Digital IB Concepts Gallery
Created byRichard Quantrill
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Digital IB Concepts Gallery

Adult EducationOther1 days
In the 'Digital IB Concepts Gallery' project, adult learners explore and illustrate the fundamental components of the International Baccalaureate (IB) programme, including the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Students engage in a series of collaborative activities to create a digital gallery that showcases these elements, emphasizing international mindedness, agency, and inquiry's role in education. Through digital tools, learners develop multimedia literacy and reflect on how their understanding of IB principles can impact their personal and professional growth globally. This project enhances critical thinking, collaboration, and creative presentation skills aligned with IB standards.
IB ProgrammeInternational MindednessPYP, MYP, DPDigital GalleryAgency and InquiryEducational Growth
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create a compelling digital gallery that effectively illustrates the fundamental components, concepts, and principles of the IB programme, while highlighting the differences among the PYP, MYP, and DP, and demonstrating the influence of international mindedness, agency, and inquiry on global educational and personal growth?

Essential Questions

Supporting questions that break down major concepts.
  • What are the fundamental components of the IB programme and how do they differ among PYP, MYP, and DP?
  • How does the concept of international mindedness manifest within the IB programme and affect its educational approach?
  • In what ways do agency and inquiry drive the learning process according to IB principles?
  • How can the understanding of IB concepts influence one's personal and professional growth on a global scale?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Learners will identify and describe the key components of the PYP, MYP, and DP in the IB programme.
  • Learners will analyze how international mindedness influences the educational strategies and outcomes of the IB programme.
  • Learners will explore and explain the roles of agency and inquiry in facilitating learning according to the IB educational framework.
  • Learners will create a digital gallery that effectively showcases the IB programme's fundamental concepts, enhancing multimedia literacy.
  • Learners will critically reflect on how their understanding and interaction with IB concepts can inform personal and professional growth globally.

International Baccalaureate Standards

IB1
Primary
Understand the mission, aspects, and key elements of the IB programme (PYP, MYP, DP).Reason: The project aims to explore and present the core components of the IB programme, making this standard explicitly relevant.
IB2
Primary
Demonstrate the ways international mindedness affects educational approaches.Reason: The digital gallery will highlight how international mindedness is embedded in the IB programme, aligning well with this standard.
IB3
Primary
Explain the role of agency and inquiry in learning according to IB principles.Reason: The project investigates how agency and inquiry drive learning, directly tying into this standard.

Entry Events

Events that will be used to introduce the project to students

IB Concepts Treasure Hunt

Launch a digital treasure hunt where clues and puzzles are linked to various IB principles and their applications. Students work in teams to solve these, discovering how different IB elements interconnect and are implemented in educational and personal contexts.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Digital Gallery Creation Session

In this culminating activity, students will curate a digital gallery showcasing the fundamental components and concepts of the IB programme.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students gather digital resources created in previous activities (mind maps, presentations, videos, playbooks) for inclusion in the gallery.
2. Use digital tools like Google Sites or Adobe Spark to develop the layout and design of the gallery.
3. Organize content logically to represent PYP, MYP, and DP while also highlighting aspects of international mindedness, inquiry, and agency.
4. Conduct a peer review to refine and enhance the gallery before a final presentation.

Final Product

What students will submit as the final product of the activityA polished, interactive digital gallery that illustrates the core concepts of the IB programme across its various components.

Alignment

How this activity aligns with the learning objectives & standardsCovers IB1, IB2, and IB3 by encapsulating all key IB concepts into a cohesive digital presentation.
Activity 2

IB Concept Mapping Jam

Students will collaboratively create a mind map to capture and organize key concepts of the IB programme, focusing on how they interconnect across the PYP, MYP, and DP.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into small groups and assign each group a different IB component (PYP, MYP, or DP).
2. Have groups brainstorm major themes, principles, and concepts of their assigned component using sticky notes or digital tools.
3. Groups create a collaborative digital mind map using mapping software (like MindMeister or Lucidchart), highlighting the connections within their assigned component.
4. Facilitate a gallery walk where groups present their mind maps, inviting feedback and discussion about the interconnections they mapped.

Final Product

What students will submit as the final product of the activityA comprehensive set of digital mind maps showing key IB concepts and how they relate across PYP, MYP, and DP.

Alignment

How this activity aligns with the learning objectives & standardsAligns with IB1 by helping students understand and present the key elements of the IB programme.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

IB Concepts Multimedia Gallery Assessment Rubric

Category 1

Understanding of IB Concepts

Assessment of learners' comprehension of IB concepts across PYP, MYP, and DP, including their differences and intersections.
Criterion 1

Knowledge of IB Components

Measures understanding of the key components and elements within PYP, MYP, and DP.

Exemplary
4 Points

Demonstrates a sophisticated understanding of all key components, highlighting differences and intersections within PYP, MYP, and DP, with exceptional clarity.

Proficient
3 Points

Shows thorough understanding of the key components of PYP, MYP, and DP, noting some differences and intersections.

Developing
2 Points

Shows emerging understanding of the key components, with limited distinction between PYP, MYP, and DP.

Beginning
1 Points

Displays an initial understanding of IB components with minimal distinction among PYP, MYP, and DP.

Criterion 2

International Mindedness

Evaluates how well students illustrate the influence of international mindedness on educational approaches within the IB framework.

Exemplary
4 Points

Illustrates international mindedness with extensive examples and analysis of its impact on educational approaches.

Proficient
3 Points

Illustrates international mindedness with clear examples and good analysis of its impact.

Developing
2 Points

Illustrates international mindedness with limited examples and analysis.

Beginning
1 Points

Provides minimal illustration or analysis of international mindedness.

Criterion 3

Agency and Inquiry

Assesses the understanding and application of agency and inquiry in learning as per IB principles.

Exemplary
4 Points

Comprehensively explains and applies the roles of agency and inquiry, with innovative examples.

Proficient
3 Points

Explains and applies agency and inquiry with relevant examples.

Developing
2 Points

Offers some explanation of agency and inquiry, with basic examples.

Beginning
1 Points

Provides minimal explanation or application of agency and inquiry.

Category 2

Presentation and Design

Evaluation of the digital gallery's coherency, appeal, and logical organization, reflecting multimedia literacy.
Criterion 1

Layout and Design

Assesses aesthetics, usability, and organization of the digital gallery.

Exemplary
4 Points

Exhibits outstanding aesthetic appeal and usability, with a highly logical and innovative organization that enhances comprehension.

Proficient
3 Points

Exhibits good aesthetic appeal and usability, with clear organization that supports understanding.

Developing
2 Points

Exhibits basic aesthetic appeal and usability, with a somewhat coherent organization.

Beginning
1 Points

Exhibits limited aesthetic appeal and usability, with minimal organization.

Criterion 2

Content Integration

Evaluates the integration of IB concepts into the gallery presentation.

Exemplary
4 Points

Seamlessly integrates all IB concepts into the presentation, enhancing understanding and engagement.

Proficient
3 Points

Effectively integrates most IB concepts into the presentation.

Developing
2 Points

Integrates some IB concepts into the presentation, with gaps.

Beginning
1 Points

Struggles to integrate IB concepts into the presentation.

Criterion 3

Digital Tools Utilization

Assesses competency in using digital tools for creating the gallery.

Exemplary
4 Points

Demonstrates mastery in using digital tools, with creative and effective application.

Proficient
3 Points

Demonstrates competent use of digital tools, applying them effectively.

Developing
2 Points

Shows basic competency in digital tool usage, with some effective application.

Beginning
1 Points

Displays minimal competency in digital tool usage.

Category 3

Collaboration and Peer Review

Assessment of teamwork, collaboration, and incorporation of peer feedback in the project process.
Criterion 1

Teamwork and Contribution

Evaluates effectiveness in collaboration, participation, and contributions to the group task.

Exemplary
4 Points

Shows exceptional leadership and collaboration, contributing significantly to group success.

Proficient
3 Points

Collaborates well, contributing effectively to the group task.

Developing
2 Points

Contributes to the group task with some collaboration.

Beginning
1 Points

Limited contribution and collaboration, requiring support.

Criterion 2

Incorporation of Feedback

Measures how effectively feedback from peers is incorporated to enhance the digital gallery.

Exemplary
4 Points

Proactively seeks and skillfully incorporates feedback, significantly improving the project.

Proficient
3 Points

Incorporates feedback effectively to enhance the project.

Developing
2 Points

Incorporates some feedback with noticeable improvements.

Beginning
1 Points

Shows minimal incorporation of feedback.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of the key components of the PYP, MYP, and DP evolved through the digital gallery creation process?

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Required
Question 2

In what ways do you feel international mindedness has influenced your approach to creating the digital gallery?

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Required
Question 3

Rate your confidence in explaining the role of agency and inquiry in learning according to IB principles after completing this project.

Scale
Required
Question 4

Which component of the IB programme (PYP, MYP, DP) do you find most compelling and why?

Multiple choice
Optional
Options
PYP
MYP
DP
Question 5

How do you anticipate integrating your enhanced understanding of IB concepts into your personal or professional growth?

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Required