IB Service Ladder (for students)

Please save & use

Based on the IB Service Ladder and a subset of the MYP Ladder, this student-friendly IB outcome-based tool is designed for MYP/DP/CP students to track their progress on their service journey. Intended also for IB teachers to integrate service into their subject teaching, the eventual goal here is empower students with autonomy and agency in their service learning via suggested check in points which enable both metacognition and principled action. Developed as part of my MA studies in the IB DP at the University of Melbourne, I was inspired by the work of Krathwohl & Griffin and to create an IB-specific taxonomy to scaffold the teaching and learning journey. In regards to service, the intention is to make the process visible to all stakeholders. My MYP 5 students have used this ladder successfully and given me feedback – their voices have played a crucial part in the development of this tool.

As students undertake service challenges, they provide evidence of their actions, make meaningful links to ATLs, examine their ethics and reflect on the development of IBLP attributes to evaluate their own progress. Principled action is key. It should noted that service learning is not a race to the top rung of this ladder- and one is never “done” with service. Neither is this a worksheet to print and tick the service learning box in your IB curriculum. Rather, this is tool which should be used as part of an integrated and inquiry based approach to service embedded into IB subjects. The affective domains (left) help students think about their service learning. All seven MYP/DP/CP services outcomes are embedded either explicitly or implicitly into the descriptors on the right. “I” language has been used to frame key action and thinking points. Noteworthy- while the signposts are linear and may seem deceptively simple, service learning (or in fact, any learning!) rarely is. The process is messy. Thus, the rungs of the ladder become lodestones to guide students back to essentials in their forays into service. In addition to service ladder, the empathy continuum complements discussions on service in the IB context.

If you are from one of the 262 schools worldwide who have expressed an interest in using this tool at the IB global conference in Hong Kong (2019), thank you for your support. Please do let me know if your work has been enhanced by using this stepped and student-centred approach. Could the service ladder be improved? Tell me how!

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