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Arlington, VA 22204
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Friday, June 24, 2016

IB Programme

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The International Baccalaureate Middle Years Programme at Thomas Jefferson Middle School

 What is the IBMYP? 

The MYP or Middle Years Program is the second of three programs in the International Baccalaureate (IB) continuum.



The goal of all the IB programs is to develop active, life-long learners: students who have the knowledge, abilities and skills to function independently and collaboratively, to be reflective and to take appropriate action. The IBMYP, particularly, encourages students to:


§         Understand connections across subjects and to the world


§         Become critical and reflective thinkers


§         Develop a strong sense of self-awareness and identity
The IB learner profile is said to be the IB mission statement in action. The traits of the learner profile are the characteristics IB schools are developing in students in order to fulfill the IB goal. The learner profile therefore, provides the foundation for learning in the all programs.

What is international-mindedness?

·         Understanding and celebrating the value of diversity


·         Having empathy for those who are different, while retaining pride in

           one’s own identity


·         Using open-minded inquiry with critical thinking


·         Showing adaptability, or capacity to cope with rapid change


·         Balancing interdependence with



·         Understanding that individuals can

improve the world, and an acceptance of the responsibility to take action to do so.


 Adapted from Alex Horsley’s IBNA Regional Conference   presentation (2008)


What is the IBMYP curriculum?


Global Contexts for Learning
In the IBMYP, teachers use the six global contexts (themes) to focus the curriculum on real-WORLD issues. Through exploration of the six contexts, students learn to connect the subject matter to their personal lives and to the lives of others around the globe.
Six global contexts and possible explorations:
Identities and Relationships
* Competition and cooperation; teams
* Identity formation, self-esteem, status, role
* Attitudes, motivations, happiness and the good of life  
* Human nature and human dignity, moral reasoning, ethical judgment
Orientation in Time and Space
 * Civilizations and social histories, heritage, migration, displacement and exchange 
* Eras, turning points and "big" history 
* Scale, duration, frequency and variability 
* Peoples, boundaries, exchange and interaction 
* Natural and human landscapes and resources
* Evolution, constraints and adaptations
Personal and Cultural Expression
* Artistry, craft, creation, beauty
* Products, systems and institutions
* Social construction of reality, ways of life, belief systems; ritual and play
* Critical literacy, languages and linguistics systems; histories of ideas, fields and disciplines; analysis & argument 
* Abstract thinking 
* Entrepreneurship, practice and competence
 Scientific and Technical Innovation
* Systems, models, methods; products, processes, and solutions 
* Adaptations, ingenuity, and progress
* Opportunity, risk, consequences and responsibility 
* Modernization, industrialization
* Digital life, virtual environments and the informational age  
* The biological revolution 
* Mathematical puzzles, principles and discoveries  
Globalization and Sustainability
* Markets, commodities and commercialization 
* Human impact on the environment
* Commonality, diversity and interconnection
* Consumption, conservation, natural resources and public goods
* Population and demography
* Urban planning, strategy and infrastructure
Fairness and Development
* Democracy, politics, government and civil society
* Inequality, difference and inclusion
* Human capabilities and development; social entrepreneurs
* Rights, law, civic responsibility and the public sphere
* Justice, peace and conflict management
* Power and privilege  
* Authority, security and freedom
* Imagining a hopeful future


What is the teaching and learning approach of the IBMYP?



"Tell me and I forget, show me and I remember, involve me and I understand." The third part of this age-old saying captures the essence of inquiry-based learning.


The instructional model in the IBMYP follows an inquiry-based approach. Inquiry is a process of gaining understanding by way of active participation. Inquiry entails formulating questions based on one’s current knowledge and seeking answers in order to construct new knowledge, collaborating with others in their quest for understanding and applying their knowledge in authentic ways outside the classroom. Students also reflect on their learning and formulate their own inquiries for further study.


The IBMYP is also concept and skills based. Because information is now at one’s figure tips, teaching focuses on developing students understanding of concepts that are meaningful across disciplines and that connect topics and processes in relevant ways.


In addition, students practice and acquire necessary skills in the individual subject areas as well as habits of mind skills (organization, research, collaboration, making connections, etc) that are needed for success in school and for lifelong learning.


Technology Resources
Thomas Jefferson Middle School  has a strong tie to technology (the actual thought process of design and innovation) and technology tools. We have two standing computer labs and 10 mobile laptop carts. Jefferson is also participating in a pilot program that has all sixth grade students using iPAds as part of a countywide 1:1 initiative to be completed by the year 2017.  Teachers have access to tools including digital cameras, movie cameras, SMARTBoards, wireless slates, and lcd projectors. Teachers also have access to various software and video programs to support instruction on just about any topic. Teachers have students using software and Internet tools to create multimedia presentations, desktop publications, Webquests, and movies. The students even broadcast a morning announcement show over closed circuit television. Technology obviously plays a huge role in Jefferson's Middle Years IB Programme. The Design Cycle trains students to look at the big picture of learning and to have a personal stake in their own education. Students learn to investigate, plan, create, and then evaluate three branches of technology: information, materials, and systems. With technology at the helm, students become leaders in the classroom.
Last Modified on March 8, 2016