Initiatives & Innovations Across and within IB Programmes

David Hawley, Chief Academic Officer

The IB Mission

•  The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

•  To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

•  These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

What is an IB Education?

Why of an IB Education?

Creating a better and

more peaceful

world

Creating a better and

more peaceful

world

The IB Strategy 2015-19

1.  Setting highly relevant standards for student centred education

2.  Creating and enabling a professional community of engaged

educators

3.  Providing flexibility to implement IB programmes

4.  Giving excellent service to the IB community

5.  Creating an IB to deliver its mission

1. Setting highly relevant standards for student centred education

•  Research

•  Programme reviews and refinements

•  eAssessment

•  Student competencies (Learner Profile in action)

•  Digital publishing

•  Results extra

2. Creating and enabling a professional community of engaged educators

•  IB Educators Network (IBEN)

•  Enhancing professional development

•  Building a (better) digital platform

•  A global and influential teacher voice

3. Providing flexibility to implement IB programmes

•  Our software in your hardware

•  Career-related as stand-alone programme option

•  Online learning

•  A sustainable language strategy

4. Giving excellent service to the IB community

•  Operational excellence and “outside-in”

5. Creating an IB to deliver its mission

•  “One IB”

•  Digital

•  Better for students

•  Easier for educators

•  Simpler for schools

Where are we going and growing?

•  Educators (IBEN – workshop leaders, examiners, curriculum

review 20,000 +)

•  Students

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Year of assessment (May)

DP exams sat by CP candidates

CP candidates

Authorized schools offering CP

Expected authorized schools in Q2 2015

Reflections on the world students will live and work in

•  V U C A

•  PYP student today will be living and working into 2100

•  22nd Century Skills?

•  Technology (Turkle)

Reflections on the Learner Profile

Reflections on the Learner Profile

Reflections on International mindedness

•  Interconnectedness

•  Interdependent mindedness

One IB journey

1968 (Ages 16-18)

1994 (Ages 11-16) 1997 (Ages 3-11)

2006 (Ages 16-18)

Primary Years Programme (Review)

•  Primary Years Video

Primary Years Programme (Review)

EVOLUTIONARY and INNOVATIVE

Student Survey

Consultation paper

Focus groups

PYP school survey

IB regional workshops

Curriculum consultants

Commissioned research

PYP Committee School visits

Think Tank

Curriculum meetings

Research Experts

PYP stakeholders

Conference presentations

Steering Group

Primary Years Programme (Review) •  Schools will benefit from: Area of focus

•  Clarity •  Continuity for students through the continuum of an IB education Structure and articulation

•  Implications for the practices around inquiry, for example, play •  Strengthened pedagogical toolkit, inclusive of student agency •  Examples from school based practice

Principles of the programme (particularly inquiry based teaching)

•  Empowering, developing, trusting the professional voice of educators •  Relevance for students •  Flexibility of implementation

Transdisciplinary framework for learning, teaching and planning

•  Rigour of programme •  Integrity with the learning and teaching process Assessment

•  Contextualized guidance •  Strengthened practice of educators to promote multilingualism Language

Middle Years Programme MYP: Next chapter

•  Teacher support materials 1,000+ pages

•  Social and emotional learning

•  eAssessments

Why MYP eAssessments?

EVOLUTIONARY and INNOVATIVE

Flexibility of subject

choice Personal proj.

moderation global

consistency

Greater guidance

and support

Inquiry

Technological innovation

Approaches to learning Concept-

driven curriculum

Less paperwork and administration

Contextual

Better alignment with PYP/

DP/ CP

External assessment

for recognition

MYP eAssessments

Career-related Programme

•  Stand alone

•  Programme website

•  Career partners

•  Successes

Diploma Programme

•  Research on workload and stress

•  Sex as predictor of participation and performance

•  New course: Global politics

•  Digital microsites

•  Journey to eAssessments

Workload and stress

•  During first year of the DP, student wellbeing appears to be deteriorating

•  Both students and DP coordinators find the DP workload too heavy

•  Science HL courses are regarded as particularly challenging

•  More workload: o  Parental involvement is high o  Grades are lower o  Girls o  Parents have lower education level

•  Higher stress levels: o  Higher perceived workload o  Girls o  Lower education level parents o  Lower parental involvement

Sex and performance on IB exams

Sex and performance on IB exams

Female

Male

Sex and participation in IB exams

Male

Visual Arts HL

Physics HL

Female

New Course: Global Politics

Digital microsites – ex. Approaches to teaching and learning

Diploma Programme (review)

–  Apple polishing or Diploma 2.0 ?

•  Valuing the core

•  Majority pursue Diploma

•  All do the core

•  More interdisciplinary focus (IAs)

•  More conceptual

•  Over more than two years

•  Student voices