95 marks to 90 marks
© International Baccalaureate Organization 2017Year of first DP Subjects
teaching
2018 Language ab initio; Language B
2019 Mathematics; Studies in Language and Literature
2020 Theory of Knowledge; Economics; Music
2021 Literature and performance; Classical Languages; Digital Society (ITGS);
Computer Science; Dance; Theatre
2022 Biology; Chemistry; Physics; Business management; Philosophy; Visual
Arts
2023 Sports exercise and health science; Environmental systems and societies;
Design technology; CAS; Extended essay; Global politics; World religions
© International Baccalaureate Organization 2017Language acquisition: New assessment support
• Language B and language ab initio: Text types for Paper
1: Productive skills – writing (first assessment 2020)
From first assessment 2020, the text types which will be provided as
choices for language B and language ab initio Paper 1 task options
will be taken from the language-specific lists now available on the
programme resource centre.
• Use of romanisation systems in the assessment of listening
comprehension in DP Chinese language acquisition courses
A document regarding the use of romanisation systems in the
assessment of listening comprehension in DP Chinese language
acquisition courses is now available on the programme resource
centre.
© International Baccalaureate Organization 2017© International Baccalaureate Organization 2017
Studies in language and literature
First teaching 2019 and first assessment 2021
The new studies in language and literature courses
will achieve greater alignment across the courses:
• Seven central concepts
• Syllabus organization in three areas of exploration
• Common course aims and assessment objectives
• Shared assessment components between Lit and
Lang and lit
© International Baccalaureate Organization 2017What’s changing?
• Maximum number of assessment components for SL= three;
maximum number of assessment components for HL= four.
• No unmoderated work may be counted for final grades.
• Emphasis on conceptual understanding.
• Greater consistency between Language A: language and
literature and Language A: literature.
• Active incorporation of international-mindedness .
• Greater profile for the Core and ATL in Studies in language
and literature.
© International Baccalaureate Organization 20173 key distinctions in relation to
assessment
• The Internal Assessment will consist of an individual oral in
which students explore two texts in relation to a common
global issue.
• Paper 1 and Paper 2 will assess the same skills as the
present papers do, but with some variations as regards
format.
• HL courses will have a fourth component called the HL
essay.
© International Baccalaureate Organization 2017The NEW DP mathematics subjects
Mathematics: analysis and approaches (HL and SL)
This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a
deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university
mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to
investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by
induction at HL.
The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology
is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong
emphasis on the ability to construct, communicate and justify correct mathematical arguments.
Mathematics: applications and interpretation (HL and SL)
This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a
data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often
used as applications or in mathematical modelling. To give this understanding a firm base, this course also
includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.
The course makes extensive use of technology to allow students to explore and construct mathematical models.
Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical
problem and using technology to justify conjectures.
© International Baccalaureate Organization 2017© International Baccalaureate Organization 2017
Key distinctions of the new subjects
1) Each subject will be available at SL and HL, with the SL course being a
complete subset of the HL course.
2) There will be approximately 60 hours allocated to common SL material across
both subjects.
3) 30 hours will be allocated to the development of investigational and problem
solving skills, collaboration, modelling skills, and completion of the internal
assessment (IA) component. This is called the “toolkit”.
4) The IA is an independent exploration of an area of mathematics chosen by
the student. It is internally assessed by the teacher and externally moderated
by the IB, contributing 20% to the overall level.
5) HL 3 Paper will be a 1 hour problem-solving/sustained reasoning paper –
two scaffolded problems, beginning with a syllabus item and building to either
a generalization or an interpretation of the problem. (TSM video available)
© International Baccalaureate Organization 2017Webinars for new courses in Mathematics
and Studies in language and literature
Webinar in English (recorded on March 8th, 2019)
Link to recording:
https://ibo-events.webex.com/ibo-
events/lsr.php?RCID=2c8ebff0529cad844fadcbc626abaf09
© International Baccalaureate Organization 2017Firt teaching in 2020: TOK
Me as a knower and a thinker
Core theme: My perspective, assumptions and biases
Knowledge and Where do our values come from?
the Knower How can we navigate the world? How can we tell
when we are being manipulated/ “spun”?
• Knowledge and technology
• Knowledge and language
Optional themes • Knowledge and indigenous societies
• Knowledge and politics
• Knowledge and religion
• History
• The Human Sciences
Areas of • The Natural Sciences
Knowledge • Mathematics
• The Arts
© International Baccalaureate Organization 2017TOK: Internal Assessment
• There will be a new internal assessment task to replace the
current oral presentation and moderation process (through
moderation of the Presentation Planning Document)
• Curation of a “TOK exhibition”
• Students will select a high level knowledge question from a list
of 35 “IA prompts” and then curate an exhibition of real world
objects that show how this TOK question manifests in the world
• They will submit a single file containing the images of their 3
objects and their accompanying commentaries/ justifications to
be moderated
© International Baccalaureate Organization 2017DP music –first teaching 2020
• Practical course in which musical competences and music making
processes are featured
• The course allows teachers and students of all backgrounds to engage
with DP music in a meaningful way.
• Space for creativity and individual student development.
• An integrated curriculum:
• development of musical competences across components
• greater relevance: theory applied and evidenced in practical work
• clear progression of learning
The new core curriculum areas for DP music are:
Contemporary
Exploring music Experimenting Presenting
music making
in context with music music
(HL only)
© International Baccalaureate Organization 2017The Arts
Seeking alignment in The Arts
• A stronger balance between practical work and
theory.
• Relevant SL and HL differentiation in all arts subjects.
• Teacher-friendly subject guides with stronger links
between taught content and final assessment tasks.
• More detailed teacher support materials,
incorporating approaches to teaching and learning in
the arts.
© International Baccalaureate Organization 20172) New Programme
Standards & Practices
-
PracticeProgramme Standards and Practices
© International Baccalaureate Organization 2017Let’s try to create motifs!
© International Baccalaureate Organization 2017
Photo by Anastasiia Tarasova on UnsplashBut what is a motif exactly?
• The Programme Standards & Practices are now
organised into themes («motifs») that reflect daily
life and culture in the school.
• Schools have the flexibility to combine different
practices to express those themes, or to create their
own themes based on their school context.
• Motif-based development will allow schools to
better express how the programme Standards &
Practices will look in their schools.
© International Baccalaureate Organization 2017What is a motif?
A motif is a group of practices that
have been arranged around an
area of focus in a school’s
implementation of IB 0101-
01
programmes. They must be
0203
arranged across four parts: 0202- 0101-
conditions, who, how, and why. All 03 03
motifs are accompanied by an 0401- 0402
explanation of how the practices 02
0301-
are used by the school to achieve 06
the area of focus. 0403
Schools can use motifs to develop
and explain their implementation,
and by extension to inform their teacher rights and responsibilities
action plans.
© International Baccalaureate Organization 2017How to build a motif
A motif is comprised of 4-8 practices.
A motif must use at least two colours, or areas of
the framework (Purpose, Environment, Culture or
Learning) to be valid. Set
conditions
1. Choose an area of focus for the motif.
2. Choose 1 or 2 practices or 1 standard that set
the conditions for the motif to be implemented. Choose Choose
3. Choose 1-2 practices to show who is who why
responsible in the motif.
4. Choose 1-3 practices or 1 standard that explain
how the motif will be achieved and evidenced.
Choose
5. Choose 1-2 practices or 1 standard that how
indicate why the motif has been made. The why
of a motif can be a goal, an outcome, or a reason
the for the practices being grouped together.
© International Baccalaureate Organization 2017Choose an area of focus. At least two colors. Set 1 condition. Choose 1 who. Choose 1 how. Choose
1why.
Purpose 1: The governing Culture 1: The school Lifelong learners 1: Students actively
body and school leaders secures access to an IB develop thinking, research,
articulate a purpose for education for the broadest communication, social and self-
learning that aligns with possible range of students. management skills . (0402-01)
the IB’s philosophy and (0301-01)
mission. (0101-01) Lifelong learners 3: Students identify
Student support 1: The and foster healthy relationships, an
Purpose 3: The school school provides relevant understanding of shared responsibility,
community fosters human, natural, built and and the ability to collaborate
internationally minded virtual resources to effectively. (0402-03)
people who embody all implement its IB
attributes of the IB learner programme(s). (0202-01) Lifelong learners 6: Students take
profile. (0101-03) ownership of their learning by setting
Coherent curriculum 1: The
challenging goals and pursuing
Teacher support 3: The school plans and
personal inquiries. (0402-06)
school provides time and implements a coherent
other resources for curriculum that organizes
teachers to collaborate learning and teaching Approaches to teaching 1: Teachers use
effectively in the within and across the years inquiry, action and reflection to
implementation of IB of its IB programme(s). develop natural curiosity in students.
programme(s). (0203-03) (0401-01) (0403-01)
© International Baccalaureate Organization 2017CONDITIONS (top quadrant)
0101-01: The governing WHY (right quadrant)
body and school leaders 0101- 0401-01: The school plans
and implements a coherent
articulate a purpose for 01 curriculum that organizes
learning that aligns with the
IB’s philosophy and learning and teaching
mission. 0203- within and across the years
0203-03: The school 0201- 03 of its IB programme(s).
provides time and other 02
resources for teachers to
HOW (bottom quadrant)
collaborate effectively in
the implementation of IB 0403- 0401- 0403-02: Teachers focus on
01 conceptual understanding
programme(s). 04
0403- to support students in
developing their ideas.
WHO (left quadrant) 02 0404-01: Students and
0201-02: The school
teachers use feedback to
includes on its pedagogical 0404- improve learning, teaching
leadership team an IB- 01 and assessment.
trained programme
coordinator who is
empowered to facilitate
successful programme Area of focus:
implementation.
0403-04: Teachers promote Building a strong
effective relationships and continuum
purposeful collaboration to
create a positive and
dynamic learning Practices
community.
© International Baccalaureate Organization 2017WHY (right quadrant)
Articulating and implementing
CONDITIONS (top quadrant)
a coherent curriculum is vital
It is difficult to promote a
continuum without a clearly 0101- for Continuum schools.
Coherency happens both
articulated purpose for 01 vertically and horizontally, and
learning that considers the
for some schools in alignment
power of continuum-based 0203- with national or local
approach. The school must
also provide the time and 0201- 03 curriculums.
resources to ensure that a 02
continuum-driven process is HOW (bottom quadrant)
implemented. 0403- 0401- Conceptual understanding is
04 01 common to all programmes,
0403- and provides a solid basis for
WHO (left quadrant) 02 establishing approaches to
IB-trained coordinator(s) learning and teaching that take
understand both the
0404- the IB continuum into
pedagogical and operational consideration. Feedback shared
aspects of implementing 01
between teachers and students
programmes. They help within and across age groups
teachers promote helps to gauge how conceptual
collaboration and encourage understanding develops in
the growth of the learning Area of focus:
students.
community. Building a strong
continuum
Practices
© International Baccalaureate Organization 2017Any question so far?
© International Baccalaureate Organization 2017
Source: Photo by Edwin Andrade on Unsplash2) IB Evaluation Guidelines
Three questions to think about…
© International Baccalaureate Organization 2017
Photo by Fabrizio Verrecchia on UnsplashQuestion 1: Are We Really
International-Minded?
© International Baccalaureate Organization 2016 5/7/2019
67
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®What is International Mindedness?
Appreciate
different
Multilingualism
beliefs, values
Intercultural and
understanding experiences
and respect
Meaningful Think and
service with collaborate
the across cultures Reflection on
community and disciplines perspective,
Engagement, culture and
action and identities of
bringing about Inquiry self and
meaningful into local others
change Global and global
engagement issues and
ideas
What is an IB education (May 2017)
© International Baccalaureate Organization 2017What is International Mindedness?
• International Mindedness is relational in that it is
about reaching out to how we perceive and interact
with others from diverse cultures.
• It then becomes intra-personal or reaches in to better
understand ourselves with respect to different others.
• Above all, International Mindedness is a process or a
journey … that … is more important than any fixed
definition.
The International Mindedness Journey: School Practices for Developing and
Assessing International Mindedness Across the IB Continuum (2016)
© International Baccalaureate Organization 2017Learner Profile as International Mindedness in
action
• the IB Learner Profile can be considered a map
of a lifelong journey in pursuit of international-
mindedness’ (Rizvi et al, 2014 p.7).
Discuss with your neighbours:
What evidence can we find that a school develops
the learner profile in its pursuit of international-
mindedness?
• Consider different stakeholders
© International Baccalaureate Organization 2017Learner Profile as International Mindedness in
action
21st century international mindedness: An
exploratory study of its conceptualisation and
Assessment (2013)
© International Baccalaureate Organization 2017International Mindedness in the Standards and
Practices
• To what extent does the school:
• Integrate the learner profile attributes in teacher appraisals, policies,
classroom activities?
• Offer opportunities to deconstruct the meaning of international-mindedness?
• Employ a range of strategies to develop and promote international-
mindedness and all attributes of the learner profile?
• Collaboratively develop expectations for the progression of learner profile
attributes over the years of the programme ?
• Collaboratively develop shared agreements of teacher responsibilities for
language development of language of instruction and multilingualism?
• Integrate learning experiences that promote students’ awareness of
individual, local, national and world issues?
• Provide for cross subject events that facilitate reflection on multiple
perspective and international-mindedness (e.g. project weeks, assemblies,
simulations)?
• Have systems to track integration of Learner Profile development in
classroom practice and community life?
© International Baccalaureate Organization 2017Reflection and next actions
In relation to international-mindedness, ask
yourself, as a school…
How
How How do can we
well are we improve
we know? further?
doing?
© International Baccalaureate Organization 2017Question 2: What about
Student Action ?
© International Baccalaureate Organization 2016 5/7/2019
74
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®Student action
All the IB programmes aim to:
• Develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful
world through intercultural understanding and
respect
• Provide students with knowledge (disciplines), skills
(ATL), dispositions (Learner Profile attributes)
© International Baccalaureate Organization 2017“Each of the IB programmes reflects a
central desire to provide an education that
enables students to make sense of the
complexities of the world around them, as
well as equipping them with the skills and
dispositions needed for taking responsible
action for the future. They provide an
education that crosses disciplinary, cultural,
national and geographical boundaries, and
that champions critical engagement,
stimulating ideas and effective
relationships”.
‘What is an IB education’ May 2017
© International Baccalaureate Organization 2017Action and Service
© International Baccalaureate Organization 2017Taking action requires students to reflect upon:
• Does my learning have an impact on the
How
does it world around me?
affect
our
evalu-
ation ? • Have I created a positive response to a need
or an issue in my personal, local or global
sphere?
© International Baccalaureate Organization 2017Strategy 1:
Identify opportunities in the programmes to develop this
practice and who has a role to play in supporting
students’ learning in this area
Principle:
An IB education enables students to make sense of the complexities of the world around them, and equips them with the skills and
dispositions needed for taking responsible action for the future.
Who has a role to play in
IB Standards and practices Opportunities in the programmes to develop this practice supporting students’ learning in
this area
A5
Structured service learning programme
The school promotes responsible
Partnerships with community groups, businesses
action within and beyond the school
community
© International Baccalaureate Organization 2017Strategy 2:
Use a matrix to audit where the school is in
developing this practice, against a set of indicators.
Principle: An IB education enables students to make sense of the complexities of the world around them, and equips them with the skills and
dispositions needed for taking responsible action for the future.
Practice Indicators the practice is Indicators of developed practice Indicators the practice is highly
developing (in place) developed (strong evidence)
(weak or inconsistent evidence)
A5 Programmes of inquiry positive impact on the community
The school promotes responsible Units of inquiry from the actions the school
action within and beyond the promotes and sustains
school community
Exhibition / PP, Community P, authentic connections between
CAS EE ? what they learn in the classroom
and what they encounter in the
community
service offers opportunities to
apply concepts, skills and
knowledge
Actions are modelled by adults in
the school community and
followed trough at home
Actions allow students to use their
skills, interests and talents
© International Baccalaureate Organization 2017Reflect & QA from this focus
session
In the area of Student Action you just focused
on, ask yourself, as a school…
How can
How we
How do
well are improve
we
we further?
know?
doing?
© International Baccalaureate Organization 2017Question 3: What
evidence is needed?
© International Baccalaureate Organization 2016 5/7/2019
82
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®What evidence to submit to the IB?
• A realistic picture of practice in the school
• A judicious selection of the documents which best
evidence a particular practice
• Focus on quality to provide insight not quantity
• No links to online platforms (Moodle website etc.)
• Additional documents: Word, PDF etc.
• clearly named to link to the standard/ practice
(consider zip files for multiple files)
© International Baccalaureate Organization 2017Evidence for standard C
Standards Possible Evidence
C1 – Collaborative ● Meeting schedules with objectives, agendas and/ or
planning minutes, attendance list
● Evidence of both vertical and horizontal articulation
● Review of digital platforms used for virtual collaboration
amongst teachers
C2 – Written ● Sample documentation identifying in detail what is to be
curriculum taught, such as planners, units, outlines, lesson plans and
syllabuses.
C3 – Teaching and ● Sample unit planners, displays, reflections, portfolios,
learning CAS portfolios
● Evidence from lesson visits
● Student surveys on teaching and learning
C4 - Assessment ● Examples of formative and summative assessment
● Analysis of exam results
● Assessment policy and its implementation
© International Baccalaureate Organization 2017Any question ?
© International Baccalaureate Organization 2017
Source: Photo by Ilkka Kärkkäinen on Unsplash© International Baccalaureate Organization 2017 86
Photo by Hanny Naibaho on UnsplashYou can also read
