S6_approachest-to-teaching-and-learning-across-the-DP

‘Approaches to teaching and learning

across the Diploma Programme’

We need your views!

Andrew Atkinson Head of Diploma Programme Development

Asia Pacific Regional Conference

Singapore March 2012

© International Baccalaureate Organization 2007

Presentations by DP academic staff

Page 2

Speakers Topics Times and Rooms

David Jones

Latest developments in the Diploma

Programme groups 4 and 5 curriculum

reviews

Saturday, 16:15

Morrison room

Richard Penrose Assessment forum x 2 Friday

James Monk DP Languages focus group Friday, 12:00

Orchard room

Dominic Robeau The IB Career-related Certificate: access,

process, success

Saturday, 11:00

Minto room


The DP

development team


The continuum overview: An IB education


‘broad and

balanced’

Breadth and depth

‘greater than the

sum of its parts’

‘concurrency of

learning’

The DP as a ‘whole

experience’

The holistic DP experience


Navigating the whole Diploma: The student


The student survey IB World (1100)


Navigating the whole Diploma: The DP coordinator!

Administrator and/or pedagogical leader?


So what skills are we teaching our IB

students from 3 to 18?

A progression of approaches to teaching and learning …

PYP

transdisciplinary

skills

MYP

‘ATL’

IBCC

‘ATL’

DP?

The continuum of skills


‘Approaches to teaching and learning’

ATL

How do students approach their

learning in the DP presently?

How should students approach their

learning for greater success in the DP?

How could the DP encourage new habits of learning for lifelong success in students

‘Pedagogical Principles’

How do teachers approach their teaching (and facilitation of

learning) in the DP?

What ‘learning to learn’ skills should teachers need to teach/facilitate for greater

success?

What could our programme expect of teachers in how to teach most effectively for life

beyond school?


Draft definition

… describes deliberate strategies, skills and attitudes which permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for DP assessment and beyond

Explicit general pedagogy to enhance subject

specific implicit approaches


So what are the main ATL categories of

an IB education that underpin this project

for DP?


ATL 1: Research Skills

Extended Essay

TOK Essay

History IA

Maths exploration

World Theatre

B&M Case Study

Literary criticism

Who teaches the student how to research effectively?


ATL 2: Communication Skills

Language orals

TOK presentation

New Global Politics presentation

Non-verbal communication in the arts

Who teaches the students the skills of how to

communicate effectively?


ATL 3: Social Skills

Group 4 Project

TOK presentations

Theatre ensemble

Dance

CAS group activity

Interactive orals

How can we value / reward collaborative learning more?


ATL 4: Thinking Skills

TOK links

Problem-solving

Critical analysis

Creative thinking

Reflection

Connecting subjects

Teach ‘thinking’ with tools and ‘creating environments and

dispositions’ for deep and critical thinking


ATL 5: Self Management Skills

Time management

Study/revision skills

CAS organisation

Co-curricular

Dual curriculum

Affective domain

University applications

Make the ‘survival’ skills into a better DP experience


IB ‘pedagogical principles’ for DP teachers?

A ‘broad church’?

Does the IB need to evaluate ‘teaching and learning’ more in DP schools (visits) or does DP assessment validate this?

Greater support in this area: Can good practice be shared through the IB more formally from programme development? Is it covered by professional development at subject level?

Are continuum schools evolving in ways that are interesting for DP schools and the IB needs to support, learn from and share more?


The IB/DP curriculum

The planned and

written

curriculum

C1 & 2

The taught

curriculum

C3

The assessed

curriculum

C4

Guides, TSMs,

& specimen papers:

school decisions

Our project

focus? Plenty of assessment!

The right sort?


Standard C1 Collaborative planning Examples

Collaborative planning and reflection addresses vertical and

horizontal articulation

Collaborative planning and reflection incorporates differentiation

for students’ learning needs and styles

Collaborative planning and reflection recognizes that all teachers

are responsible for language development of students

Requirements for the Diploma Programme

Collaborative planning and reflection includes the integration of

theory of knowledge in each subject.

Collaborative planning and reflection explores connections and

relations between subjects and reinforces knowledge,

understanding and skills shared by the different disciplines.


Standard C2: Written curriculum Examples

The written curriculum builds on students previous learning

experiences

The written curriculum identifies the knowledge, concepts, skills

and attitudes to be developed over time

The written curriculum incorporates relevant experiences for

students


The curriculum facilitates concurrency of learning.

The school develops its own courses of study for each subject on

offer and for theory of knowledge.


Standard C3: Teaching and learning Examples

Teaching and learning engages students as inquirers and thinkers

Teaching and learning supports students to become actively responsible for their own learning

Teaching and learning uses a range and variety of strategies

Teaching and learning differentiates instruction to meet students’ learning needs and styles


Teaching and learning at the school addresses all of the aims

and objectives of each subject.


C4 Assessment Examples

The school uses a range of strategies and tools to

assess student learning

The school provides students with feedback to inform

and improve their learning


Assessment of student learning is based on the

objectives and assessment criteria specific to each

subject.


Research/Evidence

Who is the IB to tell

DP teachers how to

teach?

Can we substantiate

our claims for

effective teaching

and learning from

evidence and

research?


The great pedagogues


Jerome Bruner

learning is an active process in which learners construct new ideas

argued for a spiralling curriculum

advocated learning through enquiry

transfer of thinking processes from one context to another children need to

learn the fundamental principles of subjects rather than just master facts

argued that teachers must be concerned with the experiences and contexts

that make students willing and able to learn.


Howard Gardner

multiple intelligences questions the idea that intelligence is a single entity

formulated a list of seven intelligences; linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinaesthetic intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. He argued that people have a unique blend of these intelligences.

In his more recent works he has considered the addition of three other intelligences: naturalist intelligence, spiritual intelligence and existential intelligence.


Kurt Hahn

was a major proponent of experiential education.

He believed that education could help prevent students being

corrupted by society; for example by giving them opportunities to

develop leadership skills.

emphasised concern and compassion for others, accepting

responsibility, tenacity, and the idea of the school as a community.

in addition to adventure he also emphasised the idea of service


Constructivist teaching and inquiry learning


Concept based learning


The differentiated classroom


Experiential and authentic learning


The collaborative classroom


Language development and learning


Teaching innovatively with technology


Assessment considerations

Commitment from

assessment to ensure IB

assessments increasingly

reflect and reward the ATL

skills more

More advice from the IB on

formative assessment

teaching strategies in the

classroom

Commitment to limit over-

assessment for the

programme


The issue of planning and planners

PYP has a planner format for

all units and POI

MYP has a looser planner

format and planning

characteristics

DP speaks of planning and

collaborative planning in

S&Ps but what tools do we or

should we provide?

Advice on planning and samples

but formats should be open


Planning in the DP

Collaborative planning across the DP faculty (concurrency)

Making links to TOK and the core

Make explicit reference to the learner profile outcomes

Stipulate the approaches to teaching and learning adopted

Foster international mindedness and create connections with ‘global contexts’


Project deliverables: 2014/15


Next steps in this project: Your feedback

and …

A second curriculum review meeting in June

Some commissioned research in 2012 in the areas mentioned

A report on the OCC with surveys

Collective virtual feedback of 40 IB educators by March 2012

Continued discussions across the programmes/continuum on terms and categories


Yokohama Diploma

More ‘what’ or more ‘how’?


Major Developments 2012

World Studies Extended Essay -

mainstream option 2011/13

New DP courses

• Global Politics HL/SL: 2012–14 pilot 2015 first teaching to critically engage with new perspectives and approaches to politics in

order to better make sense of our changing world (group 3)

• Sports, Health & Exercise Science (SL): 2012 – 14 incorporates the disciplines of anatomy, physiology, biomechanics,

psychology and nutrition in sport, health and exercise (group 4)

Reviewed DP courses launch of new guides for all group 5 mathematics courses and a new

computer science course moving to group 4

TOK pre-publication guide December 2012

© International Baccalaureate Organization 2007 Page 43

2012/14

ACCESS: OPENING UP THE CORE


May Session courses

September 2012

November Session courses

February 2013

GROUP 2 Mandarin ab initio

Spanish ab initio

GROUP 3 Business and Mgt SL

Economics SL

Economics HL

ITGS SL

ITGS HL

Philosophy SL

Psychology SL

Economics SL

Economics HL

Psychology SL

GROUP 5 Mathematics HL

GROUP 6 Film Studies SL

DP COURSES ONLINE


Other Diploma Programme Development

questions?

[email protected]

Thank you for listening and

please fill in the survey!

© International Baccalaureate Organization 2007 Page 46

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S6_approachest-to-teaching-and-learning-across-the-DP