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This page includes occasional conversations with colleagues about pertinent issues, exemplary programs, or relevant research.
The International Baccalaureate Program: Columbus Alternative High School Interview
with Dr. James Velo and Mr. David Fawcett, IB coordinators Sherry Powell, Principal
The International Baccalaureate Program has a Primary (students 3-12), Middle (students 11-16), and Diploma Component (students 16-19). It serves students worldwide. The mission is:
The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
Editor: I’ve heard about your program, The International Baccalaureate Program. It was featured in the local newspaper last year. Tell us about your program at Columbus Alternative High School (CAHS).
Dr. Velo and Mr. Fawcett: It is a voluntary program. We have 19 seniors and 18 juniors. They enroll through an application process that includes a short essay. They must have a minimum GPA of 2.0. Those who sign up usually have a good track record of hard work and they do well.
The IB Diploma Program is currently in grades 11-12 at CAHS. All students are enrolled in six areas:
- English
- A second language (French, Latin, or Spanish). We do teach Chinese at CAHS aside from this program. Our Vice-Principal, Davan Dodrill, was instrumental in getting a Chinese teacher for CAHS.
- History of the Americas (North America and South America)
- Sciences (Biology and Physics)
- Math (Math studies and Mathematics)
- Arts (visual or theatre)
Students take courses and exams in six areas as well as other core areas. For assessment the students do an extended essay research paper: 4,000 words on a “Question of Interest.” A second form of assessment (internal assessment) varies by subject; for example, a math portfolio. Not all of the grade is based on the tests; 20-25% of the grade is based on internal assessment.
Other components of the program include a Creativity Component, an Action Component, and a Service Component. Students complete a minimum of 150 hours over 2 years engaging in physical activity and service projects. They also engage in a “Theory of Knowledge” inquiry looking at the nature of knowledge and understanding. They think about, “How do we know what we know?”
Editor: What are the demographics of your program?
Dr. Velo and Mr. Fawcett: It has varied each year since it began in the fall of 2004. Presently, it is gender balanced. In the 12th grade, there are 13 White, 3 African American, and 3 Hispanic students. In the 11th grade, there are 14 White and 4 African American students.
Editor: What are the benefits to students in enrolling in an IB Diploma Program?
Dr. Velo and Mr. Fawcett: The benefits are that more and more colleges are recognizing the IB program as one producing students of high caliber. Some colleges are offering college credit or placement for IB students (like Advanced Placement programs). There is some recent data that suggest the rate of acceptance into colleges for IB candidates is higher than non-IB students.
Editor: What professional development do you engage in to prepare you for this journey?
Dr. Velo and Mr. Fawcett: Professional development conferences are conducted by IB or partner organizations such as the Florida League of IB schools. There are IB regional conferences. We have opportunities to hear speakers such as Jean-Francois Rischard who wrote High Noon, a book about 20 global issues with suggested solutions.
Editor: How do you view your program at CAHS as preparing students for a global world?
Dr. Velo and Mr. Fawcett: Kids are now more techno savvy. Part of the fabric of their world is global. Circumstances dictate that there is a big world out there that is impinging on them. We are trying to create experiences here that keep them in touch with people, experiences, international affairs, history, work, and current events about the world at large. We have international visitors. We make connections and take advantage of resources available from the Office of International Affairs at OSU. Also, we have networked with the International Visitors Council and the Columbus Council on World Affairs, a local branch of the U.S. State Department, when an international group studying religious diversity visited our school. We emphasize global responsibilities, relationships, and awareness.
For more information about the International Baccalaureate Program, visit www.ibo.org/
Chinese Being Taught in Ohio Schools
Based on an interview with Qin Wang, Chinese Teacher, Winton Woods School District
China is emerging as a world player with the preparations for the 2008 Olympics in Beijing. January 2007 marked the beginning of Chinese being taught in the Winton Woods City School district. Qin Wang, a visiting teacher from China has embraced the bold vision set forth by Superintendent Camille Nasbe to “Cultivate a World-Class Education.” Ms. Wang comments on this vision as she observes that the leaders set the vision. When there is no vision, there is no growth. (See Principal’s Office archives, “The Vision Thing,” August 2007) One of the actions taken to achieve this vision in Winton Woods is to make the Chinese language available to students in the school district. Ms. Wang also initially provided a class for adults in the evenings (Cincinnati Enquirer, January 22, 2007).
Ms. Wang began the process of teaching Chinese by visiting elementary schools in the Winton Woods school district to learn about American culture and to share some of her Chinese culture with students. Ms. Wang sees this intercultural understanding as essential for the future of students in their careers. In China every student learns a second language. In the past foreign languages started in middle schools, but now kids begin to take a foreign language in grade 3 (or grade 1) in China. Foreign language teaching standards are set very high, and students must pass a competitive exam (including foreign language) to go on to high school.
Initially in Winton Woods, Chinese was offered as an enrichment program rotating in each elementary for an hour each day. Parents were invited to sign their students up for after school programs. This year Ms. Wang goes to every third- and fourth-grade classroom every week for 40 minutes. Ms. Wang introduces about 50 Chinese characters and pinyin (pronunciation of the characters) to students in this introductory work. She infuses cultural artifacts into her lessons such as the singing of “Happy Birthday,” numbers and counting, colors, names of family members, seasons, and basic greetings.
For the high school students, Winton Woods created a partnership with the University of Dayton to offer a 6-week summer course. The students received high school credit and four college credits for their work. The school district also prepared an iPOD for each student, which served as an aid in learning and also as a reward to the students who earned the credit.
Ms. Wang sounded a little wistful as she shared one of her childhood songs she teaches her students in Chinese, “When spring comes the swallows fly here.” While other schools have added Chinese to their curriculum, the Principal’s Office appreciates the personal and up-close reflections of Qin Wang as presented here. As Ms. Wang observed: “Kids are the same everywhere. What teachers and principals do will influence children for a lifetime.”
For more information e-mail wang.qin@wintonwoods.org.
