THE

COMPLETE IB LEARNER

The Complete IB Learner William Rodick George Mason University

THE COMPLETE IB LEARNER

Ann Hickey defines IB culture, the culture of the collective of all three programmes, as containing three defining statements: the opening sentence of the IBs mission; the IB learner profile, which stems from the mission; and the standards and practices, which is a practical extension of both. The aim of these programmes individually, and additionally as a continuum, is to develop internationally-minded young people who recognize their common humanity, share guardianship of the planet, and help to create a better and more peaceful world (Hickey 2011, p. 78). Although the three programmes of the International Baccalaureate are all individually valuable, a students complete development is best exemplified if experienced as a progressing collective. This continuum is given strength by the mission, learner profile, and standards and practices. Catering to the youngest group of learners out of the IBs three programs

(ages 3-12) the Primary Years Programme is fundamental as a foundation for student learning. In creating the PYP, its architects placed importance in the research indicating that crucial and rapid development occurs in the early years of development, providing a foundation for future learning. The PYP, created as a framework of inquiry, capitalizes on this developmental stage: Children, from birth, are full of curiosity, and the PYP provides a framework that gives crucial support for them to be active inquirers and lifelong learners (International, 2007, p. 7). The most unique aspect of the PYP is that it is transdisciplinary. To

develop inquiry and learning about globally significant issues, the disciplines of a PYP school (language, mathematics, science, social studies, arts, and PSPE personal, social, and physical education) are integrated, as opposed to being

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taught separately. Students learn through concept-driven units of inquiry that address central ideas relevant to one of the transdisiplinary themes: Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves, and Sharing the planet (International, 2007, p. 12). The themes ensure that there is a real world context for learning, and by enabling children to approach a problem with skills from a variety of disciplines at hand, teaching and learning become holistic. Young children, with natural curiosity, do not look at a grasshopper and question where it fits in scientific classification; they connect a variety of possible branches all at once (How old is it? What does it eat? Who made it?). This inquiry is driven by questions. The transdisciplinary approach of the PYP suits young children for three reasons: it promotes inquiry and the natural curiosity which we hope to stick with them through adulthood, it allows for students to learn through real-world contexts, and it demands actual engagement as opposed to direct instruction from a teacher. These are all skills students will need for this new century (Trilling & Fadel, 2009, p. 81). Also unique in the PYP is its culminating demonstration of skills and

learning, the exhibition, delivered in its last year by students. The exhibition is an engagement in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems (International, 2007, p. 53). The exhibition. The exhibition is an opportunity for students to continue engagement with in-depth, collaborative inquiry, and it is also a bridge between the young learner of the PYP, and the more responsible, independent, self-learner of the Middle Years Programme.

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The road from curious young learner to maturing independent learner, as it is exemplified in the exhibition, is influenced largely by the PYP teacher, whose role is to support students interests, build up their self-esteem and confidence, and respond to spontaneous events, as well as support the development of skills in all cognitive areas in relevant ways (International, 2007, p. 7). There is complexity in inspiring children through inquiry, particularly as the paths through which they are taken in their own discoveries are not always profitable (Willingham, 2009, p. 71). Fortunately, the teacher is guided towards worthwhile, purposeful, real-world inquiry through two major tools of the PYP teacher the PYP unit planner and a culture of collaboration, involving all teachers, that is required by the IB (International, 2007, p. 28). The unit planner of the PYP relies on backward design: the teacher starts every unit with strong consideration of purpose connecting the transdisciplinary theme, the central idea of that unit to provide real-world context, and the assessment and then moves backwards to determine the best way, through the content, process, and pedagogy, that the teacher can enable learning. The unit plan is purposefully designed to ensure consistency in the written, taught, and assessed curriculum. The classroom teacher is not alone, however, as vertical and horizontal collaboration is a must, and an assessment policy must be designed through that collaboration. This furthers the responsibility of the PYP team and the importance of consistent and effective collaboration, as assessment is entirely internal. Through the process of inquiry, an emphasis on collaborative learning, and concept-driven, real-world context through unit themes, students in the PYP are learning how to learn in a way that achieves the IBs aim to develop inquiring, knowledgeable, and caring young people who help to create a better

THE COMPLETE IB LEARNER

and more peaceful world through intercultural understanding and respect (International, 2008b, p. 3). The PYP is preparing young children for a continued, curious examination of the world, and developing character through focus on the IB leaner profile (which was created and first used for the PYP). PYP students are learning from their first interactions with learning to remain open-minded and reflective, preparing themselves for ever-present processing of complicated information. To ensure consistency in that effort, the IB programme standards and practices ensure that the continuum of philosophy, organization, curriculum, and student development are effective from its fundamental origins, from requiring that language is offered at the age of seven so that children are prepared for exercising proficiency in the DP to collecting evidence that will become useful data throughout a students IB education (International, 2008b, p. 5-13). The PYP is only the beginning of the fortunate childs full experience with the IB. As such, it is unique in its approach by ensuring that the focus is inquiry- based and transdisciplinary. It is also unique in that assessment is entirely internal, and requires a greater deal of collaboration and dependence on a specific unit plan that guides coherence in the written, taught, and assessed curriculum. The exhibition is the culmination of such learning that guides the learner towards the independence in learning that will be of benefit in the MYP. The strengths and uniqueness of the PYP are suited towards the young learners and the ways they learn best. Its preparation for the MYP and DP is best expressed through understanding of its contribution to the continuum of learning, represented by the mission, learner profile, and standards and practices.

THE COMPLETE IB LEARNER

The Middle Years Programme of the IB picks up the PYP torch of

international education and continues the carry for children from the ages of 11 to 16. To that end, the MYP began as a framework designed to provide academic challenge and to develop the life skills appropriate to this age group that would assist in preparation for the Diploma Programme (International, 2008a, p. 2). As a result, the MYP has to continue to cultivate inquiring, holistic learners, while also preparing them for discipline-based rigor and assessment. Some of the unique qualities of the MYP are actually extending transitions of the PYP. The PYP, which relies on transdisciplinary, concept-based instruction has a fluid link to the MYPs holistic framework that is forged through interdisciplinary engagement, solidified by the areas of interaction: health and social education, human ingenuity, community and service, and environments (International, 2008a, p. 3-10). As in the PYP, students are expected to realize that real-world problems are solved through a variety of lenses, and are not restricted to a single discipline, perspective, or manner of thought. The areas of interaction serve to emphasize the relationships between subject groups and provide a global view of situations and issues, in a related fashion to how the transdisciplinary themes of the PYP allowed for a focus on concept-driven instruction. The major shift in the MYP is that disciplines can be taught individually, and the areas of interaction provide for its unique core (p. 20). These contexts for learning, to which any discipline can be connected, serve as the starting point for interdisciplinary curriculum, instruction, and assessment, which although highly valued and an obvious leveling of the PYP, is not the only type of instruction that must occur. Planning, instruction, and assessment can also be subject-based, allowing for teachers to delve into subject-specific content that will assist the

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MYP teachers in achieving its originating goal of preparing students for the DP (p. 68). During the five years of study in the MYP, students frequently see

integration among subjects, are exposed to depth in discipline-specific examination, and continue real-world engagement and holistic education through the areas of interaction. Similar to the PYP, the MYP also has a culminating assessment that provides the student with opportunity for representing his or her knowledge and skill development as it has been built through the years. The personal project is largely influenced by the desire for students of this age to be reflective and continuous lifelong learners. In fulfilling that goal, students are given freedom to explore individual interests so that they may become fully engaged. To continue demonstration of a real world, global perspective, students focus on individual areas of interaction suitable to project goals. The personal project requires a great deal of responsibility and organization, elements closely fostered during the exhibition of the PYP. The MYP student, at a more advanced age, is expected to have developed skills of learning throughout the curriculum of his or her subjects, and although he or she is supervised though the projects completion, the supervisor has to balance providing support with objectivity and must not take over the project from the student, allowing for more control by the student (International, 2011, p. 12). Maintaining the delicate balance of guided supervision is not the only

potential role of the MYP teacher. Much like the PYP teacher, the MYP teacher must provoke inquiry, engage the learner, and collaborate to ensure vertical and horizontal alignment of curriculum; distinctively, the MYP teachers collaboration must also consider the areas of interaction. This element of

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fostering a real world perspective to in-depth disciplinary work is best achieved as a result of the unit planner. Similar to the PYP planner, backwards design informs the instructors approach to a unit. Teachers must consider the purpose of instruction, but that purpose in the MYP integrates the area of interaction, a significant concept, and a unit question these three components collectively serve as signposts for probing and inquiry through the unit. Similar to the PYP planner, the design continues by considering assessment and content, but with the MYP, assessment is checked by universal, subject-specific criteria. These criteria, and the accompanying objectives, ensure that the discipline-specific knowledge that prepares a student for the DP is taught. These assessments are still internal, but are occasionally validated by the IB, providing balance and freedom to explore inquiry, but certifying consistency for higher-level preparation. Through concept-driven instruction connected to the areas of interaction and real-world contexts that inspire global learning, the mission statements aims are extended in the MYP. MYP students are frequently exposed to learning in which they demonstrate the learner profile attributes, particularly in their reflection, inquiry, thinking, and discipline-specific knowledge, exemplified in the personal project. The MYP also has exacting programme standards and practices that ensure consistency in delivery, specifically in regards to implementation of the areas of interaction and personal project, and interdisciplinary learning strengthens the curriculum (International, 2008b, p. 2- 14). The original and final component of the IB is the Diploma Programme. Less inclusive than the PYP and MYP, the Diploma Programme is purposed

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towards university credit, a diploma, a mark of secondary education completion, or job preparation. The piloting program of the IB Career-Related Certificate, which allows for vocational studies, does demonstrate that the IB has a goal of increasing accessibility, but in its current practice, the DP is not for all (International, 2009, p. 8). Another prospect for increasing accessibility is through subject certificates. Certificates are not as prestigious as the diploma, but they permit students to pursue greater study in disciplines that they may find interesting or could be helpful in enriching their educational, professional, or personal goals (p. 20). The student in the DP is equipped with deep discipline-specific knowledge and skills to assist with university studies and professional life. To this end, students focus on three (or four) higher-level courses and three (or two) standard-level courses, which allow for balance and breadth of study (p. 5). The study of the DP student is still holistic in nature, and although connections among disciplines is encouraged, integration is mostly borne from the theory of knowledge course (TOK); the creativity, action, service component (CAS); and the culminating assessment of the extended essay. As the IB is seeing an increasing need for integration that enhances the DP, available later this year, the interdisciplinary world studies extended essay option will focus on significant global issues requiring interdisciplinary understanding and solutions (Marshman, 2010, p. 13). The TOK course is an opportunity to extend the reflection of the PYP and MYP into a thorough metacognitive study that challenges the way students think and learn about themselves. TOK is also an extension of the approaches to learning of the MYP. It is an opportunity for discipline-based studies to interact

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and for students to use the skills and knowledge base gained in those courses productively. CAS is also an extension of PYP and MYP components, examined to greater depth: the creativity of CAS allows students to extend inquiry skills developed through the continuum; action allows students to demonstrate learning in a real-world, global context; and service continues the idea that students are part of the human community, with the goal of making the world a better and more peaceful place. Skills from the exhibition and personal project provide the tools for success in the extended essay, but its differences are noteworthy, as this essay is an opportunity for the DP student to academically explore a specific discipline to demonstrate depth of knowledge from any perspective or viewpoint that he or she wishes. Since the DP is primarily preparation for university study and job preparation, its discipline-focused curriculum is prescribed, unlike the inclusive framework of the PYP and MYP (International, 2008b, p. 5). Consequently, examinations that demonstrate learning at the end of the year are mostly external, which is another sharp contrast to the PYP and MYP (International, 2009, p. 39). The role of the IB teacher complements the unique characteristics of the program. The emphasis on integrating instruction among subjects that is paramount in the PYP and MYP is expected to occur in the TOK course as the DP is currently structured, although integration among subjects is encouraged (International, 2008b, p. 5). The DP teacher is also supposed to be pragmatic, recognizing that the depth of study should facilitate learning for university entrance, and for that purpose, the teacher should be an expert in his or her discipline, but must still use pedagogy that enables critical and creative thinking skills over direct instruction (International, 2009, p. 35). Assessment for the DP

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teacher is also emphasized more on formative evaluation and support in preparation for the external examinations. As is the case in the PYP and MYP, DP students exemplify the mission statement, as inquiry and depth of knowledge are promoted in individual subjects, while intercultural understanding, respect, and keeping an open mind are cultivated within TOK and CAS. The learner profile is at the heart of school life, and interwoven into a schools presentation of the curriculum. Its attributes are refined through CAS and the extended essay, but should be a part of the culture of students and teachers involved in DP (International, 2009, p. 31). As the IB prescribes the curriculum, programme standards and practices specify execution that will maintain consistency in providing the program, and confirm that the learner profile and holistic education are intended to be integral parts of the DP. The IB demonstrates a belief that the central purpose of teaching and learning is to help students develop and extend the concepts they use to understand the world, solve problems and communicate in a way that allows for independent and effective functioning in an increasingly complex world (International, 2008b, p. 13). This purpose is not different than the 21st century skills that dominate present discussions on teaching. As the world and the way we interact with it changes more rapidly now than it ever has in the past, we can not know the world that todays students will face tomorrow. To prepare them, we must refocus our teaching around certain overarching elements of learning: learning how to learn, structured inquiry, and critical thinking (p. 14). The continuum of the IB ensures these areas are developed continuously and suitably at each stage. PYP students approach problems in real world contexts that are

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suitable for their age through units of inquiry that connect to transdisciplinary themes. This learning is based on structured inquiry, insists on nurtured reflection so that kids learn how they are learning, and allows for critical thinking as meaning is constructed around concepts and a transfer of knowledge (International, 2007, p. 15). The MYP progresses with these elements of learning with unit questions and the use of approaches to learning as a base for study, students are frequently reflective through inquiry. The interdisciplinary component of the MYP permits students to remain critical in their approach to disciplines, making real world connections through the areas of interaction. The DP, although mostly discipline-based, provides opportunities for metacognition, structured inquiry, and critical thinking within the depth of subject-specific study that is enhanced in TOK. As a continuum, the IB programs create students that are prepared for the world they will inherit, and through the learner profile, mission, and standards and practices, they are prepared to make it a better place.

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References

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Hickey, A. (2011). Developing inquiries. In G. R. Walker (Ed.), The Changing Face of International Education: Challenges for the IB (pp. 72-86). Cardiff, Wales: International Baccalaureate. International Baccalaureate Organization. (2007). Making the pyp happen: A curriculum framework for international primary education. Cardiff, Whales GB: Author. International Baccalaureate Organization. (2008a). MYP: From principles into practice. Cardiff, Whales GB: Author. International Baccalaureate Organization. (2008b). Towards a continuum of international education. Cardiff, Whales GB: Author. International Baccalaureate Organization. (2009). The diploma programme: From principles into practice. Cardiff, Whales GB: Author. International Baccalaureate Organization. (2011). Personal project guide. Cardiff, Whales GB: Author. Marshman, R. (2010). Concurrency of learning in the IB Diploma Programme and Middle Years Programme. Cardiff, Whales GB: International Baccalaureate. Trilling, B., & Fadel, C. (2009). 21st century skills: learning for life in our times. San Francisco: Jossey-Bass. Willingham, D. T. (2009). Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.