What is the IB Diploma Programme

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					What is the IB
Diploma Programme?

• What, for whom, and how?
• Certificates vs. IB Diploma
• IB Components
• Why IB?
The International Baccalaureate Diploma
Programme Promotes:

• A cross-disciplinary and experiential approach
  to learning
• Lifelong learning
• International understanding and responsible
  citizenship
• Critical and compassionate thinking
• Informed participation in local and world affairs
• A respect for the variety of cultures and
  attitudes that make for the richness of life
• Intellectual rigor and high academic standards
• Solid preparation for university work
The IB Diploma Programme is designed for…

• 11th and 12th graders
• Highly motivated students
• College bound students (entering a 4-year
  university program)
• Students seeking the challenge of a well-rounded,
  rigorous, international curriculum
• Students wanting an integrated curriculum
  infused with “globalism”
• Students seeking an international university
  admissions credential
   11th and 12th grade DP categories

                      IB Course student:
          11th or 12th grader taking 1 to 5 IB courses


        Anticipated candidate:
11th grader in the full Diploma programme



                    Diploma candidate:
          12th grader in the full Diploma programme
     Components of the “full IB Diploma”
            (grades 11th - 12th)


   Courses in 6 IB subject areas

                150 Creativity, Action, &
                   Service (CAS) Hours

4000 Word Extended Essay (EE)

                Unique Course:
          Theory of Knowledge (TOK)
The Diploma Hexagon
   IB Marks: All Diploma subject courses

• Scores of 1 – 7 for each registered IB course

• Internal Assessments (IA’s): IB generated assignments
  and projects marked by the teacher and moderated by IB;
  given throughout the course

• External Assessments (EA’s): Written work (exams
  questions, essays and problem solutions) marked by IB
  examiners; 2-3 different parts or “papers”; usually in May

• IAs and EAs are moderated/marked by IB-trained
  examiners all over the world; all are moderated at least
  one additional time
            IB Method of Assessment

Criterion-based, not Norm-based:
• Published set of grading criteria for each IB assessment
• Teacher or IB examiner determines to which achievement
  level the student has performed
Transparent:
• IBO and teachers share these assessment criteria and
  achievement levels to students

IB Assessment Philosophy:
• Allow students choice, and to give them an opportunity to
  demonstrate what they know.
• Evaluate students’ ability to think and process what they
  know, rather than assessing rote learning skills.
              IB Course Student
• Chooses any IB course(s): usually in area(s) of
  strength and/or high interest
• Can choose Higher level (HL = 4 sem.) or
      Standard level (SL = 2-3 sem.) courses
• May choose to complete one or more of these:
      * Creativity, Action, and Service (CAS)  in
          place of Careers
      * 4000-word Extended Essay (EE)  “senior
          project”; highly desired by colleges
      * Theory of Knowledge courses (TOK)
• Receives a Certificate from the IB organization
  showing the course(s) completed and score(s) (1-7)
  earned
           “Full Diploma” student

• Must take 6 IB courses during 11th-12th grades: one from
  each subject area
• 3 courses must be at Higher level (HL = 4 sem.) and 3 at
  Standard level (SL = 2-3 sem.)
• Must complete the core requirements of the IB Diploma:
       * Creativity, Action, and Service (CAS)
       * 4000-word Extended Essay (EE)
       * Theory of Knowledge courses (TOK)
• Must complete other Oregon State graduation
  requirements (grades 9-12)
• Receives a Certificate from the IB organization showing
  ALL courses completed and scores (1-7) earned
• May receive a Diploma from the IBO if score total is
  sufficient
 IB Courses Offered at RHS*
Group 1: Language A1            English Literature (SL/HL)

Group 2: Language B             Spanish (IV) (SL)

                                History of Americas (HL)
Group 3: Individuals &
  Society                       20th Century History (SL)
                                Economics (SL)
Group 4: Experimental           Biology (HL)
  Sciences
                                Chemistry (SL)

Group 5: Mathematics            Mathematical Studies (SL)
                                Mathematics (SL)

Group 6: The Arts               Visual Art (SL/HL)
                                Music (HL)
                                Theater (SL/HL)
                                Another Group 3-4
*Exact courses for 2011-12 depend on number of students who enroll
   Extended Essay (EE)
• 4000-word Independent Research Paper
• An in-depth study of a limited topic within a
  subject of interest
• Timeline: winter of junior year until fall of senior year
• Each student works closely with an advisor in the specific
  subject area and is given research time during TOK (11th)

Emphasis is placed on…
• The process of engaging in independent research
• Learning how to do college-level research (trip to COCC!)
• The communication of ideas and information in a logical and
  coherent manner
• The overall presentation of the extended essay including
  appropriate citation of sources
 Theory of Knowledge course
• Encourages students to reflect on the nature
  of knowledge
• Critically examines different ways of knowing
  (perception, emotion, language, and reason)
• Critically examines different kinds of knowledge and
  how it is obtained (scientific, artistic, mathematical,
  and historical)
• Develops critical thinking skills not in isolation but in
  the context of how they are used in academics and in
  real applications/case studies

Allows us to recognize our responsibility to examine
  our own perspectives, compare them with others’,
  and see what we can learn from this
   CAS: Creativity, Action, Service

• Timeline: Sept. of 11th grade  March of 12th grade
• A balance of activities in all three areas
• Approximately 3 hours per school week for a total
  of about 150 hours
• Each student maintains a CAS portfolio which
  contains documentation of activities, meeting
  notes, self-reflections, photos, etc.
• Each student communicates with their CAS
  advisor regularly via emails or meetings
  Activities should offer students opportunities to
    grow and stretch beyond their comfort zone…
              -- Experiential learning --
How to earn the “full IB Diploma”?
  Total possible points:
     7 x 6 subjects + 3 for TOK/EE

Excellence = 45 max.
Score 28+ = Diploma
Score 30+ = Sophomore standing at
  many universities
(score 24-27 could earn Diploma
  depending on other conditions)
Sample junior-senior “full Diploma” schedule
Junior year             Senior year
IB English HL           IB English HL
Spanish 3/IB Spanish    IB Spanish SL
IB History SL           IB History HL
IB Biology HL           IB Biology HL
Algebra 2               IB Math Studies SL
Government/IB Theater   IB Theater SL
Economics/TOK           TOK/Open

  CAS and EE
     Why IB????
Because life in the 21st century, in an interconnected,
  globalized world, requires critical thinking skills
  and a sense of international-mindedness
Because research shows that IB graduates are more
  successful in their university studies
Because most universities award some credit for IB
  courses and some universities even award a full
  year’s college credit for the full IB diploma
 Why do universities value IB students?
      IB students are prepared for academic success.

IB students…
• Are more likely than others to enroll in and graduate
  from higher education institutions.
• Possess a broader range of skills that enhance their
  ability to adapt and contribute to university life and
  beyond.
• Demonstrate a level of emotional and intellectual
  maturity for managing the demands of challenging
  coursework and make meaningful contributions.
• Have extensive experience doing independent research
  and presenting their work.
• Think critically and draw on diverse perspectives.
Report prepared by the Educational
Policy Improvement Center (EPIC)…
The results of this study confirm…
• The strong relationship between the IB Diploma Programme
  and standards for college readiness and success.
• IB standards address key cognitive strategies, problem-
  solving, critical thinking, analysis, and research and
  writing skills that are critical to success in entry-level
  college courses and beyond.
• The IB curriculum meets or exceeds the standards for
  key content knowledge.
• The IB programme encourages the development of the
  attitudes and habits of mind that encourage emotional
  maturity, responsibility, and interpersonal skills.

Conley, D., Ward, T. (2009). Summary Brief: International Baccalaureate
   Standards Development and Alignment Project. Educational Policy
   Improvement Center, Eugene, Oregon. [http://www.epiconline.org/ib/]
IB learners strive to be…
• Inquirers
• Thinkers
• Communicators
• Risk-takers
• Knowledgeable
• Principled
• Open-minded
• Caring
• Balanced
• Reflective
“IB students are terrific learners. They’re inquisitive and don’t
   just question what they’re learning, but why.”
                     -Mary Piper, University of British Colombia, Canada

				
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