1. Origins and Aims of International Baccalaureate Monday Afterschool Special 21 March 2011 IB @ Hoover/Meredith

2. Does mobility matter? What changes are in store for the world as people, goods and ideas move more rapidly and more often than ever before?

3. Does consistency matter? What knowledge, skills and understandings are so important that people all around the world should have access to them? IB @ Hoover/Meredith

4. International Baccalaureate - Origins International School of Geneva – mapped a pre-university curriculum & developed common exams (1962-1968) First year of common international assessments (1968) taken by students in UK, US, Denmark, Lebanon, Iran and Switzerland Expanded recognition from universities around the world for students with the “IB Diploma” (1980s) IB Middle Years and IB Primary Years programs developed to increase opportunities for younger students (1990s)

5. IB @ Hoover/Meredith International Baccalaureate – Fast Facts Currently 3160 authorized IB World Schools (about ½ are public) Currently 1248 authorized IB World Schools in the US (CA, FL, TX) IB World Schools present in 140 countries Students enrolled in IB World Schools – 911,000 See US profile here: http://www.ibo.org/iba/countryprofiles/documents/UnitedStatesC ountryProfile.pdf http://www.ibo.org/iba/countryprofiles/documents/UnitedStatesC ountryProfile.pdf

6. IB @ Hoover/Meredith Hallmarks of an IB/International Education Inquiry-based learning (the power of questions) Rigorous content in all subject areas (and across all subject areas) Communication and language development (in at least 2 languages) Intercultural understanding – not just “awareness” Commitment to service and action based on what we’ve learned

7. IB @ Hoover/Meredith International Baccalaureate – Aims The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

8. IB @ Hoover/Meredith International Baccalaureate - Aims The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB @ Hoover/Meredith Questioning the Authors?????? With a partner, develop and share a series of questions that you would direct to the authors of the IB Mission Statement – - a clarifying question (“what is meant by..”) - a critical question (“do you really think…”) - a reflective question (“this makes me wonder if…”)

9. IB @ Hoover/Meredith International Baccalaureate - Aims The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB @ Hoover/Meredith After School Special 2 – The Learner Profile Come prepared with five traits (single word) that would describe a peaceful and productive member of the world community in the years to come. Think about how we can prove or validate that we are creating the types of learners who exemplify those traits.