Service as Action in TDI's

IB FRAMEWORK

WHAT IS AN IB EDUCATION?

An IB education is the result of a dynamic interaction between IB Learners (who), teaching and learning in the IB (how) , global contexts for teaching and learning (why) and the pursuit of significant knowledge and understanding (what). The IB's philosophy of education is informed by research and by over 40 years of practical experience in international education. This philosophy remains open to reflection and review; the IB has always championed a stance of critical engagement with challenging ideas, one that both values the past and remains open to innovation.

IB LEARNERS AND THE IB LEARNER PROFILE

At the centre of international education in the IB are students with their own learning styles, strengths and limitations. Students come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it.

Promoting open communication based on understanding and respect, the IB encourages students to become active. compassionate lifelong learners. An IB education is holistic in nature-it is concerned with the whole person. Along with cognitive development, Ib programmes and qualifications address students' social,emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the processes and the outcomes of internationally minded learning described in the IB learner profile.

The learner profile is the IB's mission in action. It requires IB learners to strive to become inquirers, knowledgeable, thinkers, communicators,principled, open minded,caring, risk-takers, balanced and reflective. These attributes of internationally minded people represent a broad range of human capacities and responsibilities that go beyond a concern for intellectual  development and academic content. They imply a commitment to implement standards and practices that help all members of the school community learn to respect themselves, others and the world around them.

THE LEARNER AND THE IB WORLD SCHOOL

The IB learner profile brings to life te aspirations of a community of IB World Schools dedicated to student-centered education. IB programmes promoe the development of schools that:

- create educational opportunities for students that promote healthy relationships, individual and shared responsibility, including interpersonal competencies that support effective teamwork and collaboration

- help students make informed, reasoned, ethical judgements and develop the flexibility, preserverance and confidence they need in order to effect change that matters.

- inspire students to frame their own inquiries, pursue personal aspirations, set challenging goals and have the persistence to achive them

- foster the development pf rich personal, academic and cultural identities.

so..lets us look at the 10 IB Learner Profiles :-

With All 10 IB LEARNER PROFILEs... we move..

Service and Action
SERVICE AND ACTION IN IB PROGRAMMES

Action (learning by doing and experiencing) is a key component in constructivist models of education, including the kind of teaching and learning common to all IB programmes. Service, as a subset of action, has always been a shared value of the IB community. IB Learners strive to be caring members of the community who demonstrate a personal committment to service, and act to make a positive difference to the lives of others and to the environment. IB World Schools value service with others as an important way to engage in principled action across range of overlapping local and global communities. Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kinds of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life.

Action in the MYP builds upon the action initiated in the PYP and continues as an essential component of the learning process, both as part of the programme's educational philosophy and as practical outcome of student's learning. The MYP aims to help students develop their personal understanding, their emerging sense of self and their developmentally appropriate responsibility in their community. In the IB continuum, this continues with the service component of the DP's creativity, activity, service (CAS) requirements, in which student continue to increase their awareness of their own strengths and areas for growth, undertake new challenges, plan and initiate activities,worl collaboratively with others, show preserverance and commitment, engage with locally and globally significant challenges and consider the ethical implications of their actions.

This action will be different from student to student and from context to context.The action may involve students in:-
= feeling emphaty towards others
= making small scale changes to their behaviour
=undertaking larger and more significant projects
=acting on their own
=acting collaboratively
=taking physical action
=suggesting modifications to an existing system to the benefit of all involved
=lobbying people in more influential positions to act

to be continued ......

THE PURPOSE

Students will apply and evaluate the skills and knowledge they have acquired throughout their years at MRSM TUN DR ISMAIL by engaging with their community to make it a better place. Students will generate new insights and develop deeper understanding of the world in which they live through an in depth investigation and communicate their findings to peers. With WHY we begin...

and with 10 profiles we deliver...
Hi everyone.. we in TDI implement Action as Service as one of MYP IB requirement and is stated in the IB Framework. Year 1 till Year 4 2018 will smoothly make it one of their  Interesting Journey in life.
We love it!