OVERALL PURPOSE OF WORKSHOP
To provide professional development and assistance to subject-specific educators from either a school that has decided to apply for IB authorization or those that are new or recently appointed to a school with an existing IB Diploma Programme.
- You are new to the faculty of a longstanding IB World School and have not taught in an IB programme previously.
- You are aware of the IB philosophy and programme structure but are not experienced in teaching or administering the IB.
- You are familiar with the IB subject guide (including assessment procedures, moderation) and would like greater confidence before teaching a course.
- You have inherited a course and would like a review before teaching it to suit your own style and expertise.
The workshop should encourage and enable participants to:
- Develop a deep understanding of the IB organization: its history, mission statement, learner profile, IB continuum, the international dimension and university recognition
- Use elements of the IB Programme standards and practices (standards A, B and C) as a guide for decisions regarding implementation of the programme
- Consider the impact of the centrality of the IB learner profile and approaches to teaching and learning in the DP model
- Explore the links between economics and theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay (EE)
- Develop an understanding of student and teacher questions to guide inquiry (factual, conceptual and debatable)
- Design course outlines that align with curriculum requirements, aims and objectives of the subject, IB terminology and standards C1–C4 (see the Guide to school authorization: Diploma Programme)
- Consider an overview of authorization process: timeline, application forms (candidacy and authorization), consultation, verification visit and professional development requirements (see the Guide to school authorization: Diploma Programme)
- Articulate the assessment requirements for economics
- Discuss the design principles of summative assessment task(s) in relation to the subject group requirements and objectives
- Create formative assessment tasks that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)
- Use assessment criteria to make judgments about student achievement (criterion-related, best fit)
- Discuss and select suitable texts and resources that support teaching and learning in an IB classroom
- Explore the nature of the extended essay and the role of the supervisor, to include reference to world studies interdisciplinary extended essay
- Explore the role of reflection in the extended essay, the mandatory reflection sessions and the Reflections on planning and progress form (RPPF)
- Promote the importance of academic honesty
- Interact with and explore the subject-specific teaching and learning resources (TSMs) on the programme resource centre