We will use the Thinking Routine Question Starts for this week's discussion board post.
1. Read the answers the following educational leaders give to question 5 in their interviews with the IB:
Interview with Robert Swartz
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/interview-Robert-Swartz.html
Interview with Cristobal Cobo
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/interview-Christobal-Cobo.html
Interview with Grant Wiggins
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/interview-Grant-Wiggins.html
Interview with Andy Hargreaves
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/interview-Andy-Hargreaves.html
Interview with Bill and Ochan Powell
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Interview with Carol McGuiness
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://brightspace.uwindsor.ca/content/enforced/199103-CE-IB-PL-DP-2025S/csfiles/home_dir/courses/CE-CTEP-IEC003DP-2022F/CE-CTEP-IEC003DP-2020SMR-2020S/DP%20ATL%20Interview%20Bill%20and%20Ochan%20Powell.pdf
2. These answers reveal a host of key ideas that currently challenge and provide opportunity in International Education. Choose 1 topic that you would like to further explore. You can choose from the list of topics and resources below or you can choose your own.
Why wellbeing matters during a time of crisis
Mindfulness and Neural Integration (TedEx)
Brenée Brown - Daring Classrooms (SXSW video)
Collaboration
Language
Inclusive Education
Blended or Online Learning and Teaching
Technology
Agency
Action
Assessment (selected)
Leadership
International Mindedness
Social and Emotional Learning
STEM (or STEAM) Education
The IB and Artificial Intelligence Tools
3. Explore 1 reliable resource relating to your chosen topic and complete the following task:
The resource I am exploring is from the IBO's website, it is through the Facts and Figures section of the IBO website. Specifically I am reviewing the statistical bulletins from 2024 assessments (Both November and May 2024). This is related to asssessment and exams as listed in the task's possible topics.
Source:
https://www.ibo.org/about-the-ib/facts-and-figures/statistical-bulletins/diploma-programme-and-career-related-programme-statistical-bulletin/
Citation:
IBO. (2025, April 29). Diploma Programme and Career-Related Programme statistical bulletins. IBO.org. Retrieved June 26, 2025, from https://www.ibo.org/about-the-ib/facts-and-figures/statistical-bulletins/diploma-programme-and-career-related-programme-statistical-bulletin/
Brainstorm a list of at least 5 questions about the topic. Use these question starts to help you think of interesting questions (or write your own questions):
Why is a level 7 so difficult to achieve?
What are the reasons teachers do not have access to appropriate supports that develop continued growth?
What if the IBO shared multiple versions of the exam prior to writing and had students participate in process writing versus closed exams, or even allowed it to be an open book exam?
What is the purpose of having 7 degrees of success?
How would it be different if the extended essay was a part of their exam grade?
Suppose that a student has a learning deficit are they going to be limited to lower tier of education without hope of being able to advance through the IBO?
What if we knew, as teachers, what was going to be on the exam, would student success rates improve?
What would change if students were expected to participate in college courses as a "practicum in learning" with colleges/universities that were willing to provide a "cooperative education-learning" experience as a part of the Theory of Knowledge course in the IBDP?
Review the brainstormed list and star the questions that seem most interesting. Then, select one or more of the starred questions to discuss briefly.
1) Suppose that a student has a learning deficit are they going to be limited to lower tier of education without hope of being able to advance through the IBO?
This raises questions in the programme's application within state/government run institutions, it works on an elitist platform (however advocating or internal change as observed through above, leader profiles/interviews). That being said though, as a programme with trustee and privately funded resources, this programme could change the scope and sequence of education for students that come with needs and learning enhancements to the environment that could ultimately prove, integration rather than segregation of students with learning deficits is effective.
2) What if we knew, as teachers, what was going to be on the exam, would student success rates improve?
Advanced Placement being an example of test-based teaching (thus its popularity in test-based educated states, e.g. China). AP is still just as widely accepted at university level transfers as the IBO's program scores. Not to say, test-based teaching is preferred or as effective, but how much more successful would the students be if they were aware what content they should know and then tested on their application of the content accordingly? Maybe, to a degree this already occurs, however I am under the impression that students need to study, read and understand content that may specifically be looked for through the exam. Yes, IBO fosters an organized and uniform learner profile with regulated teaching methods that are strictly observed and documented, however, is this model not costly? In both time and funds? Could both of these things be repurposed to make room for other altercations that would occur in a shift of test-based studies?
3) What would change if students were expected to participate in college courses as a "practicum in learning" with colleges/universities that were willing to provide a "cooperative education-learning" experience as a part of the Theory of Knowledge course in the IBDP?
TOK is an interesting aspect of the IBDP, wherein the IBDP is uniquely connected to many institutions world-wide, would it not be effective and emlightening to bring students into professional learning environments-think of a "scholar's field trip" or "Cooperative Education", but in universities that the student is applying to/or that the institution has cooperations with.
Reflect: What new ideas do you have about the topic or concept that you didn't have before?
The IBO is unique from the AP program. The IB programmes are built to foster critical thinking and essentially a "classical" education. I understand that the course assessments are developed to build the skills students need to access the process to answering questions on their exams. However in the case that statistics are showing severe fluctations in student results on a year-to-year basis, it certainly signals a lack of continuity in either teaching that occurs or the exams being marked.
Include a reference for your resource.
*Keep these topics in mind, you will want to reflect on these when you choose your Collaborative Inquiry topic with your group in week 6.
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