Topic 8. Standard C: Curriculum – Teaching & Learning Approaches.

The International Baccalaureate World Schools takes a learner-centred approach in developing effective learning and teaching approaches. A global context is key in students understanding of different cultures and language, that aims to meet a rigorous international standard. Transforming learners and their schools with a dynamic cycle of inquiry, action and reflection, and teachers that support and assist students to develop the approach to learning that they need, to achieve both academic and personal success, while seeking to help students with exploring and constructing their own personal and cultural identity.

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A Collaborative approach

At the core of the IB World schools is a culture of collaboration, sharing ideas, supportive networks and a positive overall environment, that includes teachers and staff, to create working together, a community borne of experience and learning, and with resources, support and guidance teachers feel more comfortable and confident in their roles, that has a flow on positive effect on students.

Developing this culture and environment of collaboration means a communal, cohesive and strategic planning process that spreads a sense of community and collaboration that is key to the success of any school and the impact it has on students and their lifelong learning, and acts as a wider microcosm of the World. This affords the opportunity for students to see how a community works, their role in it and how they are a part of it, and that learning doesn’t stop when the bell rings.

Collaborative teaching can involve unit planning, feedback or other means of support, making sure teachers have guidance in their role and feel appreciated, building ideas in collaboration, working together and presenting a unified and connected product to deliver to their students, as stated in this post ‘it takes a village to raise a child’.

Collaborative teaching transforms the classroom

The IB Community Blog. (2015). Collaborative teaching transforms the classroom [Blog Post]. Retrieved from: http://blogs.ibo.org/blog/2015/07/30/collaborative-teaching-transforms-the-classroom/

Why this evidence was chosen and what I learnt from it.

MYP learners: are collaborative and open minded

Students, their families and teachers express their experiences of collaboration and open mindedness in the IB MYP programme. This video highlights how intercultural openness is important and helpful for young people to get involved and change the world by providing them with the tools, perspectives and understandings to change the world for the better. I discovered that working collaboratively with all members of a school, faculty, students, teachers, families and the community, can mean that people feel an opportunity for growth, both academically and personally and the development of independence and the capacity for students to self-manage their studies. It was interesting to hear from a teachers perspective of students learning and how exposing students to different parts of the world can allow for students to develop the ability to empathise and understand other human beings from all over the world, and are globally aware learners.

The IB Continuum. (2005-2017). The IB Community. The IB community on what it means to be part of education for a better world. Retrieved from: https://vimeopro.com/iboorg/the-ib-continuum/video/150155101

Why this evidence was chosen and what I learnt from it.

This literature review was chosen to explore approaches to learning that describe effective collaborative learning as a learning environment in which students make contributions together to problem-solving, and using social constructivism concepts allow learners to construct their knowledge and inquiry-based learning through this interaction with each other.

This review has demonstrated for me the benefits to cognitive and metacognitive achievements and effectiveness of collaboration, provided that students prior knowledge and experiences is able to contribute to a high standard to be able to construct a deeper understanding of all perspectives. Using a collaborative learning approach among different age ranges or cultural groups may perhaps require various levels of scaffolding from teachers, and with assessing group collaboration, teachers must observe the group interactions and the quality of the joint group efforts and relationships.

Teachers need to be fully trained and have understanding in constructivist and student-centred approaches to be able to be constructive, at a classroom level teachers may think about and experiment with new strategies and then observe the learning outcomes using a classroom-based formative assessment method, such as; use of questions.

Approaches to learning: A Literature Review

Na, L. (2012). Approaches to learning: A Literature Review. IB Research Paper. Retrieved from: http://www.ibo.org/globalassets/publications/ib-research/approachestolearningeng.pdf

 

 

 

Language-based approaches in the IB

Each student in the IB DP programme is required to study in their best language and also in other languages taught in the programme, this provides students with the ability to increase their understanding of several other cultures, explore global ideas and issues through the use of different languages and students study at least two languages in their journey through the programme. There are options with studying language and literature that include taking two courses in different languages or through language acquisition by choosing modern languages or classic language such as, Latin or classical Greek. Committed to developing learner’s knowledge of culture and concepts as expressed through other languages, as well teaching those languages, the IB uses a theory of knowledge (TOK) to connect with language acquisition, reflection on knowledge and how we know what we know, students are encouraged to apply what and how they learn through the TOK.

Learning a Language

Teaching the IB in your language

The IB programmes are currently offered in English, French and Spanish and schools provide full teaching and assessment in these languages, with various levels of support offered for teaching in other languages.

International-Baccalaureate-IB-Structure

International Baccalaureate Board (IB) Vs Central Board of Secondary Education (CBSE)

Why this evidence was chosen and what I learnt from it.

I looked at a variety of language in the IB programmes and it solidified the global context of the delivery of the programmes and how and where language is situated as a key component. The above infographic represents the IB structure and shows us the 3 core of CAS, TOK and extended essay components, as well as where language acquisition sits within the 6 group of core curriculum subjects. I find it helpful to use all forms of delivery for learning about the teaching and learning approaches, from research papers and presentations, the IB website and descriptions of each programme, as well as infographics, videos and students and teachers personal accounts of their teaching and learning experiences to enhance my own learning and understanding.

The videos, from the link below, further consolidated my learning of languages in the IB and were interesting to click through.

Materials in Other Languages

International Baccalaureate Organization. (2005-2017). Learning a Language. Retrieved from: http://www.ibo.org/programmes/diploma-programme/what-is-the-dp/learning-a-language/

International Baccalaureate Organization. (2005-2017). Teaching the IB in your language. Retrieved from:http://www.ibo.org/benefits/teaching-ib-in-your-language/

Champstreet. (2017, May 9). International Baccalaureate board (IB) Vs Central Board of Secondary Education (CBSE) [Blog Post]. Retrieved from: http://www.champstreet.com/blog/international-baccalaureate-board-ib-vs-central-board-of-secondary-education-cbse/

International Baccalaureate Organization. (2005-2017). Materials in other languages. Retrieved from: http://www.ibo.org/digital-toolkit/materials-in-other-languages/

 

 

Service-based approach

Service as action, through community service

Service and action are shared values of the IB and students apply what they learn in the classroom through action based activities. Students strive to become caring and compassionate members of their community with the capacity to demonstrate a commitment to service and making a positive difference to others and the environment.

Particularly in the MYP, student choose and experience a significant piece of work over an extended period of time, these projects encourage students to be reflective of their learning and outcomes of their work, which are key skills in preparing them for future success in study, work and the community. Schools register their MYP students for external moderation of the personal project, ensuring the promotion of a global standard of quality. A community based project provides an authentic opportunity for students to collaborate and pursue service learning and practical exploration through a journey of inquiry, action and reflection.

MYP Projects

Why this evidence was chosen and what I learnt from it. 

Referring to the IB MYP projects section of the programmes section of the IB offered a introduction into the service-based teaching and learning approach and how it works in practice. The video within the section was a visual explanation of students working out in the community, in service, sharing knowledge and information in a real life setting. Service in action is the key theme of the video and mentions the importance of peer learning and the opportunity for teachers to observe the changes in the students as they journey through their experience. The students participate and collaborate and work through issues of language barriers, and take the opportunity in the video to express their personal views of their experiences and what they have learned through the process, for example, one student expresses how she enjoyed the experience of sharing herself with others and learning about other students and their lives, eventually saying that ‘education is the best form of charity’. A great video to show what teaching and learning in real life authentic contexts is really like.

International Baccalaureate Organization. (2005-2017). MYP Projects. Retrieved from: http://www.ibo.org/programmes/middle-years-programme/curriculum/myp-projects/

This news article follows on from the above authentic learning example and experiences of teachers and students who undertake a service-based project. A small service project for three IB students in Georgia, USA, where students had the idea to produce a butterfly/pollinator garden at a local park, working in collaboration between their high school, the city’s park and facilities division and the public that resulted in a wonderful outcome that resulted in an expansion of the city’s plans for the park and lovely area for visitors. Key to this project was the students and IB coordinators observance to the CAS, which stands for Creativity, Activity and Service.

IB Students Partner With City To Create Butterfly Garden

Why this evidence was chosen and what I learnt from it. 

A fantastic article and representation of a service project in action and service in a local community, that was a complete success with a positive and actionable outcome.

It was interesting to learn about how the IB coordinator and students have to ‘sell’ their idea to the city, and the appreciation when they received a positive response and assistance with realising their vision and project, and the proof that these projects are real enough to be included in local Government and planning and the ongoing growth of a project like this into the future. Students feedback that they feel fortunate to be a part of ‘something that matters’ and how this learning experience fostered a desire for tertiary education in landscaping for one student. The local shire workers also enjoyed working with the students and gained something positive from the partnership, stating ‘partnerships like this is what makes us a better community’. Amazing how this benefits so many people, which I did not realise could be part of the outcome of a service-based project – the benefits to so many!

This was an exciting and interesting section to research and read about and discover all the different experiences that are out there at the moment of IB students working out in the community making a difference to their lives and the lives of others around them.

Karr, D. (2016, August 25). IB Students Partner With City to Create Butterfly Garden. The Carrollton Menu. Retrieved from: http://carrollton.thecitymenus.com/2017/08/28/ib-students-partner-city-create-butterfly-garden/

 

 

Knowledge-based approaches

This research report discusses the development, teaching and assessment of thinking skills and references Bloom’s taxonomy of six educational objectives, which are; knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al 1956).  Teaching and learning to encourage students to develop skills in their thinking, including critical thinking skills. Making thinking more transparent for the learner, such as outlining a plan for further skilful thinking through the use of questions, making it more visible, can open up a world of thinking for students, providing opportunities to understand what thinking, and critical thinking, actually is, the various mental moves and strategies that make up good thinking and the capacity to practice it in a range of different contexts.

Developing and assessing thinking skills. Research paper

Why this evidence was chosen and what I learnt from it. 

I chose this research report on thinking skills as I believe it to be relatable and applicable to a knowledge-based model for learners as critical thinking and thinking skills are a requirement to all knowledge based activities and processes. Teaching learners how to think should not be overlooked and the four programmes of the IB require thinking goals and thinking objectives, as also recommended in this research paper.

I discovered that the IB needs to clarify thinking skills more clearly in the curriculum materials, providing further guidance on how to make thinking skills more explicit and visible in the teaching and assessment practices within the classroom. This research paper goes on to suggest recommendations for the programmes that include such issues as the inclusion of skilful problem solving and decision making objectives that seek higher order thinking, among other recommendations that address thinking strategies, thinking dispositions, metacognitive thinking and beliefs about knowledge.

Swartz, R and McGuinness C. (2014). Developing and assessing thinking skills. The Hague, Netherlands. International Baccalaureate Organization. Retrieved from: http://www.ibo.org/globalassets/publications/ib-research/continuum/student-thinking-skills-en.pdf

It is worthy to have a look at the Approaches to Teaching and Learning (ATL) in the IB that outline the strategies, skills and attitudes that filter through the IB learning and teaching environment, supporting the ethos of the IB that a student’s education isn’t only what you learn but how you learn. Providing support and professional development opportunities for teachers to deliver these skills across the four programmes ensure quality (and engaged) teaching and learning.

Approaches to Teaching and Learning (DP)

Why this evidence was chosen and what I learnt from it. 

The DP is referenced in relation to this ATL ‘toolkit’ style article by the IB, however it also relates across the four programmes. I was drawn to this as it outlines the essential IB approaches to teaching and learning skills, which are;

1. Thinking skills
2. Communications skills
3. Social skills
4. Self-management skills
5. Research skills

The IB approaches to teaching skills are…

1. based on inquiry
2. focused on conceptual understanding
3. developed in local and global contexts
4. focused on effective teamwork and collaboration
5. differentiated to meet the needs of all learners
6. informed by formative and summative assessment.

This toolkit again refers to the key concepts of thinking skills and research and inquiry skills. However, this toolkit can absolutely be applied across all the teaching and learning approaches in terms of being student focussed.

I learned that this ATL is a fairly new and exciting opportunity for teaching in the DP, with a shift in focus in the role of pedagogical leadership and responsibility for faculty members and supports schools in meeting the IB standards and practices. This toolkit is useful in determining where to find resources that support IB educators to integrate contemporary approaches of teaching and learning in the classroom. In addition, keeping abreast of professional development opportunities and access to materials, practice teaching tips, workshops and so on.

International Baccalaureate. (2014). Approaches to teaching and learning in the International Baccalaureate (IB) Diploma Programme [PDF file]. Retrieved from: http://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/approaches-to-teaching-learning-dp-en.pdf

 

Concept & Inquiry based approaches

A concept and inquiry based approach is learner centred to promote open communication, understanding, respect for active, caring, lifelong learners. Embracing the student with a holistic concern for cognitive, social, emotional and physical development, effective approaches to teaching and learning empower students for lifelong learning, being independent with the capacity to collaborate. Aiming to develop capacity for metacognition, communication and self-management. Fundamental to the IB is a global context, with students understanding culture and language and global and local engagement. Offering curriculum and courses that are varied, balanced, connected and meaningfully assessed that reach across the four IB programmes, working together to ensure a solid and secure education. An MYP personal project requires students to choose an area of interest to explore, through independent inquiry learners consolidate their learning and develop key lifelong learning skills. The students personal learning projects are externally conducted by the IB to ensure a global consistency and standard of excellence.

Concept-based learning for today’s students

Why this evidence was chosen and what I learnt from it.

This first article breaks down the concept and inquiry approach into four distinct sections – who, how, why, what, that clarifies what this approach looks like in practice and suggests that a connected curriculum provide teachers with a common vocabulary while providing learners with a ‘culture of thinking’ that asks students to see connections, alternative viewpoints, contradictions and different ways of thinking.

Developing an inquiry based learning experience, alongside conceptual learning, offers for students the ability to develop an inquiry into key ideas about relationship to time and space and place, leading to a deeper understanding.

Learning how this works in practice through a table, included in the article, that depicts a Social Emotional Learning curriculum that outlines the authentic connection made between social and emotional topics and the bigger more conceptual ideas. It is interesting to note how this table shows us how a concept and inquiry based approach can work in practice.

Barnard, S. (2016). Concept-based learning for today’s students [Blog Post]. Retrieved from: http://blogs.ibo.org/blog/2016/07/08/concept-based-learning-for-todays-students/

This second paper offers a more in-depth introduction into the characteristics of an IB concept-based curriculum, offering a three-dimensional model. The PYP, MYP and DP are all three-dimensional by design and require learners to process information through a conceptual level of thinking, deeper critical thinking and a conceptual understanding.

The extended essay component, as well as various internal assessment tasks seek to engage this critical thinking as students draw on a significant inquiry and independently plan, research and write the essay.

The three main requirements of the three-dimensional model include; teacher training that ensures teachers have a full understanding of the concept-based model and pedagogy to transfer knowledge and deeper understanding to their students. Curriculum development supports teachers to provide a concept-based teaching plan with a common terminology and framework of key and related concepts and conceptual understandings. Assessment remains the ongoing challenge, to be able to assess a conceptual level of understanding, over and above the purely factual. Design of assessments needs to be a part of teacher training.

Concept-based teaching and learning

Why this evidence was chosen and what I learnt from it.

I chose this next piece of evidence for it’s deeper clarification of the model, in particular the three model approach that compliments the above article’s break down into four sections, this has allowed me to understand the model through a complete breakdown into sections and prototypes, so to speak. The author’s comment in the challenges and summary section that ‘challenges indicate opportunities’ (Erickson, 2012) was a standout remark and a positive interpretation to conclude on.

Erickson, L. (2012). Concept-based teaching and learning. International Baccalaureate Organization. Retrieved from: http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf