The world continues on a path towards connection. Educational Organizations such as the International Baccalaurete program enhance this international mindedness. With the help of the internet, students can expand their scopes to other regions of the world. Helping those in need from other countries, trading globally or other pursuits have become easily available thanks to our ability to connect with others. Limitless in our global expansion, it's increasingly important to educate our students along this path of international mindedness. As the world becomes entangled in trade, foreign relations, etc., we need strong and open minded students to tackle the challenges of the future.

Currently, I work as an English Literature teacher at an International High School in Beijing, China. One of my particular interests is to further investigate the educational practices of the International Baccalaurate or the IB program for short, and how it's curriculum aims to prepare students to be critical thinkers, and more globally aware. Below you can observe a brief video on how the IB program promotes global awareness. A mandatory second language study, a theory of knowledge class, Creativity Action and Service hours are all integral parts of the DP program. The video also briefly introduces the three other programs that the International Baccalaurate offers.

Sprouts. (2019, July 31). The IB Program: The Global School Curriculum. Youtube. https://www.youtube.com/watch?v=V5zuiMjbKsY&feature=youtu.be

The International Baccalaureate came from the era where learning was teacher-centered. It was focused heavily on IQ testing and memorization. Students were passive learners, expected to absorb the teachings of their educator without asking questions or contributing their thoughts. This style of education dominated the classrooms of the mid-twentieth century, but it was clear to some educators that it was ineffective and uninspiring. There had to be a better way (Nixon, n.d.).

In 1962 teachers gathered together in Geneva for a conference. These educators advocated for a globally-minded education, based on student centered learning and interactive classrooms. They were influenced by the teaching philosophies of several progressive educators, including John Dewey, A.S. Neill, Jean Piaget, and Jerome Bruner. During the conference, the ISA adopted the term International Baccalaureate, based on a recommendation by conference organizer and educator, Bob Leach (Nixon, n.d.).
 

IBO. (2017). p.4. The History of the IB. Retrieved from https://www.ibo.org/globalassets/digital-toolkit/presentations/1711-presentation-history-of-the-ib-en.pdf

 

In 1968, educators including Alex Peterson, Robert Leach, John Goormaghtigh, and Kurt Hahn developed the philosophy, structure, and content of the IB Diploma Programme (Nixon, n.d.). Now taught to millions students across the world, the International Baccalaureate Organization continues to grow. IB can be found nearly everywhere around the world. It's focus remains on developing inquisitive, compassionate, and knowledgeable young people who are set up to become lifelong learners and globally-minded citizens (Nixon, n.d.). Later on, CAS or Creativity, Action, and Service hours were introduced. As well as, the extended essay and theory of knowledge class. All of these factors will ultimately contribute to making a well-rounded student and one that graduates with a distinct, IB diploma upon high school graduation.

 

International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members. It is an awareness of the inter-relatedness of all nations and peoples, and a recognition of the complexity of these relationships (IBO. 2017). The IBDP program is more relevant now than ever. We have communities of all different races and cultures, to be able to integrate and have an appreciation for different cultures is a huge asset.

Despite China being one of the most homogeneous coutries in the world, as educators we still need to find ways to expose our students to outside cultures and perspectives. Many of my students have the aspiration to one day travel abroad. Especially as an international teacher I have the considerable responsibility of making sure that my students are prepared to enter a world not separated by boundaries.

The IB learner profile does a good job of highlighting the aspects that a student may need in order to be a well-rounded individual. The IB program consists of 6 core subjects which include rigorous course work. What makes the IB program unique in addition to it's academic rigor is: theory of knowledge, CAS, and the extended essay. Together with the core subjects, IB prepares students to think beyond what is known, to give back to the community, to become global citizens, and to be life-long learners.

IBO. (2017). The History of the IB. Retrieved from https://www.ibo.org/globalassets/digital-toolkit/presentations/1711-presentation-history-of-the-ib-en.pdf

 

The IB DP learner profile has a variety of aspects that help to create a student that has international-mindedness. IB offeres theory of knowledge class. Theory of knowledge is mainly a class devoted to reflective learning. Reflective learning is a form of education propounded by John Dewey. It helps us question and become more critial of our surroundings. It is sometimes referred to as self-regulated learning or meta cognition. Research indicates that reflective learners are better at developing strategies and have better academic and social performance than less reflective learners (Kosnin, 2007; Swanson, 1990; Wentzel, 2000). In the following video we can also see that reflective thinking is being able to rework information that you already know. Ultimately by reflecting on knowledge, what we know, what we dont, and so forth, we can start to make independent judgements.

DUWBerlin. (2012, June 25). Interview mit Prof. Dr. Jennifer A. Moon. YouTube. https://www.youtube.com/watch?v=6pilxn3-Pts&feature=youtu.be.

 

Another aspect of the IBDP is the CAS hours. CAS standing for Creativity, Activity, and Service. This mandatory core component helps to offset the academic rigor of the IB program. Students are expected to have two CAS activities for each CAS category and students need to prove that they are participating in CAS activities on a weekly basis. Moreover, students must have one CAS project which spans at least a month. The function of CAS is to allow IB schools the opportunity to "give students the means to learn through experience [how to take actions in the service of others" (Elisabeth Fox, 2001). CAS tends to not be easily defined, this allows for the student to use their imagination and think of ways that he or she can take actions to serve others.

CAS is generally broadly defined by these terms:

Creativity - exploring and extending ideas leading to an original or interpretive product or performance.
Activity - physical exertion contributing to a healthy lifestyle.
Service - collaborative and reciprocal engagement with the community in response to an authentic need.

Weebly. (n.d.). Retreived from http://fdrcas.weebly.com/cas-experiences.html

 

Researchers at the University of Barth have studied the perception of students on CAS. Here are some of the results students said. Most students regarded the service aspect of CAS the most challenging. While, Action and Creativity followed close behind. It's interesting to think that based on the data collected of nearly 8,000 students who are in the IB program, about 80% think that CAS activities are rewarding.

IBO CAS, (2017). How does CAS impact Students. Retreived from https://blogs.ibo.org/blog/2017/07/28/how-does-cas-impact-students-educators-and-life-beyond-ib/

 

In addition to CAS, students also need to finish the 4,000 word extended essay. The purpose of the extended essay is to give the student the opportunity to do independent research on a topic of their interest. The restrictions include being limited to the subjects offered at the school, so in case the student needs guidance, the more knowledgable other is there to assist. The extended essay must also not be written across different subjects. It must concentrate on one subject. The extended essay allows the student to develop a concentration of knowledge in a subject of their choosing. Just recently, the IB program also allows students to write an extended essay in world studies. This allows the student to research an issue of contemporary global significance in-depth.

A world studies extended essay must focus on a topic of global significance. This encourages the student to reflect on the world today in relation to issues such as the global food crisis, climate change, terrorism, energy security, migration, global health, technology and cultural exchange (IBO, n.d.).

 

The IB program started in Geneva, Switzerland. However today it has expanded to other regions of the world. When IB first began it was primarly held in private institutions. Later on the program spread to Public schools all over the world. This program is not only for wealthy students but it also accomodates low-income households. I find this inspiring because if your school has an IB program available it ensures that everyone gets an equal shot of obtaining a challenging, high-quality education. The IBDP is also internationally recognized and offers multiple scholarships upon completion. U.S. citizens are eligible for annual renewable merit scholarships of up to $15,000 with IB GPA's of 3.2 or higher and appropriate test scores. IB students are also awarded by poilcies of certain states in america that grant them benefits. An example of benefits awarded to IB students in Florida include: State colleges and universities must ensure that at least 25% of each BA degree’s requirements may be completed through accelerated course credits. Each institution must award credit for those specific subjects for which a student has passed an IB exam, reaching a maximum of 30 semester credit hours Greeley. (n.d.).

Taken from eight low-income and first generation college students who completed the IBDP program, the results from the interviews revealed that the program helps them prepare for college, more so than if they weren't in the program.

For many first-generation college students, the transition to college can be difficult, but this does not seem to be the case for the students who participated in the DP. All students felt that the rigour and challenge of the DP helped them make the transition to college smoothly. Students reported already knowing how to study, and linked this directly to their high school DP experience; they shared positive academic experiences in college and clear career aspirations in relation to majors. Students explained how their DP experience contributed to a positive academic self-concept and self-efficacy, college identity and career and life goals (Ursula Aldana and Anysia Mayer, 2017).

In order to be internationally minded, we also have to learn how to be inclusive and allow for different types of people from different backgrounds and cultures to come together and take part in this international education. I believe that the IB program, is just that. It is inclusive of all students, from all different backgrounds.

With the introduction of aspects such as theory of knowledge, CAS, and the extended essay, students have become more globally aware. There is another study done published by the journal of ressearch in international education which concluded that: engagement with the diverse local community was not perceived by participants as one of the main outcomes of offering the IBDP whereas the diversity of the school student body was perceived as an integral factor in helping students develop a wider worldview and international mindedness.

Students in the IB like mentioned previously, engage in something called reflective learning. Reflective learning is included several practices in order to be integrated into the classroom. The practices include: Collaborative learning, class discussions, critical writing, and self-evaluation.

Collaborative learning: Teachers use a variety of collaborative learning strategies to encourage reflective learning in their classes. Some strategies include “peer-to-peer reflections” or “think/pair/share”. Other times students are asked to reflect on the strengths and weaknesses of their material.

Class discussion: Teachers also identified class discussion, ranging from open discussions to “more formal Socratic discussions” as a valuable tool for integrating reflective thinking into their teaching.

Critical writing: Many teachers, in all subject areas and across all the case-study sites, also discussed using logbooks, reader response journals and post-performance reflective journals to encourage reflection.

Self-evaluation: Lastly, teachers use some form of evaluation tool to provide a framework to encourage students to reflect on both their own work and their peers’ work as a way of integrating reflection into their instruction.

Here are some examples of what teachers using this learning method have to say:

Participants at many of the sites believed that reflective thinking helped their students to understand their learning from a more constructivist model. This was communicated as follows by one teacher. "Learning isn’t just what you are presented and given from supposedly the font of knowledge that are the teachers. It is you, learning about yourself and learning your strengths and weaknesses as a student, as a learner, as a person and in every facet of your life" (Texas A&M University. 2016).

Another teacher concluded that, If she can help her students to become more reflective in their thinking, they are more likely to recognize the limitations of their knowledge, to be tolerant and open-minded, and a good, informed citizen (Texas A&M University. 2016).

 

 

The IB program has been innovative in that it not only offers a path to college. The program is a whole process. Beginning since primary school until high school, the program aims to prepare you not only for college but for life. It's innovative for it's time because the IB program embraced active learners long before any other schools caught on to concepts outside of didactic learning. In addition, the IB program realized the importance of cultivating well-rounded students. IB students have a breadth of subjects that they are skilled in, however they also learn to specialize and independently on a subject topic of their choosing. This initially reminded me of what is now called project based learning. However instead of a "project" they are diving deeply into research and learning how to decipher fact from opinions.

The IB is also innovative in areas of extra curricular learning and service. This is another reason why I believe the IB program was and still is innovative for its time. It allows students to learn that they are part of a bigger picture. Learning isn't only limited to the institution, but it also happens while interacting with other members of our society. As a result, students become self-aware, critical, and giving to the world. Some of those in England and Wales, for instance, undoubtedly favor its breadth compared with the narrowness of the national ("A" level) system. The many American high schools that offer the program are attracted to the combination of an international perspective with the rigor and high academic standards that the IB diploma represents (Mary, 2002). Rather than preparing students for merely an exam, the IB program builds communities, and a way of life.

As for the future of IB, Dr. Siva Kumari, the seventh director of IB also announced interests in finding ways that technology can serve teachers. She wants to make "transactional" tasks easier for teachers, and eventually develop true personalized learning rather than just curated playlists. She worries about who will be programming the machine and notes that humans need connection, not the "desolate experience" that social media and other tech often provide (Greene, 2018).

According to several sources, some students and parents think that the IB program is ruthless not challenging. The reasoning behind this is because they claim that it turns everything into numbers. Students are often found drilling past IB subject exams in order to receive a good scores so they can go on to apply to college and gain their IB diplomas.

In addition, the CAS which is considered to be an act of service, is turned into a number or a forced requirement that the student needs to complete in order to receive his or her IB diploma. While it's true that IB is one of the most challenging curriculumns out there and a non-for profit, IB has increased in popularity so much so that many programs have opened throughout the world. As a result of this quality control may be an issue.

Education Research Center, Texas A&M University. (2016). A study of reflection in the International Baccalaureate Diploma Programme. Bethesda, MD, USA. International Baccalaureate Organization.

 

This is all compounded with the fact that many IB students sometimes sacrifice sleep time, and claim to not have a social life outside of the IB program. The IB program is so time consuming and absorbing, that if a student had hobbies that he or she was interested in, they would have to be pushed back until time allowed for them.

One critic believes that the IB program has too much for a high school to do. For the IB Diploma over the course of two years students must take: three SL (Standard Level) classes, three HL two-year classes, the Theory of Knowledge (TOK) class, write the extended essay, complete 150 hours of community service, then obtain a minimum score on the final exams. Most colleges do not give credit for IB SL classes, the TOK class, or the extended essay (Mathews & Eppolito, 2011). He belives that AP courses offer more flexibility than the IB program.

Many parents are concerned that IB is too connected to the United Nations, and isn't American enough. In addition they state that the program is not Christian enough, and it's expensive (Greene, 2018). What my students have personally told me about the IB program is that it is very challenging. Contrary to what is being said online they believe that it can offer them the chance to get college credits, study abroad, and get a high quality education. While it's not for everyone the students that have been able to keep up with the work load are also those with high amounts of self efficacy, parental or teacher support, and good time management. My students have said that while they are not always proud of all of their work, managing their time helps them keep a good study/social life balance.

 

 

Some parents, and students claim that IB is too rigorous, it's not American enough, too expensive, and children are losing sleep over their assignments. Some would rather opt to take AP courses, and that to me is okay. Not every student is suitable for a rigorious and demanding program. If a child knows and is very interested in hobbies outside of school or needs more time to dedicate to them, it's a smart choice to choose alternate programs. However, If one is interested in the accumulation of knowledge from primary to high school in a more wholistic way then maybe IB is a good choice. I learned that sometimes the people online who judge IB as something it isn't aren't well informed or they may be acting out emotionally. While the IB DP program has rigorous assessments, it's not only intended for you to be good at test taking. The program is also teaching you how to balance your lifestyle, how to make good choices, and how to serve society. The IB program is what you make of it. The tests are also in place so that students can receive college credits once they have reached a passing score. This helps tremendously with college tuition expenses, giving students an equal opportunity at education. Below is a comment on a parent on her son's experience in the IB program.

My son was an IB student at the number 4 public HS in the country. He is not a straight A student, but did just fine - had some A's, mostly B's. Junior year was definitely the hardest, but he learned to manage his time. He was also the class VP both junior and senior years. Some nights the homework wasn't bad and other nights he did spend quite a few hours, but never pulled all-nighters and 99% of the time was in bed by 11pm. He did typically devote one weekend day to homework and did spend the majority of that day doing work especially when there was an IB project due. Senior year was easier for him, and he maintained a part-time job during his senior year as well. Between AP and IB tests, he had 45 hours college credit, so it was well worth it (College Confidential, 2013).

The program is not one that you can push assignments back and cram for. The cramming that happens could be due to last minute assignments that need to be finished, or because of not dedicating the time to master the content. Students need time management as a crucial skill for navigating the IB program. It's not intended for students to be losing sleep, cramming, or being forced into doing things they don't want. The program emphasizes international-mindedness and tries to impliment it in classrooms. The program helps students become independent and reflective learners, which is crucial for a brighter future. Many who choose to join the IB program believe that it's challenging, but many would agree that what they learned in the program has truly prepared them for college and beyond.

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20. Fig. 2. IBO. (2017). p.8The History of the IB. Retrieved from https://www.ibo.org/globalassets/digital-toolkit/presentations/1711-presentation-history-of-the-ib-en.pdf

21. Fig. 3. Weebly. (n.d.). Retreived from http://fdrcas.weebly.com/cas-experiences.html

22. Fig. 4. IBO CAS, (2017). How does CAS impact Students. Retreived from https://blogs.ibo.org/blog/2017/07/28/how-does-cas-impact-students-educators-and-life-beyond-ib/

23. Fig. 5. Education Research Center, Texas A&M University. (2016). A study of reflection in the International Baccalaureate Diploma Programme. Bethesda, MD, USA. International Baccalaureate Organization.

24. DUWBerlin. (2012, June 25). Interview mit Prof. Dr. Jennifer A. Moon. YouTube. https://www.youtube.com/watch?v=6pilxn3-Pts&feature=youtu.be.

25. Sprouts. (2019, July 31). The IB Program: The Global School Curriculum. Youtube. https://www.youtube.com/watch?v=V5zuiMjbKsY&feature=youtu.be