1

Blazing the Trail to Success

In This Issue

IB World Student Conference 2012 (Page 1)

Math Tracking

(Page 1)

Ms. Planas: CAS

Coordinator

(Page 3)

Science and

Service (Page 3)

CAS Action Alternatives (Page 4)

New Approach to

H.D. Cooke

(Page 5)

Homework

Calendar (Page 6)

Contributors

(Page 6)

IB World Student

Conference 2012 By Christina Holman

Are you interested in meeting other

IB students from around the world?

Do you enjoy learning about the

issue of clean energy and

sustainability? If so, then you

should talk with Mr. Misra about

joining the GMHS team for the IB

World Student Conference at the

University of British Columbia in

mid-July of 2012.

The conference aims to bring

together IB diploma and certificate

students from around the world to

discuss the debate over clean

energy and consider the ways in

which they can help make this

world a more peaceful and

sustainable place. Students will

come together and explore the

meaning of being “globally

engaged”, such as instituting

responsible and collective action.

This year’s conference is designed

to offer a unique opportunity to

cultivate student leadership,

international understanding, and

connection with fellow IB students

through over 30 workshops and

sessions. UBC faculty, students, and

guest speakers will lead these

workshops and the activities will

take place around the captivating

UBC campus and in the city of

Vancouver.

Moreover, the conference

encompasses small group Global

Action Teams, in which the students

will work with IB teachers and

students to share what they’ve

learned and to plan inspired

missions. The World Student

Conference is a wonderful

opportunity for all IB students to

establish long-term connections,

develop leadership and learner

profile qualities, and expand upon

knowledge of university life and

post-secondary studies.

FCCPS Math Tracking By Susannah Whittle

Questions as to the fate of math

tracking within the greater Falls

Church City Public School system

have long plagued students,

parents, and faculty members

alike. The system of math tracking

(FCCPS Math Tracking, Continued, Page 2)

Newsletter for IB Diploma and Certificate Candidates Published by the GMHS Student IB Advisory Board

Volume 3 Number 1

January 2012

2

(FCCPS Math Tracking, Continued)

currently employed by FCCPS

encompasses a curriculum that

ultimately culminates in the

individual’s completion of Virginia

Diploma accreditation. George

Mason High School students are

presently offered a variety of

options in determining the course

of their mathematical higher

educations, the quelling majority of

which cater to an International

Baccalaureate course direction. Yet

as such, students are faced with an

overwhelming decision that may

fundamentally alter the course of

their diploma plan in question.

In accordance with FCCPS’ current

math tracking system, students’

math aptitudes are gauged and

subsequently differentiated at the

burgeoning of the sixth grade level,

the most accelerated of whom will

move into a Pre-algebra course

load typically designed to be

executed at the eighth grade

level. In determining students’

route of study at the middle school

level, the system employed renders

those enrolled in Accelerated

Math/Pre-Algebra at the sixth

grade level the sole group afforded

the opportunity of IB Higher Level

Math as twelfth graders. Moreover,

it essentially forces the selected

individual into a fast track that may

be deemed inappropriate to his or

her aptitude and academic

preparation at a higher level. As

such, numerous questions as to

both the validity and effectiveness

of differentiation have been

posed.

Such matters have been discussed

extensively amongst members of

the IB Student Advisory Board, and,

while no concrete decisions have

been yielded, forum has expanded

vastly, with current methods being

challenged more effusively than

ever.

Some argue in favor of a required

Algebra I class for all eighth

graders, ensuring the offer of IB

mathematics to the student body

in its entirety. The concept of such

a system has been widely refuted

by much of the GMHS mathematics

department, the overwhelming

majority of which argue the

detrimental effects of forcing

students into an accelerated

curriculum that they simply may

not be equipped for. GMHS math

teacher William Snyder offered the

notion that the cognitive

development of abstract thinking

differs immensely on the individual

basis: “While some who may not

have indicated readiness in the

younger years may find themselves

amply prepared for a more

advanced higher level curriculum,

those delayed will experience a

lack of motivation to learn and

further their true understanding…”

said Snyder, when questioned as to

the potential effectiveness of the

aforementioned proposal. “To

force those who are not ready into

a curriculum built on the basis of

depth of analytical knowledge will

merely enhance frustration and

undermine students’ ability to truly

enjoy math.”

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Science and Service By Lia Cattaneo

This past summer, I was an intern

at the Smithsonian National

Museum of Natural History. While

at first I thought I was stuck in a

desk job sorting more than 9,000

ectoparasites (fleas, ticks, mites,

and lice), I quickly realized that

what I was doing was actually

service.

I used genetic barcoding to sort

these ectoparasites and was

shocked to find that mine were the

first of their genera to be added to

the Barcode of Life International

Database, which is available to

scientists across the world. I was

also able to identify diseases that

the ectoparasites could carry and

then started to track disease-risk

patterns in Kenya.

I was participating in the scientific

process as well as giving back to

the global community. Before,

when I thought of research science,

I saw it as existing purely to

advance our understanding of the

natural world. I thought science

couldn’t possibly be considered

service unless it was oncology

research, working in a hospital

laboratory, or something of that

nature.

After my internship, however, I

began to see that I could apply my

passion for research science in a

way that was undoubtedly service.

I challenge current and future IB

Diploma Candidates to take their

love for a subject, science or

otherwise, and turn it into service.

Ms. Planas: CAS

Coordinator By Christopher Earman

As you may or may not know,

Señora Planas, one of Mason’s

beloved Spanish teachers, has

become the Co-Coordinator of CAS

and will be taking over as full CAS

Coordinator next year. The duties

of a CAS Coordinator are to help

support students as they pursue

CAS and to give support and

guidance to the CAS Advisors to

ensure that they are fully prepared

for their role in the CAS process.

As of 2013, any 11th or 12th grade

student at GMHS will be given the

option to partake in the CAS aspect

of the IB program (this is also true

for the Extended Essay); this will

likely mean many more students

participating in CAS, making this

position as CAS Coordinator all the

more important.

When asked what she enjoys the

most about the new position,

Señora Planas responded, “getting

to know students whom I haven’t

taught, learning the ropes, learning

how CAS might be able to take a

role in our everyday classes, and

trying to make the connections

between CAS and everyday classes

clearer to myself, my colleagues,

and the students.”

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Action Alternatives By Fae Montgomery

With all of the schoolwork and IB-

related requirements such as the

Extended Essay and class IB

meetings, fulfilling CAS activities

can seem like one more chore on a

long list. The action requirement

can especially seem like an

unnecessary stipulation; Varsity

sports can take up more time than

you have, or perhaps you just don’t

like to participate in sports. Luckily,

there are several acceptable IB

alternatives to sports teams to

fulfill the action requirement. A few

examples include, but are not

limited to, dancing, ice-skating,

fencing, horseback riding, yoga,

and pilates. These activities are all

great if you wish to unwind without

the stress of sports competition or

a strict practice and game

schedule.

Alissa Forbes, a junior IB diploma

candidate who does yoga with the

GMHS Yoga Club, shared her

thoughts on why an action

alternative fits her needs. “I like to

go at my own pace and in yoga the

only ‘winning’ is my own personal

achievement.

Having a more relaxed

environment really seems to help

This is a great alternative to a

school sport or team because you

are still part of group bonding while

being completely noncompetitive.”

Having a more relaxed

environment really seems to help

mitigate the stress associated with

the IB Diploma. Honora Overby,

another junior IB diploma

candidate, has been able to both

choose her own course of action

and fulfill her requirements by

fencing. According to Overby,

fencing was the perfect decision

because the time commitment is

more relaxed, and at the same time

the exercise is decent. In her

opinion, fencing is a better

alternative because it isn’t seasonal

and therefore, “You can improve all

year round instead of working

really intensely at a sport for a

shorter period of time.”

Like many other students pursuing

action alternatives, Overby enjoys

being able to determine her own

schedule and the less competitive

environment of fencing. Although

the GMHS slogan is “excel in mind,

body and character,” one may take

a step back to see how choosing an

action alternative could help

reduce stress and excel in “mind”

and “body.”

5

New Approach to H.D.

Cooke By Kelly Ready

Even before they school year

began, George Mason juniors

Juliana Morrison and Abby Van

Buren were taking the time out of

their summer to ride the Metro

into Washington, D.C. to map out

their CAS service project. After

scheduling an appointment with

the IB coordinator at H.D. Cooke

Elementary School, the three met

up to discuss various changes they

could make in the volunteer

program.

For years, George Mason students

have fostered a special connection

with the H.D. Cooke School by

tutoring their students on

weekdays. Van Buren and

Morrison, in the true IB spirit,

decided to create a program called

“CAS-Eption.” The idea of this

program was to introduce a sort of

CAS program at H.D. Cooke by

having students participate in

various creative, athletic, and

service-oriented activities. After

receiving the approval of the Cooke

IB Coordinator, Van Buren and

Morrison went to work planning

the “CAS-Eption” program and

have thus far had enormous

success with it at the elementary

school.

Whereas in previous years the H.D.

Cooke program has been more

about tutoring and spending time

with the kids, this year the program

is centered around creating and

carrying out various “mini projects”

that teach kids the importance of

the three pillars of CAS. In addition,

Mason students encourage the kids

to choose which activities they

would like to participate in and to

voice their ideas and opinions. The

connection between Mason and

Cooke students seems to

reciprocate many of the same

positive feelings.

“In the after school program, there

is typically only one teacher to

supervise 15 to 20 kids,” said Van

Buren. “When we show up, we are

able to give individual attention to

each of them. This not only makes

a huge difference in their learning

experience, but is also rewarding

for us because we see how much

we can really help out.”

Another change in the H.D. Cooke

program this year is the schedule.

Rather than having all participants

go on one day, some of the

students go on Tuesdays and

others on Wednesdays. This reason

for this change is to accommodate

students’ other extracurricular

activities as well to as allot more

time with the elementary students.

The group typically leaves right

after school and arrives at the

school around 4:00 p.m. After

spending an hour and a half to two

hours with the kids, Mason

students take the Metro back into

Falls Church and arrive around 7:00

p.m.

(H.D. Cooke, Continued, Next Page)

6

(H.D. Cooke, Continued)

If there are any IB candidates or

NHS members that have not yet

figured out their service project,

the H.D. Cooke program is a great

way to fulfill those requirements.

Of course, this program is open to

all students who simply wish to

serve their greater Washington,

D.C. community.

Homework Calendar? By Allison Cunningham

Have you ever had a day at school

in which you had three or more

important assignments and/or

tests to complete and no teacher-

to-teacher communication

involved? You must be wondering

if there could be a way to solve the

problem. The George Mason I.B.

Student Advisory Board has spent

some time on this subject,

brainstorming ideas that could help

improve our academic system.

One of the main ideas that is

currently being discussed is the

creation of a joint online calendar

that will display the dates of

important assignment and tests for

almost all classes. The plan consists

of creating a mass calendar for

both juniors and seniors with color

coordination depending on the

teacher. If a major overlap of

completion dates for various

classes occurred, it would be up to

the teachers to discuss with one

another how to best rearrange test

and assignment due dates.

The system would be convenient

for students; however, this may be

a key conflict amongst the

teachers. When asked about such a

calendar, Mr. Pepper replied, “[The

teachers] used to have one, but it

teachers. When asked about such a

calendar, Mr. Pepper replied, “[The

teachers] used to have one, but it

would not necessarily affect what

[they] would do.”

This is a similar problem for many

teachers because of the strict IB

deadlines that cannot be

moved. Mr. Byrd explained how

“[The teachers] have talked about

it for almost two years now and it’s

a big challenge…” In the mean

time, he added, “it really depends

on the students.”

Mr. Byrd is right, however the

growing idea of this joint calendar

still remains. If you, the student

body, agree with this assignment

overload, voice your opinions;

there is much more to come!

Contributors Student Editors

Michael Irvine

Kelly Ready

Layout and Design

Matthew Irvine

IB Board Members & Contributing

Writers

Seniors

Lia Cattaneo

Christopher Earman

Matthew Irvine

Michael Irvine

Alex Valentino

Juniors

Allison Cunningham

Christina Holman

Fae Montgomery

Kelly Ready

Susannah Whittle