“The IBCP appeals to students who wish to pursue career-related studies, combining the IB’s rigorous approach to education with practical hands-on experience within the working world” says Kristi Sedlacek, IBCP Co-ordinator at ACS Egham. “This qualification enables students to realise their career aspirations and reach their full potential.
Students are required to study two or three IB Diploma Programme Courses; IBCP students choose their IB Diploma Programme subjects based on their career-related study. What is the IBCP core?
In order of effect magnitude, the most impactful strategies were: Have Grit — Persistence over the long haul is key Know Exactly How Far You Have Left to Go — Monitor your progress Get Specific — Have a crystal-clear idea of exactly what success will look like
The IB Diploma elements of the IBCP are assessed by written examinations and are then marked externally, the IBCP core components are examined and marked by the school (although the reflective project is moderated by the IB). This article was originally published in August 2016.
Here are some advantages of receiving an IB diploma:High Acceptance Rate. ... Increased Scholarship Opportunities. ... Interdisciplinary Teaching. ... Lifelong Learning. ... Teacher Development. ... Risk Takers. ... Knowledgeable. ... Liberal Minded.More items...•
How to Prepare for the IB Diploma: Top 10 Study TipsGet started early. As cliché as it may sound, we really can't emphasize this point enough. ... Utilise all resources available to you. ... Engage with your teachers. ... Read broadly. ... Keep things in perspective. ... Revise content regularly. ... Know your mark schemes. ... Switch things up!More items...•
Unlike any other program available at the secondary school level, the IBCP lets students design their own course of study and prioritizes their interests while still providing a structured and rigorous environment.
IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open- minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
5 top skills needed to ace the IB DiplomaCuriosity. It all begins with your own curiosity and sense of wonder. ... Motivation. Your own drive and determination, coupled with persistence, will allow you bravely go beyond the known! ... Autonomy. ... Collaboration. ... Time Management.
If you wish to apply to study at a US or Canadian university, IBCP schools have reported that students who complete the whole IBCP programme (not just the IB subjects) have been accepted straight into the second year of a degree course.
The IB Career-related Programme (CP) is designed for students interested in pursuing a career-related education in the final two years of secondary school. It provides them with an excellent foundation to support their further studies, as well as ensure their preparedness for success in the workforce.
IBCP @ JNIS For the IB Diploma Programme at JNIS, subjects are offered across the 6 groups - Studies in language and literature, Language acquisition, Individuals and societies, Sciences, Mathematics, and The Arts.
Approaches to learning (ATL) are skills designed to enable students in the IB Middle Years Programme (MYP) to “learn how to learn.” They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning.
The most likely answer as to what IB means is 'inspired by. ' '#IB' will be added to a video when perhaps a user is recreating a challenge, dance or something else they have seen someone else do, and they want to credit where their inspiration is coming from. @addisonre.
The IB Learner Profile (LP) comprises ten attributes, which together express values inherent to the IB continuum of international education (IBO 2008). These are currently listed as: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.
Few IB Tips to Get That Perfect 45Perfect Time Management: The Essence of Success.You Have Study Properly and In-Depth and Not Superfluously.Scoring a 7 in IB English Language and Literature Not Insurmountable.A well-oiled and tangible timetable.Keep Abreast of Things Around You.Run as If in a Race.More items...•
IB Survival Pack Details This 5,304-word pack is designed to give students comprehensive advice on how to cope with the demands of the Diploma Programme course throughout its duration, and to prepare for the final examinations at the end of it.
Students study a broad curriculum across eight subject areas: Language & Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, Physical & Health Education, and Design. At the end of the programme, students participate in a Personal Project.
Manage your time and your attention. People who devise detailed, goal-directed schedules are more productive and less stressed. And once you’ve scheduled your calendar, focus and stick to it by setting external stakes (meeting with professors, a reading group, or a Learning Consultant) and rewards (dinner with friends, TV, etc.). During a study session, be in the moment: turn off distractions (cell phones, e-mail) and dedicate yourself to a single task. Divide or continuously switch your attention to various tasks and you do several things poorly instead of one thing well.
Starting a project often proves the hardest part; starting early gets you over this high hurdle with plenty of time to develop your work. Explain a difficult idea, concept, problem, or passage to a friend. Research shows that one of the most effective ways to learn is to teach.
Institutions can make great strides simply by reaching out to the segments of their population who are struggling the most. Top performers do not make assumptions about who is at risk. They examine the data, find the specific cohorts of students that have trouble, and reach out with specific strategies to help those groups. These might be recognizable on a national level, like first-generation students or men with high test scores but low high school GPAs. They might also be entirely idiosyncratic to your school, such as a troubled athletic team, math majors, or transfer students from a particular community college. An intensive effort within a few troubled groups can move the needle significantly.
A hard look at institutional data helps top-performers understand which students are at risk. The trick they have mastered is to engage members of the campus community to act on that risk. Institutions that have been successful in this area have built predictive models to identify students at risk, used technology tools designed to flag and work with at-risk students, and trained and engaged faculty and advisers into being active participants in ameliorating risk.
The culprit might be poor customer service, cumbersome institutional academic policies, lack of availability of critical courses, or gateway courses that stop student progress.
Let’s make what could be a generous assumption about your college or university: you’ve done all the hard work. You’ve created a leadership structure and an institutional culture that is ready to collaboratively tackle student success. Your institution knows itself and is ready to act. Now what?
Building a sense of academic self-efficacy is critically important. Top-performing institutions engage in specific academic initiatives that matter most to their campus. They run the gamut from providing better remediation to creating and marketing better academic support services to improved curriculum and course design. Top-performers are committed to creating an environment for academic success for every student they admit.
Do you have to use all of these strategies? Definitely not . In fact, this is not even advisable. It’s much more important to find the right mix of strategies that both match institutional capacity and give you the most traction. Top-performers don’t just put out fires by addressing only those students who are in obvious trouble; they fire-proof their houses by elevating the student experience for all.
Here’s some good news: an incredible 90 percent of responders report pursuing at least some of their goals with Get Better mindsets. But here’s the Bad News: 80 percent of responders are also pursuing goals with Be Good mindsets. So there’s still way too much I-have-to-prove-myself thinking going on out there, and it’s sabotaging our success.
In order of effect magnitude, the most impactful strategies were: 1 Have Grit — Persistence over the long haul is key 2 Know Exactly How Far You Have Left to Go — Monitor your progress 3 Get Specific — Have a crystal-clear idea of exactly what success will look like 4 Seize the Moment to Act on Your Goals — Know in advance what you will do, and when and where you will do it 5 Focus on What You Will Do, Not What You Won’t Do — Instead of focusing on bad habits, it’s more effective to replace them with better ones. 6 Build your Willpower Muscle — If you don’t have enough willpower, you can get more using it. 7 Focus on Getting Better, Rather than Being Good — Think about your goals as opportunities to improve, rather than to prove yourself 8 Be a Realistic Optimist — Visualize how you will make success happen by overcoming obstacles 9 Don’t Tempt Fate — No one has willpower all the time, so don’t push your luck
Build your Willpower Muscle — If you don’t have enough willpower, you can get more using it. Focus on Getting Better, Rather than Being Good — Think about your goals as opportunities to improve, rather than to prove yourself. Be a Realistic Optimist — Visualize how you will make success happen by overcoming obstacles.
So about 40 percent of responders aren’t being realistically optimistic, or focusing on what they will do, rather than what they won’t. And 50 percent of responders aren’t being specific, seizing the moment, monitoring progress, having grit, and having willpower.
But which packed the biggest punch? To find out, I recently took a look at the responses of about 7,000 people who had completed every Nine Things Diagnostic, along with a brief measure of how successful they felt they had been in reaching their own goals in the past.
But does that mean that the items further down the list aren’t as important? Not quite. For instance, #7, “focusing on getting better, rather than being good,” actually predicted using each of the other eight things! People who focused on “being good,” on the other hand, were less likely to use the other tactics on the list. In fact, if you do a lot of “be good” thinking, you are less likely to be gritty or have willpower, and you are more likely to tempt fate. You’re also, not surprisingly, less likely to reach your goals.
If you have a few spare minutes, I encourage you to take the Nine Things Diagnostics yourself, assuming you haven’t already. It’s a quick yet powerful way to target your weaknesses (and learn about your strengths). Remember, improvement is only possible when you know where you’re going wrong, and what you can do about it.
Such ineffective strategies include: summarization, highlighting and underlining, and rereading.
Distributed practice — Implementing a schedule of practice that spreads out study activities over time
Indeed, students probably relay on tasks like highlighting and rereading because they are the easiest to do while actively studying. It’s so easy to whip out a highlighter and believe that by actively marking a passage, it’s somehow seeping into your brain cavities like syrup does into those little waffle compartments.
Elaborative interrogation — Generating an explanation for why an explicitly stated fact or concept is true
Of course, psychologists and other scientists have been testing effective study techniques now for decades. Being far more clever than I, they’ve actually run such techniques through the research ringer, and have come out with some effective study strategies.
Teach students how to do retrieval practice in class: Have them turn off their devices, put all their notes and books away, then ask them to write everything they know about a particular term or topic, or share their thoughts in a think-pair-share. When the practice is done, have students check their understanding by revisiting their materials and discussing misconceptions as a class. Once they learn how to do this in school, they can then apply it at home.
Teachers can help students apply this strategy by helping them create a studying calendar to plan out how they will review chunks of content, and by carving out small chunks of class time every day for review. In both cases, plan to include current concepts AND previously learned material: Many teachers know this as “spiraling.”
When planning exercises for students, resist the temptation to have them repeat the exact same process multiple times in a row. Instead, have them do a few of the new process, then weave in other skills, so that the repetitive behavior is interrupted and students are forced to think more critically. Explain this strategy to students so they can apply interleaving to their own studying.
Interleaving. Switch between ideas while you study. Common knowledge tells us that to learn a skill, we should practice it over and over again. While repetition is vital, research says we will actually learn that skill more effectively if we mix our practice of it with other skills. This is known as interleaving .
1. Spaced Practice . Space out your studying over time. Far too many students wait until the night before a test to study for it. Similarly, teachers often wait until the day ...
Teachers can apply this strategy by using concrete examples when teaching abstract concepts, then asking students to come up with their own, correcting any examples (or parts of examples) that aren’t quite right, and looking for more. Encourage students to continue this practice when they study.
When students are studying, they should make it a habit to pay attention to those visuals and link them to the text by explaining what they mean in their own words. Then, students can create their own visuals of the concepts they are learning.
Often called “First-Year Experience,” the courses introduce freshmen and transfer students to the academic and social expectations of their particular college. FYE instructors address a wide range of issues that new students might encounter in an effort to help them reach their full potential and achieve both academic and personal success.
They suggest that the courses work because they help “students early in the college experience to develop clearer goals for education and careers, better ideas of what it takes to succeed in college, and some practical skills useful for achievement .” (Ref 4) By introducing students to the people and resources of the college community, the courses are giving students the tools they need to succeed. They may do so by showing students how to use the library or offering strategies on how to self-advocate with a professor.
FYE courses give students a wide range of practical information from the hours the student cafeteria is open to where the best-- and cheapest --area restaurants might be , and whether or not they deliver. They teach students about school clubs and organizations and the full breadth of the resources available to them on campus. The FYE course at Ithaca College “connects students to the people, programs and resources necessary to provide a strong foundation for academic success and personal growth.” (Ref 3)
Another important benefit of FYE courses is their ability to predict student achievement in other classes. President of the John N. Gardner Institute for Excellence John Gardner notes that students who cannot muster passing grades in a college success class may be failing in their other courses, as well. Using FYE progress as a possible indication of a student’s success in other classes may inspire instructors to check in with students on a more personal level or sound alarm bells with other faculty and administration before it’s too late for the student’s hoped-for college success to become a reality.
What is the International Baccalaureate Career-related Programme? The International Baccalaureate Career-related Programme (IBCP) is part of the International Baccalaureate (IB) programme of education which is taught in thousands of schools across the world. Starting with the IB Primary Years Programme, the continuum of internationally focused ...
The IB Diploma elements of the IBCP are assessed by written examinations and are then marked externally, the IBCP core components are examined and marked by the school (although the reflective project is moderated by the IB). This article was originally published in August 2016.
The IB mission statement demonstrates the IBO’s commitment to the development of an all-round internationally educated ‘global citizen’; “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.”
The IBCP consists of three main components: Career-related studies, Diploma courses and the IBCP core. The Career-related studies include a variety of qualifications, including: BTEC, Chartered Institute of Securities & Investments Diploma and the Council for Awards in Care, Health and Education (CACHE).
The IB Diploma elements of the IBCP are assessed by written examinations and are then marked externally, the IBCP core components are examined and marked by the school (although the reflective project is moderated by the IB). This article was originally published in August 2016.
The IB focuses on each student as a whole person, which means that IB programmes address not only students' intellectual development but also their social, emotional and physical progress. The IB mission statement demonstrates the IBO’s commitment to the development of an all-round internationally educated ‘global citizen’; “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.”
The International Baccalaureate Career-related Programme is part of the International Baccalaureate programme of education and is specifically developed for students who wish to engage in career-related learning.