‘The IB community adapted rapidly to online learning,’ says Dr. Nicole Bien

As the education industry continues to grapple with Coronavirus, we constantly see schools around the world adjust and adapt to different forms of learning. In our exclusive interview with Dr. Nicole Bien, we look at how IB schools and educators have handled the pandemic, as well as the strengths of the curriculum.

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How have IB educators handled the recent disruption to education?

The COVID-19 pandemic has created the most significant and widespread disruptions to global education in history, affecting the lives of educators, students and parents worldwide. The uncertainties caused by the coronavirus have prompted a transition from traditional learning methods, such as face-to-face learning, towards digital and online approaches.

In this framework, IB educators had to find alternative ways to deliver teaching and adopt novel learning and pedagogical processes while maintaining the quality and standards of the IB programmes. The innovative approaches of IB educators mixed with qualities of resilience, adaptability and discipline are the key factors to ensure that education and learning continues. Educators were required to use technology innovation to transform student learning. They responded to the new challenges by implementing a variety of approaches to support their students. Education continuity plans, training sessions and webinars became an integral part of teaching approaches not only to engage students but also to support and inform the parent and guardian community. Open communication, flexibility and emotional support were the main pillars to ensure the well-being of students and to instil a sense of belonging.

IB educators demonstrated a strong sense of collective responsibility that created an environment of reciprocal trust and safety for students, parents and guardians. The professional collaboration among schools and educators enhanced students’ well-being and learning. The IB is grateful to educators for their drive, passion and commitment to learning in these uncertain times.

What new approaches are schools taking to prepare students for a post-pandemic world?

The IB has always empowered educators to design courses and implement a variety of strategies to meet students’ needs both pre-pandemic and post-pandemic. Considering the natural flexibility of IB programmes the IB community was able to adapt rapidly to online learning and meet students’ needs.

From its inception, the flexible IB programme framework places instructional designs in the hands of educators to meet the needs of students in their local context as well as to meet local government requirements. As the pandemic has changed the context of learning and teaching, IB World Schools adapted to the changing environment using multiple modes of learning and teaching including online, distance, mobile and in other cases blended learning. Having implemented trialed multimodal learning during the pandemic period, schools are well suited to consider multimodal learning strategies that are most appropriate for their learning community and their students post-pandemic. Depending on the local context and student needs, schools may apply the best fit mode of learning and teaching at the unit and lesson level, a course level, or a whole school level. In addition to multimodal approaches to learning and teaching, post-pandemic education will place more focus on enduring skills such as the IB’s approaches to learning skills, the learner profile and conceptual understanding.

Students & educators across the world are facing tough times when it comes to distance or blended learning. What are some of the strengths of the IB curriculum when looking at the current issue?

An IB education aims to create independent and life-long learners able to understand the complexities of the world around them, as well as equipping them with the skills, empathy and mindset needed to succeed in a fast-changing world. The globally-focused curriculum and rigorous preparation enables students to be well-prepared for life and succeed in their chosen path.

The IB curriculum is co-created and co-developed with IB educators and other experts around the world. It is designed to be flexible and broad, enabling teachers to be passionate about their subjects and to design and implement specific learning strategies that best reflect the students’ needs. In addition to content, teachers have the opportunity to empower students to focus on how to think proactively and critically about their learning. The flexibility of the IB programmes and approaches to teaching is at the core of the IB philosophy since its founding. The IB has always empowered educators to design courses and implement a variety of strategies to meet students’ needs both pre-pandemic and post-pandemic. Considering the natural flexibility of IB programmes the IB community was able to adapt rapidly to online learning and meet students’ needs.

The 10 attributes of the IB learner profile coupled with independent learning reflect the holistic nature of an IB education and prepare students to face any challenges. The attributes highlight the importance of nurturing qualities such as curiosity, compassion, resilience, communication and open-mindedness. These facets of the IB learner profile play an instrumental role for students and educators to adapt to the uncertainties brought about by Covid-19.

Another part of the IB curriculum, Theory of Knowledge, is also important in this context; Tok is a mandatory interdisciplinary course of the DP. Tok teaches students how to reflect on the nature of knowledge and how to apply that to real-world situations. Students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. It, therefore, demonstrates the ability of students to reflect critically and to apply their knowledge with greater responsibility and credibility under all circumstances.

How can we motivate those students currently facing a tough time due to Covid-19?

While we often highlight the transition from traditional learning to online learning during Covid-19, the change from a group learning space, where the educator guides students as they apply concepts and engage creatively in the subject matter, to an individual learning space is neglected.

IB educators have demonstrated their willingness by encouraging more online group collaborations between students to help them ease into the new online learning method. This also prepares students for a learner-to-learner generated style of learning where education can be driven by the students themselves. This cultivates a sense of community and belonging that results in motivating students to continue with their studies to the best of their ability.

For the IB, the holistic and personal development of a student is as important as their academic career. Understanding the different needs of students and emotionally supporting them is essential to ensure that they remain engaged and motivated. To ensure the emotional development of students, the IB is constantly communicating with schools and educators and providing them with any resources they might need to ensure that their students are highly motivated during these uncertain times.