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Richard Henry Head of Development – Africa, Europe, Middle East.

Envisioning the future: Educational Environment of the IB and its Evolution in the 21 st Century. . Richard Henry Head of Development – Africa, Europe, Middle East. . Envisioning the future. scenario planning strategic planning our changing world the learner of the future?.

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Richard Henry Head of Development – Africa, Europe, Middle East.

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  1. Envisioning the future: Educational Environment of the IB and its Evolution in the 21st Century. Richard Henry Head of Development – Africa, Europe, Middle East.

  2. Envisioning the future scenario planningstrategic planning our changing world the learner of the future?

  3. Envisioning the future • What will the learner of the future need and want? • How might we re-think learning? • What should we do differently now?

  4. 1 ) Pick a number between 1 and 10 (including 1 or 10).

  5. 2 )Multiply your number by 9.

  6. 3 )Add the digits of the number created in step two.

  7. 4 )Subtract 5 from the number created in step three.

  8. 5 )Find the letter in the alphabet that corresponds to the number created in step four • Example: 1=A, 2=B, 3=C…

  9. 6 )Pick a country in Europe that starts with the letter you found in step five.

  10. 7 )Pick an animal that starts with the last letter of your country.

  11. 8 )Kangaroo from Denmark?

  12. What will the learner of the future need and want? • learning that matters: ‘life-worthy learning’ (David Perkins) • to be able to extract relevant information from the mass • to be able to understand multi-disciplinary/dimensional problems • to understand themselves as learners • to engage in learning that nurtures strong social and emotional growth • to understand and value difference and diversity • to be multi-lingual

  13. How might we re-think learning? • Provide rich learning environments • Organize learning in multiple, flexible ways • Provide more personalized opportunities • Attend to the social and emotional dimensions of learning Cognition – emotion – biology – culture

  14. Significant content Both disciplinary and interdisciplinary Broad and balanced....meeting university standards for rigour in depth and breadth. Conceptual and connected: focusing on broadly powerful ideas that have relevance within and across subject areas. Broad ideas that reach beyond national and international boundaries.

  15. What should we be doing now?What is the IB doing now? • The continuum of international education • The profile of the IB learner • Approaches to learning • Re-thinking content; concept based learning • MYP and PYP reviews • Career-related education • Technology enhanced learning

  16. IB continuum of international education IB mission statement IB learner profile Programme standards and practices

  17. What is an IB education? The aim of this document is to communicate clearly what lies at the heart of an International Baccalaureate education. For educators, supporters, students and their families, it explains the ideals that underpin all IB programmes.

  18. What is an IB education? • . Page 18

  19. IB Learner Profile 2013

  20. Approaches to learning skills: ages 3-19 Research skills Communication skills Social skills Thinking skills Self-management skills

  21. Technology enhanced learning: collaborating and connecting We have all the technology but how do we best use it? • It can enable us to see the world through another’s eyes • It can enable diversity of thinking and approaches to problem-solving • It can enable users.......or make them dependent We must set LEARNING GOALS! It is global and democratic

  22. DP courses online: September 2013 Group 2 Group 5 Mandarin ab initio Group 3 Group 6 Film SL N Philosophy SL Philosophy HL

  23. IB Open World Schools (IBOWS) Current model: link school (2012 – 2014) IB Pilot feasibility Pilot support IBOWS • Partnership • Recruitment • Registration • Support (SBC) • Exams Link School Quality Assurance Link Mentor Pamoja Education Teaching and Learning Reporting Technical Support Course provider

  24. Development of a Schools Portal The ‘Services to Schools Portal’ will be a single access gateway for IB School based stakeholders and the IB Educator Network that provides role based, seamless access to all relevant IB information, websites, systems and services Individualised ‘dashboard’ approach. Incorporate IBVC (IB Virtual Community)

  25. E-Assessment: paper digital • e-marking: 2011 – 2013 • May 2012: 5000 examiners used new tool to mark two-thirds of total scripts • Quality assurance assured through pre-marked, random “seeding” • Reduces paper-based script logistics for schools; eliminates for examiners

  26. E-Assessment: paper digital e-reports for schools (2014) • meta-tagging permits learning reports for school/teacher improvement (IB Results-Extra) • capability for individual student profile reports

  27. The learner of the future? • Comfortable with ambiguity and complexity • A capable and responsible agent of her own learning • Socially and emotionally aware • Aware of other’s perspectives; understands and values • difference • Able to navigate change • Able to move from daily life to future • possibilities

  28. Do you want your children to be Kangaroos from Denmark??

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