Exploring Issues of Continuity: The International Baccalaureate in a wider context
US$ 25.19
The publisher has enabled DRM protection, which means that you need to use the BookFusion iOS, Android or Web app to read this eBook. This eBook cannot be used outside of the BookFusion platform.
Description
Contents
Reviews
Language
English
ISBN
9781912906352
Copyright
About the contributors
Foreword: interpreting continuity
Continuity and learning
Continuity and pedagogy
Continuity and curriculum connectedness
Continuity and improvement/progression
Continuity and stability
Further Reading
Part A: Dimensions of Continuity
Chapter 1: Teaching thinking skills K–12
Introduction
How do views of mind and of learning underpin approaches to thinking skills?
What are thinking skills?
What approaches to teaching thinking skills are there?
The Philosophy for Children movement
Research Evidence from Philosophy for Children
The Cognitive Acceleration Movement
Research Evidence from Adey and Shayer (1993a and 1993b)
The Understanding by Design Movement
Research Evidence from UbD
The Four Programmes of the International Baccalaureate
The IB Primary Years Programme (PYP)
The IB Middle Years Programme (MYP)
The IB Diploma Programme (DP)
The IB Career-related Certificate (IBCC)
Research Evidence from IB Programmes
Implementation issues
Acknowledgements
References
Chapter 2: Continuity in international education: the case for metacognition
What we say and what we do: the gulf
Current thinking on metacognition: where we are
Metacognition in international curricula
Common Ground Collaborative (CGC)
External examination programs
International schools: where are we in developing student metacogntion?
Assessing metacognition
Our thoughts on metacognition
Efficacy
Flexibility
Craftsmanship
Consciousness
Interdependence
Conclusion
References
Chapter 3: International to the core: developing international mindedness in the IB continuum
The IB continuum and its programmes
International mindedness and the learner profile – a relationship considered
Constructing intercultural understanding – pedagogy and the continuum core
International mindedness through cultural diversity in and outside the classroom
Conclusion
References
Chapter 4: Continuity in international education: a case study of students’ views
The context: Ardingly College
Aims of the case study
International education: some definitions
The case study at Ardingly College
Conclusions and implications for K-13 continuity of international education
References
Chapter 5: Intercultural understanding: continuity in the international secondary school
International mindedness
Intercultural understanding
Global citizenship
International curriculum and intercultural understanding
Assessing intercultural understanding
Conclusion
References
Part B: Supporting Continuity
Chapter 6: Implementing continuity: context is everything
Introduction
A special kind of triangulation
The original vision of the International Baccalaureate and the IB Diploma; a programme with moral purpose at its heart
Some of the challenges facing 21st century education: We can’t carry on doing what we’ve been doing.
1. The past isn’t necessarily the best foundation for the future
2. What we really need for our life’s journey; an holistic approach that allows us to take in the view
Case studies: Understanding context – the essential elements of continuity in action
Conclusion
References
Chapter 7: Connecting theory to practice: continuity in teacher development
Introduction
Effective teacher education
Structure of IB university programmes
Programme development
The Mason example: Creating a University-IB programme
Moving forward
References
Chapter 8: Continuity, school leadership and the IB continuum
IB programmes and cultures
Distributed leadership: what is it?
Distributed leadership: how might it be enacted?
Conclusion
References
Part C: Programme Transitions in the IB
Chapter 9: Constructing values in a plural world … others with their differences can also be right
The challenge
Values and the IB learner profile
Reflection for better or for worse
The IB Diploma Programme (IBDP)
The Primary Years Programme (IBPYP)
The IB Middle Years Programme (IBMYP)
Effort grades and a school’s social values
Matters of leadership
Service activities and reflective constructivist practice
IB Programme Standards and Practices
References
Bibliography (suggestions for further reading on pluralism)
Chapter 10: Brain research: some implications for the transition from the IB Primary Years Programme to the Middle Years Programme
Introduction
The brain in transition
Creative inquiry
Motivation and care
Balance
Conclusion
References
Chapter 11: Articulating the gap: the International Baccalaureate Middle Years and Diploma Programmes
Where and how did transitional issues arise? – the differing backgrounds and natures of the programmes
Efforts to close the gap
Avoiding the gap – before and beyond: assessment
Avoiding the gap – before and beyond: curriculum
Where the gap converges …
Approaches to teaching and learning …
MYP–DP articulation: possible ways forward?
Conclusion
References
Loading...
