Module 1: Introduction to IB Philosophy and Programme Components

Module 1 provided me with background about the IB programme and gave me understanding of the “big picture” and concept-based approach of IB learning.

The IB Philosophy

The IB programme is a progressive, holistic approach to education focusing on inquiry-based and inter-disciplinary learning, cross-cultural understanding, and learning-by-doing (Programme Standards and Practices, 2020). As a teacher, I act as a facilitator of students’ learning experiences, and support them as they develop into life-long learners.

Unit Planner

Each of my units is designed using the IB Unit Planner. This is a flexible planner that allowed me to adapt my existing units to meet IB standards and criteria. In doing so, I can also see where my units are lacking, and find new ways to engage my students in inquiry-based learning and align my teaching to the key and related concepts from Language and Literature.

Culture and Environment

A key feature of the IB programme is the need to create a culture and environment that facilitates student-driven learning, inclusivity and cultural understanding, and gives students the opportunity to engage in collaborative real-life action or learning-by-doing. My class chooses stories and non-fiction articles with connection to real-world issues, and my students engage in the local community through their MYP projects and school-organized activities. My students also speak about important issues through the design of posters, websites, videos, and other forms of advocacy.

Reflection

Reflection is an integral part of creating a culture of inquiry, and also in developing life-long learning habits. As a teacher, reflection is something that helps me make adjustments to my class based on student feedback, develop positive emotional management techniques to model for my students, and constantly work on myself as a teacher and person. For my students, reflection is a part of the inquiry cycle, and is important for all the same reasons. Teachers facilitate this reflection, and it is the students who are driving their own development.

References

Programme Standards and Practices. (2020). International Baccalaureate. International Baccalaureate Organization (UK) Ltd.