Preface IB, The Mirror Within Us, Not Outside 3

Prologue: Why Did We Start This Conversation? 4

PART 01 Looking in the Mirror: The "Changes That Have Already Begun" in Korean Education

CHAPTER 01 IB Education: Why Question Korean Education Now? 11
1.
Global Education Trends and the Emergence of the IB 11
2. The Meaning of Student Initiative in IB Education 28
3.
The Crisis in Korean Education: The Gap Between Education and College Admissions 30

CHAPTER 02: Changes in Seoul National University Admissions and a Turning Point in Learning 51
1.
The Interplay of Seoul National University's Admissions Reform and the IB Curriculum: Why the Attention? 51
2. The need to build a model that spreads the IB educational method throughout Korean public education and the future direction of education 69

CHAPTER 03: Finding "Pre-existing Possibilities" Rather Than "New Models" 77
1. IB is a 'reference point', not an alternative 77
2. What was gained and lost in the IB expansion discussion 83
3.
Conditions for Scalability: Records and Trust 86

PART 02 Shifting the Lens: Reimagining Teaching and Assessment Through the IB 97

CHAPTER 04 How the IB Education Organizes Learning 99
1. Overview of the IB Curriculum (PYP-MYP-DP) 99

CHAPTER 05: What's Similar to the 2022 Revised Curriculum? 113
1.
On Similar, Yet Different Paths: A Look into the Design Philosophy of the IB and Korean Curriculum 113
2.
What We Need to Learn and Where We Need to Go 125
3.
How the World Has Embraced IB: The Potential and Limitations of Korea's IB 135
4.
Core Competencies Lead to Learning for Life 151

PART 03 Expanding in the Classroom: Practices That Prove Possibility 167

CHAPTER 06 Teaching and Assessment: Attempts to Cross Boundaries 169
1.
To become a language of learning beyond evaluation and grades 171
2.
Have them write sentences instead of answers 179
3. IB's Essay-Based Assessment: Examining the Flow of Thought and Clarity of Logic 187
4. Bridging the Gap Between IB and Comprehensive Student Assessment and Evaluation Philosophy 191

CHAPTER 07: Creating Records that Connect Activities and Narratives 197
1.
197 Evaluations that Record, Evaluations that Open the Narrative
2.
Creating a Learner Growth Narrative Centered on Activity Records and Feedback 210
3.
Descriptive, portfolio-based, subject-selection-focused design 214

PART 04 Questioning the Direction of Education: Conditions for Transition 219

CHAPTER 08: Questioning the Direction of Education: Partners in the Ecosystem 221

CHAPTER 09 Structure and System, Enabling Scalability 237
1.
Structural Understanding and Redesign for Alignment of Curriculum, Assessment, and Admissions 237
2.
Spreading a Trust-Based Record Culture: A Condition for Restoring Integrity and Authenticity in Education 243
3.
Regional disparities in education and structural problems created by systemic imbalances 251
4.
Distribution of Educational Resources: The Starting Point for Fair Education 257
5.
Teacher Diversity, Educational Potential: Toward a Collaborative Teacher Competency System 264

Epilogue: Not Following IB, But Walking Alongside It 271

Reference 273