IB An Introduction to the Diploma Program Julie

IB - An Introduction to the Diploma Program Julie Cantor, IB DP Coordinator @WLHSIBProgram

IB Mission

International Baccalaureate The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Mission Statements To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. Washington-Liberty High School MISSION STATEMENT Washington-Liberty High School prepares and supports all learners to strive for the best, to become lifelong learners, and to become successful, active members of the global community. VISION At Washington-Liberty we believe we can achieve our best when working together in a caring, stimulating, and safe environment. We value the development of the whole child as well as the development of our educators. We strive to provide learners and teachers opportunities to explore their interests, broaden their horizons, and develop their talents and creativity. These programmes encourage students We take pride in our work and celebrate our accomplishments. across the world to become active, compassionate and lifelong learners We encourage the involvement of families and the community and who understand that other people, with actively work to maintain these connections. their differences, can also be right. We respect, value, and celebrate diverse traditions, beliefs, languages and cultures of our students, teachers, and staff. Washington-Liberty will always pioneer excellence and equity in all of us and for all of us.

The Core ● IB Learner Profile ● Approaches to Teaching ● Approaches to Learning

International Baccalaureate The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. LEARNER Washington-Lee High. PROFILE School TRAITS MISSION STATEMENT INQUIRERS Washington-Lee High School challenges all students to strive for the best, to become lifelong learners, and to become successful, active KNOWLEDGEABLE members of the global community. VISION THINKERS At Washington-Lee we believe we can achieve our best when working together in a caring, stimulating, and safe environment. COMMUNICATORS We value. Mission the development of the whole child as well as the development of ourin educators. We strive to. PRINCIPLED provide learners and statement teachers opportunities to explore their interests, broaden their action horizons, and develop their talents and creativity. OPEN-MINDED We take pride in our work and celebrate our accomplishments. CARING We encourage the involvement of families and the community and actively work to maintain these connections. BALANCED We respect, value, and celebrate diverse traditions, beliefs, languages and cultures of our students, teachers, and. RISK-TAKERS staff. Washington-Lee will always pioneer excellence and equity in all of us and for all of us. REFLECTIVE

The Core Creativity-Activity-Service (CAS) ● Pass/fail ● Requirements either met or not met Extended Essay (EE) Parent session ● 4000 independent research essay Thursday 12/5 at 7 pm ● Grade: A-E ● Combines with TOK to contribute up to 3 points toward IB Diploma score Theory of Knowledge (TOK) ● Reflect on the nature of knowledge ● Consider how we know what we claim to know ● Combines with EE to contribute up to 3 points toward IB Diploma score ● Grade: A-E

EE (Extended Essay) ● To what extent did female pilots in the US positively impact the war effort during WWII? ● To what extent is poor nutrition detrimental to the health and performance of ballet dancers? ● To what extent do biological differences between men and women impact the disparity in the way competitive team sports are played and refereed at a professional level? ● How effective has the carbon tax in British Columbia been in reducing the consumption of gasoline? ● How and why does the comparison between Patrick O'Brian's ironic depiction of character relationships in "Master and Commander" and that of Jane Austen in "Pride and Prejudice" address the idea of Relativism?

CAS Creativity, Activity, Service

The Core - Research Theory of Knowledge (TOK) ● Continued to have an impact on thinking “You know, I benefited more from [TOK] after I did it than when I was doing it … and I probably now get more out of thinking about the things that were presented at that time than I did when I was a student there” (Wright 2015) Extended Essay (EE) Compared to AP students, more likely to report: ● Felt prepared for university coursework ● Had executed research at university ● Found research skills important to future success ● Higher level of satisfaction with research (Inkelas, Swan, Pretlow and Jones 2012). Creativity-Activity-Service (CAS) ● Develop an ethic of service ● Become more caring, open-minded and reflective ● Develop more self-confidence and maturity (Billig 2013)

International-Mindedness From “What is an IB Education? ” May 2017 To be open to the world, we need to understand it. IB programmes therefore provide students with opportunities for sustained inquiry into a range of local and global issues and ideas. This willingness to see beyond immediate situations and boundaries is essential as globalization and emerging technologies continue to blur traditional distinctions between the local, national and international. “ 10 ways to promote international-mindedness” IB Community Blog, 1/30/17 An IB education fosters international-mindedness by helping students reflect on their own perspective, culture and identities, and then on those of others. By learning to appreciate different beliefs, values and experiences, and to think and collaborate across cultures and disciplines, IB learners gain the understanding necessary to make progress toward a more peaceful and sustainable world.

International-Mindedness

International-Mindedness From “What is an IB Education? ” May 2017 “While the research shows that definitions of international-mindedness vary from school to school, all the definitions used centre around the idea that being internationallyminded means: ‘reaching out’ in how we interact with others; and ‘reaching in’ to understand ourselves in relation to others. ” “ 10 ways to promote international-mindedness” IB Community Blog, 1/30/17 https: //www. ibo. org/research/outcomes-research/continuum-studies/

What does the IB Diploma Program curriculum contain? ● Junior and senior years ● Six subject groups ● Core components Students study concurrently: ● Three subjects at higher level (HL) - 240 hours of instruction ● Three subjects at standard level (SL) - 150 hours of instruction ● All components of core Focus on whole student, providing students with a broad international view of world and student’s context within it.

Creating an IB schedule - The Two Year Plan Requirements and considerations: There are two options to obtain an IB Diploma: 1. Select 3 HL classes and 3 SL classes; or 2. Select 4 HL classes and 2 SL classes Other considerations: ● Students must select one subject from each subject group. ● Group 6 (Arts) is optional. If you skip group 6, you must double up on another group. ● Economics and Personal Finance is a Virginia diploma requirement. IB Economics satisfies this requirement while also counting as a Group 3 IB course. ● Theory of Knowledge (TOK) is part of the IB core. It is required and taken senior year. ● One-year courses are limited. No more than 2 are allowed.

What is Special About IB Assessment? IB assessment is rigorous, criterion-related, consistent and differentiating of student ability. • Student work is assessed using worldwide standards-based rubrics by external and internal examiners • Externally there are 4, 000+ examiners worldwide • Multiple methods of assessment for each course • Balance between independent and teacher supervised work • Transparency – Ongoing evaluation • Curriculum – 5 year review cycle

Internal Assessment - The IA ● Proscribed by IB ● Assessed by W-L teachers Examples: • oral work in languages • fieldwork in geography • laboratory work in the sciences • investigations in mathematics • artistic performances Assessments are checked by external examiners & contribute between 20%-40% of total mark.

The External Assessment Examinations form basis of assessment for most courses because of their high levels of objectivity & reliability. Examples: • essays • structured problems • short-response questions • data-response questions • text-response questions • case-study questions • multiple-choice questions (limited use of these)

Note about IB Biology HL part 1 = IB Biology SL

PANEL of EXPERTS: TEACHERS: Jeff Mc. Carthy IB History of the Americas HL IB Economics SL; Andrea Cordero IB Spanish SL STUDENTS: Ashton Taylor, Sophie Gajadhar-Smith, Jack Vietmeyer

What can you do? ● Be aware of the assessment cycle: most IA’s due December - April; exams in May senior year. ● Talk to your child about when her/his IA’s are due. ● Suggest your child develop a plan to be organized for the busy months of Dec-May ● Check in periodically to see they are sticking to their plan ● Be supportive and encouraging, but…. ● Know that your child needs to do this ● Communicate with IB Coordinator

@WLHSIBProgram Questions? Feedback: https: //tinyurl. com/WLIBJRparents

Resources Washington-Liberty High School IB site - What is an IB Education? 50 Years of IB