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Vertical and Horizontal planning towards wholistic approaches to teaching and learning

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Vertical and Horizontal planning towards wholistic approaches to teaching and learning

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Teachers come into the workshop with different entry points of understanding and expertise in IB Education. The IB resources provide the groundwork to establish common understanding among all 3 programs. Through interactive activities and discussions, teachers build on their understanding of bilingualism and multilingualism while integrating their own skills and acknowledge with ideas shared in their collaborative work with educators in the other programs.

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Our visual can be encompassed by a spiral where workshop participants collaborate with others in the same program as well as in all other programs.  They deepen their learning and understanding of what an IB education means through the collaborative work and intentional integration of the IB research and policy.  Planned activities give participants opportunities for inquiry, reflection and action and to deepen their understanding of the 3 pillars - Multilingualism, Intercultural Understanding and Global Engagement.  The engagement is the movement upward on the spiral.  They reflect on their experience and readings to determine next steps.  Discussions, hands-on activities, current research all allow them to construct knowledge with others broadening the scope of their learning.  The spiral opens up towards the end of the workshop demonstrating an open-mindset of participants feel equipped and empowered with new skills and knowledge  to put into practice an IB Education.

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What it looks like to learn in a mixed programme group in an IB Education Workshop

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What it looks like to learn in a mixed programme group in an IB Education Workshop

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collaborative

learning by doing

being active

working with different participants

learning through solid - concrete examples of classroom practices; including videos, student work and data

creative

being open-minded

exchanging ideas

positive environment

analytical

demonstrating the attributes of the learner profile

inclusive

interactive

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Global engagement represents a commitment to address humanity’s greatest challenges in the classroom
and beyond. IB students and teachers are encouraged to explore global and local issues, including
developmentally appropriate aspects of the environment, development, conflicts, rights and cooperation
and governance. Globally engaged people critically consider power and privilege, and recognize that they
hold the earth and its resources in trust for future generations.
An IB education aims to develop the awareness, perspectives and commitments necessary for global
engagement. The IB aspires to empower people to be active learners who are committed to service with the
community.

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Ways in which we can engage our participants and help them learn more deeply...

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Ways in which we can engage our participants and help them learn more deeply...

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interactive

builds on previous knowledge

arts-based (use of visuals, drama, activity-based)

visual thinking

demonstrates transferable skills

deepens understanding of a concept

makes connections across the curriculum

uses a variety of online platforms and resources eg. padlet, flippity, and screencast-O-matic, powtoon;

references research

anecdotal with rich storyline

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Demonstrate a respect for multiple perspectives and

cultures with a goal of achieving specific outcomes

and engaging in lifelong learning

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Multilingualism and intercultural understanding 

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Multilingualism and intercultural understanding 

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For the IB, learning to communicate in a variety of ways in more than one language is fundamental to the

development of intercultural understanding. IB programmes, therefore, support complex, dynamic learning

through wide-ranging forms of expression. All IB programmes require students to learn another language.

Intercultural understanding involves recognizing and reflecting on one’s own perspective, as well as the

perspectives of others. To increase intercultural understanding, IB programmes foster learning how to

appreciate critically many beliefs, values, experiences and ways of knowing. The goal of understanding

the world’s rich cultural heritage invites the IB community to explore human commonality, diversity and

interconnection

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The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

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Each of the programs will have opportunities to share with each other, in the context of their own program and across programs to determine how to prepare students for the next stage or program as well as build on previous knowledge to help them reach their fullest potential.