Teaching in the IB programmes:
- is based on inquiry
- is approached conceptually
- is linked to real life through global contexts
- is exploratory
- is differentiated
- is intertwined with assessment
Inquiry is the process initiated by students or the teacher that tranfers students from the current level of understanding to a new and deeper level of understanding.
As part of the inquiry process, we focus more on the fact that the student starts from a point of knowledge and less on the instructor’s role as a body of knowledge. Instructors offer learning experiences that are based on the previous knowledge of students, offering the opportunity and time for reflection and consolidation. By exploring concepts in truly global contexts, the most meaningful and lasting learning is achieved.
Students are invited to participate in exploring matters of personal and global interest by:
- formulating questions
- designing their own investigations
- evaluating the available tools to support the investigation
- conducting research, experiments, observations and analyses
The goal is to actively generate meaning by creating correlations between understanding and new information or experiences, which are derived from exploring new content.
The conceptual approach to learning in the MYP
Learning in the MYP is based on concepts. These are ideas that inspire all subjects, promote a deep and multifaceted understanding of knowledge, bridge existing with new knowledge as well as different fields of knowledge with one another, and enhance the interdisciplinary, timeless and intercultural approach to learning.
In the MYP, one encounters Key Concepts and Related Concepts. Key Concepts are common, powerful, and abstract ideas that influence all subjects by organizing them and ensuring interconnectivity between them. Key Concepts push students’ thinking to higher levels of thought and help them connect facts and themes through a more complex conceptual understanding.
Interdisciplinarity is at the core of the MYP. Through the interdisciplinary approach to concepts, students combine different knowledge, concepts and methods, activating appropriate communication, research and thinking skills to explain a phenomenon, solve a problem, create a product or raise new concerns in a way that would not be achievable in a single subject. The ultimate goal of an interdisciplinary experience is a holistic approach to learning.