Every IB programme is founded on a constructivist theory of how kids learn. Constructivism is a theoretical model of cognition that is now widely used and accepted and claims that knowledge is actively constructed rather than passively acquired.
It refers to methods that acknowledge the significance of engaging & challenging learners' pre-existing mental models in order to improve understanding and performance.
IB programmes are made to encourage young learners to be inquisitive and give them the knowledge, understanding of concepts, skills, reflective practises, and attitudes necessary to become independent lifelong learners in the context of a constructivist method of education and learning.
Helping pupils develop a real and comprehensive understanding that will enable them to function successfully and freely in a society that is becoming more and more complex is one of the fundamental difficulties of outstanding education.
Additionally, the use of directing or key questions is essential to educating for understanding. Teachers are better able to guarantee that the skills and knowledge they are educating are pertinent and meaningful since the act of formulating these open or spontaneous questions forces them to concentrate on the causes why they are delivering that specific body of material. Looking for IB tutors in London? Contact IBGA now!
The IB DP is distinctive for a variety of reasons, one of which is its emphasis on three essential elements that extend beyond content acquisition.
Extend Essay (EE)
The first is a task known as the Extended Essay, which gives students the opportunity to examine a subject of particular interest and familiarises them with the individual research and communication skills required at universities.
Along with encouraging intellectual exploration and audacious innovation, the EE "gives students the opportunity to participate in personal study on a topic of their choosing choice, under the mentorship of a supervisor".
The Theory of Knowledge coursework, which is the second essential element of the DP, aims to "create a cohesive learning approach that transcends and integrates the academic domains and encourages awareness of different cultural views."
The TOK course asks students to reflect on the consequences of cultural shifts & global issues as well as to think logically about what they experience while taking into account other viewpoints.
The students' knowledge understanding as a man-made construct [is] formed, enriched, and developed' in this course as they listen to differing viewpoints on topics including the information - based economy and indeed the digital revolution.
Creativity, Action, & Service (CAS), the third core element that is exclusive to the IB, is the DP's centrepiece and runs concurrently with academic courses. It consists of artistic endeavours, creative problem-solving, physical activity that promotes a healthy style of life, and volunteer community service that benefits the student's learning.
Students are encouraged by CAS to participate in team-based activities and actions in local, national, and international contexts. Additionally, via experiential learning, it enables students to advance their social and civic growth as well as their personal and interpersonal development.
Getting Learners Ready for the Future
The Diploma Programme helps students "develop physically, intellectually, socially, and ethically as they prepare for the evolving and more global world." Take help of the IB tutors in London from IBGA!
Students are best benefited if they are studying to learn, that is, building the skills and mind-sets toward future learning that will qualify them for higher learning as well as for employment. This is in addition to the emphasis on knowledge and comprehension of cultures and concepts.
IB students practise critical thinking by gathering primary sources and constantly questioning and challenging. They demonstrate an integrative approach to global concerns, entrepreneurship, and understanding future situations.
They recognise the interdependence of our planet and the importance of international cooperation. Through community service, IB students demonstrate leadership, self-development, and compassion.
They recognise and value the value of varied viewpoints as they engage with the rising multiculturalism of communities at home, overseas, and, obviously, via the Internet.
They speak other languages, which is a crucial means of understanding the various mental processes that accompany different languages. Higher education schools that respect such characteristics will be pleased with the maturity and elegance of IB students.
As a result of their participation in the IB Diploma Programme, such students will perform well at university and enter the world with knowledge and skills well-honed values, cultural sensitivity, and a feeling of assurance and pride.
There is a vast literature that quantitatively evaluates the performance of IB students at university, demonstrating a connection with their education from the Diploma Programme, but very little research that shows post-university success around the DP's behavioural intentions as envisioned by the IB's early pioneers.
The thought leaders who created the first Diploma Programme aimed to build a balance of skills and understanding with attitudes and behaviours, which are often difficult to quantify.
It is fascinating to observe the highly favourable findings of studies that assess IB students' admittance into colleges and their competence as university students. Contact the IB tutors in London through IBGA!
These studies show that IB students arrive at university with characteristics that are fantastic predictors of higher education institution, employment, and lifelong success; however, the authors are unaware of any longitudinal studies that clearly link completion of any IB programme to achievement beyond tertiary level practice in general, and employment in particular.
IB former students in very top positions in multinational organisations have informed that they'd hire additional IB graduates because they are aware of the calibre of the students who graduate from the IB DP and how effectively they perform at university.
Until there is research to back up this phenomenon, anecdotes will have to suffice—and until there are assessment tools to measure the value of compassion, intercultural skills, logical analysis, ethical decision-making, confidence, internationalisation in thought and deed, and the other characteristics and attributes embedded in an IB programme, we will have to appreciate the early visionaries as we watch, with glory and awe, our young IBs.