Theorigins philosophy and fundamental principles of the IB Diploma and MYP

8/11/2019 Theorigins philosophy and fundamental principles of the IB Diploma and MYP

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The origins, philosophy andfundamental principles of the IB Diploma

and MYP

IB Latin America annual conference, June 2008


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International Baccalaureate Organization 2007Page 2

The Diploma Programme: Historical Overvie

The !eague of "ations[establisment of te first international

scool in !ene"a# $%2&' (irst call for an international scool

lea"ing certificate

#onference of Internationally minded schools [from $%&%#

International $chools %ssociation [establise) $%*$#

+ncourage cooeration bet-een international scools

(acilitate researc -or. on e)ucational issues

Promote international un)erstan)ing an) -orl) eace

+stablis a curriculum tat -oul) facilitate uni"ersit/ entrance$%1 grant from 3'4' base) 20tcentur/ fun) to establis te

International $chools &'amination $yndicate

$%7 International Baccalaureate


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(orces )ehind the Diploma

Practical

5i)el/ recognize) uni"ersit/ entrance 6ualification

I)eological

Promote international ersecti"es, un)erstan)ing,

communication an) intercultural cometence

[comassion an) -orl) eace# ritical tin.ing an) roblem sol"ing s.ills [learning

o- to learn#


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International Baccalaureate Organization 2007Page &

&ducational Philosophy underpinning the Diploma

Alec Peterson [first irector !eneral in $%#

What is of paramount importance in the pre-universit

stage is not what is learnt but learning how to learn.

What matters is not the absorption and regurgitation

either of fact or of predigested interpretations of facts,

but the development of powers of the mind or ways o

thinking which can be applied to new situations an

new presentations of facts as they arise.


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International Baccalaureate Organization 2007

Diploma: &ducational Philosophy

Advanced academic work will demand five qualities.

hese are the capacity for conceptuali!ation and

analysis, a memory good enough to enable the

student to hold a number of facts or concepts in themind simultaneously, an unslaked curiosity, a capacity

for recogni!ing and in rare cases formulating new

interpretations of available information and a

commitment to the intellectual formulation and solutionof problems.[Alec Peterson#

Page *


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Diploma: &ducational Philosophy

+)ucating te -ole erson

o develop to their fullest the powers of each individual

to understand, to modify and to en"oy his or her

environment, both inner and outer , in its physical,

social, moral, aesthetic and spiritual aspects.

[Alec Peterson#

all to action

9Plus est en "ous: [;urt


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%pproach

$%0=s an) $%70=s re)ominance of classical,

rationalist [content > ro)uct base)# aroaces to

curriculum

IB iloma influence) b/ [ten# ne- rocess

aroaces [earl/ constructi"ist#

Peni? [$% rimar/ goal of e)ucation is to anal/se

te nature of meaning


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%ssessment in the Diploma

A )eliberate comromise bet-een te earl/

secialization referre) in some national s/stems an)

te greater brea)t foun) in oters

4tu)ents nee) to ro)uce an) criti6ue [not @ust

rero)uce# .no-le)ge

Imortance of autentic assessment ma)e ossible

b/ internal scool base) assessment

Imortance of recognizing e?eriential learning an)

selfe"aluation


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TH& DIP!OM% P*O+*%MM&

#urriculum Model


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The MYP: Historical Overvie

International 4cools Association [$%82# )ecision to

-or. on a curriculum for te mi))le /ears

International 4cools Association urriculum

)e"eloe) an) ilote) in $2 scools [$%882001#

$%%& International Baccalaureate ta.e o"er terogramme an) it becomes IBCP

Page $0


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International Baccalaureate Organization 2007Page $$

(orces )ehind the MYP

Dee) for a rogramme tat

Promote international ersecti"es, un)erstan)ing,

communication an) intercultural cometence

[comassion an) -orl) eace#

Lifelong learners able to a)at to cange an) )ifferent

emlo/ment oortunities [uncertaint/ about future#

Preare) stu)ents for te iloma

De- -orl) or)er )eman)ing ne- aroaces

Better un)erstan)ing of te learning rocess


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&ducational Philosophy underpinning the MYP

#earning how to learn and the development of the

whole person are the guiding principles of this

programme. he overall curriculum is designed to

encourage moral development in our children and asense of responsibility to the world community and its

environment.

[Part of te general statement a)ote) b/ I4A in $%82#

Page $2


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&ducational Philosophy underpinning the MYP

9Ee resonsibilit/ of e)ucators is no longer @ust to reare goo)

matematicians, goo) biologists or goo) istorians' Ee mission

of scools is to reare /oung eole F te )ecision ma.ers of

tomorro- F to li"e in a comle? multicultural societ/ un)ergoinga rocess of rai) cange an) oening u a ne- -orl)' Of

course te cogniti"e comonent of an e)ucational s/stem is

fun)amental for te ac6uisition of intellectual an) rofessional

s.ills' +"en more imortant is te ac6uisition of attitu)es in te

learning rocess in a conte?t of cultural e?canges':

!' Genau) $%%$

Page $1


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Three guiding Principles

$' Intercultural a-areness

2' ommunication

1' inte)iscilinar/ learning

$nterdisciplinarity is e%cellent if it is firmly rooted indisciplinarity. &ach sub"ect is not an end in itself but it

must be an efficient tool. We must keep its identity

and especially its own methodology. 'nly on that

basis will we be able to construct a serious

interdisciplinarity. 'ther wise we will lead our students

to mental confusion and superficial surveys.

[Genau) $%8%#

Page $&


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%ssessment in the MYP

riterion base), autentic

4cool course-or. not e?ternal e?amination

At the $( )iploma level, the constraints of the forthcoming

e%amination, depending in turn on university requirements,impose serious limitations on the implementation of the

curriculum which would rally correspond to the philosophy of an

international system of education. he age group for which the

$*A curriculum has been developed is certainly more appropriate

to that purpose since the perspective of an e%amination is

remote enough to allow more freedom to schools and teachers.

+. enaud //0

Page $*


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#onstructivism

5i)el/ accete) b/ late $%80=s tat stu)ents= construct

.no-le)ge base) on teir e?isting mental mo)els'

H3n)erstan)ing= e"ol"es' Imortance of in6uir/'

influence) b/ ne- teories

ultile intelligences [Gobert 4ternberg=s triarcic

teor/,


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International Baccalaureate Organization 2007Page $7

Philosophy:Programme model


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Middle Years Programme

Ee uni6ue benefits of te CP

IBLA onference, osta Gica, 8 June 2008


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International Baccalaureate Organization 2007Page $%

Definition:Ho is the Middle Years Programme defined

Ee CP is

for stu)ents age) $$ to $

a frame-or. of aca)emic callenge

8 sub@ect grous, lus ersonal ro@ect in te final /ear

taugt in an/ language

Ee CP encourages stu)ents to

un)erstan) te connections bet-een sub@ects troug

inter)iscilinar/ learning

un)erstan) te connections bet-een sub@ects an) te real -orl)

become critical an) reflecti"e tin.ers


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Philosophy:Programme model


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-hat are the areas of interaction

Aroaces to learning

ommunit/ an) ser"ice


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%reas of interaction: %pproaches to learning

Eroug aroaces to learning, teacers

ro"i)e stu)ents -it tools to

Ea.e resonsibilit/ for teir o-n learning

e"elo a-areness of o- te/ learn

best

e"elo roblem sol"ing an) )ecision

ma.ing s.ills

e"elo a-areness of tougt rocessesan) learning strategies

e"elo critical, coerent an)

in)een)ent tougt

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%reas of interaction: #ommunity . service

Eis area of interaction e?ten)s learning

be/on) te classroom an) re6uires stu)ents

to

e"elo communit/ a-areness an)concern

e"elo a sense of resonsibilit/

Ea.e an acti"e art in te communities in

-ic te/ li"e, tereb/ encouraging

resonsible citizensi

e"elo s.ills an) attitu)es tat -ill

enable effecti"e contributions to societ/

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%reas of interaction:Health . social education

Page 2&

eals -it a "ariet/ of uman issues

inclu)ing /sical, social an) emotional

ealt an) intelligence' 4tu)ents -ill

be a-are of te relationsi bet-een te

in)i"i)ual an) societ/

ta.e resonsibilit/ for teir o-n -ellbeing

an) for tat of oters

ta.e resonsibilit/ for teir social

en"ironment

be able to ma.e informe) coices for

temsel"es -it consi)eration for te

-i)er societ/


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%reas of interaction:&nvironments

Page 2*

Aims to )e"elo a-areness of umanit/=s

inter)een)ence -it a range of en"ironments

so tat stu)ents

3n)erstan) issues -itin natural, builtan) "irtual en"ironments

Ea.e resonsibilit/ for maintaining an)

imro"ing en"ironments tat are fit for te

future

Ea.e action on issues e?lore) troug

tis area of interaction


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%reas of interaction:Human ingenuity /Homo faber0

4tu)ents e?lore te -a/s tat uman min)s

a"e influence) our li"es' 4tu)ents -ill

become a-are of te nature of ingenuit/

reflect on te imact of inno"ations an)

creations, i)eologies an) -a/s of

tin.ing,

areciate te conse6uences of actions

Page 2


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%ssessment: Ho do e assess student learning in the MYP

In"ol"es a range of tas. t/es

Assessment of .no-le)ge,

concets, s.ills an) attitu)es

riterion relate)

Internall/ assesse) b/

teacers

+?ternall/ mo)erate) for global

stan)ar)ization

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Overvie

International Baccalaureate i))le Cears Programme

A rogramme for $$$ /ear ol)s

4tu)entcentere) rogramme Gange of aca)emic )iscilines

Aca)emicall/ rigorous

Areas of interaction connect )iscilines to te real -orl)

an be taugt in an/ language (le?ible enoug to be use) -it local re6uirements

esigne) an) re"ie-e) b/ e?erience), racticing e)ucators

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International Baccalaureate Organization 2007Page 2%

Ho do e provide coherence )eteen programmes

Theorigins philosophy and fundamental principles of the IB Diploma and MYP

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