IB Presentation for Thai Parents

IB (Profile)
IB



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.

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 IB




To this end the organization works with schools, governments and
international organizations to develop challenging programmes of
international education and rigorous assessment.

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 IB



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.

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Number of schools by programme combination and region

Latin America North America &

Total schools

Africa/Europe/
Middle East

Asia-Pacific

PYP only

37

105

26

292

460

MYP only

16

27

400

447

DP only

630

224

219

738

1,811

All three

71

56

31

23

181

PYP+MYP

22

16

10

34

82

PYP+DP

34

50

17

107

MYP+DP

40

16

11

143

210

Total schools

850

494

318

1636

3,298

the Caribbean

Number of programmes by region

Total PYP

164

227

84

355

830

Total MYP

149

115

56

600

920

Total DP

775

346

278

910

2,309

Total programmes

1,088

688

418

1,865

4,059

Top 10 Largest IB Countries

IB World Schools
87

131

59 55 52 50

84

224

1,308
310

Country

UNITED STATES
CANADA
UNITED KINGDOM
AUSTRALIA
MEXICO
INDIA
CHINA
SPAIN
GERMANY
ECUADOR

Programmes
PYP

MYP

DP

UNITED STATES

292

448

753

CANADA

57

146

142

UNITED KINGDOM

11

11

218

AUSTRALIA

64

42

62

MEXICO

43

22

57

INDIA

30

77

CHINA

18

18

51

SPAIN

54

GERMANY

18

49

ECUADOR

49

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Universities that recognize the IB with

published policy statement
1200

IB Africa, Europe
and Middle East

1000

800

IB Asia-Pacific

600

IB Americas 1190
400

200

0
IB Africa, Europe and
Middle East

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IB Asia-Pacific

IB Americas 1190

 IB
Recent Developments with IB

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Career related Certificate

IB Virtual Community

E Marking
IB Diploma online

 IB Programmes
(PYP)
3 - 12

(MYP)
11 - 16

(DP)
16 - 19
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 IB
IB

Self-taught
A1

Inquirers They develop their natural curiosity. They acquire

the skills necessary to conduct inquiry and research and
show independence in learning. They actively enjoy learning
and this love of learning will be sustained throughout their
lives.

Knowledgeable They explore concepts, ideas and issues that

have local and global significance. In so doing, they acquire indepth knowledge and develop understanding across a broad
and balanced range of disciplines.

Balanced They understand the importance of

intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own

learning and experience. They are able to assess and
understand their strengths and limitations in order to support
their learning and personal development.
Open-minded They understand and appreciate their own
cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating
a range of points of view, and are willing to grow from the
experience.

Communicators They understand and express ideas and

information confidently and creatively in more than one
language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.

Caring They show empathy, compassion and respect towards

the needs and feelings of others. They have a personal
commitment to service, and act to make a positive difference
to the lives of others and to the environment.

Thinkers They exercise initiative in applying thinking skills

critically and creatively to recognize and approach complex
problems, and make reasoned, ethical decisions.

Risk-takers They approach unfamiliar situations and

uncertainty with courage and forethought, and have the
independence of spirit to explore new roles, ideas and
strategies. They are brave and articulate in defending their
beliefs.

Principled They act with integrity and honesty, with a strong

sense of fairness, justice and respect for the dignity of the
individual, groups and communities. They take responsibility
for their own actions and the consequences that accompany
them.

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective

Inquirers
Knowledgeable

Thinkers

Open-minded

Communicators

Caring

Principled

Risk-takers

Balanced

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Reflective


3-12

 :
IB learners strive to be:

- Inquirers
- Knowledgeable
- Thinkers
- Communicators
- Principled
- Open-minded
- Caring

Risk-takers
- Balanced
- Reflective
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 ?
Learners constructing meaning: How is the PYP curriculum defined?

Written curriculum

Taught curriculum

Assessed curriculum

3
This is a model whereby all three
components inform each other.
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 ?
Learners constructing meaning: What are the essential elements of the programme?

Knowledge

Skills

Attitudes

Action

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Concepts

 : ?
Essential elements: How are they described in the PYP curriculum?

Knowledge

Significant, relevant content we

wish the students to explore and
know about, taking into
consideration their prior experience
and understanding

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 : ?
Essential elements: How are they described in the PYP curriculum?

Skills

Concepts

Those capabilities the students need to

demonstrate to succeed in a changing,
challenging world, which may be
disciplinary or transdisciplinary in
nature.

Powerful ideas that have relevance

within the subject areas but also
transcend them and that students must
explore and re-explore in order to
develop a coherent, in-depth

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understanding.

 : ?
Essential elements : How are they described in the PYP curriculum?

Attitudes



Dispositions that are expressions of
fundamental values, beliefs and
feelings about learning, the
environment and people

Action

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Demonstrations of deeper learning in

responsible behaviour through
responsible action; a manifestation in
practice of the other essential elements

 : ?
Knowledge: What are the PYP trans-disciplinary themes?
Who we are





Inquiry into the nature of the self;
beliefs and values; person, physical,
mental, social and spiritual health;
human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
what it means to be human.

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 : ?
Knowledge: What are the PYP trans-disciplinary themes?


;





Where we are in place and time Inquiry into orientation in place and time;
personal histories; homes and journeys; the discoveries, explorations and
migrations of humankind; the relationship between and the interconnectedness
of individuals and civilizations, from local and global perspectives.
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 : Knowledge: What are the PYP transdisciplinary themes?

,
,




(
)

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How we express ourselves

Inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic.

How the world works

Inquiry into the natural world and its
laws, the interaction between the
natural world (physical and
biological) and human societies; how
humans use their understanding of
scientific principles; the impact of
scientific and technological advances
on society and on the environment.

 : Knowledge: What are the PYP transdisciplinary themes?

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How we organize ourselves

Inquiry into the interconnectedness of
human-made systems and
communities; the structure and
function of organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment.

Sharing the planet

Inquiry into rights and responsibilities
in the struggle to share finite resources
with other people and with other
living things; communities and the
relationship within and between them;
access to equal opportunities; peace
and conflict resolution.

 ?
Concepts: What are the PYP concepts?

Form - What is it like?

Function - How does it work?

Causation - Why is it like it is?

Change - How is it changing?

Perspective What are the point of view?
Responsibility What is our responsibility?
Reflection How do we know?
Connection - How is it connected to other things?
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A theory is defined as abstract knowledge or reasoning.

Generalizations are the enduring understandings, the big ideas, the answer to the
so what? of study. They synthesize the factual examples and summarize learning. In
the PYP we call a generalization the Central Idea.
Principles are always true and have significant roles in a discipline. They are the
cornerstones of understanding and applying the knowledge of a discipline. They carry
the weight of universal and timeless truth, such as Newtons laws of gravity or the
axioms of mathematics.
A mental construct that frames a set of examples sharing common attributes; concepts
are timeless, universal, abstract and broad.
A concept is a collection of critical features that go together under an umbrella term to

set default expectations.

Topics frame a set of isolated facts, hold learning to the fact or activity level, have
short term use to cover an event, issue or set of facts and maintain a lower level of
thinking.
An event or thing known to have happened or a truth verifiable from experience or
observation.
Traditionally in education, we have spent the majority of our content study on the
lowest cognitive level, the memorization of isolated facts.
H. Lynn Erickson, Concept Based Curriculum and Instruction, Corwin Press, 2002, USA

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Theory of evolution by natural selection

Natural selection acts on individual life-history
traits.

E.g. As environmental pressures change the most

suited to the environment will survive.

The place in which living things are found provides them with
what they need to survive.
Interdependence

Habitat

Life cycles

Frogs
Frogs are amphibians which are cold blooded, vertebrate animals.
Frogs lay many eggs.
The egg hatches into a tadpole.

(c) IBO 2003

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3
6

 : ?
Skills: What are the PYP transdisciplinary skills?
Thinking



Acquisition of knowledge; comprehension;
application; analysis, synthesis, evaluation,
dialectical thought, metacognition.

Social skills

Accepting responsibility; respecting others;

cooperating, resolving conflict; group
decision-making; adopting a variety of group
roles.
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 : ?
Skills: What are the PYP trans disciplinary skills?
Communication skills

Listening; speaking; reading; writing; viewing;

presenting; non-verbal communication

Self-management skills




Gross motor skills; fine motor skills; spatial
awareness; organization; time management;
safety; healthy lifestyle; codes of behaviour;
informed choices
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 : ?
Skills: What are the PYP transdisciplinary skills?
Research skills


;

Formulating questions; observing; planning;

collecting data; recording data; organizing
data; interpreting data; presenting research
findings

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 : ?
What are the PYP attitudes?

Appreciation

Empathy

Commitment

Confidence

Cooperation

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Creativity

Curiosity

Enthusiasm

Independence

Integrity

Respect

Tolerance


Action: How is action defined in the PYP ?

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Assessment in the PYP

The prime objective of assessment in the PYP is to provide feedback on the learning
process.

It identifies what students know, understand, can do, and feel at different stages in
the learning process.

Teachers select assessment strategies to support how students learn and

perform

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Assessment in the PYP

Teachers design assessment instruments to reflect the particular learning
outcomes on which they intend to give feedback.

Students and teachers are actively involved in the assessment process.

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Overview of the PYP

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MYP and DP Programme

11-16
16-19


The MYP framework ?

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Intercultural Awareness


Holistic Learning


Communication

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Learner profile
Cognitive Competencies Dispositions & Attitudes
Inquirers
Principled
Knowledgeable
Open-minded
Thinkers
Caring
Communicators

Balanced
Reflective

Risk-takers

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MYP Inquiry Cycle

Collaboration
Communication

Organization

Action

Reflection
Thinking

Information
Literacy

Reflection
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Awareness and
understanding

Transfer

Areas of Interaction
(Human Commonalities)

Human Ingenuity

Health and Social Education

Environments

Community and service

Approaches to Learning

Stage 1
Integration of key elements

MYP Unit Question

Area of
Interaction
Focus

Significant
Concepts

Assessment
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Stage 1
MYP unit planner

How does context

enable us to
understand conflict
and resolutions?

Human
Ingenuity
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Conflicts can only be understood in

context.
Conflicts have multiple and complex
causes.
There are a range of solutions to conflicts.

 IB
The objectives and the assessment criteria (Year 11) are defined by the IB

(MYP)

The aims and objectives of any MYP subject state in a general way what the teacher is expected to teach
and what the student is expected to learn.

IB
The IB identifies Exit criteria for each MYP subject

Year 11
These are the criteria ALL MYP students are assessed against when they end year 11.

The MYP follows a Criterion Related Assessment System

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 ?
Should everything be formally assessed? What is the purpose?
3
1. Pre-Assessment ()
2. Formative Assessment

3. Summative Assessment

There are three categories of Assessments:
1. Pre-Assessment (Diagnostic): what do they already know? Designed to plan teaching.
2. Formative Assessment: is taking place continually. Designed to provide information to guide teaching
and to give guidance to students about their progress and how they can improve their performance.
3. Summative Assessment: the culminating assessment of a term, a unit or part of a unit. Designed to
provide information on the students achievement against specific objectives within a criterion.

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Humanities assessment criteria

A : (/10)
A Knowledge: forms the base from which to explore concepts and develop skills.
(/10)

B : (/10)
B Concepts: are powerful ideas (eg. Time, place, change, and systems) students must explore and reexplore in order to develop understanding (/10)

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Humanities assessment criteria

C :
(/10)
C Skills: the development of skills in humanities (eg. Technical, analytical, and
investigative) is critical in enabling the student to undertake research and demonstrate
their understanding of knowledge and concepts. (/10)

D : :
(/8)
D Organization and Presentation: students need to develop the ability to
organize and present information and ideas in order to be able to demonstrate their
grasp of humanities knowledge, concepts and skills. (/8)

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Humanities Criterion C
Skills
Achievement
level

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Descriptor

The student does not reach a standard described by any of

the descriptors given below.

1-2

The student can select and use some relevant information.

The student displays minimal analytical skills. The
students arguments, decisions or judgments are not
always relevant or may be absent. The student attempts
to carry out investigations, demonstrating few skills.

3-4

The student selects and uses mostly relevant information.

The students work lacks the required depth in analysis.
The student makes some relevant arguments, decisions or
judgments though these are unsupported. The student
demonstrates basic investigative skills.

Humanities Criterion C
Skills
Achievement
level

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Achievement level

5-6

The student selects and uses relevant information. Work shows

satisfactory evidence of analysis. Arguments, decisions and judgments
are supported and balanced but superficial. The student demonstrates
adequate investigative skills.

7-8

The student selects and uses a range of relevant information. Work

shows a good level of critical analysis. Arguments, decisions and
judgments are well supported and balanced. The student
demonstrates effective investigative skills.

9-10

The student selects and uses a wide range of relevant information.

Work shows a high level of critical analysis. Arguments, decisions and
judgments are fully supported and balanced. The student
demonstrates sophisticated investigative skills.


Criteria are interpreted and clarified among teachers as well

Develop task-specific criteria or rubrics

Teachers discuss within their department to gain a common understanding

-
Internal Standardization teachers assess work from each others students to
make sure they are consistent

NIST

Moderation - NIST has opted to go through Moderation every year in every subject

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Moderation

IBO IBO
Schools who have opted to have IBO validated grades goes through a process of
moderation in each subject they offer

IB
The school will send samples of assessed student work to the IB (internal standardization)

These samples are sent to experienced MYP teachers who will look at the levels awarded by
the teachers at the school

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 -
Moderation report - feedback
Appropriateness of assessment tasks
Appropriateness of criteria used to assess task
Awarding of criterion levels
Interpretation of level descriptors

Organization of moderation sample Improvements

When a school has shown good consistency and ability they only need to
send four samples. NIST has 12 subject where this is true

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 Putting it all together

Judgments on the various tasks are made within each criterion.

Teachers will establish a final profile of achievement for each student by
determining the single most appropriate level for each criterion.

The teacher must decide which level best represents the students final
standard of achievement.

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Student criterion levels

The final levels for each criterion are then added together to give a final criterion
levels total for each subject for each student.
For Humanities this could look like:
Criterion A 6/10
Criterion B 5/10
Criterion C 7/10
Criterion D 7/8
final criterion levels total = 25/38

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 1-7
The final criterion levels total is translated into a grade 1-7
This is done by using a matrix
published by the IB :

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Levels

Boundaries

0-7

8-12

13-18

19-23

24-28

29-33

34-38


NIST MYP Assessment Policy
-

based on the important principle of formative assessment
criterion-related system should be based on a variety of different
assessment tasks to test a range of objectives and skills.

Making a final judgment of grade

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Diploma :

(NIST)

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IB Diploma
IBDP
16-19

The IB Diploma Programme is designed as an academically challenging and
balanced programme of education with final examinations that prepares
students, normally aged 16 19, for success at university and life beyond (IB 2010)

104,999 .. 2010
2,198 Diploma schools 138

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Page 71

Different pathways
3 HL subjects

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TOK, EE

IB Diploma

3 SL subjects

IB
Certificates

6 subjects at
either level

CAS

IB
Certificates &
NIST courses

Combination
of IB and
NIST subjects

CAS

CAS

 1
Language A :
Language A:

(, , , , ,
, ,
, , )

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 2
(Language B)
(, , , )
Language ab initio
(, / ).

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 3 individuals and societies

History
Geography
Economics
Psychology

Business and Management

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 4 -

Environmental Systems and Societies

Biology
Physics

Chemistry

Design Technology

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 5 -

HL Maths
Maths Standard

Maths Studies

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 6
Visual Arts
Theatre
Music
Also :

Chemistry
Economics
B&M

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Theory of Knowledge & Extended Essay
Interdisciplinary

Explores the nature of knowledge across disciplines

Encouraging an appreciation of other cultural perspectives

4,000
Developed research paper of 4,000 words
Possible bonus of 1, 2 or 3 points

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Creativity, Action, Service
Learning outcomes


Quality, development,
sustained, aware

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The successful Diploma student
Attitude
Organization
36+

(MYP)

Self-directed learner

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Factors affecting subject choices

Interests & passions

Ability
University plans

/ advice

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College Counseling at NIST

Steps to
College/University

For Year 10-13 Students

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Who we are
Mr. Joachim (Kim) Ekstrom
Family names A-K

Ms. Brenda Manfredi

Family names K-S

Ms. Brita Nash

Family names S-Z

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Programming during House Time

10 11

In Year 10 and 11, students are encouraged to make connections between what
they are learning/doing now at NIST and the world of work

12 13
//

: ? ?
In Year 12 and 13 students apply what they know about themselves to the
search for an appropriate university/career/major or other post-secondary
endeavor. Students consider:
How does the world work? What is my place in the world?

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Our Philosophy about College Counseling
1.
/ /
The university application process begins with learning about oneself
strengths, preferences, passions, skills, gifts/talent.

3 10
Students ponder three questions - beginning in Year 10

1. ? What do I love?
2. ? What am I good at?
3. ?
What are my life priorities?
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Our Philosophy about College Counseling
1.
/ /
The university application process begins with learning about oneself
strengths, preferences, passions, skills, gifts/talent.

3 11
Three Personality Tests in Year 11

True Colors
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Career Interest Profiler


Our Philosophy about College Counseling
2.
There is a strong correlation between career satisfaction and life happiness

11 12

Students explore majors and careers in Year 11 and 12

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Our Philosophy about College Counseling
3.

Students thrive when they are able to make informed decisions based on self-knowledge, a
proactive approach to post-secondary research, and support and guidance from home and
school.

UniQuest
Connecting Your Strengths and Interests
with College Choice

Students research 3 universities in debt

Based on the results of the 3 personality tests
Share results with parents and counselor
August-December in Year 12
5 hour assignment
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Our Philosophy about College Counseling

4. There are many post-secondary paths available to each student
3-4 year college degrees
Vocational school community college
Preparatory courses
Gap Year(s)
Military Service
Working full time
Internship experience
Starting own business
() Travel (and work)
Deferred applications
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Parent Information Sessions

Year 13 in August
Year 12 in August

,

Counselors provide guidance and reassurance through
private meetings, phone calls and by e-mail

Counselors also copy parents on all university counseling
messages to students

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University Visits

127 individual visits to NIST last school year

Australian University Fair at NIST
CIS US College Fair at NIST 29 unis
Linden Tours US College Fair at NIST 28 unis
Thai University Fair at NIST 20 unis
OCSC University Fair at Paragon 100 unis
US College Fair 9.00-17.00 at Landmark Hotel 50 unis
Japanese University Fair Asia Hotel, Bangkok
Australian University Fair at Queen Sirikit Center

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College Counseling News
Last Thursday of every month throughout Year 12 and 13

Naviance