IB Graduates Can Make The World A Better Place To Live In By Applying Their Skills: Donnah Ciempka
Nurturing young minds ensures a lifelong journey of learning. The International Baccalaureate’s curriculum focuses on building the future of our world leaders thus making the young minds, the agents of their own learning process.
The IB school curriculum is developed in such a manner so that the students learn to take ownership of their own learning and make difference in their own lives, the communities in which they live, and even beyond that.
A few days back, ASMA organized a 2-day webinar on School Education Leadership Forum that was joined by the top national and global IB school educators, CEOs, principals, and other industry experts. Along with other eminent speakers, Donnah Ciempka, the Head Of The School, Ascot International School.
When asked about what she thinks how the IB schools have been able to set their best practices for modern pedagogy? And what does it do to be able to develop the critical thinking skills, skills, and research skills which are so relevant for our young learners?
Donnah begins by saying that she thinks from the continuum of the editor, the philosophy and the approach from our youngest learners right through to our graduates are putting the learner at the center with every model of the program, whether it be PYP or MYP that learner is at the center and it’s that learner making meaning for themselves.
Donnah continues by saying that it starts in that very organic inquiry, child-driven, and it grows learners who know themselves.
But it is also the framework of which has led Donnah to the IB schools. She says that she cannot find a framework that doesn’t fit the notion of social justice or that notion of the international mind and is the way in which the IB framework does.
She continues speaking about her childhood in the School Education Leadership Forum webinar. She said that when she grew up, she entered a world where she was the center of the universe and the world that existed around her. IB graduates are not like that. They recognize themselves as being part of the world and actually have the skills and the knowledge and the understanding to be part of that world and to actually make it better.
That is the reason why she is always fascinated when she hears the stories of what IB graduates have gone on to do. And that doesn’t come from a certain sort of person. It comes from being immersed in an education that challenges you to do more, to seek more, to take action, and to take your knowledge and apply it to the world.
