Informational IB Parent MtgJackie Anderson, IB CoordinatorLisa Borgmann and Hollie Funderburk, IB Counselors

• PHS English teacher and former English Department Chair

• Former PHS GT Coach• Former D51 Secondary Induction Specialist• Involved in writing UCIA and continue to offer D51

professional development

• Seven years experience teaching pre-IB Honors and IB English 11

• Currently teaching IB English 12 and TOK 11

Jackie AndersonIB Coordinator

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.

We promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century.

WelcomeSeptember 11, 2014

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On-going reflections on eight learning outcomes. Students must:• increase their awareness of their own

strengths and areas for growth• undertake new challenges• plan and initiate activities• work collaboratively with others• show perseverance and commitment in their

activities• engage with issues of global importance• consider ethical implications of their actions

Creativity, Action, and Service (CAS)

Diploma Program Updates: the coreGrades 11 and 12

• A 4000 word research paper on a topic of high interest and in a specific field of study

• Students should focus on both the process and the product

• An opportunity to participate in a ‘discourse community’• discourses of interest to your students:

politics, sports exercise, psychology, anthropology, history, language, peace and conflict studies, biology, film

The Extended Essay (EE)

Diploma Program Updates: the coreGrades 11 and 12

Theory of Knowledge (TOK)

Diploma Program Updates: the coreGrades 11 and 12

• A course for the learner profile (inquiry, reflection, critical thinking, open-mindedness, communication)• Investigating how knowledge is constructed• Responding to questions with carefully

conceived arguments, arguments which also attend to diverse and alternative perspectives

• While CAS and the EE are completed independently, they are sometimes addressed in TOK classes

There is no reason why we cannot link facts and theories across disciplines and create a common groundwork of explanation.To what extent do you agree with this statement?

• Perhaps a shift and increase in workload and individual responsibility

• The nature and structure of coursework (quarter vs block classes) requires students to be more forward-thinking, organized, and self-aware

• In the adjustment, students are encouraged to• see a counselor• make good use of Advisory• get involved

Grade 9

• An initiation into IB: approaches to learning and teaching which will resemble the learning experiences in the Diploma Programme

• Honors English and US Studies: a particular emphasis on learning how to reason and write effectively

• Gradually increasing rigor and expectations across content-areas• A time to reassess students’ interest in and readiness for the IB

Diploma Programme

• Students are encouraged to• see a counselor• make good use of academic interventions• get involved and stay connected• take advantage of college readiness opportunities

Grade 10

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