Cultivating Student-Centered Learning: IB Principles in JHS

In line with MGC New Life Christian Academy’s (MGCNLCA) commission to train up globally competitive and socially responsible learners, the Junior High School (JHS) Department has begun integrating project-based inquiry into their curriculum to support graduates of the Primary Years Program (PYP). 

The International Baccalaureate (IB) was first implemented in 2021 during the school’s second year of online classes. After three years, MGCNLCA was officially authorized as an IB PYP school on April 12, 2024. 

Since the implementation of the program, the seemingly biggest change in the setup of the PYP levels lies in the teaching approaches and strategies. In an effort to align with IB principles, all subjects are angled towards instilling the ten characteristics in the IB Learner Profile: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. This is done by creating a more learner-centered learning environment, in which most of the learning is achieved through activities and projects. Instead of the traditional lecture-based learning, students are encouraged to take active responsibility for their own learning.

Though MGCNLCA’s JHS Department has not implemented IB Middle Years Program (MYP), it has started incorporating the program’s principles and strategies into its curriculum, especially with the majority of the JHS students having experienced at least one year of IB PYP.

“We [have been integrating] the IB [principles] into the JHS students' daily activities by aligning our teaching approaches and strategies with [the inquiry-based approach of teaching and learning],” said JHS Supervisor Karen Fulgencio. “Most of our learning activities are designed following [project-based inquiry] to foster inquiry, critical thinking, and a global mindset.”

The key feature of this integration is the project-based teaching approach in the classroom. Compared to the traditional teaching method, this approach shifts the focus from direct instruction to interactive tasks and projects, allowing for curiosity and collaboration among students, all under the guidance of the teacher.

“We really need to innovate on our manner of teaching and we have to make sure that the approach we are using is [a] learner-centered approach. The teachers will no longer act as the only source of information. [We] will really just be facilitators of learning,” remarked Grade 7 Level Coordinator Mark Noel Graida.

To ensure that they are well equipped to apply the IB practices and principles in their classrooms, the JHS teachers also took part in a training program throughout the previous school year led by Aga Chojnacka-Al Atat, an experienced IB PYP consultant. Since then, the teachers have been gradually adjusting and adapting to the new strategies and methodologies, fostering a more engaging and inquiry-based learning environment for the students.

As the department continues to integrate the program’s principles in its curriculum, it does not only aim to bridge the gap between the two learning approaches but also to cultivate learners who are globally aligned, socially responsible, and ready to face the world ahead of them.

“I would say that it has helped us ease into the JHS curriculum by using approaches that are more familiar to us. I’m happy they chose to do this so that we wouldn’t feel overwhelmed with this many changes,” shared Grade 7 student Pierce Victor Takai.

“We hope to see students becoming more independent, critical, and reflective thinkers who can confidently helm various learning environments and styles. … Ultimately, we hope the seamless integration of the IB principles will nurture well-rounded learners who embody both academic excellence and strong characters,” concluded Fulgencio.