Newsletter for Diploma and Certificate Candidates BlazingIBthe Trail to Success Volume 3 Number 1 January 2012 Published by the

GMHS Student IB Advisory Board

In This Issue
IB World Student Conference 2012 (Page 1) Math Tracking (Page 1) Ms. Planas: CAS Coordinator (Page 3) Science and Service (Page 3) CAS Action Alternatives (Page 4) New Approach to H.D. Cooke (Page 5) Homework Calendar (Page 6) Contributors (Page 6)

IB World Student Conference 2012

By Christina Holman Are you interested in meeting other IB students from around the world? Do you enjoy learning about the issue of clean energy and sustainability? If so, then you should talk with Mr. Misra about joining the GMHS team for the IB World Student Conference at the University of British Columbia in mid-July of 2012. The conference aims to bring together IB diploma and certificate students from around the world to discuss the debate over clean energy and consider the ways in which they can help make this world a more peaceful and sustainable place. Students will come together and explore the meaning of being globally engaged, such as instituting responsible and collective action. This years conference is designed to offer a unique opportunity to cultivate student leadership, international understanding, and

connection with fellow IB students through over 30 workshops and sessions. UBC faculty, students, and guest speakers will lead these workshops and the activities will take place around the captivating UBC campus and in the city of Vancouver. Moreover, the conference encompasses small group Global Action Teams, in which the students will work with IB teachers and students to share what theyve learned and to plan inspired missions. The World Student Conference is a wonderful opportunity for all IB students to establish long-term connections, develop leadership and learner profile qualities, and expand upon knowledge of university life and post-secondary studies.

FCCPS Math Tracking

By Susannah Whittle Questions as to the fate of math tracking within the greater Falls Church City Public School system have long plagued students, parents, and faculty members alike. The system of math tracking
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(FCCPS Math Tracking, Continued)

currently employed by FCCPS encompasses a curriculum that ultimately culminates in the individuals completion of Virginia Diploma accreditation. George Mason High School students are presently offered a variety of options in determining the course of their mathematical higher educations, the quelling majority of which cater to an International Baccalaureate course direction. Yet as such, students are faced with an overwhelming decision that may fundamentally alter the course of their diploma plan in question. In accordance with FCCPS current math tracking system, students math aptitudes are gauged and subsequently differentiated at the burgeoning of the sixth grade level, the most accelerated of whom will move into a Pre-algebra course load typically designed to be executed at the eighth grade level. In determining students route of study at the middle school level, the system employed renders those enrolled in Accelerated Math/Pre-Algebra at the sixth grade level the sole group afforded the opportunity of IB Higher Level Math as twelfth graders. Moreover, it essentially forces the selected individual into a fast track that may be deemed inappropriate to his or her aptitude and academic preparation at a higher level. As such, numerous questions as to both the validity and effectiveness of differentiation have been posed.

Such matters have been discussed extensively amongst members of the IB Student Advisory Board, and, while no concrete decisions have been yielded, forum has expanded vastly, with current methods being challenged more effusively than ever. Some argue in favor of a required Algebra I class for all eighth graders, ensuring the offer of IB mathematics to the student body in its entirety. The concept of such a system has been widely refuted by much of the GMHS mathematics department, the overwhelming majority of which argue the detrimental effects of forcing students into an accelerated curriculum that they simply may not be equipped for. GMHS math teacher William Snyder offered the notion that the cognitive development of abstract thinking differs immensely on the individual basis: While some who may not have indicated readiness in the younger years may find themselves amply prepared for a more advanced higher level curriculum, those delayed will experience a lack of motivation to learn and further their true understanding said Snyder, when questioned as to the potential effectiveness of the aforementioned proposal. To force those who are not ready into a curriculum built on the basis of depth of analytical knowledge will merely enhance frustration and undermine students ability to truly enjoy math.

Science and Service

By Lia Cattaneo This past summer, I was an intern at the Smithsonian National Museum of Natural History. While at first I thought I was stuck in a desk job sorting more than 9,000 ectoparasites (fleas, ticks, mites, and lice), I quickly realized that what I was doing was actually service. I used genetic barcoding to sort these ectoparasites and was shocked to find that mine were the first of their genera to be added to the Barcode of Life International Database, which is available to scientists across the world. I was also able to identify diseases that the ectoparasites could carry and then started to track disease-risk patterns in Kenya. I was participating in the scientific process as well as giving back to the global community. Before, when I thought of research science, I saw it as existing purely to advance our understanding of the natural world. I thought science couldnt possibly be considered service unless it was oncology research, working in a hospital laboratory, or something of that nature. After my internship, however, I began to see that I could apply my passion for research science in a way that was undoubtedly service.

I challenge current and future IB Diploma Candidates to take their love for a subject, science or otherwise, and turn it into service.

Ms. Planas: CAS Coordinator

By Christopher Earman As you may or may not know, Seora Planas, one of Masons beloved Spanish teachers, has become the Co-Coordinator of CAS and will be taking over as full CAS Coordinator next year. The duties of a CAS Coordinator are to help support students as they pursue CAS and to give support and guidance to the CAS Advisors to ensure that they are fully prepared for their role in the CAS process. As of 2013, any 11th or 12th grade student at GMHS will be given the option to partake in the CAS aspect of the IB program (this is also true for the Extended Essay); this will likely mean many more students participating in CAS, making this position as CAS Coordinator all the more important. When asked what she enjoys the most about the new position, Seora Planas responded, getting to know students whom I havent taught, learning the ropes, learning how CAS might be able to take a role in our everyday classes, and trying to make the connections between CAS and everyday classes clearer to myself, my colleagues, and the students.

Action Alternatives
By Fae Montgomery With all of the schoolwork and IBrelated requirements such as the Extended Essay and class IB meetings, fulfilling CAS activities can seem like one more chore on a long list. The action requirement can especially seem like an unnecessary stipulation; Varsity sports can take up more time than you have, or perhaps you just dont like to participate in sports. Luckily, there are several acceptable IB alternatives to sports teams to fulfill the action requirement. A few examples include, but are not limited to, dancing, ice-skating, fencing, horseback riding, yoga, and pilates. These activities are all great if you wish to unwind without the stress of sports competition or a strict practice and game schedule. Alissa Forbes, a junior IB diploma candidate who does yoga with the GMHS Yoga Club, shared her thoughts on why an action alternative fits her needs. I like to go at my own pace and in yoga the only winning is my own personal achievement.

This is a great alternative to a school sport or team because you are still part of group bonding while being completely noncompetitive. Having a more relaxed environment really seems to help mitigate the stress associated with the IB Diploma. Honora Overby, another junior IB diploma candidate, has been able to both choose her own course of action and fulfill her requirements by fencing. According to Overby, fencing was the perfect decision because the time commitment is more relaxed, and at the same time the exercise is decent. In her opinion, fencing is a better alternative because it isnt seasonal and therefore, You can improve all year round instead of working really intensely at a sport for a shorter period of time. Like many other students pursuing action alternatives, Overby enjoys being able to determine her own schedule and the less competitive environment of fencing. Although the GMHS slogan is excel in mind, body and character, one may take a step back to see how choosing an action alternative could help reduce stress and excel in mind and body.

Having a more relaxed environment really seems to help 4

New Approach to H.D. Cooke

By Kelly Ready Even before they school year began, George Mason juniors Juliana Morrison and Abby Van Buren were taking the time out of their summer to ride the Metro into Washington, D.C. to map out their CAS service project. After scheduling an appointment with the IB coordinator at H.D. Cooke Elementary School, the three met up to discuss various changes they could make in the volunteer program. For years, George Mason students have fostered a special connection with the H.D. Cooke School by tutoring their students on weekdays. Van Buren and Morrison, in the true IB spirit, decided to create a program called CAS-Eption. The idea of this program was to introduce a sort of CAS program at H.D. Cooke by having students participate in various creative, athletic, and service-oriented activities. After receiving the approval of the Cooke IB Coordinator, Van Buren and Morrison went to work planning the CAS-Eption program and have thus far had enormous success with it at the elementary school. Whereas in previous years the H.D. Cooke program has been more about tutoring and spending time

with the kids, this year the program is centered around creating and carrying out various mini projects that teach kids the importance of the three pillars of CAS. In addition, Mason students encourage the kids to choose which activities they would like to participate in and to voice their ideas and opinions. The connection between Mason and Cooke students seems to reciprocate many of the same positive feelings. In the after school program, there is typically only one teacher to supervise 15 to 20 kids, said Van Buren. When we show up, we are able to give individual attention to each of them. This not only makes a huge difference in their learning experience, but is also rewarding for us because we see how much we can really help out. Another change in the H.D. Cooke program this year is the schedule. Rather than having all participants go on one day, some of the students go on Tuesdays and others on Wednesdays. This reason for this change is to accommodate students other extracurricular activities as well to as allot more time with the elementary students. The group typically leaves right after school and arrives at the school around 4:00 p.m. After spending an hour and a half to two hours with the kids, Mason students take the Metro back into Falls Church and arrive around 7:00 p.m.
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(H.D. Cooke, Continued)

If there are any IB candidates or NHS members that have not yet figured out their service project, the H.D. Cooke program is a great way to fulfill those requirements. Of course, this program is open to all students who simply wish to serve their greater Washington, D.C. community.

teachers. When asked about such a calendar, Mr. Pepper replied, [The teachers] used to have one, but it would not necessarily affect what [they] would do. This is a similar problem for many teachers because of the strict IB deadlines that cannot be moved. Mr. Byrd explained how [The teachers] have talked about it for almost two years now and its a big challenge In the mean time, he added, it really depends on the students. Mr. Byrd is right, however the growing idea of this joint calendar still remains. If you, the student body, agree with this assignment overload, voice your opinions; there is much more to come!

Homework Calendar?
By Allison Cunningham Have you ever had a day at school in which you had three or more important assignments and/or tests to complete and no teacherto-teacher communication involved? You must be wondering if there could be a way to solve the problem. The George Mason I.B. Student Advisory Board has spent some time on this subject, brainstorming ideas that could help improve our academic system. One of the main ideas that is currently being discussed is the creation of a joint online calendar that will display the dates of important assignment and tests for almost all classes. The plan consists of creating a mass calendar for both juniors and seniors with color coordination depending on the teacher. If a major overlap of completion dates for various classes occurred, it would be up to the teachers to discuss with one another how to best rearrange test and assignment due dates. The system would be convenient for students; however, this may be a key conflict amongst the teachers. When asked about such a calendar, Mr. Pepper replied, [The teachers] used to have one, but it

Contributors
Student Editors Michael Irvine Kelly Ready Layout and Design Matthew Irvine IB Board Members & Contributing Writers Seniors Lia Cattaneo Christopher Earman Matthew Irvine Michael Irvine Alex Valentino Juniors Allison Cunningham Christina Holman Fae Montgomery Kelly Ready Susannah Whittle