This will be the first page, from this page there will be three links or buttons leading to PYP, MYP and CAS.
Action in the International Baccalaureate
Over the years the International Baccalaureate has modified what used to be called Community and Service or CAS.
Within the PYP, action has a specific meaning as an element of the program in which there is an expectation that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. This kind of student action may have a wider social impact, and it always represents a voluntary demonstration of a student’s empowerment.
Action in the MYP (Service as Action) builds upon the action initiated in the PYP and continues as an essential component of the learning process, both as part of the program’s educational philosophy and as a practical outcome of students’ 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 students continue to increase their awareness of their own strengths and areas for growth, undertake new challenges, plan and initiate activities, work collaboratively with others, show perseverance and commitment, engage with locally and globally significant challenges and consider the ethical implications of their actions.
Throughout the school service requires that students are able to build authentic connections between what they learn in the classroom and what they encounter in the community. When connected to classroom learning, the experience of service offers opportunities to apply concepts, skills and knowledge. Students explore the community in its complexity as they gain personal insight and become more confident and responsible. Through service as action they become “actors” in the “real world” beyond school.
The MYP Service as action Tab
Service as Action at TISA 2016-17
Students in M1 through M5 participate in many Service Learning projects. This is a requirement for the IB Programme.
However, Service Learning is an integral part of TISA, not just because it is a requirement of the curriculum. Taking part in Service Learning allows students to continue to develop the skills they have attained in the classroom. They attain a global perspective on the many issues, which they will encounter not just in school, but also throughout their life. An essential role of the Service Learning program is the development of the student’s social conscience. Students are encouraged to develop responsible thoughts and actions and ultimately experience the satisfaction in fulfilling a goal that helps others.
TISA students will learn to connect what is learned in school with the real world.
Service Learning Vision Statement
By addressing authentic community needs, (which can be defined as TISA school, homes, Baku, Azerbaijan and the larger world) the Service Learning program at TISA is working to provide opportunities for our students to gain a deeper understanding of how they fit into their many different communities and in the widest possible sense of the term, the world.
Unlike Community and Service, which is what MYP students used to do, students now apply what they learn in their academic subjects to develop plans and partnerships that meet the needs of others. This change in approach allows students to truly understand why they are taking (or planning) action.
This transition from academic learning to the student becoming involved with an action that leads on from the curriculum is carefully monitored so that it is authentic and meaningful.
The process has to include the three key components, which are: inquiry, action and reflection.
“Teaching and learning in the MYP is represented as the interplay between asking (inquiry), doing (action) and thinking (reflection)...this constructivist approach leads towards open classrooms where different views and perspectives are valued.” (MYP: From principles into practice)
In reality we do this all the time we just do not think about it. Any project starts with inquiry, booking a holiday or buying a car requires research in order to find the best option. Once a decisions has been made (based on research) it is usually followed by action – although not always, the decision may be that this is not the desirable course of action for now!! This is usually followed by some reflection, depending on how successful the action was is usually the key to how deep the reflection is!
If students can include a service-learning approach within an academic class then the experience for them becomes a critical and essential process. Having this experience within the subject, particularly when the service-learning process is made explicit provides a reliable model for students to use for taking more independent initiative with their own ideas for service.
Guided or classroom learning that leads to action addressing a community need is most meaningful when it allows students to incorporate their own interests, skills and talents.
In this way MYP Service Learning requires that students are able to build authentic connections between what they learn in the classroom and what they encounter in the community.
All of the MYP students in TISA are expected to engage in meaningful service activities in which they work with others in a shared commitment towards the common good.
IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Teachers in TISA engage students in applying subject matter to developing plans and partnerships to meet real identified needs using this service learning model.
By reflecting on their service experience, students may gain a greater awareness of the community and world they live in, and their role and responsibility in improving the lives of themselves and others.
Service For and With Others
Service activities should evolve beyond simply doing for others to engaging with others in a shared commitment towards the common good. Meaningful service requires that students understand the underlying issues such as poverty, literacy or pollution, and this allows them to realize that there is an authentic need for their service. Meaningful service should also try to build links with individuals or groups in the community.
With appropriate guidance and support, MYP students should, through their engagement with service learning:
- Become more aware of their own strengths and areas for growth
- Undertake challenges that develop new skills
- Discuss, evaluate and plan student-initiated activities
- Persevere in action
- Work collaboratively with others
- Develop international-mindedness through global engagement, multilingualism and intercultural understanding
- Consider the ethical implications of their actions.
This coming year students will work with their year group during weekly Wednesday afternoon meetings. Each year group will begin the year with a group activity that will be led by their teacher-team. The reason for this is to help the students learn the process of giving effective service;
A. Investigate – define HOW they investigate
B. Plan - define / show how they have planned
C. Take Action – show how they have taken action
D. Reflection – Use the Service Learning Outcomes
After the first group activity students will be encouraged to pursue an issue on their own (or as part of a group) that hopefully links to the curriculum or is personally meaningful.
In addition, other events and special projects offer further opportunities for service throughout the school year.
Students will be documenting what they do through ManageBac.
Parents are also encouraged to participate in the Service Learning Programme as parent advisors.