A Peek into IB Curriculum
One of the most common questions a Pinkerton parent gets is: “What exactly is IB? How is it different?”
In an IB school, students learn how to inquire, solve problems, and seek knowledge rather than simply be given information. As a result, students develop the critical thinking and self-regulation skills needed to succeed at higher levels of education.
But what exactly does this mean, and how does it translate to everyday learning? Like with any unfamiliar concept, seeing it in action helps provide clarity. Below are a few examples of how IB principles are applied to the curriculum at Pinkerton.
IB Learners See the Bigger Picture
IB connects concepts to the world beyond the classroom, making learning more relevant and applicable. Students see how they can use what they have learned, becoming individuals with the desire to take action to improve the world around them.
Example: 2nd-grade science lesson on natural resources
Students learn about water and discover how this resource is accessed and used.
They continue exploring these ideas in language arts by reading real-world stories, and they learn how difficult finding clean water can be certain parts of the world.
The concept is further examined in a social studies discussion about how different civilizations have approached water scarcity throughout history.
For hands-on learning, they may do STEM experiments using natural materials to create their own water filtration devices.
One class even went so far as to propose a class project to raise money to build wells through the for Water is Basic initiative.
IB Learners Think Critically
IB teaches students to take ownership of their learning through the inquiry process, which helps them explore concepts from many angles and perspectives. Students learn how to think critically and work collaboratively from an early age.
Example: 1st-grade language arts lesson on fables and fairytales
Students learn the elements of the different story types and explore examples of each.
Fables and fairytales from around the world allows for a discussion about the different cultures that created the stories.
Students are presented with new stories that are less clear as to which category they fall under. The class divides into groups to discuss whether they think the story is a fable or fairytale. Voting and tallying brings in math concepts.
Students on each side work together to compile evidence for why they think the story fits into the fable or fairytale category.
Each group engages in a friendly debate where they do a short presentation to the class about which category they think the story belongs in and why.
IB Learners Make Connections
IB promotes awareness of and curiosity about the broader world. Teachers create an environment of cultural inclusivity and help students see connections within their personal experiences.
Example: using personal experiences to drive inquiry-based learning
One Pinkerton teacher began Field Trip Friday to allow learners to make connections toeach other’s families.
Through a virtual “field trip,” the class learns about different places their classmates’ families have visited, lived, or have relatives.
The students learn about cultures, languages, historical sites, and important landmarks in different areas of the world through videos and stories. Families get involved by sending in pictures of the places their learners will present.
Geography concepts are brought in through a world map that the class uses to mark the different places visited in each virtual field trip.
The learners are encouraged to ask questions and find personal connections they have to each of the places. The teacher reports that the learners get so excited when they notice that others in their classes have different connections to the same places!