In 2020, the International Baccalaureate (IB), together with the Jacobs Foundation, the Oxford University Centre for Educational Assessment (OUCEA) and the Australian Council for Educational Research (ACER), embarked on a journey to explore the skills of creativity and curiosity across all four IB programmes.
We asked Wilma Shen, CP Coordinator at Renaissance College Hong Kong who has been involved in the review process to speak about her experience and the key benefits for both educators and students.
This blog highlights a new research series, which features practical guidance to foster student well-being in IB schools.
The IB is collaborating with the Jacobs Foundation, the Australian Council for Educational Research and the Oxford University Centre for Educational Assessment to undertake research into creativity and curiosity across all IB programmes. The IB is inviting IB World Schools to become part of this exciting journey, which is inspired by the IB learner profile.
This blog highlights research findings and recommendations to help schools build students’ metacognitive skills. The selection of findings is based on an extensive literature review from a policy paper called Making the abstract explicit: The role of metacognition in teaching and learning, which was commissioned by the IB Research department and conducted by Inflexion.
This blog highlights research findings and recommendations to help schools nurture students’ growth mindset. The selection of findings is based on an extensive literature review from a policy paper called Growth Mindset Thinking and Beliefs in Teaching and Learning, which was commissioned by the IB Research Department and conducted by Inflexion in 2020.
The Jacobs Foundation (JF) and the International Baccalaureate (IB) are joining forces to develop two research projects that cultivate curiosity and creativity. The projects are inspired by the attributes of the IB learner profile.
All students face challenges of some kind, and academic resilience plays an important role in overcoming these set-backs. This blog highlights five practices and programmes that teach and nurture students’ academic resilience.
Assessment researcher Katie Schultz explains what “Question Item Groups” are and how marking exams as QIGs impacts assessment.
Do International Baccalaureate (IB) Diploma Programme (DP) students have an edge when it comes to critical thinking? Researchers from the University of Oxford conducted a study to examine the effects of the DP on the critical thinking skills of DP and non-DP students in Australia, England and Norway.
Improvements in school climate and post-secondary outcomes stand out among the findings in several recent studies on the impact of IB programmes in the Americas. Download the new resource to read and share this research.
Improvements in student well-being and the impact of the Primary Years Programme (PYP) exhibition stand out among findings from recent studies. Download the full resource to use and share.
Does the Primary Years Programme (PYP) have an impact on social-emotional outcomes? New evidence suggests that the PYP supports student well-being, teacher engagement and positive school climates. Read on to see three key findings from the new study.
When normal, physical routines are disrupted through unexpected events, students often find it hard to stay motivated and develop new routines. Of course, some of us are more conscious of this now, due to the global COVID-19 pandemic. To speak to this, IB Voices met with Dr Adam Carey, a doctor, nutritionist and leading commentator […]
Abhinav Awasthi, a Diploma Programme (DP) coordinator at Ebenezer International School Bangalore, offers an infectiously enthusiastic personal view of the strengths of an IB education.