Course Name – Instructional Techniques for Elementary and Middle School Classroom

Course Code – EDU 5270

Instructor – Dr. Amanda Nugent

Introduction to the PYP and MYP curricula of the International Baccalaureate.

The International Baccalaureate (IB) framework is based on a constructivist belief in learning, which is a theory

of cognition that states that "knowledge is not passively learned but actively built," and that "recognize the

importance of engaging and challenging existing mental models" (p. 45) to improve students' understanding, as

Saxton and Hill (2014) point out. This framework piques students' intellectual curiosity while equipping them

with the attitudes, knowledge, abilities, reflective practices, and conceptual understanding needed to become

self-directed lifelong learners in various subjects (Walker et al.,2014).

When it comes to the PYP, learning is meant to expand beyond the usual boundaries that separate topic areas.

When it comes to the PYP, learning is supposed to expand beyond the usual limits between topic areas (as

defined in "What is an IB education?", 2019).

• What is an IB education?

Students examine six global settings in the MYP that extend on the PYP transdisciplinary themes (for more

detail, see "What is an IB education?"), including the following:

• Interpersonal interactions and personalities Expressions of one's own culture and identity. In terms of space

and time, orientation.

Students in all IB programs must complete a PYP exhibition and MYP community and personal projects to

complete a culminating project ("What is an IB education?", 2019).

IB Approaches to Teaching and Learning

These strategies are built on a cycle of inquiry, action, and reflection. The interplay of asking, acting, and

thinking between teachers and their students drives their daily activities for their students. The International

Baccalaureate emphasizes community and connections, reflecting the IB's idea that interactions between

teachers and students influence educational outcomes. The International Baccalaureate recognizes that

individuals collaborate to create meaning and make sense of the world (Aggarwal & Goodell, 2016).

The International Baccalaureate (IB) teaching method is inquiry-based, with an emphasis on students

discovering knowledge and forming their understandings (Medwell etal.,(nd)). In IB schools, teaching focuses

on conceptual knowledge to help students develop disciplined insights and connect and transfer their learning to
new contexts and circumstances. Real-life situations and examples are utilized to teach students how to

assimilate new knowledge by clicking it to their own experiences and the world around them through successful

cooperation and collaboration, including students and instructors. Learning opportunities are inclusive and value

diversity, removing learning barriers, supporting students' identities, and offering possibilities for each student

to create and pursue appropriate personal goals. The learning possibilities are diverse and inclusive. Assessment

influences instruction to promote and measure learning while providing timely and valuable feedback to

students.

In order to build a feeling of agency in students and motivate them to perceive learning as an active and

dynamic process, the International Baccalaureate's (Wade etal,2015) approach to learning focuses on the

development of five types of abilities that are universal to all IB programs.

• thinking skills: critical, creative, and ethical thinking

• thinking skills: critical, creative, and ethical thinking

• self-management skills: organizational skills, time and task management, and affective skills of

managing their state of mind and motivation.

Weaknesses of the PYP and MYP IB programs

Saxton and Hill (2014) contend that the following criticisms are critical to an IB approach to teaching

and learning since the International Baccalaureate (IB) framework is predicated on a constructivist philosophy

in learning. Mayer (1996) points out that Constructivism has become the dominant paradigm for human

learning, overtaking both behaviorist and information-processing perspectives. Constructivism has been

criticized for its instructional uses as overly expensive, time-consuming, theoretical, and subjective. In order to

succeed academically, students must have a well-developed executive function and a high level of self

management. Making meaningful activities can be difficult and developing them might lead to various

unanticipated learning outcomes. When consistency is required, Constructivism can encourage a variety of

thoughts by having each student submit an interpretation of a phrase rather than the definition itself

(Windschitl,1999).

When Constructivism is used in the classroom, pedagogical issues arise because teachers must provide
students with complete freedom to explore subjects with little or no guidance from the teacher (Kirschner et al.,

2006). When comparing teaching approaches, constructivist teaching falls short of direct instruction institutions,

according to Matthews (2003). When teaching, according to research findings, when only providing

fundamental instruction, students feel "lost and frustrated," according to et al., 2006, p. 6).

It is common to design minimally guided instruction without considering the importance and

organization of working memory during the learning process (Brooks, 2013). According to the researchers,

minimally directed methods, such as constructivist approaches, ignore actual studies showing that unguided

instructions do not offer pupils beneficial learning settings (Kirschner et al., 2006).

Some of the objections of Constructivism are addressed in the theory's relativist premises and definition

of truth, while others are more general. According to Matthews (1998), Constructivism maintains that culture

influences perceptions and defines what is considered authentic or accurate, which conflicts with conceptions of

relativistic truth (1998). According to Brooks (2013), who cites Papert and Harel (1991), who argue that

cognitive learning alone is insufficient; knowledge must be demonstrated by creating artifacts

('constructionists'- connect student knowledge to tangible objects to demonstrate knowledge acquisition);

cognitive learning alone is insufficient, according to Brooks (2013), who cites literature (Dumont et al., 2010).

Strengths of the PYP and MYP

The above critique of Constructivism focuses on errors in teaching practice rather than a conceptual

defect. These flaws can be easily remedied by modifications made by the educator and appropriate professional

development. According to the International Baccalaureate, education should provide students with

opportunities to engage in long-term research on various local and global issues and concepts ("What is an IB

education?", 2019). Because of globalization and emerging concerns such as climate change and pandemics, the

ability to think beyond existing situations and borders is becoming increasingly vital ("What is an IB

education?", 2019). The International Baccalaureate's emphasis on learner profiles is crucial, particularly in

developing caring and conscientious individuals.

 As stated in " What is an IB education, we must build students' ability for empathy, compassion, respect,

and willingness to have a positive difference in the world around them, as stated in "What is an IB education?"

(2019). According to Medwell et al., the PYP and MYP exhibitions for grade five and eight pupils build IB

learner profile traits such as critical thinking and international mindedness (2017). This contrasts sharply with

my own student experiences, which were nothing like those described by Medwell et al. (2017). The findings by

Medwell et al. on the importance of the relationship between parents and their children are incredibly

encouraging; children take on the role of instructors, bringing fresh perspectives that may differ significantly

from those held by their parents.

The authors conclude that "as compared to their high school performance level, IB students were better

prepared for the shock of college academic standards and saw a lesser decline in grade point average in their

first year of college" (2014, p. 50).

References

Aggarwal, R., & Goodell, J. W. (2016). Improving learning outcomes in IB education. Journal of Teaching in

International Business, 27(2-3), 65-67.

Medwell, J., Cooker, L., Bailey, L., & Winchip, E. (n.d.). The impact of the PYP exhibition on the development

of international-mindedness, critical thinking, and attributes of the IB learner profile, pp . 1 -19; 81-

87. International Baccalaureate Organization. The University of

nottingham. http://www.ibo.org/globalassets/publications/ib-research/pyp/pyp-exhibition-final-

report-en.pdf

Walker, A., Bryant, D., & Lee, M. (2014). The International Baccalaureate continuum: Student, teacher, and

school outcomes. Bethesda, MD: The International Baccalaureate Organization.

Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan,

80(10), 751.

Kirschner, P. A., & Karpinski, A. C. (2006). Facebook® and academic performance. Computers in human

behavior, 26(6), 1237-1245.

Wade, J., Wolanin, N., & McGaughey, T. (2015). A study of critical thinking skills in the international

baccalaureate middle years programme. International Baccalaureate

Organization. https://www.ibo.org/globalassets/publications/ib-research/myp/myp-critical-

thinking-report.pdf