Displaying episodes 1 - 30 of 82 in total
Ali Ezzeddine partage avec nous son expérience du Programme Primaire dans divers pays, principalement de langue arabe. Il donne des conseils pour toute coordonnatrice ou tout coordonnateur qui rejoint un nouvel établissement afin que le démarrage dans ce nouveau rôle se passe au mieux. Il souligne principalement l’importance de bien comprendre la culture propre à l’établissement.
In the final episode of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, 2 early years educators who have worked in local and global contexts, to explore some of the opportunities and tensions for educators around the subject of documenting learning.
In this inspiring podcast, IB Voices talks to Tom Bronson, an experienced MYP educator based in Florida, on interdisciplinary learning and how it can be implemented. They also explore the changes to the Interdisciplinary unit guide and its effect.
What is metacognition, and how can it benefit student learning? In this podcast, researcher Paul Beach highlights promising practices to help IB educators and parents to support metacognitive development among their students.
Resilience describes the process of positive adaptation in the face of adversity in life. All students face challenges of some kind, and academic resilience plays an important role in overcoming these setbacks. In this interview, researcher Ross Anderson discusses the findings of a policy paper by researchers from Inflexion, highlighting key insights from research on academic resilience and buoyancy. He also presents some promising practices and recommendations for teachers and parents to support student resiliency.
In the second of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, 2 early years educators who have worked in local and global contexts, to explore what concept-based learning looks like in action and to discuss some of the tensions educators feel when working conceptually with young children.
In the first of a series focused on the PYP support material ‘The early years in the PYP’, IB voices spoke to Anne van Dam and Kathryn O’Connell, 2 early years educators who have worked in local and global contexts, to explore what excites them about the new support materials and the opportunities it offers for early years educators to reflect on their own practice.
Mariette Kauthen partage avec nous la façon dont le Lycée Technique du Centre au Luxembourg utilise le Programme du diplôme pour l’intégration des nouveaux arrivants dans le Grand Duché. Les spécificités linguistiques du Luxembourg ont poussé l’établissement à définir le rôle des langues dans ce processus inclusif.
Marie-France Labelle partage avec nous son expérience en tant que directrice du Centre STEM à l’Ecole internationale de Genève en Suisse. Elle nous explique comment l’apprentissage transdisciplinaire permet une pratique significative, créative et innovante. STEM/STIM signifie « science, technologie, ingénierie et mathématiques ». Cet outil permet de travailler les compétences liées à la recherche scientifique dans le monde réel.
Antonina Andrianova et Sylvie Henderson partagent avec nous l’importance que leurs deux établissements donnent à l’apprentissage des compétences au PEI et au Programme du diplôme. Antonina travaille à La Moscow Economic School à Moscou en Russie et Sylvie au Lycée Multilingue OMBROSA à Lyon en France. La discussion porte sur la façon dont l’enseignement des compétences a été mis en place et sur l’importance de l’autoévaluation des élèves.
Alison Yang, MYP coordinator, and Rhys Tyers, language and literature teacher at KIS International School discuss the formative assessment and feedback project they launched at KIS and how it allowed for students to engage directly with the feedback process and develop their own capabilities.
Director of IB World Schools, Adrian Kearney, extends a warm welcome to the latest cohort of IB authorized schools, marking the 2000th PYP school since 1997.
In this episode of IB Voices, we are joined by Katherine Dix and Shani Sniedze-Gregory, the authors of "The impact of the IB Primary Years Programme (PYP) on student wellbeing and other related social-emotional learning outcomes," to learn more about the research study and what we can glean from it as educators and parents.
La construction du curriculum conceptuel et l’implication sur l’identité et la vision des apprenants au PEI et au PP
Taid Rahimi partage avec nous la façon dont son établissement au Togo, en Afrique de l’Ouest, a construit son curriculum conceptuel pour le PEI et le PP, ainsi que l’implication que cet enseignement a sur l’identité et la vision des apprenants. La discussion partage les idées théoriques et les exemples plus concrets mis en place dans l’établissement.
Chantal Thomas partage avec nous le cheminement que son établissement en France a mis en place pour offrir à leurs élèves un double diplôme, à savoir le diplôme de l’IB et le diplôme du Baccalauréat français. Elle évoque les défis et les réussites que son établissement a rencontrés lors de la mise en œuvre de ce double programme.
Frédéric Bergeron partage avec nous la façon dont son établissement au Canada met en place les approches de l’apprentissage afin de soutenir les élèves et améliorer leur apprentissage. La discussion donne des exemples concrets que chacun pourra méditer pour son propre établissement.
This February marks the fifth annual International Day of Women and Girls in Science. We hear from astrophysicist and science advisor Erin Macdonald, who tells us about her role as a science advisor in the Star Trek franchise, the real (and fictional) role models that influenced her career and how she landed in Glasgow for her PhD. She is a Middle Years Programme (MYP) and Diploma Programme (DP) graduate based in the United States.
The personal and professional skills course (PPS) is a core component of the Career-related Programme (CP) and each school designs and develops it around five themes: personal development, intercultural understanding, effective communication, thinking processes and applied ethics. IB Voices sat down with Chris Baker-Raivo, CP coordinator and Lori Brumbaugh, personal and professional skills teacher at Champlin Park High School to hear how the programme is bridging students to career pathways and ways to foster student agency through the PPS course.
IB leaders from across the globe gathered for a roundtable discussion on working more closely together to support each other in the new landscape they are all facing and the new PSP focus on school culture to improve learning environments.
IB leaders from across the globe gathered for a roundtable discussion on developing agency for all leaders, teachers, students, and parents so that resilience, flexibility, responsibility, self-assessment, and adjustment are part of everyday learning.
IB leaders discuss the importance of assessment, global context and international mindedness in the Asia-Pacific region (Part II)
IB leaders from India and Singapore gathered for a roundtable discussion on innovating assessment to better serve the needs of students, focusing on how schools are responding to the changing rules and the knock-on effect for end of year exams at all levels.
IB leaders discuss the importance of assessment, global context and international mindedness in the Asia-Pacific region (Part I)
IB leaders from India and Singapore gathered for a roundtable discussion on the importance of feedback across different grade levels; as students have been more responsible for evaluating their own work, how can schools continue to build skills for students and teachers in using assessment 'for' and 'as' learning.
IB leaders from India, Singapore and Belgium gathered for a roundtable discussion on the employability of graduates and preparedness for the 4th industrial revolution.
Language development, which is one of the four components of the Career-related Progamme (CP) core, can be nurtured using diverse approaches. How can educators embrace this flexibility and support students to expand their own horizons? In the third episode of a series focused entirely on the CP, IB Voices sat down with Chad Lower, CP coordinator at North Kansas City High School (and member of the IB Educator Network (IBEN) whose roles include site visit team leader, consultant and workshop leader), to understand how language development works in his school and how educators can create meaningful learning experiences, also in the current context of distance, online or blended learning and teaching.
Understanding the Career-related Programme (CP) reflective project criteria is beneficial for supervisors because they can provide concrete advice and lead students through this exciting journey. IB Voices recently sat down with Wilma Shen, CP coordinator at Renaissance College in Hong Kong, who shared her schools’ strategies for the reflective project, supervisor training, and marking standardization in the second episode of a series focused entirely on the CP.
IB leaders from across the globe gathered for a roundtable discussion on building positive community cultures and placing a higher priority on looking after the well-being of individuals across the community, including staff, students, parents, the school board and themselves.
IB leaders from across the globe gathered for a roundtable discussion on what can be done to address current issues – the impacts on schools and whether the differences are regional or global. They also look at how markets are changing due to the extended changes in student and teacher movement and the impact on the IB’s preparation for university placement.
The reflective project is one of the four core components of the IB Career-related Programme (CP). It is an in-depth exploration of an ethical dilemma related to students’ career interests. Produced over an extended period of time, it’s designed to draw together key elements of the students’ CP experience, including their career-related study, Diploma Programme courses, and the other components of the CP core. This episode of IB Voices features Rebecca Austin Pickard, a former CP Coordinator, IBEN workshop leader, and author of the textbook “CP Reflective Project” (Hodder, 2019). Join us as she shares her insight and advice for reflective project supervisors about how they can proactively support students as they complete the CP reflective project.
IB leaders from across the globe gathered for a roundtable discussion on how leaders can build professional capacity, motivate, maintain and develop new and current teachers. They will also discuss the changes in recruitment and what measures should be put in place to ensure the needs of the school community are met.
IB leaders discuss the impact of remote learning on future student learning in the Asia-Pacific region
IB leaders from across the globe gathered for a roundtable discussion on how the experience of remote learning will impact how students learn in the future, with an emphasis on independent and collaborative learning and a variety of technologies.