We're IB now so ... what's changed?

For many of us, our memories of school are most likely vague reminiscences of the typical information-in-information-out model of teaching. A model in which students are passive receivers of information either in the form of teacher impartation and an endless series of worksheets. These are then read over and over in an attempt to cram as much information into short term memory – just long enough to write a test in which students regurgitate as many facts as they’ve managed to recall.

We’ve always believed that learning is an active process in which teachers and students partner in making learning happen, which is why the transition to the IB Primary Years Programme has been a natural choice. While our approach is evolving, our philosophy about learning and how children learn best, remains unchanged.

“If we want our students to actually learn the facts and concepts and ideas we’re trying to teach them; they have to experience those things in some way that rises above abstract words on paper. They have to process them. Manipulate them.”

– Jennifer Gonzalez -

So how do we approach the learning process? What do we do differently to ensure deeper learning, interest and confidence?

The answer is to involve students actively in making meaning of the content. When students are engaged in, and partnering in, constructing their own knowledge, there is little reason to agonize over imparting content - it happens naturally - at a far deeper level.

To facilitate authentic learning, students learn to manipulate and create meaning from information by:

1. SORTING – this requires organising information using strategies such as listing, classifying, identifying similarities and differences, labelling and categorizing.

2. ACTIVELY EXPLORING – this may involve experimenting, building models, researching or creating simulations.

3. DISCUSSION – at various levels, with the teacher, with their peers and even members of the greater learning community such as parents or experts in the field of their study. This is often guided and prompted by the teachers by carefully selected questions.

4. GRAPHIC ORGANISERS – information is organised and summarised with the use of specific thinking maps, mind maps or graphic organisers.

5. WRITTEN RESPONSES – students may be required to write their understanding in a paragraph or suitable essay format – especially in the senior phase.

6. ORAL PRESENTATIONS – students may prepare, practise and memorise an oral presentation or video presentation.

7. PROJECTS/ACTION – students

prepare and present their learning and understanding in a variety of formats.