About IB position papers

IB Position Papers are IB commissioned works by recognized experts in the field on topics of interest to the IB community. The papers represent the opinions of the authors commissioned to write them, and while they may generally align with IB philosophies, they do not necessarily represent the official positions or policies of the organization. […]

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La educación para la sustentabilidad: los alumnos marcan el camino

En este documento, se estudian los orígenes y la evolución de la educación sobre sustentabilidad (ESS) para posteriormente describir cómo se manifiestan en un contexto escolar las buenas prácticas actuales en ESS, incluida la forma en que los colegios pueden evaluar los progresos para lograr la sustentabilidad. Asimismo, se identifican los aspectos que tienen en […]

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Éducation à la durabilité : les élèves montrent la voie

Cet exposé de principes examine les origines et l’évolution du concept d’éducation à la durabilité avant de présenter des exemples de bonnes pratiques contemporaines dans ce domaine dans le contexte d’un établissement scolaire, et notamment les manières dont les établissements peuvent évaluer leurs progrès sur la voie de la durabilité. Les éléments communs entre le […]

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Education for sustainability: Students lead the way

This paper examines the origins and evolution of sustainability education (SE) before outlining one expression of contemporary good practice in SE in a school context, including the ways in which schools can assess progress towards sustainability. Commonalities between the IB learner profile and good practice in SE are identified and questions for self-reflection are posed. […]

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Academic honesty in the IB

Across all programmes, IB learners’ work needs to exemplify the values of honesty and integrity, both of which underpin the IB curriculum. Almost all learners behave honestly but a few do not. In the 21st century, opportunities for misuse of resources and misunderstanding of expectations are significantly greater than in the past. This paper outlines […]

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Concept-based teaching and learning

This paper examines the characteristics of concept-based curriculum and instruction models and identifies the International Baccalaureate (IB) programmes as a three-dimensional, concept-based model. A discussion of the benefits of concept-based instruction supports the majority of attributes in the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking, transfer of knowledge and social construction […]

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Learners without borders: A curriculum for global citizenship

In the past two decades the success of the International Baccalaureate (IB) in international education has led to a significant dissemination of its ideals and philosophy. As a result other programmes are competing with the IB in education for global citizenship. In this highly competitive climate the IB must continue to develop and clearly articulate […]

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Thought, word and deed: The roles of cognition, language and culture in teaching and learning in IB World Schools

This paper examines three themes—culture, language and cognition—which are of fundamental importance for teaching and learning in linguistically and culturally diverse schools, and explores the  synthesis of  all three. Indeed, the central thesis of this paper is that they are not only connected, but that both language and cognitive processes are cultural artifacts, whose nature […]

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Bienvenue sur le nouveau blog des exposés de principes de l’IB.

Rédigés par des professionnels de l’éducation membres de la communauté d’apprentissage de l’IB, ces exposés de principes abordent des thèmes liés à la philosophie et aux pratiques éducatives de l’IB dans le contexte des tendances actuelles en matière d’éducation. Bien que l’IB cautionne les opinions générales des auteurs, chaque exposé repose sur les points de […]

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Simultanéité des apprentissages dans le Programme du diplôme et le Programme de premier cycle secondaire de l’IB

Cet exposé explore le concept de simultanéité au sein du Programme de premier cycle secondaire de l’IB (PPCS), où il a toujours fait partie du concept fondamental d’apprentissage global, tout en se concrétisant au fil des ans, ainsi que dans le Programme du diplôme, dont il fut dès le départ un élément essentiel de la conception philosophique.

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