Transcript Unpacking the IBO School Standards

Unpacking the IBO
Programme Standards
David Ogden
Amsterdam, Netherlands
[email protected]
Purpose:
Learn about the IBO Programme
Standards and Practices and
how they can move your school
community towards higher levels
of practice.
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Aims/Objectives
• Review why we have standards and how
they are frequently measured.
• Become more familiar with the structure
of the IBO Programme Standards and
Practices.
• Learn, or review, how to unpack a
standard.
• Make connections between standardsbased practice and facilitating change at
your school.
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Warm-up and introductions:
What I know about the IBO
Programme Standards and Practices.
IBO Programme Standards self-evaluation:
Knowledge level
Skilled practice
(4) High
(3) Medium
(2) Low
(1) New to me
(4) High
(3) Medium
(2) Low
(1) No idea
Share your personal ratings with any two
other people and add your three scores
(scoring range: 6 – 24).
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Why have standards?
•
•
•
•
•
•
•
Health/Safety
Ensure uniformity/level of quality
Improve communication
Allow separate things to work together
Set minimum requirements
Level the playing field
Other . . .
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Why have standards?
• Standards reflect what professionals
or communities think is “right” about
certain practices.
• Sometimes they are explicit,
sometimes they are not.
Moment of reflection: To what degree does a knowledge of
“unwritten standards” reflect “international mindedness”?
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How we know when we
have met a standard.
• External: tests, documents, peers,
authority figure (coaches, parent, religious
leader, boss).
• Internal: “Gut feeling,” sense of personal
satisfaction.
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How do we measure
standards in education?
Assessment tools (for individuals):
• tests or exams, percentages/cut scores, criteria,
individual practice (a.k.a. “trial by fire”), projects,
interviews, peer observations
Evaluation tools (for organizations):
• projects, criteria, interviews, observations, surveys or
questionnaires, focus groups, self-evaluation or selfstudy
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How do we measure
standards in education?
Formative and Summative measures:
Assessment / evaluation FOR learning
vs.
Assessment / evaluation OF learning
- Richard Stiggins (and others)
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How do we measure
standards in education?
Formative and Summative measures:
gathering, analyzing, sharing
information about student / school performance
along the way versus at the end
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How standards help
improve learning.
Standards provide a structure and direction for
learning.
Individuals learn more when feedback is:
Specific.
Connected to evidence (i.e., fact-based).
Provides direction.
Connected to interest.
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The connection between
standards and practice.
Practice converts standards into reality. It
creates evidence of the degree to which a
standard has been achieved.
Practice and standards come together through
the following verbs:
• Tried
• Missed
• Improved
• Reached
• Refined
• Others . . .
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The connection between
standards and change.
Schools are never in a static state.
Implementing standards in schools will
always require change.
If changes are not occurring, individuals are
not learning.
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The connection between
standards and change.
Effective change requires both the
“right” knowledge and the “right”
attitude (a.k.a. the will and the skill).
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Why does the IBO have
programme standards?
Think: Think about the answer on your own.
Pair: Turn to friendly neighbor.
Share: Share your answer with a neighbor.
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Why does the IBO have
programme standards?
• “The IBO is aware that for each school, the
implementation of an IB programme is a
journey, and that the school will meet these
standards and practices to varying degrees
along the way. Nevertheless, there is a need
for the IBO to ensure quality in the
implementation of its programmes.”
(IBO Programme Standards and Practices. 2005.)
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Why does the IBO have
programme standards?
The IBO Programme Standards and
Practice document was created by
your colleagues/peers not by divine
inspiration.
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THE NEED
The number of IB World Schools is growing rapidly
2500
Common IBO
Programme
Standards
Growth in one
year exceeds the
1987 total
Number of authorized IB schools
1981 - 2005
Number of programmes
2000
Added
Primary Years
Programme
Added
Middle
Years
Programme
1500
1000
500
0
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
00
01
02
03
04
05
Year
Source: IBO
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THE CHALLENGE
The proportion of students participating in an IB programme
(of the appropriate age-range) in IB World Schools is bi-modal
DP, MYP & PYP
programmes in
all IBO regions
50%
50%
40%
30%
20%
23%
14%
10%
6%
8%
51-75%
76-99%
In 37% of all
schools less
than half of
students
participate
0%
1-25%
DP programme in
all IBO regions
26-50%
100%
50%
40%
30%
36%
31%
20%
17%
10%
6%
10%
0%
1-25%
26-50%
51-75%
In 48% of DP
schools less
than half of
students
participate
76-99%
100%
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Source: IBO
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The good news about the
IBO standards and practices
• They are achievable.
• They correlate with research-proven
best practice for improving learning.
• You are already doing many of them.
• You can apply them to your whole
school.
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What are the IBO
programme standards?
Nine statements & four sections
•
•
•
•
Section
Section
Section
Section
A:
B:
C:
D:
philosophy (2 standards)
organization (1 standard)
curriculum (4 standards)
the student (2 standards)
Those who rated their knowledge of the
standards as 4 or “high” already knew this.
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What are the IBO
programme standards?
Each standard statement is accompanied
by a list of practices associated with
each standard.
Most of the practices are common for all
three programmes.
Some practices are specific to an
individual programme.
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Standard A1
There is close alignment between the educational beliefs and values of the school and those of the programme.
Practices
Common:
1.
The school is committed to the principles defined in the IBO mission statement.
2.
The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile.
3.
There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme.
4.
The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators, members
of the governing body and others, as appropriate).
5.
The school is committed to continuous improvement.
6.
The school promotes student inquiry and the development of critical-thinking skills.
7.
The school provides a climate that encourages positive innovation in implementing the philosophy of the programme.
MYP:
8.
The school works to strengthen holistic learning, communication and intercultural awareness within the programme.
9.
The school ensures that teachers coordinate the curriculum to develop the areas of interaction, within and across subject groups, so that students acquire
an understanding of each.
10.
The school ensures concurrency of learning for each student across all subject groups.
Diploma Programme:
11.
The school promotes concurrency of learning for each student.
Learning to unpack standards:
Who does it (why should I be interested)?
• Educators involved in standards-based
instruction.
• Teachers concerned with improving
student learning.
• Individuals and groups but it works better
when shared with others.
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Learning to unpack standards:
Where does it come from?
• Understanding by Design. (1998) by Wiggins
& McTighe.
• “Beginning with the end in mind.” (a.k.a.
Backwards Design or Backwards Mapping.)
• “Unpacking a standard is the process of
identifying what students will know and be
able to do when they have mastered the
standard.” (Source: Bering Strait School
District Wiki)
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Learning to unpack standards:
What does it mean?
Unpacking is the first of three stages in the
backwards mapping process which provides:
• A method of better understanding or
clarifying what a particular standard means.
• A way to pull out what practices will create
evidence of a particular standard.
• A means to identify what resources or
support will be needed to help individuals
reach a particular standard.
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Learning to unpack standards:
What’s it mean for IB Schools?
You can use the unpacking standards and
backwards mapping process to:
• Better understand or clarify what the IBO
Programme Standards mean.
• Pull out what practices at your school will create
evidence of a particular standard for evaluation
purposes (formative or summative).
• Identify what resources or support you or your school
will need to reach a particular standard.
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Learning to unpack standards:
How do you do it?
• There are essentially 3 stages. The work
can be non-linear. You can work on any
stage at any time but in the end need to
be sure that the stages are complete,
connect and align one to another.
Stage 1
Stage 3
Stage 1
Stage 3
Stage 2
Stage 2
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Learning to unpack standards:
How do you do it?
Stage 1:
Unpack the standard to identify the desired
results. (a close reading of the standard)
• Look at the action verbs.
What levels of knowledge and skill are
needed (Bloom’s taxonomy).
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Learning to unpack standards:
What’s Bloom’s Taxonomy?
Bloom’s Taxonomy of the Cognitive Domain
• Involves knowledge and the development of
intellectual skills.
• Six major categories starting from the simplest
behavior to the most complex.
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Learning to unpack standards:
What’s Bloom’s Taxonomy?
1.Knowledge
2.Comprehension
3.Application
4.Analysis
5.Synthesis
6.Evaluation
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Learning to unpack standards:
How do you do it?
Stage 1 (cont.):
Unpack the standard to identify the desired
results.
• Agree on what the nouns mean, some might
be open to shades of interpretation.
• Think about the prerequisite skills and
knowledge needed.
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Practicing Stage 1:
Unpack the
standard to identify the desired results.
IBO Programme Standard A1:
There is close alignment between the
educational beliefs and values of the school
and those of the programme.
UNPACK THE: (1) action verbs (Bloom’s)
(2) nouns (interpretation)
(3) prerequisite skills and
knowledge.
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Stage 1:
action verbs (Bloom’s); nouns
(interpretation); prerequisite
skills and knowledge.
Standard A1: There is close alignment between
the educational beliefs and values of the school
and those of the programme.
Bloom’s Taxonomy: Comprehension & Analysis
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Stage 1:
action verbs (Bloom’s); nouns
(interpretation); prerequisite
skills and knowledge.
Standard A1: There is close alignment between
the educational beliefs and values of the school
and those of the programme.
Interpretation: Do we know our own educational
beliefs and values? Which school & which programme?
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Stage 1:
action verbs (Bloom’s); nouns
(interpretation); prerequisite
skills and knowledge.
Standard A1: There is close alignment between
the educational beliefs and values of the school
and those of the programme.
Prerequisite knowledge
1) current beliefs & values
2) how & where they are expressed
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Stage 2: Determine
acceptable evidence / practice
(The IBO has done this for
you to some extent).
• Think about what this should look like at your
school.
• Think about how to best collect the evidence.
• Talk about what constitutes credible
evidence.
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Practicing Stage 2: What
evidence might exist and how
to collect it.
Standard A1 practice 1: Sources of school evidence:
• There are clear and
• School mission statement
close connections
in school publications.
between the school’s
• Articles from student
published statements of
publications.
mission and philosophy, • Copies of course outlines
and the beliefs and
or unit designs for each
values of the programme. grade and course.
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Practicing Stage 2: What
evidence might exist and how
to collect it.
Standard A1 practice 6: Sources of school evidence:
• The school promotes
• Survey of students and
student inquiry and the
parents.
development of critical- • Copies of course outlines or
thinking skills.
unit designs for each grade
and course.
• Classroom observations.
• School budget.
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Practicing Stage 2: What
evidence might exist and how
to collect it.
Standard A1 practices
10 & 11:
• The school promotes
concurrency of learning
for each student (DP &
MYP).
Sources of school evidence:
• Daily school schedule.
• Graduation or promotion
requirements.
• Survey of students and
parents.
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Stage 3: Plan learning
experiences and assessments
(i.e., professional development
and accountability).
• Think about the current knowledge and
skill level of your staff.
• Identify how the school can best meet the
differing needs of the school community.
• Follow-through.
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Practicing Stage 3:
Professional development
needs and accountability.
Standard A1 practice 1: PD / accountability:
• There are clear and
• Discussion of school and
close connections
programme missions at
between the school’s
parent’s nights led by
published statements of
administrators and parent
mission and philosophy,
council.
and the beliefs and
• New staff induction
values of the programme.
programs.
• Rules for student and
staff conduct.
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Practicing Stage 3:
Professional development
needs and accountability.
Standard A1 practice 6: PD / accountability:
• The school promotes
• Lead teachers regularly
student inquiry and the
review units from every
development of criticalteacher in dept. or grade.
thinking skills.
• Teachers model instructional
ideas during monthly staff
meeting.
• Peer classroom observations
and structured feedback.
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Practicing Stage 3:
Professional development
needs and accountability.
Standard A1 practices
10 & 11:
• The school promotes
concurrency of
learning for each
student (DP & MYP).
PD / accountability:
• Teachers collaborate on
cross-disciplinary units.
• Resources available for team
teaching of lessons on regular
basis.
• Follow-up survey of students
and parents.
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Unpacking IBO Programme
Standards: World Cafes
• Practice unpacking additional IBO
Programme Standards.
• Share examples of IBO Programme
Standards and Practice that exist in our
schools.
• Answer questions about the presentation.
• Be amazed at how much the PYP / MYP /
DP have in common.
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Thank you &
Tot ziens!
David Ogden
Amsterdam, Netherlands
[email protected]