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Reflecting on the Diploma Programme

I accept setbacks, bounce back from disappointment and learn from my errors

DP-Stock-79In an honest and personal story, Vedika Luthra, IB Diploma Programme student from the American School of Warsaw, explains how disappointing test marks motivated her to perform better the next time

 My transition to the IB Diploma Programme (DP) was a challenge. My workload increased while my marks decreased. The way I had to approach subjects was completely different – the IB requires application of learning rather than just memorization. In addition, the syllabus for each subject covers a broad range of topics.

But this is what attracted me to the DP. I liked the idea of being able to study subjects of equal importance in six different areas rather than having to specialize. I appreciate that most of my subjects are interdisciplinary and, to some extent, share overlaps. I also learn a great deal from my classmates during discussion-based activities.

Emphasis on high grades

It was overwhelming at first because the DP is demanding and each class is rigorous. Assessments must be completed in a very specific format, where particular aims of the mark-scheme have to be met closely in order to receive credit. Furthermore, there is a long list of summative assessments. Honestly, I think it’s almost impossible to attain high marks on all assessments consistently throughout the school year.

Throughout school, I’ve been taught that, in order to be successful, I must score highly at school, college and in my prospective career. The emphasis on high marks made disappointment at school harder.

I came to terms with the rigour of the DP when I performed poorly on a Standard Level DP Chemistry test. It’s natural to feel disappointed and discouraged when experiencing a setback or failure but, according to Professor Carol Dweck from Stanford University, author of Mindset, students with a ‘growth mindset’ overcome these obstacles by learning from them so to prevent repeating the same again. Students with a ‘fixed mindset’, struggle with this setback and base their capabilities on a single assessment.

I set myself a goal to do better the next time. That test had scarred me, but also renewed my motivation. It pushed me to examine each error and better learn the material so that I could solve similar problems in future.

ATL goals
This is where Approaches to Teaching and Learning (ATL) comes in. One of the ATL goals is resilience: Taking on a challenge, even though there is a possibility of failing, and overcoming it. At the American School of Warsaw (ASW), we call this ‘ownership of learning’, in other words, a student’s initiative in the classroom demonstrates a desire to improve. This includes student application of feedback from tests and quizzes; the types of questions asked; and the depth of their notes. ATL is important. A high ATL shows effort, which corresponds to marks. My achievement marks are highest in classes where my ATLs are high.

My teachers are incredibly supportive, too. They’re always available to help with any difficulties. For example, after a major setback in economics, I wrote several short-answer questions to help with my understanding, and asked my teacher to read and assess them. I really appreciated the extra time he put into helping me. In French, our teacher always asks the class to revise our written assessments so that we learn from our mistakes, she’ll then read them once more. Our teachers help and encourage us to grow as learners. They constantly motivate us to overcome setbacks instead of dwelling on them.

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Tips for students

I advise fellow DP students to try and enjoy the learning experience and process. It’s so easy to get overwhelmed and deflated. For instance, I was anxious over my first DP Theory of Knowledge (TOK) essay draft, and ended up with a paper that I was unhappy with because I hated the process and chose to study examples that I wasn’t passionate about or interested in. For my second draft, I am looking at examples that interest me, which removes some of the stress.

Like any other student, I want to achieve my academic goals. The only way to cope with the rigor of the DP is to accept setbacks, bounce back from disappointment and learn from errors. In doing so, learning becomes enjoyable.

Share your reflections on the DP: email editor@ibo.org