International Baccalaureate (IB) introduction and

some views on implementation of IB in Japan

Timothy O‟Donnell

Contents

• IB Introduction

• Focus on Diploma Programme

• Integrated Nature of the Curriculum

• Challenges for Article I schools implementing the IB

• Challenges in implementing the IB in Japan

IB Introduction

• International educational continuum

• Diploma Programme (DP)- 1968

• Middle Years Programme (MYP)- 1994

• Primary Years Programme (PYP)- 1997

• IB Career-related Certificate (IBCC)- 2012

In Japan

• Currently 35 schools offering at least one IB Programme

• Global Human Resources Development Promotion Council (2012): Introduce the IB to 200 Japanese high schools (IBO Website)

• Dual language program first exams 2016

Diploma Programme Curriculum

Framework

The IB Learner Profile • Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open-Minded • Caring • Risk-Takers • Balanced • Reflective

The IB Learner Profile

• Nurturing Strength of Character

• Maturity, Responsibility and

Independence

• Flexible Skills for Changing Times

Some Key Points of IB Learning

Students are responsible for: • Reading at home • Small group discussion / leading class

discussion • Presentations • Experiment design • Original research • Questioning their own knowledge • Learning from mistakes • Application of knowledge in novel situations • Evaluating information and sources • Critical thinking

Some Key Points of IB Learning

Learning in the IBDP depends on the student

An IBDP teacher is: • Guide • Facilitator

An IBDP teacher is not (only): • Director • Lecturer

• Interconnectedness of Learning and Knowledge

• Variety in Learning Modes and Contexts

• Lifelong Learning

• Cooperative Learning

Some Key Points of IB Learning

Curricular Goals Traditional Japanese

Education IBDP Education

Measuring Knowledge Evaluation and Application of Knowledge and Ideas

IB Graduates

• Bilingual, responsible, and self-confident

• Personal growth and global citizenship

• Academically and professionally empowered

University Assumptions

Based on study by David Conley and Terri Ward, Educational Policy Improvement Center, University of Oregon • Sponsored by: UC Berkeley; University of Missouri; Harvard University; University of Nebraska; Indiana University; University

of Oregon; MIT; USC; University of Illinois; New York University; University of Iowa; Penn. State University; University of Michigan; Rice University; University of Minnesota; Rutgers University; University of Wisconsin

• Endorsed by: Carnegie Mellon University; Case Western Reserve University; Duke University; Iowa State University; UC Irvine; UCLA; University of North Carolina; University of Maryland; Stanford University; University of Virginia; Washington University in St. Louis

Diploma Programme • Two-year cumulative

program

• Externally created and graded exams

• Some course work

(External Assessment) is graded externally

• Some course work

(Internal Assessment) graded internally but moderated

Courses

• Higher Level (HL) – 240 hours

• Standard Level (SL) – 150 hours

• Combination of 3 HL and 3 SL courses for full diploma (can take 4 HL/2SL)

IB Core

Theory of Knowledge (TOK)

Extended Essay (EE)

Creativity, Action and Service

(CAS)

Theory of Knowledge

• Investigating the nature of knowledge

▫ How do we know what we know?

▫ How can we judge the knowledge we have?

• Interdisciplinary approach

▫ Multiple areas of knowledge

▫ Multiple ways of knowing

• Core IB assessment

▫ Presentation

▫ Essay

Theory of Knowledge

Past prescribed titles for TOK: "In the natural sciences progress can be made, but in the arts this is not possible.” To what extent do you agree? “Technology both enables us to produce knowledge and limits the knowledge that is produced.” Discuss with reference to two areas of knowledge. “Knowledge gives us a sense of who we are.” To what extent is this true in the human sciences and one other area of knowledge?

Extended Essay

• Self-directed research

• Independent study

• 4,000 word essay

• Supervisor as guide

EE titles

• What is the effect of time on the transmittance of the murexoin solution produced by the murexide reaction of caffeine with nitric acid?

• A comparison of the ways in which authors criticize society for being responsible for creating villains in The Crucible by Arthur Miller and Animal Farm by George Orwell

• What is the purpose of the gradual change in the way Yoshimoto Nara expresses children in his works throughout his career?

• How can Wal-Mart maintain its lead in the hypermarket space in the face of challenges from Carrefour?

Emphasis on Process

• Formulating an appropriate research question

• Engaging in personal exploration

• Communicating ideas

• Developing an argument

Developing the Capacity to…

• Analyze

• Synthesize

• Evaluate Knowledge

Teacher as Guide

• Student creates their own project

• Refining the research question

• Method and procedure in Science EE

• Assist in finding resources

• Lead by questioning (Guide/Facilitator)

CAS

• Creativity, Action, Service

• CAS as extracurricular learning

• Student initiated

• Reflections

CAS Some recent CAS Activities:

Yoga Marathon training

TEDx Kyoto Open Dive Scuba Girl Up project Teaching dance Animal shelter

Yale Model United Nations Teaching Tea Ceremony

Integrated Nature of the Curriculum

Challenges for Article 1 schools

implementing the IB • Larger school structure

▫ Uniform experience by year vs. IB course structure

▫ Uniform year structure aimed at social development vs. IB academic curriculum with social awareness embedded in curriculum and core

▫ Scheduling, space and club

External Assessment requirements

Challenges for Article 1 schools

implementing the IB • Policies

▫ Policies as driving force

▫ Development of policies (Academic Honesty, Special Education Needs (SEN), Language Policies)

Challenges for Article 1 schools

implementing the IB • Staffing

▫ Competent staff who „buy in‟, have proper training and appropriate linguistic skills

▫ Stability ▫ Current situation (Union? School?

Labor board?) ▫ Who is in charge?

Skills required Understanding of school system and IB Shift in Authority

Challenges for Article 1 schools

implementing the IB • Students

▫ Skills required

▫ Does Junior High School system prepare them?

Challenges in Japan

• Expansion

• Qualified teachers and IB Coordinators

• Qualified Students (translating to Japanese?)

• Accountability and Transparency

Conclusion

• IB has potential in Japan

• Every student?

• Every school?

• Careful planning and implementation

Aknowledgements

• Matthew Thomas: For insights into implementing the IB in Article I schools through his experience at Ritsumeikan Uji and through serving other functions for the IBO

• Christopher Gladis and David Stubbs: For allowing me to use some slides we created together

• All of my former and current students, who allowed me to experiment and learn in the classroom, and who taught me being a good teacher is being a great student

References • IBO website: http://www.ibo.org/diploma/curriculum/core/essay/

• Image of hands and globe: http://site.destinationgreen.com/?p=2960

• Image of hands and plant: http://nrcdc.org/site/aboutus/corevalues/

• Images of child reading: http://www.etsy.com/listing/38778051/boy-reading-child-silhouette-die-cut-for

• Image of stargazing: http://hdwpapers.com/starry_sky_washington_wallpaper-wallpapers.html

• Image of hands and heart: http://randigfine.com/pursuing-optimal-emotional-wellness/

• Image of puzzle people: http://www.shutterstock.com/g/lumaxart2d/sets/557077-lumaxart-puzzles

• Image of measuring cup: http://www.urbanoutfitters.com/urban/catalog/category.jsp?id=A_FURN_TOOLSACCESS

• Image of magnifying glass: http://www.self-reliance-works.com/2011/01/using-our-search-feature/magnifying-glass/

• Image of “knowledge”: http://www.lonza.com/about-lonza/knowledge-center.aspx

• Image of writing an essay: http://www.hotfrog.in/Companies/Sample-Business-Forms-And-Letters-Writing

• Image of five hands: http://www.challengefuture.org/news/609

• Image of gear-head: http://www.petershallard.com/psychological-trick-for-more-customers/

• Image of books: http://www.flickr.com/photos/mortsan/4570359817/

• Image of man studying: http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa09/eP_fa09/klajdi.selimaj/ENG103.html

• Image of machinery: http://contrarianedge.com

• Image of thinking: http://eddiebonney.wordpress.com/2008/06/27/

• Image from The Jungle Book: http://www.thesun.co.uk/sol/homepage/news/article1923112.ece

• Image of paper dolls and lightbulb: http://brandgenetics.com/do-focus-group-kill-innovation/

• Image for policies: http://www.coetail.com/jasonc/2013/10/06/a-comparison-of-the-acceptable-use-policies-of-three-international-schools/

• Image of science teacher: http://www.clipartpanda.com/categories/science-teacher-clipart

• Skills: http://www.computing.co.uk/ctg/analysis/2317733/top-ten-it-skills-stories-of-2013