Colonel By 的成绩单

[xilihutu]

Cononel By的学生每天多出来的路上奔波的2小时，Earl of March的学生，也没有闲着。

如果比“繁重的课程”，中国够繁重了吧？连中国自己都承认，效果不一定好。“繁重的课程”培养的，不是“学习能力”，中国“繁重的课程”培养的学生的学习能力，并不比西方的学生强多少。

IB那个，与中国那个，完全不是一回事
Details就不展开了，了解IB的（中国的大家都了解）自然知道是怎么回事
没错，每天路上两个多小时（也就是讲少学习时间两个多小时），课程那么多和重（有许多大学自选课程），学生还可以拿到平均97分（IB平均分许多大学录取时会额外加４分，可见那个分的含金量），那是什么概念？
说明这样的学生有天赋，村长讲的了，记忆力好，别人要看三遍，他们一遍就记住了，省了大量时间
理解力就不要讲了
总之，天赋就是天赋，后天是补不了的
阿土哥讲话，不是穿个龙袍就能当太子的

 

[deepthroat]

IB那个，与中国那个，完全不是一回事
Details就不展开了，了解IB的（中国的大家都了解）自然知道是怎么回事
没错，每天路上两个多小时（也就是讲少学习时间两个多小时），课程那么多和重（有许多大学自选课程），学生还可以拿到平均97分（IB平均分许多大学录取时会额外加４分，可见那个分的含金量），那是什么概念？
说明这样的学生有天赋，村长讲的了，记忆力好，别人要看三遍，他们一遍就记住了，省了大量时间
理解力就不要讲了
总之，天赋就是天赋，后天是补不了的
阿土哥讲话，不是穿个龙袍就能当太子的

谈天赋，还是谈Lisgar的GP吧，Colonel By 的 IB谈不上天赋，只是比较用功。

 

[ccc]

Cononel By的学生每天多出来的路上奔波的2小时，Earl of March的学生，也没有闲着。他们参加了很多其他的活动。

如果比“繁重的课程”，中国够繁重了吧？连中国自己都承认，效果不一定好。“繁重的课程”培养的，不是“学习能力”，中国“繁重的课程”培养的学生的学习能力，并不比西方的学生强多少。

不能这么简单比较。

两所学校的学生（CB的IB），他们有不同的课程、不同的教学方法、不同的同学圈、朋友圈，但是你这里说的两所学校，都不采用中国那种教法、学法。

The Structure of the IB Diploma Program

The IB Program requires a student to select courses in the six groups identified below. To obtain an IB Diploma, candidates must successfully complete a course and write an international examination in each of these areas of study in their final two years of secondary school. Students study courses from each of the groups for a period of two years. Of the six courses, three and not more than four are to be taken at the "Higher Level" and the remainder at the "Standard Level".
The curriculum is modelled by six academic areas surrounding the three core requirements.

Over the course of the two-year programme, students:

• study six subjects chosen from the six subject groups
• complete an extended essay
• follow a theory of knowledge course (TOK)
• participate in creativity, action, service (CAS).

Normally:

• three of the six subjects are studied at higher level
• the remaining three subjects are studied at standard level.

Subjects, other than languages, may be taught and examined in:

• English
• French
• Spanish.

Evaluation in the IB Program
Student achievement is assessed according to specific performance criteria established by the International Baccalaureate Organization. There is both internal and external evaluation used in the IB Program.

External Assessment Written examinations are set by the Chief Examiners and evaluated by over 2,000 assistant examiners from all over the world. These examinations may include essay and short answer topics, document based and multiple-choice questions.

Internal Assessment According to the requirements for individual subjects, assessment may take the form of major written assignments, or project work in Mathematics and the Sciences. Internal assessment is first carried out by the teacher at Colonel By, and then goes to an external moderator to insure uniform standards of evaluation are maintained.

The Award of the IB Diploma
The assessment for IB examinations consists of 7 grade levels:

Grade 7 - Excellent
Grade 6 - Very Good
Grade 5 - Good
Grade 4 - Satisfactory
Grade 3 - Mediocre
Grade 2 - Poor
Grade 1 - Very Poor

Up to three additional points may be awarded for a student's combined performance in the Extended Essay and Theory of Knowledge papers. The Diploma is awarded to any student who meets or exceeds 24 points and who has no failing conditions.

University Recognition
Students who elect to pursue the International Baccalaureate Program will be guaranteed outstanding preparation for further academic study at university. Successful completion of the Diploma allows students to be considered for admission to many universities and may often receive advanced credit and/or placement for those courses in which they have received a 5, 6, or 7 score. Please refer to individual university documentation (through registrar's offices and university calendars) for current recognition policies.

Summary
The IB is however, more than superb academic preparation. It encourages responsible citizenship, tolerance, and a consciousness of the shared humanity which binds us all together. We are citizens of a globe of tremendous diversity; IB recognizes and encourages us to become active members of this society.

 

[deepthroat]

不能这么简单比较。

两所学校的学生（CB的IB），他们有不同的课程、不同的教学方法、不同的同学圈、朋友圈，但是你这里说的两所学校，都不采用中国那种教法、学法。

The Structure of the IB Diploma Program

The IB Program requires a student to select courses in the six groups identified below. To obtain an IB Diploma, candidates must successfully complete a course and write an international examination in each of these areas of study in their final two years of secondary school. Students study courses from each of the groups for a period of two years. Of the six courses, three and not more than four are to be taken at the "Higher Level" and the remainder at the "Standard Level".
The curriculum is modelled by six academic areas surrounding the three core requirements.

Over the course of the two-year programme, students:

• study six subjects chosen from the six subject groups
• complete an extended essay
• follow a theory of knowledge course (TOK)
• participate in creativity, action, service (CAS).

Normally:

• three of the six subjects are studied at higher level
• the remaining three subjects are studied at standard level.

Subjects, other than languages, may be taught and examined in:

• English
• French
• Spanish.

Evaluation in the IB Program
Student achievement is assessed according to specific performance criteria established by the International Baccalaureate Organization. There is both internal and external evaluation used in the IB Program.

External Assessment Written examinations are set by the Chief Examiners and evaluated by over 2,000 assistant examiners from all over the world. These examinations may include essay and short answer topics, document based and multiple-choice questions.

Internal Assessment According to the requirements for individual subjects, assessment may take the form of major written assignments, or project work in Mathematics and the Sciences. Internal assessment is first carried out by the teacher at Colonel By, and then goes to an external moderator to insure uniform standards of evaluation are maintained.

The Award of the IB Diploma
The assessment for IB examinations consists of 7 grade levels:

Grade 7 - Excellent
Grade 6 - Very Good
Grade 5 - Good
Grade 4 - Satisfactory
Grade 3 - Mediocre
Grade 2 - Poor
Grade 1 - Very Poor

Up to three additional points may be awarded for a student's combined performance in the Extended Essay and Theory of Knowledge papers. The Diploma is awarded to any student who meets or exceeds 24 points and who has no failing conditions.

University Recognition
Students who elect to pursue the International Baccalaureate Program will be guaranteed outstanding preparation for further academic study at university. Successful completion of the Diploma allows students to be considered for admission to many universities and may often receive advanced credit and/or placement for those courses in which they have received a 5, 6, or 7 score. Please refer to individual university documentation (through registrar's offices and university calendars) for current recognition policies.

Summary
The IB is however, more than superb academic preparation. It encourages responsible citizenship, tolerance, and a consciousness of the shared humanity which binds us all together. We are citizens of a globe of tremendous diversity; IB recognizes and encourages us to become active members of this society.

还是那句话： 这么考试选拔，最后Colonel By和那个没什么特殊program的Earl of March，拼了个并列。

如果不去美国爬藤，IB的意思真的不大。

 

[xilihutu]

谈天赋，还是谈Lisgar的GP吧，Colonel By 的 IB谈不上天赋的。

GP　和　IP　是两套不同的Programmes，　美国大学认加拿大的IP，不认GP
IP 更注重未来的大学学习
另外，这里讲的天赋理解力记忆力也是针对学习的比较全面的或者讲基本的条件，不是那种单科天才什么的，那种单科天才在其它方面也许是白痴，不是普遍的大学教育重点考察的

 

[deepthroat]

GP　和　IP　是两套不同的Programmes，　美国大学认加拿大的IP，不认GP
IP 更注重未来的大学学习
另外，这里讲的天赋理解力记忆力也是针对学习的比较全面的或者讲基本的条件，不是那种单科天才什么的，那种单科天才在其它方面也许是白痴，不是普遍的大学教育重点考察的

所以我上面说了： 如果不去美国爬藤，IB的意思真的不大。这早就是共识了。

 

[xilihutu]

所以我上面说了： 如果不去美国爬藤，IB的意思真的不大。这早就是共识了。

这个，没什么意见
得失权衡，真的看个人了

 

[ccc]

还是那句话： 这么考试选拔，最后Colonel By和那个没什么特殊program的Earl of March，拼了个并列。

如果不去美国爬藤，IB的意思真的不大。

你知道那个并联排名是怎么来的么？（与１１年级和１２年级基本没有什么关系。）

http://ontario.compareschoolrankings.org/pdfs/Fraser_Institute_Report_Card_on_Ontario’s_Secondary_Schools_2016.pdf

 

[臭农民]

deepthroat 的娃肯定不在Colonel By

 

[deepthroat]

这个，没什么意见
得失权衡，真的看个人了

你的观点很偏激：

• fraser的统计，不全面，所以Earl of March虽然和Colonel By并列，也不算数。
• Lisgar的GP的学生是单课天才，在其它方面也许是白痴。
• IB的学生是全面发展的天赋学生。

 

[deepthroat]

deepthroat 的娃肯定不在Colonel By

xilihutu 和村长的娃肯定在Colonel By

 

[xilihutu]

deepthroat 的娃肯定不在Colonel By

IP那样的，如果孩子自己想去，那就支持去，去了还能轻松应对的，那真没话讲，孩子是那块料，去了自有他们的收获，也是人生难得的一个经历
如果孩子勉强达到要求不太想去，家长Push去的话，那么也许意义不大，去了也是遭罪，或者就是深喉讲的不是为了爬藤没什么意思

 

[xilihutu]

你的观点很偏激：

• fraser的统计，不全面，所以Earl of March虽然和Colonel By并列，也不算数。
• Lisgar的GP的学生是单课天才，在其它方面也许是白痴。
• IB的学生是全面发展的天赋学生。

差不多那个意思吧

 

[xilihutu]

xilihutu 和村长的娃肯定在Colonel By

村长的，靠谱
我的，判断错误，我孩子不在IP

 

[urus]

GP　和　IP　是两套不同的Programmes，　美国大学认加拿大的IP，不认GP
IP 更注重未来的大学学习
另外，这里讲的天赋理解力记忆力也是针对学习的比较全面的或者讲基本的条件，不是那种单科天才什么的，那种单科天才在其它方面也许是白痴，不是普遍的大学教育重点考察的

IP和IB是两回事吗？