Programs
International Baccalaureate
About IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB Learner Profile
The IB Learner Profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners, we strive to be:
Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We use critical and creative thinking skills to analyse and take responsibile action on complex problems. We exercise inititive in making reasoned, ethical decisions.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect dfor the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of out lives- intellectual, physical, and emotional- to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Community Service Expectations
Community Service Expectations
Two of the foundational ideas of the IB Program are Action and Service. The IB defines Action as “learning by doing and experiencing” and Service as “making a positive difference to the lives of others and the environment.”
To help students focus on these learning outcomes, and make it clear how their Action and Service impact their lives, and the lives of others, the Obama Academy requires students to record and reflect on their activities outside of the classroom.
6th through 8th graders are expected to record and reflect on at least 10 hours of Service activities.
9th and 10th graders are expected to record and reflect on at least 20 hours of Service Activities.
Students should print out the reflection sheet below, or pick one up in the main office, and return it to the IB Office once it is completed so that it can be filed and recorded.
Logging and reflecting on their Service and Action helps students achieve the IBO’s goal for students “to become active compassionate and lifelong learners who understand that other people, with their differences, can be right.”
International Baccalaureate Middle Years Programme
About IBMYP
The International Baccalaureate Middle Years Programme is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.
The MYP
- addresses holistically students’ intellectual, social, emotional and physical well-being
- provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future
- ensures breadth and depth of understanding through study in eight subject groups
- requires the study of at least two languages to support students in understanding their own cultures and those of others
- empowers students to participate in service with the community
- helps to prepare students for further education, the workplace and a lifetime of learning.
Service as Action
Community Service Expectations
Two of the foundational ideas of the IB Program are Action and Service. The IB defines Action as “learning by doing and experiencing” and Service as “making a positive difference to the lives of others and the environment.”
To help students focus on these learning outcomes, and make it clear how their Action and Service impact their lives, and the lives of others, the Obama Academy requires students to record and reflect on their activities outside of the classroom.
6th through 8th graders are expected to record and reflect on at least 10 hours of Service activities.
9th and 10th graders are expected to record and reflect on at least 20 hours of Service Activities.
Students should print out the reflection sheet below, or pick one up in the main office, and return it to the IB Office once it is completed so that it can be filed and recorded.
Logging and reflecting on their Service and Action helps students achieve the IBO’s goal for students “to become active compassionate and lifelong learners who understand that other people, with their differences, can be right.”
Global Contexts
MYP Global Contexts
Research has shown that people learn best when their learning is contextualized, and related to their lives and the world as they know it. To take advantage of this, and assist teachers and students to take part in deep, meaningful learning, the IBMYP presents units through differing lenses, called Global Contexts.
The Global Contexts have been developed to not only assist in contextualizing information for students, but also provide them with a structure to understand and interact with the world around them.
Global Contexts
Identities and Relationships
Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.
Orientation in Space and Time
What is the meaning of “where” and “when”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations from personal, local and global perspectives.
Personal and Cultural Expression
What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Scientific and Technical Innovation
How do we understand the world in which we live? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Globalization and sustainability
How is everything connected/ Students explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.
Fairness and Development
What are the consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.
Personal Project
Personal Project
Throughout the Personal Project process, you will be meeting with your supervisor. YOU ARE REQUIRED TO MEET WITH YOUR SUPERVISOR AT LEAST 3 TIMES OVER THE COURSE OF THE PROJECT. We will send out reminders and passes to keep you on track, but the ultimate responsibility to keep these appointments lies with you.
Personal Project Essay Template
UPDATED PROJECT TIMELINE
March 10 Email Mr. Chapman at mchapman1@pghschools.org include your name and what
your personal project idea is.
March 14-25 Meet with your supervisor. You will receive a pass in homeroom letting you know
where and when the meeting will be.
Before March 25 Email Action Plan to your supervisor (list the steps you will take to complete the
project, when you plan to complete them by, and how you will evaluate your final
work)
EMAIL/ TEAMS CHAT SECTION ONE TO MR. CHAPMAN BY FRIDAY, APRIL 8
mchapman1@pghschools.org
April 18 Email your supervisor with the status of your project. Answer 3 questions
1- Overall, how well do you think the Project is going so far?
Really Well Well OK Could Be Better Uh Oh
2- What ATL skills have you used so far with the project?
3- How well have you kept up with the Action Plan?
May 2-10 Meet with your supervisor to check in and see how the project is progressing. You will
receive a pass in homeroom letting you know where and when the meeting will be.
May 18 Email your supervisor with the status of your project. Answer 3 questions
1- Overall, how well do you think the Project is going so far?
Really Well Well OK Could Be Better Uh Oh
2- What additional ATL skills have you used so far with the project?
3- How well have you kept up with the Action Plan?
June 10 Turn in Final Report
RESOURCES
Personal Project Guide 2021-22
Approaches to Learning List (for Criterion B)
Chapman's Personal Project
Chapman's Personal Project
If I am asking you to put yourself out there by doing a Personal Project, I will walk this same path with you.
You can follow my progress here, if you are nebby, or want to see what someone else is doing for their Project.
I don't have my entire project together yet, bu I know that I want it to involve playing the bass. It's something I've alsways wanted to do, and this is a chance to get better at it. I think I will try to get to the point where I can play along with a song, slightly more complicated than the 12 bar blues (with a recording, not live) and learn 1 or two "cool" bass lilnes that I can play and sound impressive with.
Process Journal Updates.
Here is my Journal I am old school so keepging notes in a spiral notebook.
journal page 1 Uploaded 11/6
Bassline/ Bass Line (This is where I will be able to compare how much better I am at the end of the project than when I started)
International Baccalaureate Diploma Program
- About IBDP
- Creativity, Action, Service (CAS)
- The Extended Essay
- Additional Resources
- Coordinator's Page
- Subject Guides
About IBDP
International Baccalaureate Diploma Program
Welcome to our school's informational page on the internationally recognized International Baccalaureate Diploma Programme (IB DP).
Below you will find information on the program and the links on the left will provide specifics and opportunities related to the "Pittsburgh Obama International Baccalaureate Diploma Program Experience". All students in Grades 11-12 at Pittsburgh Obama are students in the International Baccalaureate Diploma Programme.
A student centered program designed as an academically challenging and balanced program of education with final examinations that prepares students, normally aged 16 to 19 or Grades 11-12, for success at university and life beyond. The program is normally taught over two years and has gained recognition and respect from the world's leading universities. Click here for IBO website
The educational philosophy of the organization is found in its mission statement: "The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this enf the organization works with schools, governements and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of students, parents, schools and teachers, uniting them in a common purpose. The learner profile is a set of qualities that enhance student learning. The IB learner profile is now applicable to all students and adults involved in IB program implementation, or the IBO community of learners. The IB learner profile states that “IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective”.
The IB DP curriculum, which is visualized through the IB DP hexagonal curriculum model, places the student and the learner profile at the center. Around the student are the three core requirements: 1) The extended essay which is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying, 2) Theory of knowledge which is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical), and 3) Creativity, action, service which requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately. The three core requirements are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
Each subject occupies a point around the edge of the hexagonal model. IB DP students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5 (Group 1 - studies in language and literature, Group 2 - second language acquisition, Group 3 - individuals and societies, Group 4 - experimental sciences, Group 5 - mathematics and computer science, Group 6 - the arts), thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
Thr principal is responsible for all programs in any school; however the IBO requires a coordinator to ensure effective implementation of the program. There is a great deal of coordination that must take place within the school, between the school and community and between the school and the IBO. This individual is responsible for the majority of the communication, documentation and facilitation of the program. Pittsburgh Obama's IB DP coordinator is Mr. Joseph Ehman. He can be reached at (412) 622-5980 or via e-mail at jehman1@pghschools.org. While the IB DP coordinator oversees the management of the program, the teachers play the true grit and vital pedagogical roles. It is the delivery of instruction through the IB DP philosophy that awakens and stimulates academic inquisitiveness within our students.
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Creativity, Action, Service (CAS)
Creativity, Action, Service (CAS) is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component's three strands, often interwoven with particular activities, are characterized as follows:
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Creativity - arts and other experiences that involve creative thinking
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Action - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
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Service - an unpaid and voluntary exchange that has a learning benefit for the student.
CAS encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. CAS enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a personal journey of self-discovery that recognizes each student's individual starting point.
Activities should provide:
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real, purposeful activities, with significant outcomes
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personal challenge - tasks must extend the student and be achievable in scope
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thoughtful consideration, such as planning, reviewing progress and reporting
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reflection on outcomes and personal learning.
All Pittsburgh Obama students in Grades 11-12 are required to complete a total of 150 CAS hours by February of their senior year. The hours must be logged in the Managebac system.
Students can access the Managebac system at obamaacademy.managebac.com. Address any questions to Mr. Joseph Ehman, jehman1@pghboe.net.
The Extended Essay
The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student's six DP subjects, and acquaints them with the independent research and writing skills expected at the university level. It is intended to promote high-level research and writing skills, intellectual discovery and creativity - resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more that 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview - viva voce - with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at a university, the extended essay had proved to be a valuable stimulus for discussion.
The IB DP coordinator has provided students with an informational PowerPoint regarding the Extended Essay (Please click here to see the Extended Essay PowerPoint presentation). Additionally, the International Baccalaureate Organization has provided a detailed guide (please click here for Extended Essay Guide) that outlines the specific requirements as well as asssessment criteria for the Extended Essay. Whether students decided to take the IB DP exams or not, the Extended Essay serves as a school district requirement for graduation and replaces the Graduation Project.
Additional Resources
Coordinator's Page
IB Diploma Programme Coordinator
Mr. Joseph Ehman
Phone: (412) 622-5980
E-Mail - jehman1@pghboe.net
E-Mail - jehman1@pghboe.net
It is my honor and pleasure to serve as the first International Baccalaureate (IB) Diploma Programme Coordinator at the Barack Obama Academy of International Studies. The IB Diploma Programme is the most rigorous course of study available for high school students, and we are proud to offer it here in the Pittsburgh Public Schools.
The Obama Academy is an IB World school, which means that all students enrolled at Obama are IB students. We have the luxury at Obama of having both the IB Middle Years Programme (6-10), and the IB Diploma Programme (11-12). In grades 6-10, Obama students are familiarized with the IB learning philosophy through lesson design, language, and the Service, Action, Creativity, and Knowledge (SACK) Booklet. Each year students are in the MYP, they gain skills necessary to be successful in the Diploma Programme. The purpose of the MYP is to prepare students for the rigors of Diploma Programme Work.
The Diploma Programme is broken down into six subject groups:
Group 1: Language A (English)
Group 2: Second Language (Japanese, German, Spanish, French)
Group 3: Individuals and societies (History of the Americas, History of Europe, 20th Century History)
Group 4: Experimental Sciences (Physics, Chemistry, Biology)
Group 5: Mathematics and Computer Sciences (Mathematics, Math Studies)
Group 6: The Arts (Visual Arts, Music, Theatre, Psychology, Film)
On top of the six subject areas, all students must also focus on the three elements found in the Diploma Programme core: Theory of Knowledge, Creativity Action Service, and The Extended Essay. The Theory of Knowledge course is a Philosophy course for High School students that span the junior and senior years. Every Obama Academy IB Diploma Student must complete a minimum of 150 Creativity Action and Service Hours over the course of a two year period. The Extended Essay is a 4,000 word research project that students begin in the junior year. The Extended Essay gives students the chance to research a topic of their choosing and conduct a college level research project.
This level of work is designed to prepare students for the IB Diploma Assessments, but even more importantly the level of work encountered in the IB Diploma Programme prepares students for the work they will face beyond high school. IB Diploma Students must learn to manage their time, to seek help with papers and projects, complete a large amount of work in limited time, think independently and deeply, and produce at a high level.
My job is to assist your student in their IB journey, keep track of CAS hours, guide their Extended Essay, and advise them through the IB Assessment process. I am always happy to assist students and parents with any question they may have.
Best Wishes,
Joseph Ehman
Subject Guides
Programs
International Baccalaureate
About IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB Learner Profile
The IB Learner Profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners, we strive to be:
Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We use critical and creative thinking skills to analyse and take responsibile action on complex problems. We exercise inititive in making reasoned, ethical decisions.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect dfor the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of out lives- intellectual, physical, and emotional- to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Community Service Expectations
Community Service Expectations
Two of the foundational ideas of the IB Program are Action and Service. The IB defines Action as “learning by doing and experiencing” and Service as “making a positive difference to the lives of others and the environment.”
To help students focus on these learning outcomes, and make it clear how their Action and Service impact their lives, and the lives of others, the Obama Academy requires students to record and reflect on their activities outside of the classroom.
6th through 8th graders are expected to record and reflect on at least 10 hours of Service activities.
9th and 10th graders are expected to record and reflect on at least 20 hours of Service Activities.
Students should print out the reflection sheet below, or pick one up in the main office, and return it to the IB Office once it is completed so that it can be filed and recorded.
Logging and reflecting on their Service and Action helps students achieve the IBO’s goal for students “to become active compassionate and lifelong learners who understand that other people, with their differences, can be right.”
International Baccalaureate Middle Years Programme
About IBMYP
The International Baccalaureate Middle Years Programme is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.
The MYP
- addresses holistically students’ intellectual, social, emotional and physical well-being
- provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future
- ensures breadth and depth of understanding through study in eight subject groups
- requires the study of at least two languages to support students in understanding their own cultures and those of others
- empowers students to participate in service with the community
- helps to prepare students for further education, the workplace and a lifetime of learning.
Service as Action
Community Service Expectations
Two of the foundational ideas of the IB Program are Action and Service. The IB defines Action as “learning by doing and experiencing” and Service as “making a positive difference to the lives of others and the environment.”
To help students focus on these learning outcomes, and make it clear how their Action and Service impact their lives, and the lives of others, the Obama Academy requires students to record and reflect on their activities outside of the classroom.
6th through 8th graders are expected to record and reflect on at least 10 hours of Service activities.
9th and 10th graders are expected to record and reflect on at least 20 hours of Service Activities.
Students should print out the reflection sheet below, or pick one up in the main office, and return it to the IB Office once it is completed so that it can be filed and recorded.
Logging and reflecting on their Service and Action helps students achieve the IBO’s goal for students “to become active compassionate and lifelong learners who understand that other people, with their differences, can be right.”
Global Contexts
MYP Global Contexts
Research has shown that people learn best when their learning is contextualized, and related to their lives and the world as they know it. To take advantage of this, and assist teachers and students to take part in deep, meaningful learning, the IBMYP presents units through differing lenses, called Global Contexts.
The Global Contexts have been developed to not only assist in contextualizing information for students, but also provide them with a structure to understand and interact with the world around them.
Global Contexts
Identities and Relationships
Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.
Orientation in Space and Time
What is the meaning of “where” and “when”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations from personal, local and global perspectives.
Personal and Cultural Expression
What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Scientific and Technical Innovation
How do we understand the world in which we live? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Globalization and sustainability
How is everything connected/ Students explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.
Fairness and Development
What are the consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.
Personal Project
Personal Project
Throughout the Personal Project process, you will be meeting with your supervisor. YOU ARE REQUIRED TO MEET WITH YOUR SUPERVISOR AT LEAST 3 TIMES OVER THE COURSE OF THE PROJECT. We will send out reminders and passes to keep you on track, but the ultimate responsibility to keep these appointments lies with you.
Personal Project Essay Template
UPDATED PROJECT TIMELINE
March 10 Email Mr. Chapman at mchapman1@pghschools.org include your name and what
your personal project idea is.
March 14-25 Meet with your supervisor. You will receive a pass in homeroom letting you know
where and when the meeting will be.
Before March 25 Email Action Plan to your supervisor (list the steps you will take to complete the
project, when you plan to complete them by, and how you will evaluate your final
work)
EMAIL/ TEAMS CHAT SECTION ONE TO MR. CHAPMAN BY FRIDAY, APRIL 8
mchapman1@pghschools.org
April 18 Email your supervisor with the status of your project. Answer 3 questions
1- Overall, how well do you think the Project is going so far?
Really Well Well OK Could Be Better Uh Oh
2- What ATL skills have you used so far with the project?
3- How well have you kept up with the Action Plan?
May 2-10 Meet with your supervisor to check in and see how the project is progressing. You will
receive a pass in homeroom letting you know where and when the meeting will be.
May 18 Email your supervisor with the status of your project. Answer 3 questions
1- Overall, how well do you think the Project is going so far?
Really Well Well OK Could Be Better Uh Oh
2- What additional ATL skills have you used so far with the project?
3- How well have you kept up with the Action Plan?
June 10 Turn in Final Report
RESOURCES
Personal Project Guide 2021-22
Approaches to Learning List (for Criterion B)
Chapman's Personal Project
Chapman's Personal Project
If I am asking you to put yourself out there by doing a Personal Project, I will walk this same path with you.
You can follow my progress here, if you are nebby, or want to see what someone else is doing for their Project.
I don't have my entire project together yet, bu I know that I want it to involve playing the bass. It's something I've alsways wanted to do, and this is a chance to get better at it. I think I will try to get to the point where I can play along with a song, slightly more complicated than the 12 bar blues (with a recording, not live) and learn 1 or two "cool" bass lilnes that I can play and sound impressive with.
Process Journal Updates.
Here is my Journal I am old school so keepging notes in a spiral notebook.
journal page 1 Uploaded 11/6
Bassline/ Bass Line (This is where I will be able to compare how much better I am at the end of the project than when I started)
International Baccalaureate Diploma Program
- About IBDP
- Creativity, Action, Service (CAS)
- The Extended Essay
- Additional Resources
- Coordinator's Page
- Subject Guides
About IBDP
International Baccalaureate Diploma Program
Welcome to our school's informational page on the internationally recognized International Baccalaureate Diploma Programme (IB DP).
Below you will find information on the program and the links on the left will provide specifics and opportunities related to the "Pittsburgh Obama International Baccalaureate Diploma Program Experience". All students in Grades 11-12 at Pittsburgh Obama are students in the International Baccalaureate Diploma Programme.
A student centered program designed as an academically challenging and balanced program of education with final examinations that prepares students, normally aged 16 to 19 or Grades 11-12, for success at university and life beyond. The program is normally taught over two years and has gained recognition and respect from the world's leading universities. Click here for IBO website
The educational philosophy of the organization is found in its mission statement: "The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this enf the organization works with schools, governements and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of students, parents, schools and teachers, uniting them in a common purpose. The learner profile is a set of qualities that enhance student learning. The IB learner profile is now applicable to all students and adults involved in IB program implementation, or the IBO community of learners. The IB learner profile states that “IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective”.
The IB DP curriculum, which is visualized through the IB DP hexagonal curriculum model, places the student and the learner profile at the center. Around the student are the three core requirements: 1) The extended essay which is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying, 2) Theory of knowledge which is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical), and 3) Creativity, action, service which requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately. The three core requirements are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
Each subject occupies a point around the edge of the hexagonal model. IB DP students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5 (Group 1 - studies in language and literature, Group 2 - second language acquisition, Group 3 - individuals and societies, Group 4 - experimental sciences, Group 5 - mathematics and computer science, Group 6 - the arts), thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
Thr principal is responsible for all programs in any school; however the IBO requires a coordinator to ensure effective implementation of the program. There is a great deal of coordination that must take place within the school, between the school and community and between the school and the IBO. This individual is responsible for the majority of the communication, documentation and facilitation of the program. Pittsburgh Obama's IB DP coordinator is Mr. Joseph Ehman. He can be reached at (412) 622-5980 or via e-mail at jehman1@pghschools.org. While the IB DP coordinator oversees the management of the program, the teachers play the true grit and vital pedagogical roles. It is the delivery of instruction through the IB DP philosophy that awakens and stimulates academic inquisitiveness within our students.
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Creativity, Action, Service (CAS)
Creativity, Action, Service (CAS) is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component's three strands, often interwoven with particular activities, are characterized as follows:
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Creativity - arts and other experiences that involve creative thinking
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Action - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
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Service - an unpaid and voluntary exchange that has a learning benefit for the student.
CAS encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. CAS enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a personal journey of self-discovery that recognizes each student's individual starting point.
Activities should provide:
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real, purposeful activities, with significant outcomes
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personal challenge - tasks must extend the student and be achievable in scope
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thoughtful consideration, such as planning, reviewing progress and reporting
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reflection on outcomes and personal learning.
All Pittsburgh Obama students in Grades 11-12 are required to complete a total of 150 CAS hours by February of their senior year. The hours must be logged in the Managebac system.
Students can access the Managebac system at obamaacademy.managebac.com. Address any questions to Mr. Joseph Ehman, jehman1@pghboe.net.
The Extended Essay
The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student's six DP subjects, and acquaints them with the independent research and writing skills expected at the university level. It is intended to promote high-level research and writing skills, intellectual discovery and creativity - resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more that 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview - viva voce - with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at a university, the extended essay had proved to be a valuable stimulus for discussion.
The IB DP coordinator has provided students with an informational PowerPoint regarding the Extended Essay (Please click here to see the Extended Essay PowerPoint presentation). Additionally, the International Baccalaureate Organization has provided a detailed guide (please click here for Extended Essay Guide) that outlines the specific requirements as well as asssessment criteria for the Extended Essay. Whether students decided to take the IB DP exams or not, the Extended Essay serves as a school district requirement for graduation and replaces the Graduation Project.
Additional Resources
Coordinator's Page
IB Diploma Programme Coordinator
Mr. Joseph Ehman
Phone: (412) 622-5980
E-Mail - jehman1@pghboe.net
E-Mail - jehman1@pghboe.net
It is my honor and pleasure to serve as the first International Baccalaureate (IB) Diploma Programme Coordinator at the Barack Obama Academy of International Studies. The IB Diploma Programme is the most rigorous course of study available for high school students, and we are proud to offer it here in the Pittsburgh Public Schools.
The Obama Academy is an IB World school, which means that all students enrolled at Obama are IB students. We have the luxury at Obama of having both the IB Middle Years Programme (6-10), and the IB Diploma Programme (11-12). In grades 6-10, Obama students are familiarized with the IB learning philosophy through lesson design, language, and the Service, Action, Creativity, and Knowledge (SACK) Booklet. Each year students are in the MYP, they gain skills necessary to be successful in the Diploma Programme. The purpose of the MYP is to prepare students for the rigors of Diploma Programme Work.
The Diploma Programme is broken down into six subject groups:
Group 1: Language A (English)
Group 2: Second Language (Japanese, German, Spanish, French)
Group 3: Individuals and societies (History of the Americas, History of Europe, 20th Century History)
Group 4: Experimental Sciences (Physics, Chemistry, Biology)
Group 5: Mathematics and Computer Sciences (Mathematics, Math Studies)
Group 6: The Arts (Visual Arts, Music, Theatre, Psychology, Film)
On top of the six subject areas, all students must also focus on the three elements found in the Diploma Programme core: Theory of Knowledge, Creativity Action Service, and The Extended Essay. The Theory of Knowledge course is a Philosophy course for High School students that span the junior and senior years. Every Obama Academy IB Diploma Student must complete a minimum of 150 Creativity Action and Service Hours over the course of a two year period. The Extended Essay is a 4,000 word research project that students begin in the junior year. The Extended Essay gives students the chance to research a topic of their choosing and conduct a college level research project.
This level of work is designed to prepare students for the IB Diploma Assessments, but even more importantly the level of work encountered in the IB Diploma Programme prepares students for the work they will face beyond high school. IB Diploma Students must learn to manage their time, to seek help with papers and projects, complete a large amount of work in limited time, think independently and deeply, and produce at a high level.
My job is to assist your student in their IB journey, keep track of CAS hours, guide their Extended Essay, and advise them through the IB Assessment process. I am always happy to assist students and parents with any question they may have.
Best Wishes,
Joseph Ehman