I’ve been teaching in Japanese private high schools for about 9 years. I’ve been recruited to interview for a Japanese public school that has an IB program. I’m keen to take the challenge of interviewing at the school – but I didn’t attend nor have training in IB.
Any suggestions for a quick-study guide on it to seem knowledgeable in the interview? I will say, the school did say their new hire doesn’t actually need to have IB experience, it is simply preferred. They will send the new teacher to a week-long training. That all said, I’d like to go in with a better answer than “Well, I’ve heard of it, but…uh.”
(I do have experience with CLIL – incorporating content within the teaching of English, as well as experience as an actual history teacher, not ESOL based. From a brief overview, it does look like the schools IB classes have history, world events, geography, taught completely in English.)
5 comments
IBO.org would be a great place to start
Which program are you looking to get primarily involved with – PYP, MYP or DP?
[PYP Nano PDs](https://www.ibo.org/professional-development/free-learning/pyp-pd-learning-resources/workshops/)
[MYP Nano PDs](https://www.ibo.org/professional-development/free-learning/myp-pd-learning-resources/myp-nano-resources/)
[DP Nano PDs](https://www.ibo.org/professional-development/free-learning/dp-pd-learning-resources/dp-nano-resources/)
[Microcredentialing Pilot](https://microcredentials.digitalpromise.org/explore?organization__name=International%20Baccalaureate)
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General list of terms/phrases:
* Learner Profile: The IB Learner Profile describes the attributes that IB students strive to develop, including being inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.
* Approaches to Teaching and Learning (ATL): ATL refers to the IB’s emphasis on developing students’ skills and attitudes towards learning. It includes skills such as thinking, communication, social, research, and self-management skills.
* Inquiry-Based Learning: Inquiry-based learning is an educational approach that encourages students to explore topics, ask questions, and investigate independently, fostering curiosity, critical thinking, and problem-solving skills.
* Units of Inquiry: Units of Inquiry are central to the IB curriculum. They are broad, transdisciplinary themes that provide an integrated framework for learning across subject areas, encouraging connections and deeper understanding.
* Formative Assessment: Formative assessments are ongoing assessments used to monitor student progress and provide feedback for improvement. They are typically low-stakes and help guide instruction.
* Summative Assessment: Summative assessments are evaluations conducted at the end of a unit or course to assess student learning and provide a final grade or feedback. They are usually higher-stakes assessments.
* CAS (Creativity, Activity, Service): CAS is a requirement for students in the DP and CP programs. It involves engaging in creative, physical, and service activities to foster personal growth, self-awareness, and community involvement.
* TOK (Theory of Knowledge): TOK is a core component of the DP program, focusing on critical thinking and questioning the nature of knowledge across different disciplines and areas of knowledge.
* Extended Essay: The Extended Essay is an independent research project undertaken by DP students, allowing them to explore a topic of their choice in-depth and develop research and writing skills.
* Subject Groups: The IB curriculum is organized into subject groups, which include Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, and Electives, depending on the program.
* Interdisciplinary Learning: Interdisciplinary learning involves making connections between different subject areas and exploring themes or concepts from multiple perspectives, promoting a holistic approach to education.
* International-Mindedness: International-mindedness is a key concept in IB education, emphasizing an understanding and appreciation of different cultures, languages, and global issues, as well as promoting empathy and respect for others.
* Action: Action refers to taking what has been learned and applying it to real-life situations. It can involve personal or collective action aimed at making a positive difference in the local or global community.
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If you have any questions, I can try to reply when I get a chance. I have been fairly heavily involved with the IB throughout my career in Japan.
PYP, MYP or DP?
What will you teach?
If you go onto the IB website, they have plenty of dates for online workshops that are like ~2 days online. Just pick which subject suits you. Category 1 I don’t recommend doing. That’s just a day summarizing the pdf subject guide available free online. Category 2’s are good once you’ve read through the pdf of whatever subject guide you’re going to teach.