International Baccalaureate

1. International Baccalaureate Diploma Program

2. IBO Mission Statement • The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. • To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. • These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

3. IB Learner Profile • For the IB learner profile to become the central tenet of each IB programme, schools will need to adopt a holistic view of school as well as student development. • The learner profile provides a tool for whole-school reflection and analysis. • Individual teachers, faculty groups, school administrators and school governors should ask themselves: “To what extent do our philosophy, our school structures and systems, our curriculum and units of work enable students, and the adults who implement the programmes, to develop into the learner described in the profile?”

4. IB Learner Profile IB learners strive to be: • Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. • Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. • Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. • Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. • Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. • Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. • Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. • Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. • Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. • Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

5. The International Baccalaureate Diploma Program Promotes: • Intellectual rigor and high academic standards • International understanding and responsible citizenship • Critical and compassionate thinking; learning by doing and problem solving • Lifelong learning – emphasis on how students learn • Informed participation in local and world affairs • A respect for the variety of cultures and attitudes that makes for the richness of life • A cross-disciplinary approach to learning

6. What is the International Baccalaureate Diploma? • Pre-university diploma • Utilizes international standards • Based on an integrated curriculum • Infused with “globalism”

7. Where is the International Baccalaureate Diploma offered? • 1498 schools in 124 countries. • Over 50% are state schools and many are International Schools • 520+ American High Schools • 97 UK Schools

8. Organization: Who works for the IBO and where are they? • 363 staff are located in 12 offices for a balance of global coverage and administrative efficiency/focus. • Singapore: Regional office for Asia Pacific (18.5) • Cardiff, United Kingdom: Academic (78), Assessment (56), HR & building services (22), Finance and publications (41), ICT (36), Strategy and communications (7) • New York, United States: Regional office for North America and the Caribbean (40) • Vancouver: Regional office for North America and the Caribbean (3) • Buenos Aires, Argentina: (15.4)Regional office for Latin America • Geneva, Switzerland: Headquarters (9.5)Regional office for Africa, Europe and the Middle East (25) • Sydney, Australia: Regional representative for Australasia (2) • Stockholm, Sweden: Regional representative for Central/Eastern Europe & the Nordic Countries (3) • Yokohama, Japan: Regional representative for Japan (0.4) • Beijing, China: Regional representative for Mongolia and China (0.3) • Mumbai, India: Regional representative for South Asia (0.5)Based on December 2005 dataFull time equivalent staff numbers • Bath, United Kingdom: Research (6)

9. Who is the IB Diploma Program designed for? • Highly motivated students • College bound students • Students seeking the challenge of well-rounded, rigorous, international curriculum • Students seeking an international university admissions credential

10. What is the 11th & 12th Grade IB Diploma Program? 6 college level courses; leading to 6 international exams 150 Creativity, Action, & Service Hours 4000 Word Extended Essay Unique Course: Theory of Knowledge

11. Group 1: Language A1 Group 2: Language B Group 3: Individuals & Society Group 4: Experimental Sciences Group 5: Mathematics Group 6: The Arts English A1 Spanish B French B Ab Initio Spanish Ab Initio French History of Europe 20th Century History Biology Chemistry Math HL Math SL Theatre Arts AAS Diploma Classes Offered

12. Assessment The International Baccalaureate uses multiple assessment methods to measure student achievement in all its courses. The underlying philosophy is to allow students choice, and to give them an opportunity to demonstrate what they know, rather than find out what they don’t know.

13. Assessment varies across the disciplines • Language B • In-class oral and written work • Face-to-face oral based on portfolio • Written Exam: text handling • Written Exam: Essay

14. Assessment varies across the disciplines • Experimental Sciences • Lab Portfolio • Group Project • Multiple Choice • Problem Solving and Short Essays: Core • Problem Solving and Short Essays: Options

15. Higher & Standard LevelIB Examinations Full IB Diploma = 6 IB Exams 3 Higher Level (5 trimesters of study) + 3 Standard Level (3 trimesters of study)

16. Three Center Requirements English Second Language Social Studies • Extended Essay • TOK • Creativity, Action, Service Experimental Sciences Mathematics The Arts

17. Extended Essay • Independent research project on a topic within an IB subject • Subjects do NOT have to be taught at the school • Students work with an advisor preferably trained in the subject • Final product is a 4000 word essay excluding addenda • Extended essays may be on topics within these subjects: • Biology Business Chemistry • Music Philosophy Design Technology • Economics Geography Ecosystems • History Human Rights Islamic History • Mathematics Physics Peace and Conflict Studies • Politics Psychology Social and Cultural Anthropology • Theatre Arts Visual Arts Computer Science • World Religions Information Technology in a global Society

18. Theory of Knowledge (TOK) • Seminar class consisting of questions: • What do we know? • How do we know we know? • What is our responsibility now that we know? • Examines Ways of Knowing and Areas of Knowledge • Identifies Problems of Knowledge within and across the areas • Students create and present a creative performance on a TOK topic • Students write a 1200-1600 word essay on a prescribed topic such as, “Does literature tell the truth better than science?”

19. CAS: Creativity, Action, and Service • Students complete a minimum of 150 CAS hours throughout the 2-year programme • Each area, creativity, action, and service needs a minimum of 50 hours • The goal of CAS is to produce well-rounded, balanced students who interact with others in meaningful ways on personal, local, and international levels

20. Key differences between International Baccalaureate Programme & Advance Placement

21. International Baccalaureate Diploma Program WORLD SCHOOL - ECOLE DU MONDE - COLEGIO DEL MUNDO - IB Assumptions Made By Some College Admissions Officers About IB Diploma Candidates

22. Over 800 universities in 102 countries have developed recognition policies for applicants from IB high schools, with some institutions awarding a full year’s college credit to any student who enters with a score of 30 (out of a possible 40 points) or above on the full diploma.

23. OSU IB Policy Oregon State recognizes IB achievement by awarding credit to students who score 5 or above on higher level IB exams. OSU also grants additional benefits for students who complete the full IB diploma with a score of 30 or higher, as follows: Guaranteed admission to OSU. (Though not a consideration for admission, students are required to submit SAT scores for course placement purposes.) Sophomore standing and IB scholarships. Sophomore standing is available for any student with a IB diploma score of 30 or higher. Students with scores of 30 or higher on their IB diploma may choose to accept the annual renewable, scholarship award of at least $2,000 OR may compete for more substantial awards.

24. Princeton IB Policy • Princeton University recognizes the IB and uses examination results for advanced placement purposes only. A score of 6 or 7 on the higher level examinations is normally accorded advanced placement recognition. You can use advanced placement in three ways: 1. to enter upper-level courses; 2. to fulfill the foreign language requirement; 3. to become eligible for graduation in three or three and one-half years (advanced standing). A score of 7 on the IB (higher level) or a grade of A on the completed British A-levels is considered the equivalent of a score of 5 on the Advanced Placement test in most subjects; an IB score of 6 or an A-level score of B is generally considered equivalent to a score of 4 on the Advanced Placement test. The International Baccalaureate in higher-level math will earn you two units of AP credit provided you have a score of 7; one unit of AP credit will be granted for a score of 6.

25. Research about IB Diploma Candidates University of Florida • IB students have higher SAT scores than AP or college prep students • IB students maintain a higher GPA than AP or college prep students Marquette and the College of William and Mary • Students with IB preparation have higher university GPA’s than those with AP or college prep Case Western Reserve University • IB students who do well on IB exams also do well on AP subject exams • AP students who do well on AP exams do not do well on IB exams Virginia Tech • 88% of students with IB preparation have a GPA> 3.0 at the end of 2 years of university study compared with 41% of students with AP preparation

26. UK Evaluation of IB • Consideration of higher skills needed for advanced studies was investigated by comparing three versions of the national GCE A-level system with the Diploma Programme for four skill areas (critical thinking, communication, self-management and motivation). For each area there was a significant majority of the 78 respondents to this question who rated IB Diploma Programme students as more accomplished than those following the A-level systems. (UK University Study, 2003) • “IB students are more flexible, more open to new ideas and are more ready to question and challenge” (University of Essex) • "IB students perform well and do not fail or drop out“ (University of Dundee)

27. Why do IB students excel in universities worldwide? They have experience with rigor and consistently high expectations that allow them to: ■ work independently ■ work collaboratively ■ understand complex assignments ■ organize their time What exactly is rigor? It is not more of the same; it is not stuck at the knowledge level. Rigor requires students to go beyond the obvious. Rigor requires students to question, substantiate, defend, refute, analyze and synthesize. In short: rigor requires students to develop the habits of mind that guarantee their success in college and life.

28. What do the experts say? From David Conley*, Director for the Center of Education Policy Research: “When I examine the IB Diploma Programme, it clearly has the potential to develop in students the key ‘habits of mind’ that university faculty identified as critical to success in their classes. Examples include critical and analytical thinking, inquisitiveness, problem solving, formulating and testing hypotheses, interpreting and evaluating competing sources, supporting one’s argument with evidence, making connections among disciplines and demonstrating a love of learning.” *Conley, D.T. (2005). College Knowledge: What it really takes for students to succeed and what we can do to get them ready. San Francisco: Jossey-Bass

29. Challenging Creative Global Involved Responsible Motivating At the July, 1993, International Baccalaureate North America Coordinators Annual Meeting in Kananaskis, Alberta, a panel of college admissions directors from Harvard, Yale, Bryn Mawr, Brown, Swarthmore, Wellesely, Princeton, and the University of Pennsylvania were all in agreement with the statement: “IB is the best secondary curriculum in the world, bar none.”