2020 IB Programme Standards and Practices (PSP) & Reflection on IB Leadership Intelligences and Student Learning Success 雙語重點筆記

主題的核心概念

1. 如果你要向一位完全沒接觸過 IB 的老師介紹 PSP，你會怎麼解釋它的目的？How would you explain the purpose of PSP to a teacher who is new to IB?

The PSP is a developmental guidebook that helps schools understand IB expectations, plan their development and continuously improve teaching and learning. I think of it as a GPS that helps schools understand where they are, where they want to go and how to get there.

PSP 是一份幫助學校發展的指南，協助學校理解 IB 的要求、規劃發展方向，並持續改善教與學。我把它想像成 GPS，幫助學校了解自己目前的位置、想前往的方向，以及如何一步步到達目標。

我的費曼記憶句：

PSP is not just about meeting requirements or what a school says or has. It is about understanding where the school is, what it actually does to support learning, and how it can continue to improve. PSP 不只是為了符合要求，也不只是看學校說了什麼或擁有什麼，而是要了解學校目前的狀況、實際做了什麼來支持學生學習，以及如何持續改進。

2. 請用一個學校的實際例子，解釋 Purpose、Environment、Culture 和 Learning 這四個面向如何互相影響。

Using a real school example, explain how Purpose, Environment, Culture and Learning influence one another.

My purpose is to develop student agency and help students become independent learners. To support this, I provide books, online resources and opportunities for students to explore their interests. I also create a positive classroom culture where students feel safe to ask questions and make mistakes. As a result, students can become more confident in making choices, sharing ideas and taking responsibility for their learning.

我的教育目標是培養學生能動性，幫助他們成為自主學習者。為此，我提供書籍、線上資源，以及讓學生探索興趣的機會。我也營造正向的班級文化，讓學生敢於提問和犯錯。透過這些做法，學生可以更有信心地做選擇、分享想法，並對自己的學習負責。

3. Standards、Practices、Requirements 和 Specifications 有什麼不同？請試著用自己的話區分。 What is the difference between Standards, Practices, Requirements and Specifications?

• Standards are the overall principles we aim to follow.

• Practices are the actions we take to put those principles into practice.

• Requirements are the expectations that must be met,

• while specifications explain how those requirements apply to each IB programme.

Standards 是我們遵循的整體原則；Practices 是我們落實原則的實際做法；Requirements 是必須符合的要求；Specifications 則說明這些要求如何具體適用於不同的 IB 課程。

費曼記憶句：

Principles → Actions → Required expectations → Programme-specific details.

原則 → 做法 → 必須符合的要求 → 課程特定的具體規定。

4. 為什麼 2020 PSP 強調持續、整體的課程發展，而不只是完成一份檢查清單？ Why does the 2020 PSP emphasize continuous, holistic programme development rather than simply completing a checklist?

The 2020 PSP emphasizes continuous and holistic development because students' needs and school contexts can change over time. Schools need to reflect on evidence of learning, identify what is working and adjust their practices. Completing a checklist does not necessarily mean that students are learning well.

2020 PSP 強調持續且整體的發展，因為學生的需求和學校的情境會隨時間改變。學校需要根據學習證據進行反思，找出有效的做法並作出調整。完成檢查清單並不代表學生一定學得好。

費曼記憶句：

We don't improve just to complete tasks. We improve to make learning better.我們不是為了完成任務而改進，而是為了讓學習變得更好。

5. 如果一所學校說自己重視 Student Agency，但老師決定所有事情，學生沒有選擇的機會，你會如何運用 PSP 分析這個問題？ If a school claims to value student agency but teachers make every decision, how would you use PSP to analyse this issue?

I would use the four PSP categories to investigate the gap between the school's stated purpose and its actual practices. I would check whether the environment provides appropriate resources, whether the school culture encourages students to express their ideas, and whether teachers give students meaningful choices. Finally, I would examine evidence of learning to see whether students are becoming more independent and taking greater responsibility for their learning.

我會運用 PSP 的四個面向，分析學校的教育宗旨與實際做法之間的落差。我會檢查環境是否提供適當資源、學校文化是否鼓勵學生表達想法，以及教師是否給予學生有意義的選擇。最後，我會檢視學習證據，了解學生是否變得更加自主，並對自己的學習承擔更多責任。

費曼記憶句：

Don't just check what the school has. Check what students can actually do.

不要只檢查學校擁有什麼，更要檢查學生實際上能做什麼。

分析 IB 領導力案例時，可使用這個思考順序：

Purpose → Environment → Culture → Learning → Reflection and improvement

先問學校想達成什麼，再看資源是否足夠、文化和實際做法是否支持目標，接著觀察學生的學習，最後根據證據調整。

Understanding the 2020 IB Programme Standards and Practices

I would like to share my understanding of the 2020 IB Programme Standards and Practices, or PSP.

First, I see PSP as a developmental guidebook. It helps schools understand IB expectations, plan their development and continuously improve teaching and learning. I think of it as a GPS that helps schools understand where they are, where they want to go and how to get there.

The framework has four categories: Purpose, Environment, Culture and Learning.

Purpose is about what the school believes in and wants to achieve. Environment includes the resources and support available to teachers and students. Culture is about how people work together and how school policies are put into practice. Learning is at the centre because all these factors should work together to support student learning.

For example, if my goal is to develop student agency, I can provide books, online resources and opportunities for students to explore their interests. I also need to create a positive classroom culture where students feel safe to ask questions and make mistakes. In this way, students can become more confident in making choices and taking responsibility for their learning.

The PSP also reminds us that school development is a continuous process. We should not simply complete a checklist and stop there. Instead, we need to reflect on evidence of learning, identify what works and make adjustments when necessary.

In conclusion, I believe the PSP is not just about meeting IB requirements. It is about helping schools grow, work together and create better learning experiences for every student.

Thank you.

我想分享我對 2020 年 IB 課程標準與實踐，也就是 PSP 的理解。

首先，我認為 PSP 是一份幫助學校發展的指南。它協助學校理解 IB 的要求、規劃發展方向，並持續改善教與學。我把它想像成 GPS，幫助學校了解自己目前的位置、想前往的方向，以及如何到達目標。

這個框架包含四個面向：宗旨、環境、文化和學習。

宗旨是指學校的理念和想達成的目標。環境包含提供給教師和學生的資源與支持。文化則關乎人們如何合作，以及學校如何落實政策。而學習位於整個框架的中心，因為所有因素最終都應該共同支持學生的學習。

例如，如果我的目標是培養學生能動性，我可以提供書籍、線上資源，以及讓學生探索興趣的機會。同時，我也需要營造正向的課堂文化，讓學生敢於提問和犯錯。透過這些做法，學生可以更有信心地做選擇，並對自己的學習負責。

PSP 也提醒我們，學校發展是一個持續的過程。我們不應該只是完成檢查清單就停止，而是要根據學習證據進行反思，找出有效的做法，並在需要時作出調整。

總結來說，我認為 PSP 不只是為了符合 IB 的要求，更是幫助學校持續成長、加強合作，並為每一位學生創造更好的學習經驗。

PSP討論三個具體面向：Reflection: How IB Leadership Intelligences Contribute to Measuring the Success of Student Learning

I believe successful student learning should be measured by more than test scores. As a Mandarin Chinese teacher, I want to understand what students can do, how they have progressed, and what they need to improve. For me, assessment is not the end of learning, but the beginning of another learning cycle. The IB Leadership Intelligences help me design meaningful assessments, provide effective feedback, and make informed decisions to support student progress.

1. Developing Sound Assessment Strategies, Policies and Practices

In my Mandarin classes, I use an Excel spreadsheet to track assessment results, but I also examine students' listening, speaking, reading and writing skills. Rubrics help me identify their strengths and areas for improvement.

I provide students with varied opportunities to demonstrate their learning. For example, role-playing an interaction in a Chinese restaurant allows them to use Mandarin in a real-life situation rather than simply recall vocabulary. Portfolios also help show progress over time, especially for students learning an additional language.

Strategic Intelligence reminds me to set clear learning goals before designing assessments, while Cultural Intelligence encourages me to consider students' different language backgrounds and learning needs. For example, a student may speak Mandarin confidently but struggle to recognise Chinese characters. If I want to assess speaking skills, a reading test would not accurately measure that ability. Assessment methods should therefore match the learning objectives and give students a fair opportunity to demonstrate what they know.

I also share rubrics and assessment criteria with students in advance so they understand the expectations. Entrepreneurial Intelligence encourages me to explore different assessment methods, Pedagogical Intelligence helps me evaluate whether they support learning, and Reflective Intelligence reminds me to review assessment results and practices. Ultimately, assessment should help me identify not only what students need to improve, but also their next steps in learning.

At the school level, leaders can establish shared assessment principles and expectations, provide opportunities for teachers to collaborate, and allow flexibility to meet students' different learning needs. This can help promote consistency and fairness while supporting teachers in adapting their practices to their students.

2. Effective Reporting and Feedback on Student Learning

For me, effective feedback should be specific, encouraging and actionable. After an exam, I use rubrics during individual student conferences to discuss performance in listening, speaking, reading and writing. I ask questions such as, “What did you do well?”, “Which area needs improvement?” and “What evidence supports your reflection?”

Rather than immediately telling students why they lost marks, I guide them to identify the reasons themselves. Was it a lack of vocabulary, insufficient practice, difficulty understanding the task or time management? What could they do differently next time? This approach encourages students to take greater responsibility for their learning.

My Exam Reflection and Study Improvement Plan helps students identify their strengths, reflect on difficulties and set achievable goals. For example, a student who receives a C may aim for a C+ or B in the next assessment and identify practical steps to improve. Relational Intelligence reminds me to create a safe environment where students feel comfortable discussing their difficulties, while Cultural Intelligence encourages me to consider their individual needs and responses to feedback.

For parent communication, I provide regular assessment reports for all students and contact parents individually when a significant change needs further attention, such as substantial improvement, a considerable decline or a notable gap between assessment results. I share the evidence, discuss possible reasons and agree on next steps with parents. This allows me to provide timely support while managing my workload realistically.

I also see feedback as a two-way process. Students' reflections, parents' observations and teachers' assessment evidence provide different perspectives on learning progress. By sharing this information, I can better understand students' needs, agree on appropriate next steps with families, and adjust my teaching when necessary.

3. Leading Change: Setting Goals, Monitoring Progress and Determining Success

Improving student learning requires continuous monitoring and reflection. I use my Excel spreadsheet to track results and the Exam Reflection and Study Improvement Plan to help students review their progress after major assessments.

Students compare their results with their previous performance, evaluate the strategies they use and consider whether they have achieved their goals. If a student improves from a C to a B, I explore what contributed to that progress. If the result remains unchanged, I consider whether the student needs a different strategy, more practice or additional support rather than assuming a lack of ability or effort.

Strategic Intelligence helps me set clear goals and identify evidence of progress. Reflective Intelligence encourages students and teachers to learn from results, while Heuristic Intelligence reminds me to investigate unexpected outcomes before deciding what to change. Entrepreneurial Intelligence encourages me to try new approaches, and Pedagogical Intelligence helps me consider whether my teaching methods meet students' needs.

I also ask students to complete a Self-Evaluation and Metacognition Sheet to reflect on how they learn, identify effective strategies and decide what they want to improve. While the Exam Reflection and Study Improvement Plan focuses on exam performance and future targets, the self-evaluation sheet focuses more on the learning process itself.

Self-evaluation resource: Self-Evaluation and Metacognition Sheet

To determine whether an approach is successful, I consider several sources of evidence, including assessment results, students' work over time, progress towards individual goals and reflections on learning strategies. If several students struggle with the same listening or writing skill, I review my teaching and consider reteaching the concept, providing more guided practice or adjusting my approach. Discussing these patterns with colleagues also helps us identify shared challenges and improve our teaching.

After major exams, I celebrate not only high grades but also small improvements and personal milestones. I also invite students to voluntarily share effective study strategies with their classmates. These practices help create a classroom culture where effort, reflection and progress are valued alongside academic achievement.

For me, leading change means setting meaningful goals, monitoring progress and using evidence to decide what needs to change. Success includes improved results, more effective learning strategies and greater student independence.

Conclusion

Reflecting on the seven IB Leadership Intelligences has helped me see that measuring student learning involves more than grades. They encourage me to consider assessment, feedback, student needs and teaching decisions from different perspectives.

I want students to become active participants in their learning by reflecting on their progress, setting achievable goals and recognising what helps them succeed. As a teacher, I also review evidence and adjust my practice. Ultimately, success means not only achieving better results, but also learning from difficulties and developing the confidence to take responsibility for future learning.