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Standard C2: The school

has implemented a system

through which all teachers plan and reflect in collaborative teams.

  • Planning at the school takes place collaboratively.
  • Planning at the school enables all teachers to gain an overview of the students’ whole learning experience
  • Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies.

WHY Concurrency of Learning?

Concurrency of exposure to knowledge and attitudes across a range of disciplines at least raises the likelihood of affective engagement in topics and issues of importance.

What do we understand by the term ‘Concurrency of Learning?’

What pedagogical beliefs underpin CoL?

Students deal with a balanced curriculum each year in which the required subjects are studied simultaneously.

IB beliefs and values of education - underpinned by research

  • Authenticity of learning — the reason for learning, the relevance to the learner and a deliberate focus on understanding the present world should be made explicit in a classroom (Gardner)
  • Piaget’s perspective was based on his observations of young students and what he saw as a “new kind of knowledge”, that which results from the “fluctuation of disciplinary boundaries”.
  • Nicolescu claims that since the early 1970s we have been “in a kind of sleep because nobody really succeeded in capturing what this was really about — beyond the disciplines” (Volckmann 2007).

IB General Regulations connected to CoL

7.1 Candidates for the IB diploma must satisfy assessment requirements in six subjects, each studied over a period of two years, except that not more than two standard level courses may be completed in the first year of the program. Languages ab initio and pilot subjects can never be completed in the first year of the program.

7.2 In addition to the six subjects, candidates for the IB diploma must:

a. take a course in, and complete the required assessment in, theory of knowledge, for which the IB Organization recommends at least 100 hours of teaching over the two-year period of the Diploma

Program.

What pedagogical beliefs underpin Concurrency of Learning?

"The teaching of minds well informed rather

than minds well stuffed"

(Alec Peterson, former Director General)

Content

of this presentation

  • genuine learning is a lengthy process
  • Meaningful assessment has important formative elements which require extended time
  • Inquiry and research for independent learning requires greater patience and maturity of the student
  • Inter-disciplinary teaching and learning promotes higher level thinking
  • Time for reflection over time is vital for profound learning.

Concurrency of learning

CoL and Procedures

What pedagogical beliefs underpin Concurrency of Learning?

All higher level subjects, the core and at least one standard level subject must be taught over the two years of the programme.

It is permissible to teach up to two standard level subjects during the first year and assess them at the end of that year as anticipated subjects.

It is also permissible to teach one standard level subject during the first year and assess it at the end of the year as an anticipated subject, and to teach one standard level subject during the second year and assess it with the other final assessments needed for the diploma.

It should be noted that this exception is designed to offer flexibility to schools where genuine need for this arrangement exists due to unavoidable scheduling constraints. This is not intended to be a routine aspect of Diploma Programme design; all courses are designed as two‑year learning experiences.

Do we all believe in this statements?

  • Understand what we mean by ‘concurrency’
  • What IB beliefs and values underpin concurrency?
  • Where in our documents is this stated and explained
  • Putting our "principles into practice"
  • Scheduling: issues and challenges

MISTAKES IN school schedule

TASK: ANALYZE THIS school'S schedule

What’s the bottom line? Situations to Avoid

  • SL subjects offered in one semester
  • HL subjects offered in two semesters
  • HL or SL level subjects completed in semester 1 of DP year 1 without plans to continue support to student until exam in semester 2 of DP year 2.
  • TOK scheduled only in year 1 or 2. Within subjects must be very explicit and planned.
  • CAS completed in less than 18 academic months
  • Subjects taught with a semester in between without actions that allow for student’s exposure to the subject during the semester in which it is not formally scheduled (e.g. independent study, conferences, meetings with teacher)

Ideal

Putting our

‘principles into practice’

In Summary

The expectation of concurrency was certainly made explicit with the publication of Programme

standards and practices (IB 2005: 2)

—“Standard A1, Practices, DP, 11” reads: “The school promotes concurrency of learning for each student.”

SL 150 hours

HL 240 hours

2 IB Science maximum

Minimum 3 HL, the rest SL

1 Literature

1 Foreign Language

1 Social Science

1 Experimental Science

1 Maths

1 Arts/Elective

+ TOK

+ CAS

+EE

The core must be taught/experienced over two years.

TOK is a course that encourages reflection on the nature of human knowledge and should be taught with reference to student experience in the classroom, which requires concurrency of learning.

Some schools choose to finish the TOK course slightly before the final examinations so that students can start to prepare for final assessments.

Similarly, CAS needs to involve students over the two years, but it is reasonable to allow students to finish the programme a couple of months before final assessments to allow them to concentrate on examination preparation.

Putting our

‘principles into practice’

Students are expected to make connections between different academic disciplines and not to study subjects “in isolation” from each other.

Teachers and schools have a responsibility to help students make meaningful connections between different disciplines through providing instruction, teaching schedules and learning environments that support this process.

Concurrency of learning is expected in the Diploma Programme as it provides one important means of supporting interdisciplinary learning.

Scheduling : scheduling can be a complex issue, particularly when other state, provincial or national courses have to be incorporated, and it is frequently connected with a detailed analysis of timelines for internal and external assessment completion and submission.

Putting our

‘principles into practice’

Concurrency of Learning

IB Diploma Program

Concurrency means teaching the curriculum in a schedule that consistently exposes the student to all of their subjects and the core, over the two years of the programme.

This allows students and teachers to make links between experiences in the core and the academic subjects that are being studied, and it is based on the belief that the total educational experience is more than the sum of its parts.

IB Diploma Programme

We will get there.

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