IB PSYCHOLOGY- HL I. COURSE STRUCTURE: IB Psychology provides students with the opportunity to acquire an understanding of human behavior‚ behavioral interaction‚ and the progressive development of individuals. The content will include levels of analysis of biological‚ cognitive‚ sociocultural‚ abnormal & health psychology. Conducting an experiment is required for the course. II. UNITS OF STUDY: From your text we will cover the following (subject to adjustments): IB: Methodology & Experimentation-
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IB LEARNER PROFILE INQUIRERS We nurture our curiousity‚ developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. KNOWLEDGABLE We develop and use conceptual understanding‚ exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. THINKERS We use critical and creative thinking skills to analyze and take responsible
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Baccalaureate (IB and Pre-IB) II. What is the Nature of the IB Programme? III. The Six Major Areas of Study in the IB and Pre-IB Programmes: Courses Offered at Richmond High IV. Details of the Curriculum V. Choosing and Selecting a Diploma VI. Possible Diploma Options: Examples VII. Why do IB? VIII. What do Students Learn‚ and What Leads to Success? IX. How do Colleges and Universities Recognize IB Courses and the IB Diploma X. Some Facts and Common Sense Ideas About the IB Programme
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c IB DIPLOMA PROGRAMME PROGRAMME DU DIPLÔME DU BI PROGRAMA DEL DIPLOMA DEL BI N06/3/ECONO/SP1/ENG/TZ0/XX/M+ MARKSCHEME November 2006 ECONOMICS Standard Level Paper 1 7 pages –2– N06/3/ECONO/SP1/ENG/TZ0/XX/M+ This markscheme is confidential and for the exclusive use of examiners in this examination session. It is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of IBCA. –3–
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CAS is the International Baccalaureate program’s way of teaching us what cannot be covered in books or lectures. This knowledge can be described in words but only to a certain extent. I think that CAS is a very large contributing factor to why the IB program nurtures well rounded students. CAS pushes students to seek out new activities for the purposes of gaining experiences that would have been otherwise undiscovered. I believe that the key ingredient to knowledge which cannot be expressed in words
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References: http://dictionary.reference.com/browse/home?s=t IB Theory of Knowledge- Understanding knowledge issues (Short paper from the IBO about identifying and presenting knowledge issues.) Theory of Knowledge for the IB Diploma Written by Richard van de Lagemaat
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thinking. I recognize that just because a particular legislature or organization dictates what should be learned‚ I have an obligation to overstep these boundaries. This is because I have put myself on a higher path of learning known as the "IB Diploma Program." An IB Diploma says its holder has universally-recognized mastery at the primary education level. I feel it is my duty to fulfill that obligation and to be an ambassador of South Side High School’s academic opportunities. My definition of an
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alternative/auxiliary education program beside to Turkish National Education. One of these educational programs is International Baccalaureate (IB) program which is offered by 28 schools in Turkey. Only one school out of 28 schools is a state school (Istanbul Prof. Dr. Mümtaz Turhan Sosyal Bilimler Lisesi); others are private schools.(2) This shows that IB is applied by mostly private schools in Turkey. Until recently‚ Turkey has implemented traditional‚ teacher-centered national curricula which
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IB DIPLOMA PROGRAMME PROGRAMME DU DIPLÔME DU BI PROGRAMA DEL DIPLOMA DEL BI M07/3/BUSMT/SP1/ENG/TZ0/XX 22075013 BUSINESS AND MANAGEMENT STANDARD LEVEL PAPER 1 Thursday 17 May 2007 (afternoon) 1 hour 30 minutes INSTRUcTIONS TO cANDIDATES Do not turn over this examination paper until instructed to do so. Read the case study carefully and then answer all the questions. 2207-5013 2 pages © IBO 2007 http://www.xtremepapers.net –2– 1. 2. (a) 4. Draw an organizational chart for
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IB PAPER 2 ESSAY RUBRIC |1-3 |4-5 |6-7 |8-9 |10-12 |13-15 |16-20 | | Understands the question |Almost no understanding of the question |Little understanding of the question. Question is not addressed effectively |Some indication that question is understood. Question partially addressed. |Demands of question are generally understood and addressed |Demands of question are understood & addressed‚ though not all implications are considered |Demands of question are effectively & relevantly addressed
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