By MYP Coordinator Mr. William Campillo
As our students reach the end of the Middle Years Programme at Ogden, we begin the process of evaluating how well students have developed the knowledge, skills and understandings that will help prepare them for a life of learning, acting, and reflecting to make a better world.
The culminating learning experience for this phase of an IB students’ education comes in the form of a self-directed exploration in an area of personal interest. Over a six month period, beginning in October and continuing until March, every tenth grader will choose a topic, research the topic, and work toward a goal or outcome that connects their learning to the world around them.
This Personal Project requires students to self-evaluate their progress as they research a question and strive to meet a goal they have set for themselves. The personal project also provides an important indicator of how well we have prepared our students to be motivated lifelong learners. As the project nears the deadline students will produce a report describing the process and outcome of the project. These reports, along with evidence of the outcomes, are assessed internally by Ogden teachers and are also assessed externally by the IB to ensure a “globally-consistent standard of excellence”.
We are currently at the beginning stages of the project where students must make important decisions about topics and goals. Each student has been assigned a faculty project supervisor to help guide and advise them with selecting topics and setting appropriately challenging goals. The project supervisor has an important role in monitoring student progress toward their goals and ensuring that students complete all the required work of the project.
Supervisors will meet with students at least three times during the span of the project and guide the student through completion of three elements - the product or outcome, the process journal, and the final report. Upon completion of all projects, supervisors will standardize assessment for the project and scores will be sent to the International Baccalaureate Organization for moderation.
In mid-march we will ask students to present their work in an exhibition for the Ogden International community. The exhibition also serves as an example of personal project ideas for our current freshmen as they will soon be asked to go through the same process beginning in the fall of 2018.
By Annamaria Castellucci Cabral
The IB Diploma Programme (DP) Visual Arts course is a two year program that develops the student’s analytical skills in problem-solving and divergent thinking. It encourages students to develop their confidence as art makers, as well as challenge their own creative and cultural expectations and boundaries. Students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to further develop their art skills and/or seek lifelong enrichment through visual arts. DP visual art is designed to develop the student into an independent and resourceful thinker.
The Ogden International High School has the benefit of being in a central location of the city which affords us the convenience of taking field trips at least once a year that supplement topics discussed in class such as the Chicago Imagists (Roger Brown Study Center), printmaking (Spudnik Press) or Scientific Illustration (Museum of Surgical Science). These invaluable opportunities not only extend far beyond the reach of the classroom but also give us the benefit of meeting, speaking and on occasion working with Chicago artists. Our visual art students have gone on to enroll in programs through Marwen, After School Matters, Gallery 37, IntuitTeens, Arte Vida and even intern with local artists like Tracee Badway.
The intention of this course is to encourage a love of the visual arts, a respect for the process and further develop a learning that pushes boundaries and ideas. This course, although fun, does entail a series of written comparative, sketchbook documentation, development of a theme and the expectation of developing a solid body of work upon the completion of the course. The course has some high expectations and it does require a good work ethic and strong commitment to completing assignments. The Visual Arts course is weighted just as heavily as all of the other Diploma Program courses and because of this, prepares the student for not only college level courses but a genuine appreciation and understanding of the arts.
The Diploma Programme aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. The Visual Arts course embodies this being cross curricular and tying into all of the other required course including Theory of Knowledge (TOK), advancing skills and finally, exploring rich cultural surroundings through field trips and/or internships.
This rigorous course that promotes art analysis, questioning and development concludes in a final senior exhibition which is also the class’ final culminating assessment. At Ogden International we celebrate the students’ two years of hard work by promoting the event and inviting the outside community to the exhibit. These students have been fortunate enough to showcase their work in the public exhibiting in venues such as SIP coffeehouse, West Town Public Library and Intuit: The Center for Intuitive and Outsider Art. This course and these students are truly amazing!
By: Sara Ivory
What do you get when you mix IB’s student-centered, inquiry-based curriculum with Ogden’s brand new Drama and Dance classes? You get students asking their own questions, writing their own scripts and choreographing their own movements for our incredibly exciting first Showcase of the year scheduled to take place on November 30th from 5:30-7pm in the East Campus Gymnasium.
The second Unit of Inquiry for Fifth Graders at Ogden will begin in mid-October and serve as the inspiration for November’s 5th Grade Showcase this year. The Central Idea is The evolution of technology impacts us. In Drama this week students watched a short video about the use of projected images and video sequences to create digital sets and characters. This video clip was used to provoke their thinking and questioning about this Central Idea. The questions that the students came up with will drive upcoming discussions in Drama that will ultimately lead to script writing and dramatic performance. Here is a sneak peek at some of their questions:
In Dance, these lucky students have been exploring forces, pushes, pulls, and counterbalances through movement. They will be putting this learning together to create “machinery” that will be exhibited at our Showcase too.
Join us on November 30th to see what our inquirers come up with. We can’t wait!
By Cara Kranz, Sara Schneeberg, and Michael Beyer
We’ve heard parents share they don’t understand what makes our school “IB”. Sometimes when new families join Ogden, they don’t know anything about IB, and their kids don’t come home talking about IB. As a parent, you might ask yourself, “where is this IB?” “How do I know IB is central to my child’s learning?”
IB, or International Baccalaureate, isn’t something students “do” in the same way they “do” art, music, math, or reading. IB, or International Baccalaureate, is more of a philosophy of teaching and learning than it is a specific activity. There are frameworks for what is expected of students at certain stages, and ways teachers are expected to teach, all of which can be found in the various documents published by the International IB Organization. However, these tend to be technical and generally used by educators, not parents. And they certainly aren’t things a child would answer to a parent when asked, “What did you do at school today?”
The hallmarks of what makes an IB school IB is that education is constructivist and student-centered. Constructivist learning states “learning is a self-directed process—knowledge is constructed rather than directly received; instructor as facilitator; learning as a sociocultural process.” Student-centered learning is “creating multiple experiences for knowledge construction” and “creating authentic and complex sociocultural learning environments to mediate learning.” In simple terms, we want for our students to direct and engage in their learning in ways that help them develop as individuals.
It also might help to describe what IB is not. An IB learning environment does not have the teacher as the center. The teacher does not act as the gatekeeper or owner of knowledge. The teacher does not tell students what the “right” and “wrong” answers are. Instead, the teacher guides the learners to discover the correct answers through an inquiry-based process.
That’s why at the beginning of units you’ll often see classes creating anchor charts of what they know, what they want learn and how they plan to get there. It puts the student in the driver seat, instead of being a passenger.
Another key concept to an IB education is transdisciplinary learning. This can be frustrating for IB parents, because it often leads to students learning science and history without teaching those subjects as distinct classes.
For example, in a first-grade PYP Unit of Inquiry about light and communication, students might begin the unit with a provocation that leads them to ask questions about whether we need light to see or not. Then they might design scientific investigations to answer their own questions. During these investigations students apply their mathematical skills to collect data, organize it at a class and interpret their results to make meaning. After testing various materials and attempting to block out all the light from their classroom, the teacher might ask students to think of places in the world where the light is completely blocked out. From this conversation students might become interested in caves and whether they could see in caves or not. The teacher could then bring up cave art examples from history and ask students whether they would be able to see the art on the cave walls if the entrance were blocked. Students decide to make their own cave art paintings and design tests to find out. They use what they previously learned to block all of the light from their classroom and test what they might see in a cave with the door open, door closed and using a flashlight. This investigation might get students interested in caves paintings and lead them to design ways to learn more about the history of cave paintings. They might also read books about caves and write about their tests or experiences in dark places themselves. Through this example, students construct new learning opportunities in science, math, history, art, reading and writing. This is called transdisciplinary learning in the PYP because the learning transfers between the traditional discipline boundaries to make learning more meaningful.
So, even though your child may not be talking about IB specifically, they should be talking about their learning experiences at Ogden. If you hear your child talk about making choices and decisions, using materials in flexible and imaginative ways, initiating inquiry and asking questions, working collaboratively with others, finding an interest and developing their knowledge, you know IB is alive and well at Ogden.
By Michael Beyer, Principal
I knew our city had a problem with the perception there is a 'lack' of quality schools when my son was barely one year old. That summer I was in our front yard, pruning our trumpet vine, when a neighbor stopped by. His wife was pregnant and he wanted to know what elementary schools I could recommend. He was thinking years ahead of us, as we did not start considering until the year before preschool. We would have been happy with our neighborhood option, but alas, all preschool spots went to high-needs students, mainly four-year-old children from families in poverty.
Our son is 8 years old now and we're already looking ahead to high school. Now and then my son asks if I could be his teacher, and I remind him that we probably wouldn't get along so well if that were the case, but that I would like to be his principal if he attends Ogden International High School.
I'm not worried about him, or his sister getting in to a selective enrollment high school (SEHS). While we won't discourage applying, we know there are plenty of excellent options besides SEHS in Chicago. Ogden International is one of the best options., and perhaps better than most of the SEHS.
The University of Chicago produces some of the most respected research on educational outcomes. Recently, they released reports that indicate, as The Atlantic asked after reading one report, "...what if the high-school rat race is largely for naught?"
The authors of a recent study on Selective Enrollment High Schools (SEHS) find some benefits, but they are not academic as GPA is often lower for students in SEHS and, "...when it comes to test scores, attending a SEHS has no statistically significant impact. Simply put, on average, these students would have performed well on tests with or without selective schools."
Crain's take on the report, "The core conclusion-that attendance at Payton, Jones, North Side or one of Chicago's other elite high schools is a bit of an academic placebo-is disturbing. But it makes a little more sense once you consider what I'll call the small-fish, big-pond syndrome."
Parents perceive SEHS as 'better' because they start with the 'better' students. But are these students learning? Apparently not as much as we think, if students perform just as well if not better at a non-SEHS. In many cases they are losing opportunity to learn and grow, because they could have taken more leadership roles at a non-SEHS. I often wonder if parents are pushing their students to attend a SEHS for the perception of education they might receive, or for the label that comes with being accepted to a SEHS?
There might be other detriments from attending a SEHS. While SEHS are culturally diverse, students aren't being exposed to a diverse range of academic abilities. What will happen when students who attend a SEHS enter college or the job market and have to collaborate with peers or supervise people who struggle academically? Will SEHS graduates be able to relate to these people? Or will they dismiss them as 'lesser' in the same manner we dismiss the schools that serve such students?
In another report, researchers conclude IB schools with Diploma Programmes offer more rigorous learning opportunities:
I encourage parents to be confident that your child or children will be all right. In a more positive twist of 'the apple doesn't fall far from the tree', your child will be fine because they are your child. If you didn't fail, they won't either, no matter what school they attend, or don't attend.
In the mean time, join Ogden International High School at our last Open house on November 30th by registering here: http://ogden.cps.edu/admissions.html
Consider all the options, and quit the rat race.
By Principal Michael Beyer, Head of East Campus Cara Kranz, and Head of West Campus Stacie Chana
Hopefully by now, everyone has received an email or message from CPS CEO Forrest Claypool and CEdO Dr. Janice Jackson, which stated in part,
“With emotions running high after the presidential election, we want to acknowledge the responsibility we all carry as members of the CPS community.
Regardless of political affiliation, every one of our staff and students has the right to a safe, welcoming school environment where they feel valued and respected. We are proud of our District’s diversity, and believe strongly that every student, regardless of race, ethnicity, background, sexual orientation, language, religion or culture has the right to reach their full potential.
Helping students process this week’s events is both a challenge and a responsibility, but we are confident that it can be done in a way that supports their growth. Remember that this election presents us with a unique learning opportunity - a chance to teach our children about democracy while reminding them how important it is to respect each other’s differences and unique perspectives. Shortly, school leaders should expect to receive additional resources to support school staff in this capacity.
This is a time to support each other, our students, and our broader community through what may be a difficult time.”
We as administration at Ogden International have also received emails from parents emphasizing their concerns about how the election has affected their children, and their relationships with other children in school.
At East Campus, parents were concerned about how children are talking about the election during lunch and recess. My own son came home one day asking if his mother would be deported because she is from New York. I was able to clear up that misconception, but it was still disturbing recognizing he might have temporarily harbored fears of losing his mother.
We also heard numerous concerns from teachers and students at our West Campus, where they had a mock election the day before the actual election. The majority voted for Clinton/Kane, while 14% voted for Trump/Pence. This shouldn’t be a surprise, since the main predictor of a person’s views are their parents’, and Ogden’s mock election results mimic the results for Chicago.
The day after the real election, many students at West Campus had emotional breakdowns, crying at the prospect of having family members deported, and others angry about the bigotry they perceived in the election rhetoric. Another problem arose because students openly debated the candidates’ positions, so people knew who voted for which candidate in the mock election. Several Trump/Pence supporters didn’t feel welcome as emotions ran high.
Fortunately our teachers intervened and led conversations about respecting all opinions and perspectives. I read a brief statement over the intercom also stating as much, hopefully setting an official tone to help tamp down emotions. Since then teachers have begun planning how to channel students’ emotions. They want to create a quilt to highlight the diversity and unity Ogden West has enjoyed in recent years. Students will be encouraged to take action in their IB personal projects and other studies so they attack the issues from an academic standpoint.
As an IB school, Ogden International embraces the opportunity to take any real life issue or event and turn it into a learning experience, and we hope our parents embrace this opportunity, as well. We also hope our parents embrace these opportunities to learn and grow. This year we have SEED offered to parents and teachers. Although this cycle of SEED has already begun, we will be offering it again later in the year or next school year. We are taking intentional efforts at both campuses to celebrate diversity and inclusiveness. In fact, faculty at West have begun a Diversity Integration Team, which will eventually grow to the East Campus, as well.
The concepts of inclusion and respect for all opinions are built into the philosophy of IB, and we invite you to join us in our quest to improve how we welcome and embrace families of all types at Ogden International. If you are interested in helping our efforts, please contact administration with your ideas on how to improve Ogden.
This blog has contributions from a variety of faculty and staff at Ogden International.
Principal: Dr. Michael S. Beyer
Heads of Schools
East Campus: Cara Kranz
West Campus: Dr. Stacie Chana