A growing number of teachers are ‘ﬂipping’ their classrooms by encouraging students to do school work at home and homework at school. But there’s a bit more to it than that, according to educators who have introduced the model.
If we want our children to do better academically and socially studying the arts could be the key to success. By ignoring arts education, we could be jeopardizing young people’s opportunities to achieve and to be creative participants in the 21st century.
In 2013, Marissa Jansz made the switch from teaching the IB Diploma Programme (DP) in Singapore to teaching ‘A’ Levels in Sri Lanka. Since then, Marissa has reflected on the two programmes.
Alana Brown, IB Coordinator at Alice Deal Middle School in Washington, DC, has played a dual role, also leading efforts to bring a support service called Curriculum Connections to interested, candidate and authorized schools selected for participation in a trial of the new service.
Katie Wright of the University of Melbourne conducted 23 in-depth interviews with IB graduates from around the world, between the ages of 20 and 63, on the ways in which the IB may have influenced their professional pathways, attitudes toward learning as well as personal beliefs and overall worldview.
How do Students, teachers, and leaders in IB school communities view the concept of International-mindedness? Ten IB community members share their perspective on the concept and why it is central to the IB educational philosophy.
Assessment Access and Inclusion Manager, Kala Parasuram, explores how the IB has developed its access and inclusion agenda, leading by example and taking the international community on this fundamental and important journey.
Equipping parents, grandparents, teachers and child care providers with practical ideas for nurturing children’s curiosity and critical thinking beyond the classroom, Did You Ever Wonder? is a must-have for anyone who has a hand in raising curious children.
This year marked the 6th Round Square Collaborative Service Project, a joint-effort between several Indian IB World Schools. This post contributes to a series started in 2013, highlighting field trips and service projects completed by students at Pathways World School, Aravali.
Polly Peters, co-author of “Ten Tales from Different Cultures”, discusses the process of compiling ten stories from around the world into a collection for PYP readers and the power of stories.
“In my view, being an examiner is a type of fieldwork: it allows for a kind of participant/observation in the learning and assessment process that cannot be gained in any other way. The examining position provides a birds-eye view of what our students understand and are learning, and how their perspectives constantly change.”
Rafael Angel illustrates the transition students make from PYP to MYP. Rafael is a PYP, MYP and DP teacher at Ecole Mondiale World School, Mumbai, India.
In a new study conducted by Flinders University, researchers explored the well-being of students, ages 11-16 in Australia, who were enrolled in the IB Middle Years Programme (MYP).
Vandana Parashar, a PYP educator at Pathways School, Noida, India talks about exploring different forms of technology as part of the transdisciplinary theme How we express ourselves.
A PYP coordinator in an international PYP school in Russia describes the experiences of students in engaging with their PYP exhibition.