What's good about IB programs?

[Anonymous]

What's good about IB? Nothing. It's been the ruination of many FCPS schools. The demand for such a program just isn't there and bonehead school board members won't admit that it's been an utter failure. Graduation numbers for the IB diploma show that it should be at maybe 1 school in the county.

[Anonymous]

Anonymous wrote:OP here. Thank you all for the information. I researched IB on the board and didn't really get much more than it's expensive, used to prop up weaker schools, and AP was better.

I really, really wanted to understand why IB is great for some kids, what the experience is like to work on the community project and what the extended essay is like. I also wanted to talk to people whose children did the theory of knowledge seminar and get a feel for the actual experience of people whose children went through the program.

The feedback has been fantastic. I will reach out to Robinson, but I thought since it's summer break and there coordinators are off until August, I'd start poking around here for information.

You may want to contact the Robinson PTSA and see if you can find some parents with first-hand experience.

https://www.facebook.com/RobinsonSecondarySchoolPTSA/

[Anonymous]

Anonymous wrote:What's good about IB? Nothing. It's been the ruination of many FCPS schools. The demand for such a program just isn't there and bonehead school board members won't admit that it's been an utter failure. Graduation numbers for the IB diploma show that it should be at maybe 1 school in the county.

See, this is one of the IB trolls, who loudly insist that there must be nothing of value about the program, because, everyone admits, it was badly implemented in the Eastern county. There is a lot that is good for the right kid, in one of the 3 FCPS IB programs that are succeeding. Go to an IB information night. Talk to the counselors and kids at the school. And don't trust anyone who insists that something in FCPS (IB, AAP, TJ etc) are all bad or all good. That's just stupid, lazy thinking.

[Anonymous]

Anonymous wrote:OP here. Thank you all for the information. I researched IB on the board and didn't really get much more than it's expensive, used to prop up weaker schools, and AP was better.

I really, really wanted to understand why IB is great for some kids, what the experience is like to work on the community project and what the extended essay is like. I also wanted to talk to people whose children did the theory of knowledge seminar and get a feel for the actual experience of people whose children went through the program.

The feedback has been fantastic. I will reach out to Robinson, but I thought since it's summer break and there coordinators are off until August, I'd start poking around here for information.

What age are your kids? You are going to hear from a lot of IB supporters here whose own kids did/liked IB (and I suspect this forum gets many posts from salaried IBO employees, as the US IBO operation based in Bethesda).

If your kid goes to an IB school and doesn't want to do the full IB program, they are basically screwed. The IBO requires the IB diploma program to be the focus of every IB school. Robinson, at least, offers some AP courses, but the focus there is on IB as well. The non-IB diploma students are made to feel second-class at their own school. AP schools aren't like that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What's good about IB? Nothing. It's been the ruination of many FCPS schools. The demand for such a program just isn't there and bonehead school board members won't admit that it's been an utter failure. Graduation numbers for the IB diploma show that it should be at maybe 1 school in the county.

See, this is one of the IB trolls, who loudly insist that there must be nothing of value about the program, because, everyone admits, it was badly implemented in the Eastern county. There is a lot that is good for the right kid, in one of the 3 FCPS IB programs that are succeeding. Go to an IB information night. Talk to the counselors and kids at the school. And don't trust anyone who insists that something in FCPS (IB, AAP, TJ etc) are all bad or all good. That's just stupid, lazy thinking.

Lazy thinking is to claim that IB is somehow succeeding at 3 schools where 80-90% of the graduates don't get IB diplomas, but to throw the other five IB schools where 90-97% of the graduates don't get IB diplomas under the bus.

[Anonymous]

I am a teacher in Montgomery County, but I came across this thread and wanted to offer a little bit of information. We have both an MYP (middle years program) and DP (diploma program), but the magnet is only for the DP.

The IB philosophy is one that is student centered and concept driven. It encourages students to become globally minded citizens who think creatively and analytically. The personal project, which students start in 9th and complete in 10th grade, is a research based, months long project that requires students to utilize research and social skills while collaborating with a teacher/supervisor throughout the process in order to create some sort of product. This could be anything from using recycled sailing rope to create dog leashes to donate to shelters, to creating a cookbook that is inspired by your own unique culture and heritage, to writing a short story that depicts what it is like to have severe learning disorders. The extended essay, which starts in 11th grade and concludes in 12th grade, is an ongoing research paper not unlike a college thesis. I've had students research topics ranging from child slavery in the US, to how female characters in Pokemon create empowerment in young girls, to how documentary theatre has incited political movements. Because it's concept driven across all subjects, it allows us to capitalize on cross-curricular learning (a requirement in MYP unit planning). When we teach Of Mice and Men in English, for example, the ninth graders are learning about the Great Depression and the Dust Bowl in history class. When we read A Raisin in the Sun, they are learning about the civil rights movement and housing discrimination.

It's unfortunate that so many parents in FCPS seem dissatisfied with the program, because as a teacher and a parent, I believe in it. It makes me wonder what's going with the teachers, the IB coordinators, and the administration to make so many people so unsatisfied.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What's good about IB? Nothing. It's been the ruination of many FCPS schools. The demand for such a program just isn't there and bonehead school board members won't admit that it's been an utter failure. Graduation numbers for the IB diploma show that it should be at maybe 1 school in the county.

See, this is one of the IB trolls, who loudly insist that there must be nothing of value about the program, because, everyone admits, it was badly implemented in the Eastern county. There is a lot that is good for the right kid, in one of the 3 FCPS IB programs that are succeeding. Go to an IB information night. Talk to the counselors and kids at the school. And don't trust anyone who insists that something in FCPS (IB, AAP, TJ etc) are all bad or all good. That's just stupid, lazy thinking.

Lazy thinking is to claim that IB is somehow succeeding at 3 schools where 80-90% of the graduates don't get IB diplomas, but to throw the other five IB schools where 90-97% of the graduates don't get IB diplomas under the bus.

Same old ridiculous argument. Sigh.

[Anonymous]

PP with the TJ kid, and weirdly, TJ's curriculum has a lot in common with IB. Very interdisciplinary (integrated English, Bio and Tech in 9th, integrated Chemistry and 2 block Humanities in 10th, and integrated humanities after that. You can't get out without a cross section of high level English (AP) and AP History, plus 3 years of a language, in addition to STEM. A ton of interdisciplinary writing. And an unbelievable number of group projects. One of the biggest surprises of TJ was how interdisciplinary it is, and how many high level humanities classes you need.

[Anonymous]

Anonymous wrote:I am a teacher in Montgomery County, but I came across this thread and wanted to offer a little bit of information. We have both an MYP (middle years program) and DP (diploma program), but the magnet is only for the DP.

The IB philosophy is one that is student centered and concept driven. It encourages students to become globally minded citizens who think creatively and analytically. The personal project, which students start in 9th and complete in 10th grade, is a research based, months long project that requires students to utilize research and social skills while collaborating with a teacher/supervisor throughout the process in order to create some sort of product. This could be anything from using recycled sailing rope to create dog leashes to donate to shelters, to creating a cookbook that is inspired by your own unique culture and heritage, to writing a short story that depicts what it is like to have severe learning disorders. The extended essay, which starts in 11th grade and concludes in 12th grade, is an ongoing research paper not unlike a college thesis. I've had students research topics ranging from child slavery in the US, to how female characters in Pokemon create empowerment in young girls, to how documentary theatre has incited political movements. Because it's concept driven across all subjects, it allows us to capitalize on cross-curricular learning (a requirement in MYP unit planning). When we teach Of Mice and Men in English, for example, the ninth graders are learning about the Great Depression and the Dust Bowl in history class. When we read A Raisin in the Sun, they are learning about the civil rights movement and housing discrimination.

It's unfortunate that so many parents in FCPS seem dissatisfied with the program, because as a teacher and a parent, I believe in it. It makes me wonder what's going with the teachers, the IB coordinators, and the administration to make so many people so unsatisfied.

+1. Beautiful. Thank you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am a teacher in Montgomery County, but I came across this thread and wanted to offer a little bit of information. We have both an MYP (middle years program) and DP (diploma program), but the magnet is only for the DP.

The IB philosophy is one that is student centered and concept driven. It encourages students to become globally minded citizens who think creatively and analytically. The personal project, which students start in 9th and complete in 10th grade, is a research based, months long project that requires students to utilize research and social skills while collaborating with a teacher/supervisor throughout the process in order to create some sort of product. This could be anything from using recycled sailing rope to create dog leashes to donate to shelters, to creating a cookbook that is inspired by your own unique culture and heritage, to writing a short story that depicts what it is like to have severe learning disorders. The extended essay, which starts in 11th grade and concludes in 12th grade, is an ongoing research paper not unlike a college thesis. I've had students research topics ranging from child slavery in the US, to how female characters in Pokemon create empowerment in young girls, to how documentary theatre has incited political movements. Because it's concept driven across all subjects, it allows us to capitalize on cross-curricular learning (a requirement in MYP unit planning). When we teach Of Mice and Men in English, for example, the ninth graders are learning about the Great Depression and the Dust Bowl in history class. When we read A Raisin in the Sun, they are learning about the civil rights movement and housing discrimination.

It's unfortunate that so many parents in FCPS seem dissatisfied with the program, because as a teacher and a parent, I believe in it. It makes me wonder what's going with the teachers, the IB coordinators, and the administration to make so many people so unsatisfied.

+1. Beautiful. Thank you.

OP here. Agreed. Thank you for this.

PP, in your experience, do students feel like they have a closer relationship with their teachers because of the long term projects? We are zoned for Robinson and Lake Braddock is a pupil placement AP school. Both are huge and we were wondering if IB somehow makes these mega schools seem a bit smaller. If anyone else has experience with this, please chime in!

[Anonymous]

I know someone who works at College Board in the AP program. He said IB is better.

[Anonymous]

Anonymous wrote:I am a teacher in Montgomery County, but I came across this thread and wanted to offer a little bit of information. We have both an MYP (middle years program) and DP (diploma program), but the magnet is only for the DP.

The IB philosophy is one that is student centered and concept driven. It encourages students to become globally minded citizens who think creatively and analytically. The personal project, which students start in 9th and complete in 10th grade, is a research based, months long project that requires students to utilize research and social skills while collaborating with a teacher/supervisor throughout the process in order to create some sort of product. This could be anything from using recycled sailing rope to create dog leashes to donate to shelters, to creating a cookbook that is inspired by your own unique culture and heritage, to writing a short story that depicts what it is like to have severe learning disorders. The extended essay, which starts in 11th grade and concludes in 12th grade, is an ongoing research paper not unlike a college thesis. I've had students research topics ranging from child slavery in the US, to how female characters in Pokemon create empowerment in young girls, to how documentary theatre has incited political movements. Because it's concept driven across all subjects, it allows us to capitalize on cross-curricular learning (a requirement in MYP unit planning). When we teach Of Mice and Men in English, for example, the ninth graders are learning about the Great Depression and the Dust Bowl in history class. When we read A Raisin in the Sun, they are learning about the civil rights movement and housing discrimination.

It's unfortunate that so many parents in FCPS seem dissatisfied with the program, because as a teacher and a parent, I believe in it. It makes me wonder what's going with the teachers, the IB coordinators, and the administration to make so many people so unsatisfied.

This is how an anonymous board can be so misleading. I don't believe that a majority of those in FCPS are dissatisfied. I believe it may be only one or two sour apples who post repeatedly on any thread about IB. I have two kids at an IB high school and I feel that it is a very rigorous and worthwhile program, and so do the other parents I encounter.

[Anonymous]

I think there are two different evaluations being made and combined in one.

Many critics of IB in FCPS are critical of the program being placed in schools where it is not well utilized and not valued by the communities. (i.e. low income schools and too many in a small area of the county -- Lee, Edison, Mt. Vernon). The criticism of IB is more about the way it is being implemented.

Generally, I think people agree that the substance of the IB curriculum is very rigorous and is an incredible accomplishment for those who are able to complete it.

A lot of the dislike for IB is about the policy of where it is located and how it is not a success. A lot of the same people would agree that the curriculum has a lot to offer (even if it is less flexible than AP).

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am a teacher in Montgomery County, but I came across this thread and wanted to offer a little bit of information. We have both an MYP (middle years program) and DP (diploma program), but the magnet is only for the DP.

The IB philosophy is one that is student centered and concept driven. It encourages students to become globally minded citizens who think creatively and analytically. The personal project, which students start in 9th and complete in 10th grade, is a research based, months long project that requires students to utilize research and social skills while collaborating with a teacher/supervisor throughout the process in order to create some sort of product. This could be anything from using recycled sailing rope to create dog leashes to donate to shelters, to creating a cookbook that is inspired by your own unique culture and heritage, to writing a short story that depicts what it is like to have severe learning disorders. The extended essay, which starts in 11th grade and concludes in 12th grade, is an ongoing research paper not unlike a college thesis. I've had students research topics ranging from child slavery in the US, to how female characters in Pokemon create empowerment in young girls, to how documentary theatre has incited political movements. Because it's concept driven across all subjects, it allows us to capitalize on cross-curricular learning (a requirement in MYP unit planning). When we teach Of Mice and Men in English, for example, the ninth graders are learning about the Great Depression and the Dust Bowl in history class. When we read A Raisin in the Sun, they are learning about the civil rights movement and housing discrimination.

It's unfortunate that so many parents in FCPS seem dissatisfied with the program, because as a teacher and a parent, I believe in it. It makes me wonder what's going with the teachers, the IB coordinators, and the administration to make so many people so unsatisfied.

This is how an anonymous board can be so misleading. I don't believe that a majority of those in FCPS are dissatisfied. I believe it may be only one or two sour apples who post repeatedly on any thread about IB. I have two kids at an IB high school and I feel that it is a very rigorous and worthwhile program, and so do the other parents I encounter.

You maybe right. This person is relentlessly anti-IB.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a teacher in Montgomery County, but I came across this thread and wanted to offer a little bit of information. We have both an MYP (middle years program) and DP (diploma program), but the magnet is only for the DP.

The IB philosophy is one that is student centered and concept driven. It encourages students to become globally minded citizens who think creatively and analytically. The personal project, which students start in 9th and complete in 10th grade, is a research based, months long project that requires students to utilize research and social skills while collaborating with a teacher/supervisor throughout the process in order to create some sort of product. This could be anything from using recycled sailing rope to create dog leashes to donate to shelters, to creating a cookbook that is inspired by your own unique culture and heritage, to writing a short story that depicts what it is like to have severe learning disorders. The extended essay, which starts in 11th grade and concludes in 12th grade, is an ongoing research paper not unlike a college thesis. I've had students research topics ranging from child slavery in the US, to how female characters in Pokemon create empowerment in young girls, to how documentary theatre has incited political movements. Because it's concept driven across all subjects, it allows us to capitalize on cross-curricular learning (a requirement in MYP unit planning). When we teach Of Mice and Men in English, for example, the ninth graders are learning about the Great Depression and the Dust Bowl in history class. When we read A Raisin in the Sun, they are learning about the civil rights movement and housing discrimination.

It's unfortunate that so many parents in FCPS seem dissatisfied with the program, because as a teacher and a parent, I believe in it. It makes me wonder what's going with the teachers, the IB coordinators, and the administration to make so many people so unsatisfied.

+1. Beautiful. Thank you.

OP here. Agreed. Thank you for this.

PP, in your experience, do students feel like they have a closer relationship with their teachers because of the long term projects? We are zoned for Robinson and Lake Braddock is a pupil placement AP school. Both are huge and we were wondering if IB somehow makes these mega schools seem a bit smaller. If anyone else has experience with this, please chime in!

I believe that students develop closer relationships with teachers not just because of the long term projects, but because of the nature of the program. For example, in IB theatre (which I teach) we have to have four one-on-one meetings with students throughout the year that becomes part of the cover sheet we send to IB with their assessments. They are called planning and progress meetings and allow us to check in with students at various stages of major assignments. But I apply this in MYP classes as well by trying to do one-on-one conferencing with students to give specific feedback on their writing - feedback informed by the MYP rubric and criteria therein. Often times, students choose teachers with whom they have cultivated close relationships to supervise the longer term projects - this has happened to me often as well.