IB Voices: Recent Episodes
International Baccalaureate
Welcome to IB Voices, where IB students, educators, alumni and more with a passion for the International Baccalaureate share their stories and experiences.
Ali Ezzeddine partage avec nous son expérience du Programme Primaire dans divers pays, principalement de langue arabe. Il donne des conseils pour toute coordonnatrice ou tout coordonnateur qui rejoint un nouvel établissement afin que le démarrage dans ce nouveau rôle se passe au mieux. Il souligne principalement l’importance de bien comprendre la culture propre à l’établissement.
In the final episode of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, 2 early years educators who have worked in local and global contexts, to explore some of the opportunities and tensions for educators around the subject of documenting learning.
In this inspiring podcast, IB Voices talks to Tom Bronson, an experienced MYP educator based in Florida, on interdisciplinary learning and how it can be implemented. They also explore the changes to the Interdisciplinary unit guide and its effect.
What is metacognition, and how can it benefit student learning? In this podcast, researcher Paul Beach highlights promising practices to help IB educators and parents to support metacognitive development among their students.
Resilience describes the process of positive adaptation in the face of adversity in life. All students face challenges of some kind, and academic resilience plays an important role in overcoming these setbacks. In this interview, researcher Ross Anderson discusses the findings of a policy paper by researchers from Inflexion, highlighting key insights from research on academic resilience and buoyancy. He also presents some promising practices and recommendations for teachers and parents to support student resiliency.
In the second of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, 2 early years educators who have worked in local and global contexts, to explore what concept-based learning looks like in action and to discuss some of the tensions educators feel when working conceptually with young children.
In the first of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, 2 early years educators who have worked in local and global contexts, to explore what excites them about the new support materials and the opportunities it offers for early years educators to reflect on their own practice.
Mariette Kauthen partage avec nous la façon dont le Lycée Technique du Centre au Luxembourg utilise le Programme du diplôme pour l’intégration des nouveaux arrivants dans le Grand Duché. Les spécificités linguistiques du Luxembourg ont poussé l’établissement à définir le rôle des langues dans ce processus inclusif.
Marie-France Labelle partage avec nous son expérience en tant que directrice du Centre STEM à l’Ecole internationale de Genève en Suisse. Elle nous explique comment l’apprentissage transdisciplinaire permet une pratique significative, créative et innovante. STEM/STIM signifie « science, technologie, ingénierie et mathématiques ». Cet outil permet de travailler les compétences liées à la recherche scientifique dans le monde réel.
Antonina Andrianova et Sylvie Henderson partagent avec nous l’importance que leurs deux établissements donnent à l’apprentissage des compétences au PEI et au Programme du diplôme. Antonina travaille à La Moscow Economic School à Moscou en Russie et Sylvie au Lycée Multilingue OMBROSA à Lyon en France. La discussion porte sur la façon dont l’enseignement des compétences a été mis en place et sur l’importance de l’autoévaluation des élèves.
Alison Yang, MYP coordinator, and Rhys Tyers, language and literature teacher at KIS International School discuss the formative assessment and feedback project they launched at KIS and how it allowed for students to engage directly with the feedback process and develop their own capabilities.
Director of IB World Schools, Adrian Kearney, extends a warm welcome to the latest cohort of IB authorized schools, marking the 2000th PYP school since 1997.
This study investigated the impact of the International Baccalaureate (IB) Primary Years Programme (PYP) on student well-being and related social-emotional outcomes. The mixed-method study involved three phases: a literature review and review of PYP documentation with regard to well-being; a retrospective comparative analysis of PYP and similar non-PYP schools; and surveys of PYP teachers and students. The study found the PYP curriculum and programmatic elements to be imbued with activities and practices that promote well-being. PYP students also demonstrated consistently higher levels of well-being compared with similar non-PYP students. Additionally, PYP schools with strong implementation showed a more positive school climate and higher levels of teacher engagement, student participation and student well-being outcomes attributable to the PYP. These findings offer substantial evidence that the PYP encourages student well-being above and beyond other well-being activities promoted in schools. Learn more here.
Taid Rahimi partage avec nous la façon dont son établissement au Togo, en Afrique de l’Ouest, a construit son curriculum conceptuel pour le PEI et le PP, ainsi que l’implication que cet enseignement a sur l’identité et la vision des apprenants. La discussion partage les idées théoriques et les exemples plus concrets mis en place dans l’établissement.
Chantal Thomas partage avec nous le cheminement que son établissement en France a mis en place pour offrir à leurs élèves un double diplôme, à savoir le diplôme de l’IB et le diplôme du Baccalauréat français. Elle évoque les défis et les réussites que son établissement a rencontrés lors de la mise en œuvre de ce double programme.
Frédéric Bergeron partage avec nous la façon dont son établissement au Canada met en place les approches de l’apprentissage afin de soutenir les élèves et améliorer leur apprentissage. La discussion donne des exemples concrets que chacun pourra méditer pour son propre établissement.
This February marks the fifth annual International Day of Women and Girls in Science. We hear from astrophysicist and science advisor Erin Macdonald, who tells us about her role as a science advisor in the Star Trek franchise, the real (and fictional) role models that influenced her career and how she landed in Glasgow for her PhD. She is a Middle Years Programme (MYP) and Diploma Programme (DP) graduate based in the United States.
The personal and professional skills course (PPS) is a core component of the Career-related Programme (CP) and each school designs and develops it around five themes: personal development, intercultural understanding, effective communication, thinking processes and applied ethics. IB Voices sat down with Chris Baker-Raivo, CP coordinator and Lori Brumbaugh, personal and professional skills teacher at Champlin Park High School to hear how the programme is bridging students to career pathways and ways to foster student agency through the PPS course.
Host
Darlene Fisher, IB Lead Educator and workshop designer, developer, and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Chris Wright
Director of Education, Woodard Schools UK
- James MacDonald
Director, The International School of Brussels
- Cheryl Keegan
Head of NBHIS, China
- Angela Meikle
IBWS Manager I Former Head of Elementary at Hanoi International School
Host
Darlene Fisher, IB Lead Educator and workshop designer, developer and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host
Steve Wishart, IB World Schools Manager, Australasia
Panel
- Seetha Murty
Director of Education, Silver Oaks International Schools I President, Heads Association of IB World Schools, India I Vice-Chairperson, CBSE Schools Association, Hyderabad, India
- David Fitzgerald
Senior Vice President, Education for GEMS US & IB Schools
- Angela Meikle
IBWS Manager I Former Head of Elementary at Hanoi International Schoo
Host
Darlene Fisher, IB Lead Educator and workshop designer, developer, and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Kevin House
Director of the Institute for Learning and Research, Dulwich College International
- Seetha Murty
Director of Education, Silver Oaks International Schools I President, Heads Association of IB World Schools, India I Vice Chairperson, CBSE Schools Association, Hyderabad, India
- Jasmine Madhani
Head of School at Narsee Monjee Educational Trust's - Jamnabai Narsee International School
Host
Darlene Fisher, IB Lead Educator and workshop designer, developer, and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Kevin House
Director of the Institute for Learning and Research, Dulwich College International
- Seetha Murty
Director of Education, Silver Oaks International Schools I President, Heads Association of IB World Schools, India I Vice Chairperson, CBSE Schools Association, Hyderabad, India
- Jasmine Madhani
Head of School at Narsee Monjee Educational Trust's - Jamnabai Narsee International School
Host: Darlene Fisher, IB Lead Educator and workshop designer, developer and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Frank Braccia, Head of school, Gold Crest International
- Nicholas Alchin, Deputy Head of Campus, United World College of Southeast Asia
- James MacDonald, Director, The International School of Brussels
- Jasmine Madhani, Head of School at Narsee Monjee Educational Trust's - Jamnabai Narsee International School
Language development, which is one of the four components of the Career-related Progamme (CP) core, can be nurtured using diverse approaches. How can educators embrace this flexibility and support students to expand their own horizons? In the third episode of a series focused entirely on the CP, IB Voices sat down with Chad Lower, CP coordinator at North Kansas City High School (and member of the IB Educator Network (IBEN) whose roles include site visit team leader, consultant and workshop leader), to understand how language development works in his school and how educators can create meaningful learning experiences, also in the current context of distance, online or blended learning and teaching.
Understanding the Career-related Programme (CP) reflective project criteria is beneficial for supervisors because they can provide concrete advice and lead students through this exciting journey. IB Voices recently sat down with Wilma Shen, CP coordinator at Renaissance College in Hong Kong, who shared her schools’ strategies for the reflective project, supervisor training, and marking standardization in the second episode of a series focused entirely on the CP.
Host: Darlene Fisher, IB Lead Educator and workshop designer, developer and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Frank Braccia, Head of school, Gold Crest International
- Chris Wright, Director of Education, Woodard Schools UK
- Cheryl Keegan, Head of NBHIS, China
- Angela Meikle, IBWS Manager, Former Head of Elementary at Hanoi International School
Host: Darlene Fisher, IB Lead Educator and workshop designer, developer and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Chris Wright, Director of Education, Woodard Schools UK
- Malcolm McKenzie, Head of School, Key Stone Academy, China
- David Fitzgerald, Senior Vice President, Education for GEMS US & IB Schools
- Dr J. Courtney Lowe, Director, American School of The Hague
The reflective project is one of the four core components of the IB Career-related Programme (CP). It is an in-depth exploration of an ethical dilemma related to students’ career interests. Produced over an extended period of time, it’s designed to draw together key elements of the students’ CP experience, including their career-related study, Diploma Programme courses, and the other components of the CP core. This episode of IB Voices features Rebecca Austin Pickard, a former CP Coordinator, IBEN workshop leader, and author of the textbook “CP Reflective Project” (Hodder, 2019). Join us as she shares her insight and advice for reflective project supervisors about how they can proactively support students as they complete the CP reflective project.
Host: Darlene Fisher, IB Lead Educator and workshop designer, developer and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Kevin House, Director of the Institute for Learning and Research, Dulwich College International
- Cheryl Keegan, Head of NBHIS, China
- Malcolm McKenzie, Head of School, Key Stone Academy, China
- David Fitzgerald, Senior Vice President, Education for GEMS US & IB Schools
Host: Darlene Fisher, IB Lead Educator and workshop designer, developer and facilitator of ‘The Essentials of International Leadership’ suite of workshops
Co-host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Chris Wright, Director of Education, Woodard Schools UK
- James MacDonald, Director, International School of Brussels
- Nicholas Alchin, Deputy Head of Campus, United World College of Southeast Asia
HostDarlene Fisher: IB Lead Educator and workshop designer, developer and facilitator of "The Essentials of International Leadership" suite of workshops
Co-host
Steve Wishart: IB World Schools Manager, Australasia
Panel:
- Kevin House: Director of the Institute for Learning and Research, Dulwich College International
- Nicholas Alchin: Deputy Head of Campus, United World College of Southeast Asia
- Frank Braccia: Head of School, Gold Crest International
Host
Darlene Fisher: IB Lead Educator and workshop designer, developer and facilitator of "The Essentials of International Leadership" suite of workshops
Co-host
Steve Wishart: IB World Schools Manager, Australasia
Panel:
- Kevin House: Director of the Institute for Learning and Research, Dulwich College International
- Nicholas Alchin: Deputy Head of Campus, United World College of Southeast Asia
- Frank Braccia: Head of School, Gold Crest International
- Seetha Murty: Director of Education, Silver Oaks International Schools; President, Heads Association of IB World Schools, India; Vice Chairperson, CBSE Schools Association, Hyderabad, India
In this episode of IB Voices, two incredible teachers from Stratford Hall School in Vancouver, Canada, Andrea Ryan and Meg Penafiel, talk about their school’s IDEA Lab (which stands for Innovation Design, Engineering and Arts) and how it seamlessly fits into their school’s IB framework - particularly in their implementation of the IB Middle Years Programme (MYP).
Host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- David Burton, Principal Consultant, Independent Schools Victoria
- Melanie Brown, Chairperson, DP Coordinator Network for Southeast Asia I DP Coordinator, Nexus International School, Singapore
- Rebecca Hammond, Executive Assistant, IB Schools Australasia
Host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
David Boardman: Principal Senior School, Kristin School in Auckland, New Zealand | IB Heads Council member | Secretary of IB Schools Australasia and Chairperson of the New Zealand IB Heads Caucus
Sharron Bailey: Assistant Principal/ PYP Coordinator, Auburn South Primary | Victorian & Tasmanian PYP Network Chairperson
Today we’ll be exploring health and well-being with educator Anthony de Giorgio. Anthony has a wealth of experience in the field of physical and health education from the PYP all the way through to the diploma programme. He’s also a member of the IB educator network, a workshop leader and is currently studying for a Masters in Professional Kinesiology in Toronto. We recorded our conversation at the PYP subject symposium in 2019 where Anthony joined us to lend his experience and expertise to the review of the PYP scope and sequences with a focus on personal, social and physical education. We started our conversation by considering the current focus on health and well-being in the media and the wealth of research on leading happier, healthier lives and the opportunities this offers for learning in the primary years.
Today’s guest is Mark Shillitoe, a PYP teacher at the International School of Delft in the Netherlands. He’s held various roles in PYP schools across Europe including that of PYP coordinator, and digital learning coach, but now he’s back in the classroom alongside pursuing a Masters in Art Education. Mark is a thoughtful, reflective and provocative practitioner who isn’t afraid to break down barriers in the pursuit of learning. Our conversation explored art, activism and a touch of magic, but we started out by considering learner and teacher agency and how teachers can start to introduce the concept into their practice. A note: this interview was recorded in 2019.
In this episode of IB Voices, we’ll be exploring the world of language learning with educator Lorna Caputo. Lorna is based in Switzerland and the International School of Zug and Luzern where she holds the position of coordinator for first language and English as an additional language across the IB continuum. A self-confessed lover of languages she’s currently trilingual speaking English, German and Italian. Join us as we explore opportunities for celebrating and enhancing linguistic diversity throughout your school through practical ideas and examples from Lorna’s own experience. A note: this conversation was recorded in 2019.
Host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
- Tania Mansfield: IB PYP Coordinator, International School, Ho Chi Minh City I PYP network in South East Asia
- Karen Abraham: Deputy Principal, Cleveland District State High School
- Paul Weinert: Principal, Concordia College I Chairperson of IB Principals Association South Australia
- Monita Sen: PYP Authorisation Manager, IB
At a PYP workshop with educators from Europe and the Middle East in 2019, lower school principal at the International School of Ulm in South Germany, Heidi Bachman was learning all about agency in the PYP. Although somewhat new to the school, Heidi is not new to the concept of agency, having started her career in early childhood progressive education in the United States. As a keen advocate for voice and choice, Heidi talked to us about the value of scaffolding, and the important of a safe and collaborative culture in finding the space for risk-taking. A note: this conversation was recorded in 2019.
Learn more here: https://www.ibo.org/news/podcasts/the-big-understanding-melanie-smith/
Host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
Monita Sen : IB Authorization Manager, Primary Years Programme
Margeaux Tydings: IB Authorization Associate Manager, Middle Years Programme
Avalokita (Avi) Nanda: IB Authorization Manager, Diploma Programme and Career-related Programme
While the IB Diploma and Career-related Programme go hand-in-hand since they are designed for students of the same age group, some schools – or rather, one school in particular – is connecting the dots between the Career-related Programme and the Middle Years Programme in some really cool ways. Building a transition plan between the two programmes is Jason Reagin, the CP coordinator at Chadwick International School in South Korea. Listen in as IB Voices talks with Jason about the similarities between the two programmes, the shared skill set they develop in students, and more.
Host: Steve Wishart, IB World Schools Manager, Australasia
Panel:
Dr Priyanka Malhortra: Counselling Psychologist I Family Counsellor
Dr Angela Donohue : Psychologist I Family Counsellor
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 on all areas of sports nutrition and human performance. In our conversation, Dr Carey shares the importance of physical activity on our well-being and motivation, how to find motivation to get active, and what types of physical activity is beneficial and feasible while stuck at home.
Host:
Steve Wishart: IB World Schools Manager, Australasia
Panel:
- Kathy Saville: Programme Coordinator, Wesley College, Australia
- Melanie Woodland: Assistant Principal, Kunyung Primary School, Australia
- Melissa Fitzgerald: MYP Coordinator, Oakleigh Grammar, Australia
Host:
Steve Wishart: IB World Schools Manager, Australasia
Panel:
- Kathy Saville: Programme Coordinator, Wesley College, Australia
- Melanie Woodland: Assistant Principal, Kunyung Primary School, Australia
- Melissa Fitzgerald: MYP Coordinator, Oakleigh Grammar, Australia
The IB’s youngest, but arguably most innovative and future-ready offering is the Career-related Programme, or CP. The CP is an educational framework that incorporates the values and mission of the IB, the rigor of the Diploma Programme and career-related education that prepares students for further education, apprenticeships, and even employment. To talk about the history of the CP, its core elements, and the benefits it offers schools, teachers, and students, I’m joined by Chantell Wyten, Senior Curriculum Manager at the IB and knower of all things CP.
Host:
Steve Wishart, IB World Schools Manager, Australasia
Panel:
David Boardman: Principal Senior School, Kristin School in Auckland, New Zealand | IB Heads Council member | Secretary of IB Schools Australasia and Chairperson of the New Zealand IB Heads Caucus
Josh Blue: Primary Principal, Discovery College Hong Kong
Kim Jackson: Principal, Kunyung Primary School Australia
Host:
Steve Wishart, IB World Schools Manager, Australasia
Panel:
David Boardman: Principal Senior School, Kristin School in Auckland, New Zealand | IB Heads Council member | Secretary of IB Schools Australasia and Chairperson of the New Zealand IB Heads Caucus
Josh Blue: Primary Principal, Discovery College Hong Kong
Kim Jackson: Principal, Kunyung Primary School Australia
Jacqueline Brown posee un doctorado y una acreditación a nivel nacional como psicóloga escolar en Estados Unidos. Es profesora adjunta de Psicología en la Universidad de Montana y directora del laboratorio de investigación sobre duelo y resiliencia entre los jóvenes Grief and Resilience Among Youth. En el último capítulo de Voces del IB, nos habla acerca del duelo durante la pandemia de la COVID-19. Jacqueline también brinda consejos acerca de cómo sobrellevar el duelo a nivel personal y cómo ayudar a otros.
Dans le dernier épisode du balado « Les voix de l’IB », Jacqueline Brown, titulaire d’un doctorat, psychologue scolaire, professeure agrégée de psychologie à l’Université du Montana et directrice du GRAY Research Lab, un laboratoire de recherche sur le deuil et la résilience chez les jeunes, parle du deuil vécu pendant la pandémie de COVID-19. Elle donne aussi des conseils pour surmonter personnellement le deuil et pour accompagner ceux qui le vivent.
Recommended books on grief for children:
- Tear Soup by Chuck DeKlyen and Pat Schwiebert
- I Remember Miss Perry by Pat Brisson (about the death of a teacher)
- Bridge to Terabithia by Katherine Paterson (about the death of a friend)
- The Memory String by Eve Bunting (about the death of a parent)
Recommended books on grief for adults:
- A Grief Observed by CS Lewis
- Bearing the Unbearable: Love, Loss, and the Heartbreaking Path of Grief by Joanne Cacciatore
- Permission to Mourn: A New Way to Do Grief by Tom Zuba
- Transforming Traumatic Grief by Courtney Armstrong
Recommended organizations that provide resources and support for grieving children, students and families:
- Coalition to Support Grieving Students
- National Center for School Crisis and Bereavement
- The Dougy Center: The National Center for Grieving Children & Families
- Journey of Hope Grief Support Center
Find out more about the GRAY (Grief & Resilience Among Youth) Research Lab at the University of Montana: http://hs.umt.edu/graylab/
Host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
· David Boardman: Principal Senior School, Kristin School in Auckland, New Zealand | IB Heads Council member | Secretary of IB Schools Australasia and Chairperson of the New Zealand IB Heads Caucus
· Matt Baron: Head of Primary School, Kardinia International College Australia
· Chris Barr: Head of Primary School, Discovery College, Hong Kong
Le métier d’enseignant est exigeant. Dans une année scolaire normale, les enseignants sont déjà confrontés à un niveau de stress élevé au quotidien. En raison des mesures de protection liées à la COVID-19 qui ont été mises en place dans le monde entier, du jour au lendemain, les enseignants ont dû adopter de nouvelles façons de travailler et s’adapter à la situation, que ce soit mentalement, physiquement ou émotionnellement. Alors, que faisons-nous, en pratique, pour nous adapter ? Pour tenter de répondre à cette question, j’ai discuté avec John Kelly, psychologue scolaire dans le district de Commack dans l’État de New York.
Dedicarse a la enseñanza es un trabajo exigente, y los profesores suelen lidiar con niveles altos de estrés a diario durante un año académico normal. En estos momentos, como resultado de las medidas de protección implementadas en todo el mundo debido a la COVID-19, los docentes han tenido que adoptar una forma de trabajar completamente nueva y adaptarse mentalmente, físicamente y emocionalmente. ¿Pero cómo nos adaptamos? Estuve charlando con el Dr. John Kelly, psicólogo escolar en el distrito escolar de Commack, en Nueva York, para que nos lo explique.
Teaching is a demanding job, and teachers already deal with a high level of stress on a daily basis during a normal school year. Now, as a result of protective measures that have been put in place around the globe due to COVID-19, teachers have suddenly needed to move to a completely new way of working and adjust mentally, physically and emotionally. So how do we adjust? In this episode of IB Voices, school psychologist Dr. John Kelly from the Commack School District in New York gives us some crucial advice.
En el primer podcast de Voces del IB en español, Natalia Tieso, responsable de desarrollo de América Latina, se puso en contacto con el graduado del Programa del Diploma (PD) Marcelo Galán para conocer acerca de su educación en el IB, sus consejos a alumnos del PD y su experiencia universitaria.
Host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
· David Boardman: Principal Senior School, Kristin School in Auckland, New Zealand | IB Heads Council member | Secretary of IB Schools Australasia and Chairperson of the New Zealand IB Heads Caucus
· Antony Mayrhofer: IB Schools Australasia Standing Committee member | Director of Learning Services, St Paul’s Grammar School | IB DP Programme Coordinator
· Sharron Bailey: Assistant Principal/ PYP Coordinator, Auburn South Primary | Victorian & Tasmanian PYP Network Chairperson
· Sean Johnson: Teacher, Ivanhoe Grammar School. International Baccalaureate DP Coordinator | Chairperson of the Victoria and Tasmania IB DP Coordinators’ Network
Host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
Dr Jennifer Chang Wathall,
Educational consultant | Author | Part-time instructor for the University of Hong Kong
Sharron Bailey
Assistant Principal/ PYP Coordinator, Auburn South Primary | Victorian & Tasmanian PYP Network Chairperson
Monita Sen
IB PYP Global Authorisation Manager
Avi Nanda
IB DP/CP Global Authorisation Manager
Host
Steve Wishart, IB World Schools Manager, Australasia
Panel:
Dr Jennifer Chang Wathall,
Educational consultant | Author | Part-time instructor for the University of Hong Kong
David Boardman
Principal Senior School, Kristin School in Auckland, New Zealand | IB Heads Council member | Secretary of IB Schools Australasia and Chairperson of the New Zealand IB Heads Caucus
Antony Mayrhofer
IB Schools Australasia Standing Committee member | Director of Learning Services, St Paul’s Grammar School | IB DP Programme Coordinator
Matt Baron
Head of Primary School, Kardinia International College Australia
Chris Barr
Head of Primary School, Discovery College, Hong Kong
Sharron Bailey
Assistant Principal/ PYP Coordinator, Auburn South Primary | Victorian & Tasmanian PYP Network Chairperson
Sean Johnson
Teacher, Ivanhoe Grammar School. International Baccalaureate DP Coordinator | Chairperson of the Victoria and Tasmania IB DP Coordinators’ Network
Avi Nanda
IB DP/CP Global Authorisation Manager
En raison des mesures de distanciation sociale mises en place dans le monde entier à cause de la COVID-19, les enseignants ont dû adopter des méthodes de travail entièrement nouvelles, du jour au lendemain. Beaucoup d’entre eux se retrouvent à travailler à distance de manière synchrone ou asynchrone, mais sans forcément avoir reçu de formation préalable. Aujourd’hui, les enseignants personnifient plus que jamais l’image des établissements scolaires. Ils font preuve de résilience, de créativité, de capacité d’innovation, d’expertise et de professionnalisme pour continuer à contribuer au partage collaboratif à l’échelle mondiale. Je me suis entretenu avec Jennifer Chang Wathall sur la façon de gérer au mieux l’environnement d’apprentissage à distance. Mme Chang Wathall est enseignante de mathématiques, auteure et consultante en éducation.
Como resultado de las medidas de distanciamiento social implementadas en todo el mundo debido a la COVID-19, los docentes han tenido que adoptar una forma de trabajar completamente nueva. Para muchos de ellos, eso significa trabajar de forma remota, ya sea usando medios en línea asincrónicos o sincrónicos sin haber recibido necesariamente ningún tipo de capacitación previa para trabajar de esta manera. Los docentes se han convertido en la cara visible de los colegios en estos momentos, mostrando su resiliencia, creatividad, capacidad de innovación, experiencia y profesionalidad para seguir contribuyendo al intercambio colaborativo de recursos a nivel global. Conversé con la Dra. Jennifer Chang Wathall, profesora de Matemáticas, autora y asesora educativa, sobre cómo gestionar el entorno de aprendizaje remoto de la manera más eficaz posible.
To continue to add to the collaborative sharing of teachers globally, in this episode of IB Voices, math teacher, author and educational consultant Dr. Jennifer Chang Wathall, provides top tips on how to manage the remote learning environment as effectively as possible.
Aaron Goh Qi Yang and Klaus Tan Diploma Programme (DP) graduates of Anglo-Chinese School (Independent) and have been friends and mentors to each other since their DP days. Since our first conversation, Aaron and Klaus started a project to work against the mounds of misinformation about COVID-19, called More Viral Than the Virus. The duo gathered volunteers from over 100 countries to craft their mission state, which speaks to young people around the world with the goal of educating and informing the public about the current crisis.
On parle souvent de gestion du stress, mais parfois certaines choses sont plus simples à dire qu’à faire. Quelle est l’importance de la gestion du stress pour la santé et le bien-être ?
During the COVID-19 (coronavirus) pandemic, anxiety levels around the world are at an all-time high, and at the IB we are acutely aware that many parents and guardians are being thrust into new, challenging situations. One of the many consequences of stay-at-home mandates means that some IB parents and are working from home while simultaneously supervising home learning. Others may have to continue to go to work, with no choice but to provide childcare. With so much to be concerned about, how can we keep ourselves as grounded and stress-free as possible? That’s a big question, and one we asked Dr. Dave Anderson, a clinical psychology at the Child Mind Institute, a nonprofit organization dedicated to transforming the lives of children and families struggling with mental health and learning disorders. Between his own working-at-home balancing act, Dr. Anderson was able to find some time to talk about how we can mitigate stress and supervise at-home learning.
Aaron Goh Qi Yang and Klaus Tan are both Diploma Programme (DP) graduates of the Anglo-Chinese School (Independent). In addition to developing a holistic mindset and critical thinking skills, the two developed a friendship that stemmed from their school’s close-knit mentorship programme. Listen to Aaron and Klaus reflect on their DP experiences and friendship while also offering advice on expectations and competition.
Two IB educators reflect on research findings that evaluate the IB's Middle Years Programme (MYP), which the Claremont Evaluation Center (CEC) facilitated over multiple years. Hear Gabriela Gonzalez from St Brendan’s School in Uruguay and Natasha Haque from the Aga Khan Academy Mombasa in Kenya share their thoughts on interdisciplinary learning, collaboration and more.
To learn more about the curriculum development in the Middle Years Programme (MYP), we sat down with Tarik Azzam, Megan Mansfield and Devin Larson, the researchers behind the multi-year study to understand the critical outcomes.
As a writer for our 2019 Graduate Voices series and Diploma Programme (DP) graduate Kymberley Chu has shared perspectives on being a third-culture kid and being a first-generation, international university student. We connected with her for more on being a global citizen, encountering stereotypes and advice for students to be open to new perspectives and identities.
Join Terry Linton, curriculum director for the Beanstalk education group in Beijing, as he uses his mathematics expertise to talk about the enhancements in Middle Years Programme (MYP) mathematics and ways for schools to get ready for the proposed changes.
From IB teacher, workshop leader, and now curriculum manager, Martin Muchena has led the creation of the new DP Economics course, which will begin first teaching this fall. Concepts, context, and content are the three pillars of this dynamic new course as students explore economics in a holistic new way. Martin dives into the central elements of the course, the approaches to teaching and learning, and how the study of economics is actually the study of our world.
Today’s IB Voices guest probably needs no introduction. For those of you who have been in the IB community for the better part of our past 50 years, you’ll know this man just by the sound of his laughter, or his commanding, gravelly voice. Of course, I am talking about Paul Campbell, Head of Development & Outreach for IB Americas.
With the IB Global Conference coming later this year to Toronto, Canada, it felt like the perfect time to sit down with Paul and talk about the history of the IB conference, how it fits into the greater IB mission, and reflect on some of Paul’s fondest memories of previous conferences.
Join Rynette de Villiers, Head of School at the International School of Utrecht in the Netherlands where she discusses leading an IB continuum school and developing a culture of well-being and trust - with a focus on teacher agency.
The arts have been a part of Izy Kali’s life since as long as she can remember. When her family moved to Malaysia and she began her IB Diploma Programme (DP) studies at the International School of Penang, her work as an artist only grew as part of her identity. Now, Izy is the artist behind the IB’s new mission statement poster and she speaks with us about why she was inspired by the challenge of visually representing a student’s journey with an IB education.
Since becoming an IB school in 1997, Bethesda-Chevy Chase High School (or B-CC), has been named one of the best public high schools in Maryland and the United States. With the school year just starting, DP juniors Emma, Eden and Nene, and seniors Eli, and Cristina discuss the challenges and benefits of the DP curriculum, and how they feel about being a part of the global IB community.
During her final year as an undergraduate at American University, Mackenzie Kelley prepared a Fulbright Program application to build upon her research interests. Her efforts led to an award and after receiving a degree in biochemistry, she moved to the island of Barbados to study the influence of gender and culture on type 2 diabetes. Mackenzie joins us to share her experience and insights from the IB Diploma Programme at the American Community School of Abu Dhabi.
Nanticha “Lynn” Ocharoenchai is the 21-year-old student from Chulalongkorn University behind the Climate Strike Thailand movement, which is inspired by Greta Thurnberg’s Fridays for Future school strikes. Lynn joins us to share her drive for climate action, tips for organizing large grassroots movements and, of course, her IB experience!
In the inaugural episode of the IB Voices Podcast, Zach from the International Baccalaureate sat down with five impressive eleventh grade Diploma Programme (DP) students, Isolde, Malvika, Charlotte, Leah and Anish, to chat about their experience in the programme at The Dwight School in New York City, New York, the first IB continiuum school in the United States.
The students started the conversation about New York City, and how it’s a unique and beneficial place to study an international program since the city itself is very diverse. Charlotte, for example, is from Germany originally, and was pleasantly surprised by how many different cultures she can experience in one neighborhood!
Malvika, a history buff, agreed and talked about exploring the various ethnic neighborhoods in the city, tying it back to her HL History class. Since the city itself is rich with history and museums, there are many places she can visit to enrich what she’s learning in the classroom. Leah is a business-minded junior and loves how there are so many different businesses and organizations in the city that she can utilize as resources for her HL Business class.
But living in the city can be a disadvantage too since there is so much going on. Therefore, it’s important to learn how to manage time effectively, plan things in advance, and practice self-discipline.
Isolda\e then added that the IB allows her and her classmates to “create their own curriculum” to pursue subjects they are interested in. For example, Isolde is passionate about refugee and migration policy, so she’s connected that to her internal assessment for her mathematics class by measuring the effect migration has on GDP (Gross Domestic Product). In turn, she now enjoys mathematics more.
Malvika and Anish, another avid student of history, are liberated by the freedom the IB’s Extended Essay (EE) allows as they can dive deeper into subjects they only lightly cover in the classroom.
They all agreed that the IB encourages students to go beyond the material required for classes and discover what you’re genuinely interested in and how that can help prepare you for the future.
For instance, since Izolda has an interest in international relations, that informed the types of IB classes she took. Malvika, on the other hand, wants to be a veterinarian, so she took HL Biology. Leah, a lifelong music lover and performer, enrolled in Business HLto develop her skills in marketing in hopes to one day do entertainment marketing and public relations.
Before the students had to go back to class, Zach asked one last question: what advice would you give yourself before starting the DP your junior year?
Malvika - There’s a steep learning curve from MYP to DP – don’t give up, persist!
Charlotte – Find a balance, such as working for two hours, taking a two-hour break, and then going back to work. Time management is crucial.
Leah – Take thorough notes! The notes are what help you must when it’s time for exams.
Anish – Choose courses you’re interested in instead of what’s is “easy” because it’s easier to perform well in a subject you enjoy.
Thank you again to Isolde, Malvika, Charlotte, Leah, and Anish, the Dwight School, and Elizabeth Hutton, their incredible IB Coordinator!
Listen to learn more about how Melanie enables her students to make the connections between existing knowledge and new learning across the year, and how key and related concepts can transfer across units of inquiry and into everyday life.
Melanie’s practical tips:
Before collaboratively planning your unit of inquiry – ask yourselves these questions:
a. What do we want the students to learn? What are our lines of inquiry and what are the important concepts within those lines of inquiry?
b. Do we have strong, concept-based central ideas?
c. How can we build a flexible schedule to allow for those unexpected moments, ensuring enough time for the children to inquire into what they want to inquire into?
During your unit of inquiry:
a. Try sometimes keeping the central idea hidden from students at the start – and as they develop their key and related concepts, allow them to come up with their central idea.
b. Reflect regularly on the key and related concepts – are they still valid for the current inquiry?
c. Invite parents or people from your local community to explain big ideas and inspire learning.
Visual aids:
a. Create two laminated concept bank posters – invite students to add and remove key and related concepts as the unit progresses.
b. Create a laminated key for each key concept – with definition/example on the back
c. The children love my ‘Happy Dance’ every time they come up with a new important word for our concept bank – why not try something similar?
Melanie’s No.1 tip!
Constantly use the terminology of concepts with students - even the youngest children - eg “Big idea” or “big understanding”. You will be surprised how quickly the concept of concepts is absorbed into their daily life!
Further reading:
Melanie would like to credit the book Concept based inquiryby Rachel French and Carla Marschall for the learning that inspired this podcast.
The idea for concept keys/poster was inspired by the work of Harvard Project Zero and their Visible Thinking Routines.Credits: Debbie O Hara, Stephanie Martin and Ron Ritchhart
Link to Conceptsandteacher support material Inquiry in action, from PYP: From principles into Practice
