Generating Student Questions in an Inquiry-Based Classroom

The goal of this research is to explore the role and position of questioning at Japanese elementary schools that utilize inquiry-based learning. The question investigates how precisely questioning plays a role in the implementation of inquiry at a Japanese elementary school. In an age where curriculum frameworks are seeing a shift towards student-centeredness, questioning skills are crucial as they are an essential component for students to direct learning both intrinsically and divergently. The present research suggests that a variety of strategies to initiate curiosity are being used by teachers and that these lead students to question the content of their lessons in a variety of ways. After assessing the evidence of the types of questions that students ask, how the teachers incorporate these questions to adjust their curriculum will be reported. Further, at the end of the chapter, recommendations will be offered for improving inquiry-based classrooms in Japan.

The Consistency Dilemma

The International Baccalaureate (IB) offers curriculum frameworks within which schools and teachers experience a degree of creative freedom in the planning and delivery of the programs. This results in a potential consistency dilemma when an IB school is required to foster creative professionalism through collaborative practices, yet needs to ensure consistency of both content and pedagogical approaches. A collaborative environment requires a clearly defined balance between teacher autonomy and school direction in order to align pedagogical practices with curriculum intent. Teachers moving from a Japanese Article 1 school where limited autonomy is required may experience challenges when adjusting to requirements for a greater role in curriculum design in an IB Dual Language Diploma Program. Collaborative practices may not result in the necessary shifts in pedagogical practices if teachers are not adequately prepared for a school culture focused on creative professionalism.

A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate

Much research in the field of International Baccalaureate (IB) education has focused on the strengths and weaknesses of this innovative system of education. In contrast, this chapter aims to return the discussion to the more fundamental aspects of IB by considering more deeply the issue of “backward design” and its relevance to the IB in the Korean and Asian contexts. The backward design consists of a) setting goals for learning, b) designing evaluation criteria to assess mastery of the course materials, and c) planning of the instruction in order to attain the learning goals.

Navigating International Mindedness

According to the International Baccalaureate (IB), the more interwoven global society becomes, the more internationally minded we are all likely to be. International mindedness (IM), however, can pose a distinct challenge for educators in terms of both practicality and meaning. This chapter presents research into the articulation and implementation of IM in an IB school. Through a constructivist grounded theory methodology, the researcher presents analysis resulting in five categories: scepticism, connection, authentication, long-term thinking, and empathy (SCALE). As well as scaffolding a pathway toward a concrete IM, SCALE offers an innovative approach to interrelation and interculturalism in schools. The findings presented in this chapter will interest those seeking an active IM that has a tangible benefit for teachers and students alike.

Lifting the Mantle of Invisibility

Reasons exist for perceptions of school librarians and libraries that may be historic and nostalgic—yet are still powerful—as they may impact decisions made by school leaders, teaching colleagues, and students about the role libraries and librarians play in IB education. After conducting specific research amongst IB school librarians, the chapter outlines that IB documentation exists to identify librarian roles. Librarian pedagogy is recognized, together with a discussion about the impact of the COVID-19 pandemic on school library programs. The chapter takes a premise that school library/ian roles may be invisible or hidden, identifying factors to enable change to greater awareness of the contributions of the school library and the librarian in IB teaching and learning.

Structural Challenges Implementing International Baccalaureate Programmes in Australia

International Baccalaureate (IB) programmes in Australia exist within a complex array of curriculum requirements that differ significantly across states and territories. Navigating these differing requirements creates tensions and, at times, conflict for principals. This chapter explores principals' perspectives on these tensions. After providing a brief history of the IB in Australia, a contemporary profile is provided which highlights the diversity of implementation. While principals overwhelmingly endorse the value of an IB education, four challenges are identified: balancing the requirements of local and national curriculum priorities, duality of curriculum requirements and structures, the consequent financial imperatives of this duality, and a specific tension related to the provision of additional language instruction. Supporting principals to manage these tensions effectively remains a challenge for the IB to address.

Preparing for the 4th Industrial Revolution

This chapter will share insights into the International Baccalaureate (IB) model of teaching and learning and its impact on the learner. This chapter will include strategies that IB schools in Guangzhou, China are implementing in order to prepare students for the next industrial revolution. This chapter will discuss various examples of innovative teaching and learning under the umbrella of the IB philosophy of education that is shifting the knowledge paradigm. This chapter will explore the five types of learning styles essential for the learner of today to prepare for tomorrow's world.

An Explanatory Comparison of Japanese Secondary English Textbooks and IB English Textbooks

Fifty percent of IB schools in Japan use both the national and IB-authorized English textbooks. This chapter will explore the issue of how these differ. Books used for the study came from MYP Phase 3, MYP Phase 4, DP English B, and each grade of Japanese high school. In Study 1, 150 texts were checked for various language features: length, vocabulary profile, and readability. Text length was well-controlled in the Japanese textbooks, while IB books have both short and long texts. For vocabulary, AWL words appeared most often as the grade goes up. Analysis of English Vocabulary Profile showed that fewer CEFR A1/A2 words are used and more CEFR B/C level words appear as the grade goes up. Readability indices also show a wide range of levels. In Study 2, reading tasks are categorized in two ways: pre-/while-/post-reading tasks, and Anderson's taxonomy. In the IB textbooks, about 50% of the reading tasks require higher-order thinking skills whereas 70% of Japanese textbooks have tasks only requiring low-order thinking skills. This shows the sharp contrast between the two types.

Factors Implementing the Adoption of IB in South Korea

Adoption of the International Baccalaureate (IB) programs in the Asia Pacific region has accelerated at great speed in recent years, with one or more of its programs being employed in 158 countries in 5,284 schools worldwide. The growing interest of IB programs in the Asia Pacific region is largely due to its educational philosophy and progressive pedagogy that is appealing to many educators and parents who seek a high-quality education. However, various contextual and cultural factors need to be considered when it is being implemented within the national school system.

Implementing Theory of Knowledge in a Non-IB Immersion Context

In recent years, Japan has made a significant push in expanding the International Baccalaureate (IB) into schools across the country. The goal of spreading the implementation of the IB curriculum in Japan goes beyond learners in IB programs. The value of IB curricula can also be beneficial in contexts outside the IB, although some adjustments to implementation might be needed. Theory of knowledge (TOK) is a central element of the IB and furthers the development of critical and thinking skills. This study is situated in a high school immersion program in Japan that has TOK as part of its curriculum for the 2nd and 3rd years of the program. TOK has been found to be beneficial to the learners in the program, but there are also challenges of implementing the IB curriculum in a non-IB context. These issues will be explored through discussion of classroom and curriculum practices. Through this chapter, teachers and researchers alike can understand the benefits of TOK, and the importance of critical thinking skills in the 21st century.