Researchers at the International Baccalaureate (IB) recently set out to learn what ingredients go into making an IB teacher an IB teacher. Their findings support the assertion that IB teachers approach the whole student with inquiry-based instruction and the intention of shaping their students into socially responsible citizens.
This article originally appeared within Sharing PYP Practice. Jennifer Fenton is currently a Grade 4 teacher and team leader at the Canadian International School of Hong Kong. She is a PYP workshop leader and has previously worked in Kenya and Canada as a teacher, administrator and curriculum coordinator.
Founded in 1886, the Anglo-Chinese School (Independent) is a Methodist institution and part of the ACS family of schools with over a century of tradition. A comparatively new addition to the school is the International Baccalaureate Diploma Programme, which includes about 900 of the school’s 3,000 students.
In his daily life as an IB coordinator at Colegio Pestalozzi (Colegio Suizo del Peru) in Peru, Ramiro Febres works to improve access to an IB education for as many students as possible regardless of their personal circumstances. He also is the president of the Peruvian Association of IB World Schools (La Asociación de Colegios […]
Yokohama International School in Japan is one of four IB World Schools participating in the Open World Schools pilot. The pilot is exploring how an authentic IB Diploma Programme (DP) experience can be extended to students online, who would otherwise be unable to access an IB education.
The International Baccalaureate® (IB) chooses to define international education according to the following criteria. Developing citizens of the world in relation to culture, language and learning to live together Building and reinforcing students’ sense of identity and cultural awareness Fostering students’ recognition and development of universal human values Stimulating curiosity and inquiry in order […]