Presentation on theme: "UAIS IB Diploma Parent Presentation September 9, 2014."— Presentation transcript:
UAIS IB Diploma Parent Presentation September 9, 2014
Tonight’s Goals/Objectives Provide a general overview of special program requirements: Creativity, Action, Service (CAS) and Extended Essay (EE), and Theory of Knowledge (TOK) Review requirements for IB diploma eligibility Explain the general roles and responsibilities of students, teachers, and parents Discuss support structure and communications with parents
General Regulations: Diploma Programme Please return by Tuesday, Sept 16th, 2014. Document for students & their legal guardians Content and requirements of the IB Diploma (art.8) Award of the IB Diploma (art. 13) Recognition of the IB Diploma (art. 5) Academic infringement and malpractice (art. 20-25) ◦ Plagiarism and falsifying CAS records
IB Diploma Framework
CAS Definition (Broad) Creativity: arts and other experiences that involve creative expression or design Action: physical exercise that contributes to a healthy lifestyle Service: unpaid, voluntary exchange that has a learning benefit for the student All three components center on experiential learning.
CASCommunity Service At least 150 hoursLess than 75 hours Goal-orientedHour-oriented Ongoing evaluation by interviewsSingle evaluation by completion Internationally-mindedLocally focused Requires extended projectRequires none Requires deep reflectionRequires minimal or no reflection Activities demand personal challenge Activities often menial in nature Creativity and action requiredOnly service required
CAS Requirements for IB Diploma At least 150 total hours of CAS Sustained 18 months (no interruptions) Completion of one extended CAS project Sustained reflections Adequate balance of creativity, action, and service Completion of five personal interviews with CAS advisor
CAS Requirements for IB Diploma CAS is not awarded points on the traditional 45-point scale Advisors recommended pass or fail condition Failure renders the student automatically ineligible for the IB diploma
CAS Advisors (UAIS Teachers) Conduct student interviews Monitor range of activities and reflections Help students develop and alter goals Read and respond to reflections Verify involvement of CAS supervisors Help troubleshoot potential issues Make final recommendations (pass/fail) to coordinator
CAS Supervisors & CAS Safety Required for activities/projects Provides guidance/training Monitors attendance Report on student performance Can be teachers or other adults in the local community, but not UAIS parents or family members Know the key players in their CAS world!
Managebac (uais.managebac.com) Funded through IB Parent Boosters Website storage facility for all CAS and other IB-related student information All documentation, proposals, and reflections are virtual
Extended Essay Between 3,500-4,000 words Subject area of choice for students Involves university-level research Completed outside of coursework Represents a 40-hour commitment Externally assessed by IBO evaluator Training begins late fall of junior year
Role of Supervisors A UAIS teacher who: Uses expertise in subject area to provide advice and guidance to students, for a total of four hours Helps define research question Aids in the research process Reads and comments on one draft Submits a predicted grade to the IBO
The UAIS EE Schedule ◦ Process begins junior year ◦ Topics chosen/supervisors assigned early 2014 ◦ Research period/OU field trip in spring 2015 ◦ Summer homework focus: CAS/EE/College ◦ Rough draft due first day of senior year ◦ Final draft due no later than December 2015
EE Parent Reminder
Academic Integrity Ultimate responsibility lies with student Works or ideas of others must be correctly acknowledged Supervisor confirms that the EE the student submits is authentic work of the student Both plagiarism and collusion—accidental or not—are forms of malpractice Any falsified CAS document, including reflections, is grounds for malpractice
Theory of Knowledge (TOK) Prior to TOK – 16 years ◦ Acquire vast amounts of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom During TOK – 2 years ◦ Student as the ‘knower’ ◦ Critical thinkers ◦ Knowledge questions– different DP subjects, CAS experience, Extended Essay research, real world application
Knowledge Questions How is the meaning of what is said affected by silences and omissions, pace, tone of voice and bodily movement? How might these factors be influenced in turn by the social or cultural context? Is reason purely objective and universal, or does it vary across cultures? Is logic purely objective and universal?
International dimensions Attributes a citizen of the world needs: ◦ Self-awareness ◦ Reflective, critical approach ◦ Interest in other people’s points of view ◦ A sense of responsibility
The Assessments Students need to complete two assessments: ◦ External Assessment—1200-1600 Word Essay This is NOT a research paper ◦ Internal Assessment—Oral Presentation (10 minutes) Student created knowledge issue
The Core Points Matrix – TOK/EE
UAIS Intervention System Level 1: Student informed via email and CCed to Yeokum, Spear, and Layson; alternate deadline set Level 2: Student informed via email and CCed to Yeokum, Spear, and Layson; parent contact by teacher warning of DP eligibility implications; alternate deadline set Level 3: Student informed via email that diploma eligibility status is temporarily suspended until student responds; meeting to plan solution with Mr. Spear and Mr. Layson; parent contact by coordinator
UAIS Intervention System Sets specific internal deadlines among students and teachers Requires communication with parents to help address the issue Provides a specific, individualized student plan to catch up Maximizes IB diploma eligibility
DP Dos for Parents Make the core (TOK, CAS, EE) as much a part of your school discussions as classes Be informed and responsible about their activities Provide transportation for CAS and EE requirements Encourage completion of full EE draft and CAS Extended Project before senior year begins Suggest activities/projects that may develop future career skills Utilize the DP Parent Calendar!
DP Don’ts for Parents Focus too narrowly on grades at the expense of the core requirements of the program Shy away from asking your child questions Fill up the summer between junior and senior year Assume that your otherwise responsible child will handle all of this gracefully