The MYP Fundamental Concepts describe the learning environment in which the student is operating and provide schools with guidance on developing their school culture.
· Holistic Learning- the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB Learner Profile.
· Intercultural Awareness- the notion that school communities should encourage and promote international-mindedness by engaging with ad exploring other cultures, a key feature of international education as reflected in the attributes of the IB Learner Profile.
· Communication- the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB Learner Profile.
My personal philosophy of education and IB’s Fundamental Concepts
The MYP Fundamental Concepts provide student and teacher alike a means of learning at a deep level that carries over into all aspects of life within and without the school building. My personal philosophy of addressing student-centered learning, multiple intelligences, and calls to action meld nicely with the IB pedagogy.
As I faced my first day as THE teacher, way back in 1981, all of the education course material that was stuffed into my head suddenly evaporated. How was I going to reach these high schoolers? Why would they listen to anything I had to say?
I called on my own experience of learning and watched the veteran teachers around me. Okay, then. I tried the “sit down and be quiet and listen to me because I know everything” model I observed and remembered. On the very few days that strategy worked, I found myself more bored than the students.
Then, I began to have the students move around the room taking on the role of whatever I wanted them to learn. They were bills being considered for laws, interacting with members of Congress and the different committees the bills encountered. Some days, our forefathers would rap their arguments for liberty and the pursuit of happiness. We even had some very emotional debates and passionate speeches concerning slavery of all kinds.
Soon, students were asking about the connections they saw in their own lives to the subject matter of U.S. History. “Why are we still dealing with racism? Why aren’t men and women truly equal, especially in the workforce? How do I make a difference?” They clamored to analyze past behaviors and present consequences. They wanted to make better choices after evaluating patterns of behavior and were eager to see if their predictions would yield better results.
Students became intensely involved in their learning by engaging in the curriculum in their own way. I found that students I thought didn’t care could eloquently articulate their passions when given the chance. I also noted that students didn’t stop talking about our class when they left the building. They became involved in their communities and made future plans based on what they had discovered about themselves. Grades were higher, not because they loved worksheets and multiple choice tests, but because the students saw value in being able to think and problem solve.
Those early years were the best teacher training I ever had. I wish I knew about the International Baccalaureate then so that I would have enjoyed the support of other educators around the world who were interested in fun, relevant, and rigorous education.