Programa 9 Graduandos Colegio Isaac Rabin

Proyecto Especial de Pre-Graduandos 2015
Introducción
En 2015 el Colegio Isaac Rabin inicia un Proyecto Académico de mayor exigencia dirigido a los estudiantes de niveles superiores.
El nuevo Programa aporta valor agregado al Diploma que ofrece el Colegio, brinda varias opciones académicas y prepara a
todos los estudiantes ante los retos de los estudios superiores.
Criterios
Los criterios y características son:
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Flexibilidad
Consideración a los intereses de los estudiantes
Costos razonables
Nivel Académico Exigente
Acreditación internacional
Énfasis en idioma Inglés
El diseño consideró algunos elementos que caracterizan al Programa Diploma del IB y los complementó con otros componentes
que ofrecen más opciones a los estudiantes y garantizan la acreditación internacional de los cursos.
Opciones
A partir del nivel Décimo (10o) todos los estudiantes pre-graduandos se especializarán según su interés en una de dos áreas:
• Ciencias o Humanidades
lo cual garantiza un énfasis mayor en las diferentes áreas temáticas .
Adicionalmente el Colegio ofrecerá un Programa Avanzado:
• Ciencias o Humanidades Avanzado ( Advanced Program)
Los estudiantes para el nivel Avanzado tendrán 4 asignaturas adicionales en Ingles a lo largo de sus dos últimos años.
Instituciones educativas internacionales y acreditación
El Colegio ha creado acuerdos de afiliación con estas instituciones educativas internacionales de alto prestigio
para ofrecer las nuevas opciones:
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K12 International Academy / Keystone School
College Board, AP Program
Dept. of Continuing Education. University of Oxford
Programa de Estudios Avanzados
Durante el primer año del Programa los estudiantes participantes que entran en el nivel XI tomarán dos cursos adicionales en
idioma inglés del Curriculum ofrecido por medio de las instituciones K12 International Academy y Keystone School localizadas
en Estados Unidos.
Ver fechas de inicio de cursos K12 International Academy.
Enrollment dates
Curriculum flexible
La duración de cualquiera de los dos cursos seleccionados no debe ser menor a un semestre. Uno de los dos cursos deberá ser
de nivel Honors o “Advanced Placement” (AP) del “College Board´s Advanced Placement Program (AP) . “ La diferencia entre
Honors o Advanced Placement consiste en que los cursos AP son calificados según el estandard del College Board y por
consiguiente una nota o calificación alta podrá se tomada como crédito en muchas Universidades de Estados Unidos.
Teoría del Conocimiento
Para el Segundo Año del Programa Avanzado se incluye la asignatura, “Theory of Knowledge” en el pensum. Dicha material
enfatiza aptitudes de pensamiento crítico a la vez que desarrolla capacidad para comprender cómo ha evolucionado y se
transforma el conocimiento humano. Los participantes estarán eximidos del curso de Filosofia.
Essay, Ensayo, o Investigación
Otra asignatura de los estudiantes en el Programa Avanzado es una monografía que presentarán al final del XII
año. El tema y su alcance se definirá con el Coordinador del Programa. Los estudiantes deberán identificar
un problema o situación social, reunir información y clasificarla. Incluirán entrevistas con personalidades o
intituciones, escribirán las conclusiones y las presentarán. El trabajo permite utilizar la metodología IB de
“Extended Essay”.
Pedagogía B-Learning y semi-supervisión
Todos los estudiantes participantes deberán pasar un proceso de inducción al estudio independiente que ofrece K12 International
Academy sin costo alguno.
Cada curso impartido online asigna un profesor gúia que atiende las preguntas de los estudiantes, evalúa el aprendizaje y remite
los resultados de pruebas al Coordinador del Programa del Colegio Isaac Rabin.
Localmente el Colegio asignará un profesor
asistente en las materias académicas . En el ultimo año un tutor experimentado apoyará a los estudiantes en la asignatura
relacionada a su Ensayo . Por lo tanto el estudiante contará con respaldo y motivación entre estos docentes para el seguimiento
semanal y monitoreo del avance académico.
Capacitación
A partir de 2015 el Colegio invertirá en la formación y capacitdación del equipo especial de docentes involucrados en el Proyecto
de Estudios Avanzados. Un nuevo sistema de administración del aprendizaje, y contenidos (Learning Management System) se
intala por medio del Portal cir.edu20.edu lo cual permitirá mejor comunicación de los estudiantes con los docentes.
Coordinador del Programa
La institución designará un Coordinador con experiencia que
asume las funciones y responsabilidad primaria para la organización y administración
de las actividades del Programa Avanzado en el Colegio. El Coordinador gestiona la
recepción, distribución, administración y devolución de examenes o
materiales. El coordinador tendrá funciones de administrador y consejero.
Costos
El Programa provee estudios y supervisión adicional al Programa regular actual. El primer año tendrá un costo de inscripción
extra de B/. 570.oo y una mensualidad de B/.285 por 10 meses, lo cual incluye administración de cursos, acreditación,
exámenes, y la supervision de las asignaturas.
Resultados esperados
Se espera que el Programa estimule a los estudiantes a enfrentar contenidos especializados de mayor
profundidad y exigencia académica, a desarrollar pensamiento crítico y la capacidad de escritura en Ingles.
Por otra parte fortalecerá los hábitos de estudio independiente para enfrentar la disciplina de estudios
superiores mientras los jóvenes aún se encuentran en un ambiente escolar.
Para los estudiantes participantes los créditos adicionales le permitirán destacar sus intereses y capacidades al
momento de solicitar ingreso en universidades extranjeras.
Diploma
Adicional a los Diplomas que otorga el Colegio:
• Bachiller en Ciencias y Letras
• Bachiller en Humanidades
los participantes del Programa Avanzado recibirán certificados acreditando los cursos adicionales realizados:
• Bachiller en Ciencias y Letras (con énfasis y descripción de materias de Ciencias adicionales)
• Bachiller en Humanidades (con énfasis y descripción de materias adicionales de Humanidades )
Humanities & Sciences Advanced Project 2015
The Academic Committee presents a more demanding academic project aimed at students of levels XI and XII of the Isaac Rabin
Institute. The new program provides added value to the Diploma offered by the institution, offers more academic options, and
prepare students for the challenges of higher education.
Criteria considered:
• Flexibility
• Student interests
• Reasonable costs
• Demanding Academic Level
• International Accreditation
• Emphasis on English language
The design of the project considered some elements that characterize the IB Diploma program supplemented with other
components that offer students additional options and also ensure international accreditation of courses.
Options.
During the junior year of high school all pre-graduate students will choose to specialize according to their interest in one of two
optional areas:
Sciences or Humanities.
Graduating Students who choose the Advanced Project in either area will cover 4 additional courses in English during their last 2
years.
Academic Requirements for the Advanced Project: Humanities & Sciences
Students participating in the Advanced Project will choose two additional academic courses or credits from the affiliated
organizations K12 International Academy and Keystone School in USA.
http://www.icademy.com/––
Enrollment dates
(© 2014 The Keystone School is a division of K¹² International Academy)
Honors and Advanced Placement Examination
The duration of both academic courses may not be less than one semester . The academic requirement of one of the two required
subjects will be more demanding corresponding to an Honors or Advanced Placement (AP) level. The student must pass the
examinations for the selected subjects. In order to receive AP credit for the course, students must take and pass the AP exam
administered by the College Board. The course will appear as an Honors credit on the School transcript.
Honors and AP Classes
What is the difference between an honors and an AP course?
If you are trying to be competitive in the college application process, it is crucial to take higher-level courses such as the honors and AP
courses. They will look great on a transcript.
Both honors and AP courses can help you look good on a college application; however, it is imperative that if you take an honors or AP
course, you do well. Otherwise college and university admissions officers will determine that although you were willing to take the challenge,
you were not capable of performing well.
But what is the difference and how do you decide which courses to take?
Honors vs AP Classes
!Honors courses are designed to provide more academic rigor and will therefore demonstrate to college admissions officers your willingness to
challenge yourself. Their increased rigor will also prepare you for the courses you will encounter in a college setting.
In addition, when you do well in an honors course, you let college admissions officers know how you will do in a college level course.
Select an honors course if you are looking to increase the academic rigor of your high school program.
AP courses also provide more academic rigor and can demonstrate to college admissions officers not only your ability to handle college-level
courses but also your willingness to take on a challenge.
But AP courses go further than that. These courses are designed to prepare students for the AP exams.*
These tests can be taken after the completion of the AP course. Earning a 3 on the exam will demonstrate your competence in the subject
and will earn you college credit in some colleges. However, achieving a 4 or 5 on that exam should be your aim as many top colleges and
universities will not award credit for a score lower than a 4.
These courses will appear as an honors credit on your School transcript upon completion of the course.
*In order to receive AP credit for a course, you must take and pass the AP exam. The course will appear as an Honors credit on your School
transcript.
Adapted from Home Schooling Review.
Theory of Knowledge
Additionally by the end of their last year they must have completed two assignments: Theory of Knowledge and Essay.
The subject "Theory of Knowledge" is included in the curriculum for students participating in the Isaac Rabin Institute Advanced
Study program. It emphasizes critical thinking skills while developing capacity to understand how human knowledge evolves and
becomes thought.
Essay
Students in the Advanced Project will write and submit a critical analysis paper at the end of their senior year. The subject and its
scope will be defined with the Program Coordinator. Students must identify a social problem or situation, gather information and
classify it. It includes interviews with personalities or key institutions.
Blended Learning Pedagogy and semi-supervision
All students participating in the Advanced Project must pass an induction process to independent study and Blended learning
methodology.
Online courses provide Tutors who handle student questions and evaluate test results which are then submitted to the Program
Coordinator. Additionally, the School will assign each student a teacher who will serve as counselor or learning facilitator
to provide motivation and support. The teacher will monitor and verify academic progress.
The School will train teachers for this task. At the same time the Isaac Rabin Institute will implement a new learning management
system to be used by all graduating students (CIR.Edu20.org)
Educational Institutions and Accreditation
• K12 International Academy / Keystone School
• College Board AP Program
• Dept. of Continuing Education. University of Oxford
• Ministry of Education in Panama.
Project Coordinator
The institution shall designate a Program Coordinator experienced in counseling. He or she assumes primary responsibility for the
organization and administration of the Advanced Program activities at the school. The Program Coordinator also manages the
reception, distribution, administration and repayment of tests or materials. The coordinator roles include part-time counseling.
Costs
The project provides additional academic resources and personalized supervision. It involves an extra registration fee of $ 570.00
and a monthly fee of $ 285.00 for 10 months during the first year.
Expected results
It is expected that the Advanced Project will encourage students to engage in deeper learning of specialized content and strive for
higher academic standards. In so doing, they will develop critical thinking skills and improve their command of the English
language. Moreover, the Advanced Program will foster independent study, thereby preparing the student to face the rigors of
higher education while still in a school environment. For participating students additional credits will allow highlighting their interests
and abilities when requesting admission to foreign universities.
Diploma
Besides the official certificates:
• Bachelor of Science and Arts
• Bachelor of Humanities.
The Isaac Rabin Institute will award certifications to the participants of the Advanced Project:
• Bachelor of Science and Arts (with an emphasis on selected academic subjects)
• Bachelor of Humanities ( with an emphasis on selected academic subjects )
Mentors Handbook
The student’s mentor has the following responsibilities:
To discuss the student’s choice of topic and help the him/her formulate a focused question that satisfies the
standards expected, as well as ensuring that the research conforms to the regulations outlined in the essays guide.
Encourage and support the student throughout the research and during the writing of his/her work as follows:
Finding a suitable subject
Formulating research questions
Finding resources
Gathering and analyzing information/evidence/data
Documenting sources
Writing
To advise students on how comply with the assessment criteria.
Provide the student with guidance regarding the skills necessary in order to research the topic chosen.
Ensure that the work is that of the student.
Read, comment on the first draft but not edit it, read the final draft and confirm authenticity.
Complete the Mentor’s report upon submission.
In order to fulfill the above the mentor should:
Should research the subject chosen by the student
Read the research guide, mainly the regulations pertaining to the subject being supervised.
Be aware of the assessment criteria used to evaluate the student’s work.
Be prepared to dedicate time to each student.
Be involved in the student’s work so as to be able to confirm that the work is indeed that of the student.
Read past published research work on the subject matter
Read recent IB examiner’s reports, to gain insight into the evaluation process
Be familiar with the relevant resource materials on the subject.
Meet with the student for final review prior to writing the mentor’s report.
Thesis Requirements:
Maximum number of words is ?
The work should represent approximately---- hours of work.
The aim is for the student to investigate a topic that interests him/her, practice independent research and writing
skills.
The topic does not necessarily have to be “brand new thinking”, but should not be that of which the answer is
already well known.
The work is marked on a scale from ---------- the top mark is made up of the total criterion levels available. For
each criterion the examiner will identify the level of descriptor that is most appropriate for work at hand.
Assessment criteria link for I.B. Extended essay:
http://schools.hwdsb.on.ca/ancasterhigh/files/2010/06/2_EE_AssessmentCriteria.PDF
The bands for the criteria are
Points earned
Descriptor
Level Grade
Excellent
A
Good
B
Satisfactory
C
Mediocre
D
Elementary
E
Instructions to the Mentor
The relationship between the mentor and student should be that of a professor and graduate student.
Students need to respect the mentor’s time. They need to make and keep their appointments.
Coaching the student is key. The student needs to know that he/she can contact the mentor when need be.
The mentor is not responsible for tracking students down, or making sure that they have the materials they need.
Students should come prepared.
The role of the Mentor is that of an advisor – the student should be the one responsible for meeting deadlines.
Input from the Mentor in the initial stages in order to get the student started is vital. Their level of independence
should grow during the process of researching and writing.
The Mentor is there to advise the student, however, the student is expected to gradually become increasingly
independent.
Although the student may consult or work with external sources, the mentor, appointed by the school remains the
one responsible to make sure the student completes all the requirements.
Plagiarism
The Mentor should make sure that the student’s work is his/her own. Essays may be submitted to Turnitin.com to
check its originality.
Choice of Topic
It is recommended that the subject chosen relate to one of the subjects the student is studying, i.e. Science,
History etc.
Students should be encouraged to choose a topic that they are interested in.
Before a final decision on the subject matter is made, the guidelines should be considered. Guidelines could be
found in the following link: http://extendedessay.bravehost.com/index.html
Choosing the Research Question:
Prior to narrowing the question down students should review the subject matter and narrow down their question.
Asking students to provide a short bibliography is an advantage.
The Research Question should be such that will enable the student to cover his/her research using the number of
words required.
The mentor should be able to judge whether the student can find adequate resources to complete his/her work. Is
their approach viable?
Bibliography
The Bibliography should list the sources cited and used in the research work.
Style of citation can be decided between the student and his/her mentor.
The documentation style should apply to both note taking and final product.
Consistency in citing sources is necessary.
Section of the Essay
The total number of words includes the introduction, body, conclusion and quotes. It does not include
The abstract
Acknowledgements
Content Page
Maps, charts, diagram, illustrations and tables
Equations, formulas and calculations
Citations, references
Footnotes, endnotes
Bibliography
Appendices
The work should be written as follows:
Title
Abstract
Contents Page
Body
Conclusion
Appendices
Bibliography
The Essay should not exceed ------- words.
Constant referral to material presented in the essay appendix is not essential as it may disrupt the continuity of the
work.
The writing process
Ultimately, the student is responsible for the quality of his/her work.
Students should be encouraged to produce an outline of their work.
The Draft
The Mentor will read the first draft and will give verbal feedback. Mentors should not edit the student’s work.
The Mentor can give feedback and input to the student but should not read more than one draft prior to the final
work.
A student may present a section of the essay to the Mentor to check that citation and referencing has been done
appropriately.
Students, with the Mentor’s permission, can write down comments made during their meeting with the mentor.
The mentor should not give their comments in writing to the students.
Mentor’s Report
Avoid dedicating too many hours to one student; it can be detrimental to the mentor’s report.
Leaving the comment section empty speaks louder than words.
Once the document is signed it means that the Mentor approve it to be the student’s work.
Research Project STUDENT’S HANDBOOK
The research project takes place during the student’s final year of secondary school. It enables the student to produce a written project,
based on a topic or issue that motivates and interests him/her.
The project includes a process journal, an outcome and a written report.
The student will be working on this project for an extended period, and the grade received is as important as any other subject grade.
The project must not be:
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part of any assessed course work
interfere with the student’s studies.
Closely linked to any specific subject.
Where to begin?
Brainstorm topics or issues of interest, those that you would like to learn more about. A topic that is interesting, challenging and yet limited in
scope and sufficiently narrow to enable you to examine the issue or problem in depth.
What am I interested in?.....
What do I want to learn more
about?
Why am I interested in this?
Once you have decided on a topic or issue, decide what you would like to create, the product and/or outcome. Then connect your topic or issue
and your product or outcome to a Global Context.
When thinking about the project the student should consider…..
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What does he want to achieve through this project?
What would I like others to understand through this work?
What impact would I like my project to have?
How can a specific context give greater purpose to the project?
Complete the chart below with some possible ideas.
Possible topic or Issue
1.
2.
3.
Possible product or
outcome
Possible Global context
connection
Examples of past research papers
Global Context
Visual Arts
Example of possible projects
Investigate the design on
Federation square in Melbourne
Australia. And examine its success.
Examine if the design of the Square
accomplished its expectations.
The history of the site.
Evaluate the square its shape,
texture, functionality etc.
Identities and Relationships
Two sides of social networking; an
awareness campaign about digital
citizenship and cyber bullying.
How online identities impact offline
relationships; a research essay
The effect of mass media on
teenage identity; a short film.
Once a subject has been chosen, the student will need to set his/her goal and determine how he/she will know they met their goal and the project is
thus complete.
The key is to develop a goal that can be accomplished yet be interesting and challenging. The goal should be directly related to the product or
outcome.
To evaluate the outcome or product the student must define realistic specifications to measure the quality of the project’s final outcome.
All specifications will be documented in the student’s process journal and used to assess the final outcome. The supervisor will assist with this
process.
What is the Process Journal?
The process journal is a space for the student to record the various discoveries he/she makes. It is a place where the student will keep all the notes,
ideas and source bibliography.
It may include maps, charts, timeline, sketches, calculations, questions, pictures etc.
The student will not only record the research progress but also the challenges he/she encounters along the way.
The journal should be updated each time the student works on the project.
The Project
To commence the project the student needs to set a goal and determine how he/she will know if the goal has been reached once the project is
complete.
The Design cycle is a continuous process that the student may go through, numerous times, before the project is complete. The various steps
should be recorded in the process Journal.
Investigate
Evaluate
Design
Create
Plan
Investigate: Consider the possibilities and ideas. Explore resources, i.e. books, the Web, magazines etc. and ask yourself if you like the project,
have the materials necessary to create it, would you have enough time to complete it.
Plan: Write down a list of supplies you may need to achieve your goal.
Design: Ideas for the project including sketches, research materials.
Create: This is the implementation step. Most of the work will be done here.
Evaluate: Reflect on what has been done. Ask yourself if the final creation meets with the specification and/or requirements of the project.
The following is the process of researching and writing your essay.
Research
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Topic
Focus
Search for sources
Research Question
Preparatory reading
Working Outline
Assemble Sources/Materials
Writing
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Basic Outline
Skeleton Outline
Supporting details
Rough Draft
Title Page
Contents
Introduction
Body/method/results
Conclusion
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Illustrations
Appendix
Documentation
Revising and Editing
Proofreading
Final Copy