Workshop Format

Featuring 12 hours of intensive, live interactive virtual workshops plus up to 3 hours offline; over 3 consecutive days with 4 hours of synchronous workshop per day.  Fully authorised and certified by the IB.  Delivered virtually by IB-trained expert workshop leaders on ZOOM.

Timings: 09:00-13:30 UK time each day with a pre-workshop set-up meeting starting at 08:30 UK time on Day 1.

About the workshop

This workshop is a "What is an IB Education" workshop and is suitable for all educators, IB coordinators and school leaders or decision makers at any point in their journey as life-long learners. It is also suitable for educators who do not teach IB programmes.

GROW PEDAGOGICAL PRACTICES, ENGAGE LEARNERS AND IMPLEMENT INNOVATIVE TEACHING STRATEGIES 

This workshop is recommended for teachers, non-teaching support staff, school administrators, governing body level participants who wish to further their knowledge and understanding of building teacher competencies. Groups of teachers who teach the same grade/subject may benefit from attending as a team.

How can educators grow their pedagogical practices and identify teaching strategies that engage learners to make meaningful connections to their lives? Innovative teaching strategies can help to improve student retention and engagement. When students are actively involved in their learning process, they are more likely to remember and apply the lessons they learn. In this workshop teachers will explore how:

• Teachers use effective strategies to design learning that engages student curiosity and develops student agency.
• Using effective approaches to teaching results in students feeling satisfaction about what they learn and accomplish because it is connected to their own lives.
• When teachers implement both innovative and sustainable teaching strategies that make a meaningful and measurable difference in the classroom, they grow their impact on students for the long term.
• It is not necessarily just how we teach, but how we think about teaching that influences student outcomes.
• It is not necessarily just how we teach, but how we think about teaching that influences student outcomes.