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Category 3 Workshops

Category 3 workshops vary in terms of audience. Some are for more experienced educators who want to enhance their professional development portfolios. Others are for all educators – those with and without a great deal of experience.  Please read the workshop and recommended audience details below to make an appropriate choice.

Participants will engage in detailed discussions on topics such as learning theory, pedagogy, assessment, and other scholarly interests.

These workshops also cover subject-specific content, administrative and pedagogical leadership, and subject-specific seminars on changes to the IB curriculum.

Brief descriptions of our Category 3 Workshops during 2016-2017:

Details are extracted from the Global guidelines and planner for each workshop. Click on the title to see more detail.

Academic Writing Practices

Approaches to teaching and learning in the DP

Approaches to learning in the MYP

Arts - Visual and Performing: Managing assessment in the MYP

Business Management: A focus on internal assessment

Core assessment: improving student performance in TOK, CAS and EE

Cultivating learning-focused IB World Schools

Evaluating your DP

Evaluating your MYP

Flipping classrooms PYP

Governance: Introduction to the IB for school owners and board members

Heads of School/ IBMYP coordinators: Managing assessment in the MYP

History: A focus on internal assessment

Inquiry (PYP)

Inquiry in the MYP

Interdisciplinarity and the world studies extended essay

Language and literature: Managing assessment in the MYP

Managing assessment in the MYP

Managing the extended essay

Mathematics: Managing assessment in the MYP

Maths SL and HL: A focus on internal assessment

Pedagogical Leadership in the Diploma Programme

The role of the coordinator (PYP)

The role of the librarian (PYP/ MYP/ DP/ CP)

Sciences: Managing assessment in the MYP

Service learning in the MYP

Supporting IB students in the university admissions process

TOK: Helping students write strong TOK essays and assessing their work

TOK for Subject Teachers

Transdisciplinary learning PYP

 


Academic Writing Practices

Recommended for:  

This workshop is suitable for IB DP Coordinators, IB TOK teachers and IB Extended Essay coordinators and supervisors, and DP subject teachers and librarians.

Deepen your understanding and practice of academic writing and develop necessary skills to better support IB Diploma Program students. This workshop highlights the importance of writing as a way of developing not only critical thinking skills, but also the other IB approaches to learning: research, communication, and social and self-management skills, taking into consideration that excellent writing needs to utilize these different skills. The workshop will focus on understanding main problems that students face when they have to write essays, the methodology and stages that writers follow to create high quality pieces of writing, and reflecting on the relationship existing between correct academic writing and critical thinking.

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Approaches to teaching and learning in the DP

Recommended for:

Experienced DP coordinators and teachers who wish to learn more about implementing approaches to teaching and learning in the DP in the context of their school.

This workshop will first briefly introduce the new element of the DP — approaches to teaching and learning — before giving the participants an opportunity to discuss implementation of these elements in their school’s context. This will be done by examining past and current experience with approaches to teaching and learning - style skills, assessment, unit planning and curriculum mapping, the sharing of good practices and developing an action plan for one's own school.

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Approaches to learning in the MYP

Recommended audience:    

It is recommended that participants for this workshop attend at least one category 1 workshop in order to come prepared with a basic understanding of unit planning and the role of approaches to learning within the MYP framework. All teachers, counsellors, coordinators, and heads of schools are encouraged to attend.

Through the MYP approaches to learning (ATL) skills framework of categories and clusters,

participants will inquire into how students develop skills that have relevance across and beyond the curriculum, helping them “learn how to learn”. ATL skills in cognitive, affective and metacognitive domains can be learned and taught (explicitly and implicitly), improved with practice and developed with increasing complexity incrementally. They provide a solid foundation for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on, and communicate on, the process of learning.

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Business Management: A focus on internal assessment

Recommended for:  

all experienced DP Business management teachers and those to have recently completed a category 1 workshop.

Gain key understandings, tools and resources to adapt and develop your programmes in line with the DP Business Management internal assessment. In this practical workshop, you will examine the assessment criteria, mark internal assessment components, ask questions, and learn how to develop a robust programme underpinned by appropriate pedagogy and a range of useful resources. You will closely examine the internal assessment, be clear about its requirements and be prepared to apply what you learn in a manner that supports the IB mission statement, the learner profile and other core areas of the DP. This workshop will equip you to deliver the Business Management internal assessment to students with confidence as you generate useful resources and devise appropriate activities with fellow participants.

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Core assessment: improving student performance in TOK, CAS and EE

Recommended for:

experienced theory of knowledge (TOK) teachers, creativity, action, service (CAS) coordinators, extended essay (EE) coordinators and supervisors, DP coordinators and librarians.

This workshop is intended to provide participants with an opportunity to explore and apply the criteria and descriptors used for assessing work in TOK, CAS and the EE. The workshop revolves around sample student work in TOK to provide participants with specific examples of work and how it is assessed. Sample extended essays are also used in this way.

In addition, participants can discuss possible CAS activities to help clarify the criteria used to assess student growth. In all instances, the workshop involves participants in assessing work rather than merely listening to presentations about rubrics.

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Cultivating learning-focused IB World Schools

Recommended for:

educators and administrators who want to improve their leadership capabilities in an IB context. This workshop is tailored for:

  • New IB Leaders (Heads of School)
  • Principals, administrators, Experienced leaders
  • System Leaders - those working in groups of schools
  • Aspirant Head teachers who have completed other leadership workshops

Leadership in International Education recognizes high-quality leadership capabilities in IB World Schools and identifies key features of leadership that transcend cultural boundaries. The workshop explores the challenges of leading IB World Schools and preparing students to live and work in the 21st century. Participants develop appreciation for the IB mission statement, philosophy and pedagogy and what success can and does mean for their school and its stakeholders and refine their capacity to play the leading role in providing a transformational educational experience.The IB learner profile and the goal of international-mindedness will serve as the two overarching themes informing the discussion of these different assessments.

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Evaluating your DP

Recommended for:

DP Coordinators, Administrators, district/local representatives.

To develop an understanding of the following.

  • The self study should be evidence based, drawing on existing school documentation and reflecting actual practice in the school during the period under review - normally five years
  • The foundation of what it means to be an IB world school is articulated in the Programme standards and practices documents.
  • The school determines its own assessment of the implementation of the programme, according to the Programme standards and practices and programme requirements. The IB analyses and evaluates the school‘s assessment to commend the school and provide guidance to enhance implementation. .
  • Schools should consider programme evaluation as an on-going process of action and reflection that aims to enhance the implementation of the programme. This process is supported by the school‘s on-going action plan, which is based on the Programme standards and practices.
  • The self-study process is the most important aspect of the entire process of programme evaluation. When planning the self-study, consider what the school should do in order to successfully comply with this requirement
  • The culmination of the evidence-based self-study is the submission of the questionnaire, charts, supporting documents, feedback and an evaluation visit.
  • The results of the Diploma Programme self-study as the strategic plan for the next five-year period 

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Evaluating your MYP

Recommended for: 

teachers, coordinators and administrators,

This workshop is an active, hands-on workshop for teachers, coordinators and administrators who want to understand the MYP evaluation process. The Programme standards and practices (January 2014) and the Programme evaluation guide and self-study questionnaire: Middle Years Programme(February 2014) are used as the backbone to analyse this topic. Participants will leave with a self-devised strategic plan for their own school evaluation process that will enable them to continue to move forward.

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Flipping classrooms PYP

Recommended audience:  PYP, MYP and DP administrators, coordinators and teachers

A growing number of teachers are flipping their instruction by having students watch video lectures at home and then complete their "homework" in the classroom. However, many teachers don't realize that there's more to the flipped model than posting lectures to YouTube, and as a result, the hurdles they encounter while attempting to produce online video content or restructure activities in their classrooms often result in frustration. In this workshop, participants will be guided in the process of planning and delivering a successful flipped classroom model from start to finish. Teachers who have successfully implemented the flipped model will discuss the successes and challenges that they encountered and share insightful tips. The structure of this workshop covers background information about the flipped model, tips for organizing content and producing a flip video, instructions on how to produce and distribute videos, and strategies for making the most of time in the classroom. Participants will explore the wide range of resources that are available for producing and distributing flipped videos as they plan and introduce a flipped program in their respective classrooms.

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Governance: Introduction to the IB for school owners and board members

Recommended for:

owners, school councils or boards of governors. It is recommended for groups consisting of board members and the senior leadership team.

The following understandings are developed during this workshops:

  • There is a close alignment between the educational beliefs and values of the school and those of the programme.
  • Intercultural understanding and international mindedness are at the heart of the IB and the PYP, and are reflected in the learner profile.
  • The school promotes international ? mindedness on the part of the adults and the students in the school community.
  • Successful student learning is influenced by school design and management
  • The PYP, MYP and DP are constructivist and collaborative in nature.
  • TheIBProgrammes (PYP, MYP, DP) have non?negotiable elements; it is the task of the school to respect and nurture them.
  • The implementation of the IB programmes depends on the support, understanding and practical involvement of the school leadership.

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History: A focus on internal assessment

Recommended for:  

experienced IB DP history teachers. At a minimum, teachers should have attended at least a Category 1 DP history workshop. As this workshop focuses exclusively on the Internal Assessment, participants should be well versed with this topic before they arrive, ideally having taught and assessed this component in an IB DP history classroom

Deepen your understanding of the very important assessment component within the IB DP history course, the Historical Investigation. The workshop will cover the three elements of the Internal Assessment (IA)—Identification and evaluation of sources, Investigation, and Reflection. You will discuss expectations and assessment criteria for each and pay particular attention to the Reflection component of the IA, as this can be an element that students find particularly challenging. The workshop will include an opportunity to read student samples and mark them against the published assessment criteria, and you will share ideas and resources around the design of an effective IA process and product. You will design and/or refine your own IA process to reflect the needs, strengths and interests of your students and promote and support academic honesty.

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Inquiry (PYP)

Recommended audience:  

PYP teachers and coordinators in candidate and authorized schools and non-IB teachers. This workshop is for administrators, coordinators and teachers who: 

  • Have attended a category 1 workshops
  • Have an in-depth understanding of the philosophy and curriculum framework of the programme.

Note: Participants in category 3 workshops may be from non-IB schools.

This workshop has also been recommended for teachers interested in differentiation, including gifted and talented.

Inquiry is the pedagogy that underpins all programmes in the IB. This workshop looks at how the PYP framework provides opportunities for all learners to engage in relevant and significant inquiries through the transdisciplinary themes and in single-subject classes. Participants will critique a range of inquiry models emphasizing that inquiry is an ongoing process that leads to reflection, new inquiries and deep understanding. Inquiry is true differentiation, supporting the personal construction of meaning and meaningful action regardless of language competency or learning style.

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The role of the librarian - PYP/ MYP/ DP/ CP

Recommended for:

IB librarians.  Experience in a (school) library and/or experience in IB schools (any programme or mix of them) will gain most; attendance at a Category 1 or Category 2 workshop is not a pre-requisite.

The workshop focuses on the many possible roles of the librarian in supporting IB programmes.

The library/media centre provides school-wide opportunities to engage and reflect on the IB principles and practices and connect teachers and students to knowledge and information in a digital and global context. In this workshop, we shall (amongst other topics)

•   investigate the key characteristics that define an IB education to develop an understanding of how the library/media centre and librarian can support the IB standards and practices;
•    explore ways of supporting student-centred learning environments in a digital world;
•    evaluate and analyze resources that can support teaching and learning in a global context and contribute to the significant content of each IB programme in a manner that will enhance the connections between the programmes;
•    reflect on the collaborative relationship between the library/media centre, the academic staff and school leadership to prioritize specific IB standards that have an impact on the library/media centre and librarian.

Participants will leave the workshop with greater understanding of their possible roles within the school, with strategies and practical ideas and an action plan to chart the way ahead.

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Inquiry in the MYP

Recommended for:    

experienced MYP teachers and coordinators.

Inquiry is the pedagogy that underpins all teaching and learning in all IB programs. This workshop is a deep dive into the MYP framework that will provide participants with the opportunity to engage in and evaluate a gamut of in quiry models that are foremost in the constructivist contemporary classroom and are a ready fit for the MYP. Participants will be able to further explore these models in the context of their own school environment, teaching style and delivery of curriculum and embrace why adopting an inquiry approach to learning can enhance student access to learning that is a "dynamic, internally controlled ... processes that positively influence a student's tendency to approach, engage with, expend effort on and persist in learning tasks in an on-going, self-directed manner" (Combes 1984). Participants can expect to access an array of 21st-century educational technology tools that will enhance the inquiry experience for both student and teacher, differentiation techniques and access for all students.

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Interdisciplinarity and the world studies extended essay

Recommended for:

Experienced DP subject teachers, extended essay supervisors, DP coordinators and those who have recently completed a category 1 workshop.

This workshop is designed to give guidance on how to prepare and help students undertaking this extended essay option. Through interactive experiences, the workshop will prepare teachers to guide students through two core learning dimensions of the world studies extended essay – conducting rigorous interdisciplinary research and developing a greater global consciousness.

Participants will address questions such as:

  • What is rigorous interdisciplinary research?
  • What is global consciousness?
  • What do we know from research about how students learn to conduct this type of  research and become more globally conscious?
  • How is the world studies extended essay designed to promote quality of these core learning dimensions?
  • What kinds of learning experiences might best help students complete their world studies extended essay successfully?
  • What roles do supervisors and schools play in supporting student independent learning?
  • How do we assess students’ learning in the world studies extended essay?

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Managing assessment in the MYP

Arts-Visual and Performing: Managing assessment in the MYP
Heads of School/IB coordinators: Managing assessment in the MYP
Language and literature: Managing assessment in the MYP
Mathematics: Managing assessment in the MYP
Sciences: Managing assessment in the MYP

Recommended audience: Participants should be experienced MYP educators that have attended at least a category 2 workshop and have experienced a minimum of two years teaching and assessing MYP in their school and/or subject group. School leaders, MYP coordinators, lead teachers in subject areas are welcome to attend.

This workshop is intended for school leaders, heads of school, MYP coordinators and lead teachers in subject groups who want to deepen their understanding of the MYP assessment model. Participants will explore the targets of MYP assessment strategies in their subject areas and apply their knowledge of the holistic MYP framework for teaching and learning to build successful assessment practices using their subject-specific objectives and assessment criteria. Participants gain hands-on experience with the development of concept-driven assessments and consider new models of optional external assessment for the MYP.

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Managing the extended essay

Recommended for:

All experienced DP coordinators, extended essay coordinators, librarians and those who have recently completed a category 1 workshop.

Schools can increase student achievement in the extended essay by taking a systematic approach to managing the extended essay process and by preparing teachers to assume supervisory roles and responsibilities. This workshop is suitable for both new and experienced extended essay coordinators and DP coordinators who are keen to explore ways of developing effective school procedures for managing the extended essay process.

During the workshop, participants will engage in activities to develop a clear understanding of the extended essay requirements and the role that librarians and supervisors play in supporting the writing process.

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Maths SL and HL: A focus on internal assessment

Recommended for:

All experienced DP mathematics standard level/higher level (SL/HL) teachers and those who have recently completed a category 1 workshop.

In the new mathematics SL and HL guides (first examinations 2014), internal assessment is completely different from the current portfolio with which many teachers may be familiar. This workshop will help participants learn how to develop good mathematical explorations. There will be opportunity to discuss the use of stimuli and mind maps that scaffold students’ mathematical discovery. Participants will also review various student samples to develop expertise in the application of the internal assessment criteria and the moderation process.

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Pedagogical Leadership in the Diploma Programme

Recommended for:  

Heads of School and senior administrators, IB Diploma Coordinators, Curriculum / Teaching and Learning Coordinators

This workshop deepens your understanding of philosophical and pedagogical implications of implementing the IB Diploma Programme. It looks at how assessing schools against the IB standards and practices supports the planning, implementation and improvement of the programme. The importance of developing a collaborative school culture to bring about systemic and sustained change is discussed along with the ways in which IB pedagogy can be used to lead professional learning. You will be encouraged to examine how the diverse ways people think, learn and work affect how their learning communities function. You will examine the complex nature of change in detail along with the role of pedagogical leaders and teams in planning for and implementing change, including an inquiry-based approach to programme improvement.

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The role of the coordinator (PYP)

Recommended for:  

coordinators who are new to the role or who will commence the coordinator position in the next school year.

Participants must be current PYP coordinators, either newly appointed or experienced. This workshop looks at the role of the PYP coordinator in documentation, organizing professional development opportunities, and managing complex relationships, resource management and communication with a range of stakeholders. All of these responsibilities are integral to the successful implementation of the programme. The workshop will provide opportunities for reviewing new and existing publications, curriculum mapping, policy writing and reviewing the guidelines for verification and evaluation. Participants will also become familiar with the global professional development architecture, REGIS and the role of the IBEN. The workshop will model collaborative leadership strategies and explore ways to effectively manage change.

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Service learning in the MYP

Recommended audience:   This workshop is recommended for all.

This workshop will explore the meaning and depth of action in the IB, different models of service (developed through the curriculum and unit planners as well as other entry points in the daily life of the school), and offers insights into planning meaningful, developmentally appropriate service activities that are grounded in relevant global contexts. Learning expectations and workshop activities will incorporate research-based best practice, the learner profile and approaches to learning skills, and will include engaging and productive reflection techniques. Participants will return to the classroom with processes and products, an understanding of how to make action an integral part of the school, and ideas for how to manage the requirements of service as action in the MYP.

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Supporting IB students in the university admissions process

Recommended for:

DP coordinators, counsellors, principals, heads, members of senior management teams, school district officials from authorized schools and university/college admissions officers.

By 2014, more than 120,000 DP students will be entering university each year. IB students represent a broad range of nationalities from nearly 140 countries and reflect diverse experiences and perspectives, which they apply to their learning in the DP. These experiences, in combination with the emphasis on international mindedness and academic rigour of the DP, provide students with a unique set of skills, attitudes and perspectives for success in university and life in the 21st century.

During this workshop, there will be an opportunity to develop a clearer understanding of how university recognition impacts a student’s application to university and to explore strategies in which schools can support students to maximize their chances of acceptance at their chosen university.

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TOK: Helping students write strong TOK essays and assessing their work

Recommended for:  

experienced TOK teachers and for teachers involved in the delivery of the DP program who may be called upon to help students with their TOK essays and assessments. It is also open to school administrators and DP coordinators who have an interest in TOK assessment and what this involves.

Gain new strategies to help students elevate their TOK essay writing skills, especially those related to argument, analysis and counter-claims, and learn how to better assess their work. In this workshop, you will explore “global impression marking” as applied to assessment and delve into the meaning of the TOK assessment rubrics from both the teacher and student point of view. You will learn strategies that help students extract knowledge questions from prescribed titles and frame them effectively. You also will assess sample TOK essays to better understand the elements of what accomplished TOK essays look like, and you will learn experientially as you take on the task of writing a TOK essay based on a prescribed title.

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TOK for Subject Teachers

For experienced DP educators

OVERALL PURPOSE OF WORKSHOP

This workshop uses a centre out approach that identifies the key elements and skills and then places in them in the TOK context. This is so that teachers can make clear links between the inquiry basis for TOK and their own subject areas without getting caught up in the complexities of the course.

By the end of the workshop, participants should be able to recognise and plan opportunities for the TOK elements to ‘cross over’ into their own subject areas.

RECOMMENDED AUDIENCE

Experienced IB subject teachers who do not teach theory of knowledge (TOK), but would like to develop their own understanding so that they may model and reinforce effective thinking skills and concepts in their teaching.

This workshop aims to develop the following conceptual understandings:

  • TOK is a central part of the DP programme model and the learner-centred classroom and is consistently integrated into the curriculum.
  • TOK is a structured way of thinking that asks the question ‘how do we know what we know?”
  • TOK thinking is based on identifying and working with knowledge questions.
  • The Ways of Knowing form the basis for TOK inquiry
  • Areas of knowledge build on the Ways of Knowing to enable learners to make links across and between these areas. They relate both to the DP subject areas as well as others
  • The TOK presentation provides an opportunity for TOK students to apply their TOK thinking skills to a real-life situation.
  • The TOK essay is the primary assessment opportunity for DP students to demonstrate their understanding and application of TOK thinking skills
  • All DP teachers contribute to the modelling, understanding and reinforcement of TOK thinking skills.
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Transdisciplinary learning PYP

Recommended audience:    PYP teachers and coordinators. Teachers in candidate and authorized schools and non-IB teachers

.This workshop is for administrators, coordinators and teachers who

  • Have attended a category 1 workshop
  • Have an in-depth understanding of the philosophy and curriculum framework of the programme.

Note : Participants in category 3 workshops may be from outside IB schools.

The PYP provides an extensive framework for designing and achieving transdisciplinary teaching and learning. This workshop looks at tools to map local curricula against the PYP scope and sequence documents. It analyses the transdisciplinary themes and examines how effective, concept-based central ideas and lines of inquiry can be designed to address the curriculum in a way that is relevant, challenging and engaging. Participants will also look at how the transdisciplinary skills are an essential element of curriculum mapping. This workshop is also suitable for those wishing to map national and state curriculum against PYP concept based scope and sequences.

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Category 3 workshops, not in our current catalogue, include:

 

Academic honesty in practice - one day workshop

For new and experienced DP educators

OVERALL PURPOSE OF WORKSHOP

Academic honesty in the International Baccalaureate is a set of values and behaviours informed by attributes of the learner profile. In teaching, learning and assessment, principles of academic honesty serve to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies.

This workshop provides an opportunity for participants to deepen their understanding of academic honesty and develop skills to better support IB Diploma Programme students. The workshop sessions are structured so that there is a balance between understanding the different types of malpractice that exist and methods of detection which constitute a reactive approach, alongside the more proactive approach that schools can take in developing an academic honesty policy that both raises awareness of the issues and provides safeguards for students during their learning.

RECOMMENDED AUDIENCE

The workshop is suitable for IB DP Coordinators, IB TOK teachers and IB Extended Essay supervisors, all DP subject teachers and librarians.

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Biology: A focus on internal assessment

Recommended for:

Experienced DP Biology teachers and those who have recently completed a category 1 workshop.

Practical work is an important feature of the DP Biology course. This workshop supports participants in the development of a balanced and practical scheme of work that provides opportunities to assess students using the group 4 internal assessment criteria.

Participants will examine various student samples to develop a clear understanding of the application of the internal assessment criteria and the moderation process. Ways in which teachers can scaffold teaching and learning to prepare students for internal assessment will also be explored.

The workshop is suitable for experienced teachers who wish to improve their practical schemes of work, as well as teachers new to teaching Biology in the DP.

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Chemistry: A focus on internal assessment

Recommended for:

Experienced DP Chemistry teachers and those who have recently completed a category 1 workshop.

Practical work is an important feature of the DP Chemistry course. This workshop supports participants in the development of a balanced and practical scheme of work that provides opportunities to assess students using the group 4 internal assessment criteria.

Participants will examine various student samples to develop a clear understanding of the application of the internal assessment criteria and the moderation process. Ways in which teachers can scaffold teaching and learning to prepare students for internal assessment will also be explored.

The workshop is suitable for experienced teachers who wish to improve their practical schemes of work, as well as teachers new to teaching Chemistry in the DP.

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ICT to support practical work in Biology and Chemistry

Recommended for:

Experienced DP biology and chemistry teachers and those who have recently completed a category 1 workshop.

This workshop is designed for experienced teachers who are already familiar with the structure and assessment of the course and who wish to explore the role that information and communication technology (ICT) can play in teaching, learning and school-based assessment in the DP biology or chemistry curriculum. Participants will discuss the importance of ICT as a tool in practical work, investigate the ways of scaffolding knowledge required for students to design their own experiments using ICT and focus on the design of ICT experiments suitable for internal assessment. In addition, participants will simulate activities to enhance their understanding of concepts, explore hands-on practical activities with a range of different software packages, and explore other ways to use ICT as a means of supporting teaching and learning.

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Physics: A focus on internal assessment

Recommended for:

Experienced IB Physics teachers and IB Physics teachers who have recently completed a category 1 Physics workshop.

Practical work is an important feature of the DP Physics course. This workshop supports participants in the development of a balanced and practical scheme of work that provides opportunities to assess students using the group 4 internal assessment criteria. Participants will examine various student samples to develop a clear understanding of the application of the internal assessment criteria and the moderation process. Ways in which teachers can scaffold teaching and learning to prepare students for internal assessment will also be explored.

The workshop is suitable for experienced teachers who wish to improve their practical schemes of work, as well as teachers new to teaching Physics in the DP.

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The Role of the Supervisor in Extended Essays

Purpose of Workshop: To develop an understanding of the following.

  • As a process the extended essay provides a valuable learning experience that supports lifelong learning
  • Each school plays an important role in providing a structure that enables students to build on their own learning experiences when developing the extended essay
  • A well-focussed research question will provide opportunity for systematic investigation which is both legal and ethical
  • The librarian plays a pivotal role in supporting students in research techniques, referencing and promoting an understanding of academic honesty
  • The supervisor can support and encourage the student throughout the research and writing of the extended essay
  • The supervisor can use the assessment criteria to frame feedback to the student during the writing process
  • The viva voce provides an opportunity to check on plagiarism and malpractice but also encourages the student to reflect on their learning
  • The supervisor contributes to the modelling

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Understanding the Diploma Programme (DP)

Recommended for:

DP teachers who wish to increase their level of understanding of the IB Diploma Programme.

This workshop is designed to meet the needs of a range of professional development requirements and can be used by schools undertaking the authorization process as well as a post-authorization refresher.

There is a focus on what it means to be an IB world school offering the Diploma Programme (DP) and how the values of the school should reflect and promote the IB standards and practices. For schools preparing to be authorized, this provides an opportunity to consider the basics while those schools post-authorization will be given an opportunity to reflect and evaluate their IB journey thus far. To foster a community of collaboration, teachers will explore the role of the three DP core elements: Theory of Knowledge; Creativity, Action, Service; and the Extended Essay as a means of broadening students’ educational experience and providing an interdisciplinary forum in which students are challenged to apply their knowledge and skills.

This will support DP subject teachers in developing a deeper understanding of the core elements and means of articulation with the subjects they teach through meaningful curriculum planning and consideration of approaches to teaching and learning.

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