IB GUIDE FOR PARENTS

This guide is designed to help parents gain a better understanding of the International Baccalaure-ate Middle Years Program (IB MYP) being implemented for students from Grades 7 through 9 at Robinson School. It explains the philosophy, aims and framework of the IB MYP. The MYP will be expanded to incorporate Grade 10 beginning in August 2016.

What is the International Baccalaureate Organization (IBO)?

The IBO is a non-profit educational and non–governmental (NGO) organization of UNESCO. The IB’s alliance

with UNESCO encourages the integration of its educational goals into the IB curriculum. It was established in

1968 in Geneva, Switzerland. Currently there are over 3,000 schools world-wide offering IB programs.

The IBO offers four programs of international education for students aged 3-19 years old:

The Primary Years Programme (PYP) grades PPK - 6th

The Middle Years Programme (MYP) grades 7th - 10th

The Diploma Programme (DP) grades 11th -12th

The Career-Related Programme (CP) grades 11th -12th

What is the story behind the IBO? Marie Therèse Maurette created the framework for what would eventually become the IB Diploma Pro-

gramme in 1948 when she wrote “Is There a Way of Teaching for Peace?” a handbook for UNESCO. In the mid-

1960s, a group of teachers from the International School of Geneva (Ecolint) created the International Schools

Examinations Syndicate (ISES), which would later become the International Baccalaureate Organization (IBO).

The IBO’s headquarters were officially established in Geneva, Switzerland in 1968 for the development and

maintenance of the Diploma Program (DP), which provided an internationally-acceptable university admissions

qualification for young people whose parents worked as diplomats or with international and multi-national

companies. The IB Middle Years Program (MYP), piloted in the mid-1990s, adheres to the study of eight subject

areas. Within five years, 51 countries had MYP schools. The IB Primary Years Program (PYP) was piloted in

1996 in 30 primary schools on different continents, with the first PYP school authorized in 1997, growing to 87

authorized schools in 43 countries within five years. The newest offering from the IB, the IB Career-Related

Certificate, is specially-designed for students 16 to 19 who wish to engage in career-related learning.

What is an IB MYP School? An IB MYP school strives to develop an internationally-minded person with the continued focus of how to best

meet the needs of adolescents who are confronted with a vast and often bewildering array of choices in a com-

plex and rapidly changing world. A focus on higher-order thinking skills gives students opportunities to explore

their expanding concerns and their growing awareness of themselves and the world in ways that develop

sound judgment.

The Mission of the International Baccalaureate Organization is:

To develop inquiring, knowledgeable, and caring young people.

To create a better and more peaceful world through intercultural understanding and respect.

To work with schools, governments, and international organizations to develop challenging programs

of international education and rigorous assessment.

To encourage students worldwide to become active, compassionate, and lifelong learners who under

stand that other people, with their differences, can also be right.

What makes IB different?

An IB classroom differs greatly in both appearance and function when compared to what we remember

from our own school days. Students are not sitting rows, but in cooperative, constructivist groups.

Collaborative learning is common, as it is in our own lives. After all, when was the last time you made

an important decision in your life, personal or professional, without consulting with someone first? IB

does not emphasize the use of textbooks, but fosters creation and innovation as well.

Traditional education primarily focuses on content (the memorization of facts and processes), develops

some skills and uses direct teacher instruction. Keeping in mind the best practices of other successful

national education systems, the IB uses inquiry to engage students in their learning. This method

teaches your child how to ask questions that support their investigations and is taught in a student-

centered manner. Content and the pre-existing curriculum will always be an important factor, how-

ever with IB we will see the blossoming of meaningful skills, such as the ability to reason deeply and

with complexity (critical thinking), the ability to see more than one solution to a problem or to frame a

question in more than one way (divergent thinking).

The IB emphasizes learning concepts rather than topics and aids the student in learning how they apply

across all humanity in various ways. For example, with IB it is not enough to learn about “The Oregon

Trail”, but even more important to explore the concepts of migration or oppression and its implications

on humanity across history and today. Information and facts will always be readily available to those

who need them. However, learning how to learn is a skill that requires nourishment.

What is the IB “Learner Profile” ?

The philosophy of the MYP is expressed in a series of desired attitudes and traits that characterize students

with an international perspective. Taken together, they create a profile of MYP students known as the IB

Learner Profile. MYP students strive to be . . .

Inquirers— Students develop their natural curiosity: I am curious and know how to dis-cover answers to many of my questions.

Thinkers— Students exercise initiative in applying thinking skills

critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions: I use my thinking skills to make good choices and solve problems.

Communicators— Students understand and express ideas and

information confidently and creatively in more than one lan-guage and in a variety of modes of communication: I under-stand and share ideas in more than one language.

Risk Takers— Students approach unfamiliar situations and un-

certainty with courage and forethought: I try new things, love to explore, and confidently share my experiences.

Knowledgeable— Students explore concepts, ideas, and issues

that have local and global significance: I explore big ideas that are important. I know and can do a lot of important things.

Principled—Students act with integrity and honestly, with a

strong sense of fairness, justice and respect for the dignity of the individual, groups, and communities: I am fair and hon-est. I can make good decisions about what is right and wrong for me.

Caring— Students show empathy, compassion and respect to-

wards the needs and feelings of others: I am concerned about other people’s needs and feelings. I believe it is im-portant to help others.

Open-Minded— Students understand and appreciate their own

cultures and personal histories, and are open to the perspec-tives, values and traditions of other individuals and commu-nities: I am comfortable with differences. I welcome and respect other people’s points of views and ways of doing things.

Balanced— Students understand the importance of intellectual,

physical and emotional balance to achieve personal well-being for themselves and others: To be healthy, it is im-portant for me to balance the needs of my mind and body.

Reflective— Students give thoughtful consideration to their own learning and experi-

ence: I think about and discuss my learning, skills, and products.

What are “International-Mindedness” and the IB Learner Profile?

Two major elements of the IB are “International-Mindedness” and the Learner Profile. Each of these

elements transmits a core set of values that are the basis for character development. International-

Mindedness is not about learning other cultures and languages. Rather, it is a way of thinking that

allows people to understand and work with each other in a more humane way, without prejudice. It

fosters the growth of traits critical to working in a global community, or even in a local one such as:

empathy, stewardship, and genuine expressions of compassion for others. Students will learn that

we can still work together to resolve and solve important issues in our community and beyond,

regardless of our cultural backgrounds and ways of life... while still honoring our shared humanity.

The Learner Profile is a collection of key traits that support intellectual and personal growth: em-

pathy, open-mindedness, reflection, and communication just to name a few. These traits support

the growth of International-Mindedness and are actively cultivated in the curriculum and in the

classroom.

So, what will my child be learning?

With the IB MYP, we are committed to structured inquiry as the vehicle for learning. Six global contexts and

subcategories called explorations provide the framework for exploration and construction of knowledge. The

global contexts are closely linked with the transdisciplinary themes of the IB PYP. Teachers and students are

guided by these themes as they also explore overarching key concepts pertaining to each of the eight subject

areas in the IB MYP. These in combination with subject specific related concepts provide the structure for stu-

dents to develop an understanding of important ideas, acquire essential skills and knowledge, develop particu-

lar attitudes, and learn to take socially responsible actions. The concepts and contexts serve as a framework

for teacher unit planning and student guidance based on a statement of inquiry.

What is a Statement of Inquiry (SOI), and how do teachers create unit plans?

Teachers construct a statement of inquiry for a unit by combining a key concept, one or more related concepts

and a global context into a meaningful statement that students can understand. Below is an example for a 7th

Grade English class. Also see Appendices A, B, and C.

Ex. Communication allows characters in a particular setting to examine commonality, diversity,

and interconnection.

Key Concepts Related Concepts Global Contexts & Exploration

Communication Connections Creativity Perspective

Audience imperatives

Character Context Genre Intertextuality Point of view Purpose Self-expression Setting Structure Style Theme

Identities & relationships Orientation in space & time Personal & cultural expression Scientific and technical innovation Globalization & sustainability Fairness & development

What are the academic skills taught in the MYP?

In addition to concepts and contexts, teachers also provide links to students to practice developmen-

tal skills that will allow them success at school and in the “real world”. In the MYP, these skill sets are

called Approaches to Learning (ATLs). The goal is to introduce skills to students, allow them to copy

others who use the skills, to follow with the guidance of the teacher, and to employ these skills confi-

dently in the classroom and the community. In this way, students are encouraged to share their skills

with others. The MYP framework provides that a concept-driven curriculum that uses ATL skills effec-

tively enables all students to become stronger, more self-regulated learners. The individual skills with-

in each cluster can be found in Appendix D of this document.

The MYP Model

In order to clarify the interrelationship of the IB Learner Profile, “International-mindedness”, Concepts, Global Contexts, Approaches to Learning, and service in the lo-cal and global community, The IB has provided this model to illustrate how these ele-ments combine with the 8 subject areas within the MYP.

Will students still get through everything in the textbooks?

Textbooks are used in IB Programs, although not in the traditional manner. Teachers will no longer

follow the textbook page-by-page. In inquiry-based programs, IB or otherwise, textbooks are one of

many resources used to support student’s understanding of a subject area or concept. Technology also

plays a major role in the learning process by providing another engaging means to growth. This allows

for more purity and authenticity in the students learning process, rather than have them become just

passive receptors of factual knowledge. The MYP recognizes that it is not knowledge alone that makes

a learner successful, but the skills and attitudes they develop along the way.

How will students be graded?

Assessments are conducted in the following ways:

Formative: The day-to-day ongoing assessment of learning; that is, the continuous observations, con-

versations, feedback cycles, and coaching practices that take place in the classroom and that help

shape a student's learning.

Summative: A formal evaluation of learning. These generally occur at the end of a larger unit of

learning and often takes the form of a representative or cumulative examination. This is the assess-

ment type with which most of us are familiar: unit exams, chapter tests, SATs, CRWAs, etc. However,

they can also take the shape of group projects and presentations. Educator Paul Black expresses this

idea in simpler terms: "When a cook tastes the soup, that's formative assessment. When the customer

tastes the soup, that's summative assessment."

In the MYP, overall levels of achievement (OLAs) are documented on a scale of 1 through 7.

More information about the MYP grading system can be found in the document, A Short Guide to IB

MYP Assessment at Robinson School. This guide is also found under the IB section of the school web-

site.

Generally speaking, if our focus is on learning, most of our assessments should be formative. This is

what IB stresses... and on our way to becoming an IB school we will focus more on implementing these

types of assessments. We want to coach our students towards competency in key skills and content.

Even more, we want to be sure that our assessments provide both a clear picture of a student's

strengths and challenges, as well as direct, critical feedback to the student that will allow them to im-

prove over time.

How can parents get involved in the MYP? 1. Adolescents enjoy interviewing people they know, especially friends and family, about their personal inter-

ests. Let us know about your hobbies or careers. We might be able to use you as another valuable com-munity resources during one of our MYP units or as a project mentor.

2. Ask children about the concepts and contexts into which they are inquiring… show interest in their MYP units and plan activities around them whenever you can.

3. Encourage your children to “find out” rather than telling them answers. Conducting research online, in a newspaper, educational TV, at home experiments will not only reinforce the skills being developed at school, but also show children that “school skills” are really “world skills.”

4. Ask your child about the IB’s Learner Profile attributes – point them out in other people, in yourself, in your children’s actions and speech. We’ve even put them the on the cover of our Student Planners this year!

Where can I look for further information?

The IB coordinators at Robinson are:

PYP Coordinator - Cindy Ogg

MYP Coordinator - Gabriel English

You may also contact:

MS Principal - Enid Camacho

US Principal - Sandra Rosenbaum

You can also find additional information (in both English and Spanish) on the Robinson School website, www.robinsonschool.org and the IBO official website, www.ibo.org, as well as the following:

http://www.inquirybasedlearning.org/?page=Video_about_IBL

http://www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf

Appendix A

MYP Key Concepts (16 key concepts to be explored across the MYP curriculum.) Key concepts are big ideas which form the basis of teaching and learning in the MYP. Key concepts engage students in higher order thinking, helping them to connect facts and topics with more complex conceptual understanding. Key concepts provide a focus for transferring knowledge and understanding across disciplines and subject groups.

Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation of analysis of art, culture and nature.

Change is a conversion, transformation, or move-ment from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a send-er, a message and an intended receiver. Communication in-volves the activity of conveying information of meaning. Effec-tive communication requires a common language which may be written, spoken or non-verbal.

Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing par-ticular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

Connections are links, bonds and relationships among people, objects, organisms or ideas.

Creativity is the process or ability to make or produce something new and original, often characterized by the use of imagination or diver-gent thinking. It may be evident in the process as well as the outcome, solution or product.

Culture encompasses a range of learned and shared beliefs, val-ues, interests, attitudes, prod-ucts, ways of knowing and patterns of behavior created by human communities. The con-cept of culture is dynamic and organic.

Development is the act or process of growth, progress or evolution, some-times through iterative improvements.

Form is the shape and un-derlying structure of an enti-ty or piece of work, including its organization, essential nature and external appear-ance.

Global interaction focuses on the connections among individuals and communities, as well as their relationships with built and natural envi-ronments, from the perspec-tive of the world as a whole.

Identity is the state or fact of being the same. It refers to the particular features which define individuals, groups, things, eras, places, symbols and styles. Iden-tity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

Logic is a method of reasoning and a system of principles used to build argu-ments and reach conclusions.

Perspective is the position from which we observe situ-ations, objects, facts, ideas and opinions. Perspective may be associated with indi-viduals, groups, cultures or disciplines. Different per-spectives often lead to multi-ple representations and in-terpretations.

Relationships are the con-nections and associations between properties, objects, people and ideas – including the human community’s connections with the world in which we live. Any change in relationship brings conse-quences – some of which may occur on a small scale, while others may be far reaching, affecting large net-works and systems like hu-man societies and the plane-tary ecosystem.

Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or com-plex.

Time, place, and space The intrinsically-linked concept of time, space and place refers to the absolute or relative posi-tion of people, objects and ideas. “Time, place and space” focuses on how we construct and use our understanding of location (“where” and “when”).

Appendix A (continued) Which subject areas are linked with these Key Concepts?

Aesthetics

Arts

Change

Arts Physical & Health Educ Individuals & Societies

Science

Communication

Arts Design

Language Acquisition Language & Literature Physical & Health Educ

Communities

Design

Connections

Language Acquisition Language & Literature

Creativity

Language Acquisition Language & Literature

Culture

Language Acquisition

Development

Design

Form

Mathematics

Global Interaction

Individuals & Societies

Identity

Arts

Logic

Mathematics

Perspective

Language & Literature

Relationships

Mathematics

Physical & Health Educ Sciences

Systems

Design

Individuals & Societies Sciences

Time, Place, and Space

Individuals & Societies

Appendix B Related Concepts Language and Literature: Spanish, English audiences imperatives, character, context, genre, intertextuality, point of view, purpose, self-expression, setting, structure, style, theme Language Acquisition: French accent, audience, context, conventions, form, function, meaning, message, patterns, purpose, structure, word choice, empathy, idiom, point of view, argument, bias, inference, stylistic choices, theme, voice Individuals and Societies: Geography, History casualty, choice, culture, equity, globalization, identity, innovation, revolution, perspective, power, processes, resources, sustaina-bility, civilization, conflict, cooperation, ideology, interdependence, significance, disparity, management, networks, trends, patterns, diversity Sciences: Integrated Science, Physical Science, Biology balance, consequences, energy environment, evidence, form, function, interaction, models, movement, patterns, transformation Mathematics: Algebra, Geometry change, equivalence, generalization, justification, measurement, model, pattern, quantity, representation, simplification, space, system Arts: Drama, Art, Music audience, boundaries, composition, expression, genre, innovation, interpretation, narrative, presentation, representation, style, visual culture, play, role, structure Physical and Health Education: adaptation, balance, choice, energy, environment, function, interaction, movement, perspectives, refinement, space, systems Design: (Technology) adaptation, collaboration, ergonomics, evaluation, form, function, innovation, invention, markets, trends, perspective, resources, sustainability

Appendix C

Global Contexts

1. Identities and Relationships An inquiry into the nature of the self; beliefs and values; person, physical, mental,

social and spiritual health; human relationships including families, friends, communities, and cultures; rights

and responsibilities; what it means to be human.

2. Orientation in Space and Time An inquiry into orientation in place and time; personal histories; homes and jour-

neys; the discoveries, explorations and migrations of humankind; the relationship between and the intercon-

nectedness of individuals and civilizations, from local and global perspectives.

3. Personal and Cultural Expression An inquiry into the ways in which we discover and express ideas, feelings, na-

ture, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our apprecia-

tion of the aesthetic.

4. Scientific and Technical Innovation An inquiry into the natural world and its laws, the interaction between the

natural world (physical and biological) and human societies; how humans use their understanding of scientific

principles; the impact of scientific and technological advances on society and on the environment

5. Fairness and Development An inquiry into the structure and function of organizations; societal decision-making;

economic activities and their impact on humankind and the environment.

6. Globalization and Sustainability An inquiry into rights and responsibilities in the struggle to share finite re-

sources with other people and other living things; communities and the relationship within and between them;

Appendix D Approaches to Learning (ATLs)

Communication skills Students can exchange thoughts, messages and information effectively through interaction

Give and receive meaningful feedback Use intercultural understanding to interpret communication. Use a variety of speaking techniques to communicate with a variety of audiences Use appropriate forms of writing for different purposes and audiences Use a variety of media to communicate with a range of audiences Interpret and use effectively modes of non-verbal communication Negotiate ideas and knowledge with peers and teachers Participate in, and contribute to digital social media networks Collaborate with peers and experts using a variety of digital environments Share ideas with multiple audiences using a variety of digital environments and media

Reading, writing and using language to gather and communicate information

Read critically and for comprehension Read a variety of sources for information and for pleasure Make inferences and draw conclusions Use and interpret a range of discipline specific terms and symbols Write for different purposes Understand and use mathematical notation Paraphrase accurately and concisely Preview and skim texts to build understanding Take effective notes in class Make effective summary notes for studying Use a variety of organizers for academic writing tasks Find information for disciplinary and interdisciplinary inquiries, using a variety of media Organize and depict information logically Structure information in summaries, essays and reports

Collaboration skills Working effectively with others

Use social media networks appropriately to build and develop relationships Practice empathy Delegate and share responsibility for decision making Help others to succeed Take responsibility for one’s own actions Manage and resolve conflict and work collaboratively in teams Build consensus Make fair and suitable decisions Listen actively to other perspectives and ideas Negotiate effectively Encourage other to contribute Exercise leadership and take on a variety of roles within groups Give and receive meaningful feedback Advocate for one’s own rights and needs

Organizational skills Manage time and tasks effectively

Plan short and long term assignments; meet deadlines Create plans to prepare for summative assessments (examinations and performances) Keep and use a weekly planner for assignments Set goals that are challenging and realistic Plan strategies and take action to achieve personal and academic goals Bring necessary equipment and supplies to class Keep an organized and logical system of information files/notebooks Use appropriate strategies for organizing complex information Understand and use sensory learning preferences (learning styles) Select and use technology effectively and productively

Appendix D Approaches to Learning (ATLs)

Affective skills Mindfulness Practice focus and concentration Practice strategies to develop mental focus Practice strategies to overcome distractions Practice being aware of body-mind connections

Perseverance

Demonstrate persistence and perseverance Practice delaying gratification

Emotional Management

Practice strategies to overcome impulsiveness and anger Practice strategies to prevent and eliminate bullying Practice strategies to reduce stress and anxiety

Self-motivation

Reflection Skills (Re)considering the process of learning; choosing and using ATL skills Develop new skills, techniques and strategies for effective learning Identify strengths and weaknesses of personal learning strategies (self-assessment) Demonstrate flexibility in the selection and use of learning strategies Try new ATL skills and evaluate their effectiveness Consider Content What did I learn about today? What don’t I yet understand? What questions do I have now? Consider ATL skills development What can I do already? How can I share my skills with others? What will I work on next? Consider personal learning strategies What can I do to be a more efficient and effective learner? How can I become more flexible in my choice of learning strategies? What factors are important for helping me learn well? Focus on the process of creating by imitating the work of others Consider ethical, cultural and environmental implications Keep a journal to record reflections Information Literacy skills Finding, interpreting, judging and creating information Collect, record and verify data Access information to be informed and inform others Make connections between various sources of information

Media Literacy skills Interacting with media to use and create ideas and information Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media Demonstrate awareness of media interpretations of events and ideas (including digital social media) Make informed choices about personal viewing experiences. Understand the impact of media representations and modes of presentation Seek a range of perspectives from multiple and varied sources Communicate information and ideas effectively to multiple audiences Using a variety of media and formats Compare, contrast and draw connections among (multi)media resources

Appendix D Approaches to Learning (ATLs)

Critical Thinking skills Analyzing and evaluating issues and ideas Practice observing carefully in order to recognize problems Gather and organize relevant information to formulate an argument Recognize unstated assumptions and bias Interpret data Evaluate evidence and arguments Recognize and evaluate propositions Draw reasonable conclusions and generalizations Test generalizations and conclusions Revise understanding based on new information and evidence Evaluate and manage risk Formulate factual, topical, conceptual and debatable questions Consider ideas from multiple perspectives Develop contrary or opposing arguments Analyze complex concepts and projects into their constituent parts and synthesize them to create new understanding Propose and evaluate a variety of solutions Identify obstacles and challenges Use models and simulation to explore complex systems and issues Identify trends and forecast possibilities Troubleshoot systems and applications. Creative Thinking skills Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiries Consider multiple alternatives, including those that might be unlikely or impossible Create novel solutions to authentic problems Make unexpected or unusual connections between objects and/or ideas Design improvements to existing machines, media and technologies Design new machines, media and technology Make guesses, ask “What if . . .” questions and generate testable hypotheses Apply existing knowledge to generate new ideas, products or processes Create original works and ideas; use existing works and ideas in new ways Practice flexible thinking – develop multiple opposing, contradicting and complementary arguments Practice visible thinking strategies and techniques Generate metaphors and analogies Transfer skills Using skills and knowledge in multiple contexts Use effective learning strategies in subject groups and disciplines Apply skills and knowledge in unfamiliar situations Inquire in different contexts to gain a different perspective Compare conceptual understanding across multiple subject groups and disciplines Make connections between subject groups and disciplines Combine knowledge, understanding and skills to create products or solutions Transfer current knowledge to learning of new technologies Change the context of an inquiry to gain different perspectives.