Informational IB Parent Mtg

Report
Informational IB Parent Mtg
Jackie Anderson, IB Coordinator
Lisa Borgmann and Hollie Funderburk,
IB Counselors
Jackie Anderson
IB Coordinator
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PHS English teacher and former English
Department Chair
Former PHS GT Coach
Former D51 Secondary Induction Specialist
Involved in writing UCIA and continue to offer
D51 professional development
Seven years experience teaching
pre-IB Honors and IB English 11
Currently teaching IB English 12
and TOK 11
Welcome
September 11, 2014
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.
We promote intercultural
understanding and respect, not as an
alternative to a sense of cultural and
national identity, but as an essential
part of life in the 21st century.
Students and Teachers
Challenge and Support
Diploma Program Updates: the core
Grades 11 and 12
Creativity, Action, and Service (CAS)
On-going reflections on eight learning
outcomes. Students must:
• increase their awareness of their own
strengths and areas for growth
• undertake new challenges
• plan and initiate activities
• work collaboratively with others
• show perseverance and commitment in their
activities
• engage with issues of global importance
• consider ethical implications of their actions
Diploma Program Updates: the core
Grades 11 and 12
The Extended Essay (EE)
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A 4000 word research paper on a topic of high
interest and in a specific field of study
Students should focus on both the process and
the product
An opportunity to participate in a ‘discourse
community’
• discourses of interest to your students:
politics, sports exercise, psychology,
anthropology, history, language, peace and
conflict studies, biology, film
Diploma Program Updates: the core
Grades 11 and 12
Theory of Knowledge (TOK)
• A course for the learner profile (inquiry, reflection,
critical thinking, open-mindedness, communication)
• Investigating how knowledge is constructed
• Responding to questions with carefully
conceived arguments, arguments which also
attend to diverse and alternative perspectives
• While CAS and the EE are completed independently,
they are sometimes addressed in TOK classes
There is no reason why we cannot link facts and theories across
disciplines and create a common groundwork of explanation.
To what extent do you agree with this statement?
Grade 9
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Perhaps a shift and increase in workload and individual
responsibility
The nature and structure of coursework (quarter vs block
classes) requires students to be more forward-thinking,
organized, and self-aware
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In the adjustment, students are encouraged to
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see a counselor
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make good use of Advisory
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get involved
Grade 10
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An initiation into IB: approaches to learning and teaching which will
resemble the learning experiences in the Diploma Programme
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Honors English and US Studies: a particular emphasis on learning how to
reason and write effectively
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Gradually increasing rigor and expectations across content-areas
A time to reassess students’ interest in and readiness for the IB
Diploma Programme
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Students are encouraged to
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see a counselor
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make good use of academic interventions
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get involved and stay connected
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take advantage of college readiness opportunities
Students and Teachers
Challenge and Support

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