The French American International School is an authorized IB World School for both the International Baccalaureate Organization's Middle Years Programme (MYP) and its Primary Years Programme (PYP).
The International Baccalaureate comprises a worldwide network of schools that share a common commitment to making the world a better place through high-quality, international education.
- After World War II, Marie-Thérèse Maurette, a pioneer of International Education, wrote a handbook for UNESCO entitled “Is There a Way of Teaching for Peace?” which became a framework for the International Baccalaureate (IB) Diploma programme.
- The Diploma Programme in High School was established in 1968, the Middle Years Programme (MYP) in Middle School in 1994, and the Primary Years Programme in Primary School in 1997.
- It is a non‐profit educational and non‐governmental (NGO) organization of UNESCO.
- There are + 1,000,000 IB students and + 4,300 authorized IB schools in more than 140 countries.
Regardless of location, size, or make‐up, an IB school strives to develop an internationally-minded person.
The Mission of the IBO:
- To develop inquiring, knowledgeable, and caring young people.
- To create a better and more peaceful world through intercultural understanding and respect.
- To work with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment.
- To encourage students worldwide to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
All IB Programmes:
- value international mindedness
- emphasize language learning
- provide opportunities for actions and becoming responsible community members
- emphasize collaboration for both students and teachers
- develop key learning opportunities through Approaches To Learning (ATL) Skills
- value inquiry as a pedagogical approach
You may have noticed poster across campus describing the IB Learner Profile. The profile is often described as the IB Missions Statement in action. The ten traits listed below is a set of ideal attributes meant to inspire and motivate students. Where once the profile described ideal traits for students, it now is a set of ideals that can inspire, motivate and focus the work of schools and teachers, highlighting the inclusive nature of IB programmes, and showing the importance of learning communities, including families, teachers, school leaders and other community members.
The profile aims to develop learners who are:
|ATL Skill Categories||ATL Skill Cluster|
|Self-Management||Organization, Affective, Reflection|
|Research||Information Literacy, Media Literacy|
|Thinking||Critical thinking, Creative Thinking, Transfer|
Concept thinking is a shift from teacher-centered, fact based thinking to:
- High level thinking
- Deeper understanding
Conceptual planning and teaching is organized around broad, timeless, universal, and often abstract notions that transcend disciplines. This kind of learning gives students an opportunity to cross traditional subjects in a deeper, more meaningful and appropriate for 21st century learners. Examples of concepts include system, perspective, force, interaction, logic, space, and value.
Concepts and global contexts are used to develop inquiry statements, which teachers use to support and justify a unit of study and inquiry questions (factual, conceptual, and debatable).
Examples of inquiry statements at FAIS:
- The availability of diverse cuisine reflects increasing globalization
- We depend on one another
- Building fitness requires a strategy
- The outcome of conflicts impacts the quality of life
- The world is changed by exploration and Discoveries
- Gestures reflect the traditions of a culture
- Migration leads to diffusion of language and customs
- We have systems in place that keep us safe and organized
A variety of assessment strategies are used by teachers to inform their teaching as well as understand what students have learned. A key component of assessment practices includes both teacher and student reflection and self-assessment in order to provide feedback on the learning process.
Forms of Assessment:
Pre-assessment: before a unit begins, teachers check in with students to determine their prior knowledge. This can be a discussion or a written response. This informs the learning community on the direction and focus of learning.
Formative assessment: integrated with daily learning, formative assessment may be class questions, journal entries, homework problem solving, short exercises or discussions and a variety of exit interviews. The purpose of formative assessment is to inform teachers on their teaching and students on their learning. Based on formative feedback, teacher and student reflect and make adjustments.
Summative assessment: Final task, generally at the end of a unit, in order for students to demonstrate what they have learned. Tasks can range from performances, exams, authentic projects. By the time a summative task is assigned, students have had ample opportunity to practice and become proficient at new skills and concepts.