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1
Blazing the Trail to Success
In This Issue
IB World Student Conference 2012 (Page 1)
Math Tracking
(Page 1)
Ms. Planas: CAS
Coordinator
(Page 3)
Science and
Service (Page 3)
CAS Action Alternatives (Page 4)
New Approach to
H.D. Cooke
(Page 5)
Homework
Calendar (Page 6)
Contributors
(Page 6)
IB World Student
Conference 2012 By Christina Holman
Are you interested in meeting other
IB students from around the world?
Do you enjoy learning about the
issue of clean energy and
sustainability? If so, then you
should talk with Mr. Misra about
joining the GMHS team for the IB
World Student Conference at the
University of British Columbia in
mid-July of 2012.
The conference aims to bring
together IB diploma and certificate
students from around the world to
discuss the debate over clean
energy and consider the ways in
which they can help make this
world a more peaceful and
sustainable place. Students will
come together and explore the
meaning of being “globally
engaged”, such as instituting
responsible and collective action.
This year’s conference is designed
to offer a unique opportunity to
cultivate student leadership,
international understanding, and
connection with fellow IB students
through over 30 workshops and
sessions. UBC faculty, students, and
guest speakers will lead these
workshops and the activities will
take place around the captivating
UBC campus and in the city of
Vancouver.
Moreover, the conference
encompasses small group Global
Action Teams, in which the students
will work with IB teachers and
students to share what they’ve
learned and to plan inspired
missions. The World Student
Conference is a wonderful
opportunity for all IB students to
establish long-term connections,
develop leadership and learner
profile qualities, and expand upon
knowledge of university life and
post-secondary studies.
FCCPS Math Tracking By Susannah Whittle
Questions as to the fate of math
tracking within the greater Falls
Church City Public School system
have long plagued students,
parents, and faculty members
alike. The system of math tracking
(FCCPS Math Tracking, Continued, Page 2)
Newsletter for IB Diploma and Certificate Candidates Published by the GMHS Student IB Advisory Board
Volume 3 Number 1
January 2012
2
(FCCPS Math Tracking, Continued)
currently employed by FCCPS
encompasses a curriculum that
ultimately culminates in the
individual’s completion of Virginia
Diploma accreditation. George
Mason High School students are
presently offered a variety of
options in determining the course
of their mathematical higher
educations, the quelling majority of
which cater to an International
Baccalaureate course direction. Yet
as such, students are faced with an
overwhelming decision that may
fundamentally alter the course of
their diploma plan in question.
In accordance with FCCPS’ current
math tracking system, students’
math aptitudes are gauged and
subsequently differentiated at the
burgeoning of the sixth grade level,
the most accelerated of whom will
move into a Pre-algebra course
load typically designed to be
executed at the eighth grade
level. In determining students’
route of study at the middle school
level, the system employed renders
those enrolled in Accelerated
Math/Pre-Algebra at the sixth
grade level the sole group afforded
the opportunity of IB Higher Level
Math as twelfth graders. Moreover,
it essentially forces the selected
individual into a fast track that may
be deemed inappropriate to his or
her aptitude and academic
preparation at a higher level. As
such, numerous questions as to
both the validity and effectiveness
of differentiation have been
posed.
Such matters have been discussed
extensively amongst members of
the IB Student Advisory Board, and,
while no concrete decisions have
been yielded, forum has expanded
vastly, with current methods being
challenged more effusively than
ever.
Some argue in favor of a required
Algebra I class for all eighth
graders, ensuring the offer of IB
mathematics to the student body
in its entirety. The concept of such
a system has been widely refuted
by much of the GMHS mathematics
department, the overwhelming
majority of which argue the
detrimental effects of forcing
students into an accelerated
curriculum that they simply may
not be equipped for. GMHS math
teacher William Snyder offered the
notion that the cognitive
development of abstract thinking
differs immensely on the individual
basis: “While some who may not
have indicated readiness in the
younger years may find themselves
amply prepared for a more
advanced higher level curriculum,
those delayed will experience a
lack of motivation to learn and
further their true understanding…”
said Snyder, when questioned as to
the potential effectiveness of the
aforementioned proposal. “To
force those who are not ready into
a curriculum built on the basis of
depth of analytical knowledge will
merely enhance frustration and
undermine students’ ability to truly
enjoy math.”
3
Science and Service By Lia Cattaneo
This past summer, I was an intern
at the Smithsonian National
Museum of Natural History. While
at first I thought I was stuck in a
desk job sorting more than 9,000
ectoparasites (fleas, ticks, mites,
and lice), I quickly realized that
what I was doing was actually
service.
I used genetic barcoding to sort
these ectoparasites and was
shocked to find that mine were the
first of their genera to be added to
the Barcode of Life International
Database, which is available to
scientists across the world. I was
also able to identify diseases that
the ectoparasites could carry and
then started to track disease-risk
patterns in Kenya.
I was participating in the scientific
process as well as giving back to
the global community. Before,
when I thought of research science,
I saw it as existing purely to
advance our understanding of the
natural world. I thought science
couldn’t possibly be considered
service unless it was oncology
research, working in a hospital
laboratory, or something of that
nature.
After my internship, however, I
began to see that I could apply my
passion for research science in a
way that was undoubtedly service.
I challenge current and future IB
Diploma Candidates to take their
love for a subject, science or
otherwise, and turn it into service.
Ms. Planas: CAS
Coordinator By Christopher Earman
As you may or may not know,
Señora Planas, one of Mason’s
beloved Spanish teachers, has
become the Co-Coordinator of CAS
and will be taking over as full CAS
Coordinator next year. The duties
of a CAS Coordinator are to help
support students as they pursue
CAS and to give support and
guidance to the CAS Advisors to
ensure that they are fully prepared
for their role in the CAS process.
As of 2013, any 11th or 12th grade
student at GMHS will be given the
option to partake in the CAS aspect
of the IB program (this is also true
for the Extended Essay); this will
likely mean many more students
participating in CAS, making this
position as CAS Coordinator all the
more important.
When asked what she enjoys the
most about the new position,
Señora Planas responded, “getting
to know students whom I haven’t
taught, learning the ropes, learning
how CAS might be able to take a
role in our everyday classes, and
trying to make the connections
between CAS and everyday classes
clearer to myself, my colleagues,
and the students.”
4
Action Alternatives By Fae Montgomery
With all of the schoolwork and IB-
related requirements such as the
Extended Essay and class IB
meetings, fulfilling CAS activities
can seem like one more chore on a
long list. The action requirement
can especially seem like an
unnecessary stipulation; Varsity
sports can take up more time than
you have, or perhaps you just don’t
like to participate in sports. Luckily,
there are several acceptable IB
alternatives to sports teams to
fulfill the action requirement. A few
examples include, but are not
limited to, dancing, ice-skating,
fencing, horseback riding, yoga,
and pilates. These activities are all
great if you wish to unwind without
the stress of sports competition or
a strict practice and game
schedule.
Alissa Forbes, a junior IB diploma
candidate who does yoga with the
GMHS Yoga Club, shared her
thoughts on why an action
alternative fits her needs. “I like to
go at my own pace and in yoga the
only ‘winning’ is my own personal
achievement.
Having a more relaxed
environment really seems to help
This is a great alternative to a
school sport or team because you
are still part of group bonding while
being completely noncompetitive.”
Having a more relaxed
environment really seems to help
mitigate the stress associated with
the IB Diploma. Honora Overby,
another junior IB diploma
candidate, has been able to both
choose her own course of action
and fulfill her requirements by
fencing. According to Overby,
fencing was the perfect decision
because the time commitment is
more relaxed, and at the same time
the exercise is decent. In her
opinion, fencing is a better
alternative because it isn’t seasonal
and therefore, “You can improve all
year round instead of working
really intensely at a sport for a
shorter period of time.”
Like many other students pursuing
action alternatives, Overby enjoys
being able to determine her own
schedule and the less competitive
environment of fencing. Although
the GMHS slogan is “excel in mind,
body and character,” one may take
a step back to see how choosing an
action alternative could help
reduce stress and excel in “mind”
and “body.”
5
New Approach to H.D.
Cooke By Kelly Ready
Even before they school year
began, George Mason juniors
Juliana Morrison and Abby Van
Buren were taking the time out of
their summer to ride the Metro
into Washington, D.C. to map out
their CAS service project. After
scheduling an appointment with
the IB coordinator at H.D. Cooke
Elementary School, the three met
up to discuss various changes they
could make in the volunteer
program.
For years, George Mason students
have fostered a special connection
with the H.D. Cooke School by
tutoring their students on
weekdays. Van Buren and
Morrison, in the true IB spirit,
decided to create a program called
“CAS-Eption.” The idea of this
program was to introduce a sort of
CAS program at H.D. Cooke by
having students participate in
various creative, athletic, and
service-oriented activities. After
receiving the approval of the Cooke
IB Coordinator, Van Buren and
Morrison went to work planning
the “CAS-Eption” program and
have thus far had enormous
success with it at the elementary
school.
Whereas in previous years the H.D.
Cooke program has been more
about tutoring and spending time
with the kids, this year the program
is centered around creating and
carrying out various “mini projects”
that teach kids the importance of
the three pillars of CAS. In addition,
Mason students encourage the kids
to choose which activities they
would like to participate in and to
voice their ideas and opinions. The
connection between Mason and
Cooke students seems to
reciprocate many of the same
positive feelings.
“In the after school program, there
is typically only one teacher to
supervise 15 to 20 kids,” said Van
Buren. “When we show up, we are
able to give individual attention to
each of them. This not only makes
a huge difference in their learning
experience, but is also rewarding
for us because we see how much
we can really help out.”
Another change in the H.D. Cooke
program this year is the schedule.
Rather than having all participants
go on one day, some of the
students go on Tuesdays and
others on Wednesdays. This reason
for this change is to accommodate
students’ other extracurricular
activities as well to as allot more
time with the elementary students.
The group typically leaves right
after school and arrives at the
school around 4:00 p.m. After
spending an hour and a half to two
hours with the kids, Mason
students take the Metro back into
Falls Church and arrive around 7:00
p.m.
(H.D. Cooke, Continued, Next Page)
6
(H.D. Cooke, Continued)
If there are any IB candidates or
NHS members that have not yet
figured out their service project,
the H.D. Cooke program is a great
way to fulfill those requirements.
Of course, this program is open to
all students who simply wish to
serve their greater Washington,
D.C. community.
Homework Calendar? By Allison Cunningham
Have you ever had a day at school
in which you had three or more
important assignments and/or
tests to complete and no teacher-
to-teacher communication
involved? You must be wondering
if there could be a way to solve the
problem. The George Mason I.B.
Student Advisory Board has spent
some time on this subject,
brainstorming ideas that could help
improve our academic system.
One of the main ideas that is
currently being discussed is the
creation of a joint online calendar
that will display the dates of
important assignment and tests for
almost all classes. The plan consists
of creating a mass calendar for
both juniors and seniors with color
coordination depending on the
teacher. If a major overlap of
completion dates for various
classes occurred, it would be up to
the teachers to discuss with one
another how to best rearrange test
and assignment due dates.
The system would be convenient
for students; however, this may be
a key conflict amongst the
teachers. When asked about such a
calendar, Mr. Pepper replied, “[The
teachers] used to have one, but it
teachers. When asked about such a
calendar, Mr. Pepper replied, “[The
teachers] used to have one, but it
would not necessarily affect what
[they] would do.”
This is a similar problem for many
teachers because of the strict IB
deadlines that cannot be
moved. Mr. Byrd explained how
“[The teachers] have talked about
it for almost two years now and it’s
a big challenge…” In the mean
time, he added, “it really depends
on the students.”
Mr. Byrd is right, however the
growing idea of this joint calendar
still remains. If you, the student
body, agree with this assignment
overload, voice your opinions;
there is much more to come!
Contributors Student Editors
Michael Irvine
Kelly Ready
Layout and Design
Matthew Irvine
IB Board Members & Contributing
Writers
Seniors
Lia Cattaneo
Christopher Earman
Matthew Irvine
Michael Irvine
Alex Valentino
Juniors
Allison Cunningham
Christina Holman
Fae Montgomery
Kelly Ready
Susannah Whittle