Quick Guide to IB Learning - 2019-2020 Workshops
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Quick Guide to IB Learning 2019–2020 Workshops
IB PROFESSIONAL DEVELOPMENT
DEVELOPING LEADERS IN INTERNATIONAL EDUCATION
IB online workshops help you
upgrade your teaching practice
Open to all educators in dozens of relevant, timely topics:
• Four-week workshops allow pacing that you control.
• A fresh engaging module is introduced each week.
• Collaborate with IB educators worldwide.
• An experienced workshop leader guides your
learning experience.
better student outcomes deeper understanding of IB pedagogy
stronger confidence in your teaching practice greater ability to manage your teaching load
Introduction
At every stage of your IB journey, this easy-to-use guide
will point you toward professional development (PD)
that not only helps inspire you but also helps you inspire
others: students, teaching colleagues and learning leaders.
IB workshops provide you with opportunity to share ideas,
collaborate with others, ask questions and learn from one
another. When your workshop concludes, you leave with
valuable knowledge that is immediately applicable.
This abbreviated catalogue contains descriptions about Category 3 programme frameworks and classroom practice. You learn more
workshops, helpful resources that are frequently underutilized and about assessment in your programme and how to analyse stan-
sometimes misunderstood. The purpose of Category 3 workshops dards and practices.
is indicated here by attaching the word ‘inspire’ to them. This tag is
a reminder of why educators at various levels of experience become Are you aiming to become a seasoned
interested in Category 3 workshops. Once you have achieved basic IB educator?
IB learning (Category 1 workshops), you may pursue topics that
interest you to gain depth in areas you enjoy or to deepen your Category 3 : I N S P I R E workshops take you deeper into areas
expertise in areas you find challenging. Either way you demon- you enjoy and strengthen your understanding of and expertise
strate your commitment to lifelong learning, a bedrock IB value in a particular subject. They also give you tools needed to fill
that strengthens all programme learning and teaching. knowledge gaps that even highly experienced educators have.
And they encourage you to probe more deeply into what an
Are you an educator at a newly authorized IB education means, exploring each unique element, such as
IB World School? approaches to learning, transdisciplinary learning, inquiry and
international-mindedness.
Category 1 workshops are where you begin. Category 2 work-
shops are where you continue to learn. These workshops are keyed To accommodate educators’ busy schedules, the IB offers two-
to your growth when you are new to the IB or gaining teaching and-a-half-day and intensive one-day workshops. Online work-
experience. Once you complete your basic requirements, you are shops are offered seven times a year in self-paced four-week ses-
free to move to Category 3 workshops, where exciting collabora- sions. Find the workshop right for you by browsing through each
tion, networking and information-sharing commonly occur. programme section or by searching the keyword section at the
back of this book (page 32). For direct help, contact IB Answers
Do you want to develop expertise in at support@IBO.org.
delivering an IB programme?
Please note: The number listed above each workshop’s title will not appear
Workshops that are Category 3 : I N S P I R E are designed for you. online in descriptions or at registration. This is a new feature we are piloting
These workshops guide you in making connections between in advance of future innovation.
I B O. O R G / P D 1Be Inspired © International Baccalaureate Organization 2019
Table of
Contents
Introduction1
Primary Years Programme4
Middle Years Programme10
Diploma Programme14
Career-related Programme25
All-programme Workshops27
Workshops by Keyword32
C O V E R I L L U S T R AT I O N B Y L U C I N D A R O G E R S I B O. O R G / P D 3Primary Years
Programme
All workshops are facilitated by trained workshop leaders experienced
in teaching in IB programmes.
Category 3: Inspire PYP-301
3- to 6-year-olds
Category 3: Inspire workshops FA C E T O FA C E : E N G L I S H
strengthen expertise in delivering IB ONLINE: N/A
programmes, deepen understanding
of how an IB education can inspire Consider the importance of a stimulating environment and how
student engagement and learning, it shapes learners. Explore how you can structure space and time
and support educators in becoming to reflect what we believe about children’s learning and what is
mentors to fellow teachers. most important to provide. Develop an understanding of how
mathematics and language concepts can be taught in creative,
playful, meaningful ways that let children learn at their own pace.
Up-to-date schedules and pricing Recommended for: Teachers and coordinators in the early years
are available online. E A R LY Y E A R S L E A R N I N G
E X P E R I E N T I A L L E A R N I N G
LEARNING ENVIRONMENT
PYP-302
Building for the future
Face-to-face and online workshops are FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
offered in multiple languages. O N L I N E : E N G L I S H , F R E N C H , S PA N I S H
This workshop for PYP learning leaders explores the PYP’s flexi-
bility and how the enhanced PYP framework better addresses the
needs of young students. Examine how you can re-envision your
PYP implementation and reframe your action plan to harness
the programme’s transformational power. Note: Participation in
this workshop by a teacher, coordinator or head/principal from
each PYP school is required by 31 December 2021.
Recommended for: Coordinators, school leaders and experi-
enced PYP teachers
Find workshops by keyword, A G E N C Y
TRANSDISCIPLINARY LEARNING
beginning on page 32.
4 I B O. O R G / P DPYP-303 The process of becoming a PYP school
Digital citizenship
FA C E T O FA C E : E N G L I S H , S PA N I S H
has been truly transformative for faculty,
ONLINE: ENGLISH staff and students. The amount of
Become familiar with a range of digital technologies and how to
dialogue, collaboration and reflection
combine any or all of them with your inquiry-based pedagogy to from teachers and students alike has
enhance international-mindedness and global awareness. Develop
your understanding, skills and confidence as a digital citizen and
been impressive and led to an even
explore how to develop digital citizenship in your students. stronger sense of community …
Recommended for: PYP administrators, coordinators, teachers
— Kate Lussen, International School of the Peninsula (ISTP), USA,
and school counsellors
Assistant Head of School
D I G I TA L T E C H N O L O G Y
I N T E R N AT I O N A L ‑ M I N D E D N E S S
INQUIRY
PYP-306
PYP-304 Get connected! Engaging in authentic global
Encouraging children’s creative instincts in learning practices
the classroom FA C E T O FA C E : E N G L I S H
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H ONLINE: ENGLISH
ONLINE: N/A
Examine the value of using digital technology to become a con-
Examine tangible ways to promote creativity in your classroom nected learner as you also establish online professional learning
and equip children for the future. Learn more about the nature networks. Explore ways to create exciting global collaborations
of creativity as you discover models and approaches to creativ- that enhance learning for you and your students and that pro-
ity. With support from your workshop leader, explore the role of mote intercultural understanding and international-mindedness.
creativity in education: how to teach creatively, how to promote Recommended for: PYP teachers, coordinators and school
creativity in children, in yourself and in your teaching practice. leaders
Recommended for: Classroom and specialist teachers D I G I TA L T E C H N O L O G Y
I N T E R N AT I O N A L ‑ M I N D E D N E S S
C R E AT I V I T Y P R O F E S S I O N A L L E A R N I N G CO M M U N I T Y ( P LC )
PYP-305 PYP-307
Flipping classrooms Inquiry and the additional language teacher
FA C E T O FA C E : E N G L I S H FA C E T O FA C E : E N G L I S H
ONLINE: ENGLISH ONLINE: N/A
Receive guidance through the process of planning and delivering Examine the concept-based inquiry of the PYP and how it relates
a successfully flipped classroom. Gain insight from teachers who to language learning: learning through language and learning
have implemented the flipped model as they share tips and dis- about language. A school’s language policy in framing language
cuss the successes and challenges they encountered. This work- learning will form a critical base to plan for improvement. During
shop covers background information about the flipped model, the workshop, you’ll be able to share strategies and resources
instructions on how to produce and distribute videos and strat- that support additional language learning as you critique units
egies for making the most of time in the classroom. You also of inquiry and examine sample planners that include the addi-
explore resources on producing and distributing flipped videos. tional language teacher. Follow up by designing new units of lan-
Recommended for: PYP administrators, coordinators and guage inquiry across the transdisciplinary themes and developing
teachers strategies for collaboration with classroom teachers. Finally, learn
P R O G R A M M E O F I N Q U I R Y
D I G I TA L T E C H N O L O G Y how to convey the value of your teaching practice within your
school community.
Recommended for: Administrators, coordinators and teachers
who are responsible for language policy, who teach an additional
language in a PYP school or who wish to understand and work
more effectively with their additional language colleagues
I N Q U I R Y
C O N C E P T ‑ B A S E D L E A R N I N G
L A N G U A G E A C Q U I S I T I O N
L ANGUAGE POLIC Y
I B O. O R G / P D 5PYP-308 PYP-311
Inquiry in creative places Personal, social and physical education—Well-being
FA C E T O FA C E : E N G L I S H FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: N/A ONLINE: N/A
Examine how the PYP framework provides opportunity for all Through this workshop PYP educators find a high-value oppor-
learners to engage in relevant inquiries. Through the lens of tunity to explore the development of their students’ well-being
transdisciplinary themes and individual subjects you will cri- and how the PYP supports development of physical, emotional,
tique a range of inquiry models as you gain deeper understand- cognitive, spiritual and social well-being. With your workshop
ing of how inquiry supports personal construction of meaning leader, you examine how personal, social and physical educa-
regardless of language competency or learning style. tion support development of transdisciplinary skills as you gain
Recommended for: PYP teachers and coordinators deeper understanding and appreciation of the transdisciplinary
T R A N S D I S C I P L I N A R Y L E A R N I N G
I N Q U I R Y
C R E AT I V I T Y nature of the PYP.
Recommended for: Experienced PYP teachers and coordinators
P H Y S I C A L E D U C AT I O N ( P E )
S T U D E N T W E L L ‑ B E I N G
PYP-309 S O C I A L E M O T I O N A L L E A R N I N G
Literacy, mathematics and symbolic learning in the TRANSDISCIPLINARY LEARNING
early years
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
O N L I N E : E N G L I S H , F R E N C H , S PA N I S H PYP-312
Play-based learning
Early years educators will find this workshop to be a great FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
resource in learning how to provide a purposeful play environ- ONLINE: ENGLISH
ment where young children naturally learn about the world, its
systems and symbols. Symbolic language is how the journey to From birth, play is the way children inquire and learn about the
literacy and numeracy begins. Counting, making marks and world around them. With your workshop leader and peers, exam-
recognizing shapes in the environment are all thresholds into ine the importance of time, space, materials and relationships
language and mathematical learning. By embracing a transdisci- in inquiry. Explore political and cultural images of children we
plinary learning approach, you will be able to guide children to frequently encounter and discuss their impact on the learning
learn at their own developmental pace. environment. Finally, study and discuss theoretical and practical
Recommended for: Administrators, coordinators and teachers considerations and research findings related to children’s physi-
who have an understanding of the philosophy and curriculum cal, social and emotional development.
framework of the PYP and would like to apply that knowledge Recommended for: PYP teachers and coordinators interested in
to early learning the early years and lower primary years
E A R LY Y E A R S
T R A N S D I S C I P L I N A R Y L E A R N I N G
L I T E R A C Y I N Q U I R Y
E A R LY Y E A R S
NUMERACY
PYP-310
Music and inquiry
FA C E T O FA C E : E N G L I S H
ONLINE: ENGLISH
Gain a hands-on approach to music—general, vocal and instru-
mental—using an inquiry framework. Make connections
and build understanding of teaching through inquiry into
music-making. Share inquiry and constructivist instructional
strategies as you delve into the PYP unit planner, the essential
elements of the programme, interdisciplinary planning and
concept-based teaching and learning. You will emerge from
this workshop as a teacher able to develop and revise individual
music lessons and units of inquiry.
Recommended for: PYP music teachers
C O N C E P T ‑ B A S E D L E A R N I N G
I N Q U I R Y
MUSIC
6 I B O. O R G / P DPYP-313 PYP-316
Science discoveries: Exciting ways to weave science The role of arts
into the programme of inquiry FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
FA C E T O FA C E : E N G L I S H ONLINE: N/A
ONLINE: N/A
Arts specialists and educators: gather round to inquire, reflect on
Delve into the fundamental concepts of PYP science while and further develop your arts knowledge and teaching practice.
exploring the wonders of the landmark American Museum of With support from your workshop leader, discuss learning the-
Natural History, New York City. Here you will explore the funda- ory, pedagogy, assessment and the significance of single-subject
mentals of inquiry-based teaching and learning and how scien- teachers and challenges they encounter. Also explore integration
tists work; connect science to every PYP transdisciplinary theme; of the arts through the perspective of the essential elements, IB
and bring new tools and resources back to your classroom (e.g. documentation and the role of the arts in the PYP.
websites, books and ideas) for new hands-on activities that focus Recommended for: Arts specialists and PYP teachers
on the scientific process. When you depart the museum, you will A R T S
C U R R I C U L U M
L E A R N I N G L E A D E R S
know how to apply your museum classroom experience to tap
other museums and parks as resources to create relevant units
for your students. PYP-317
Recommended for: Experienced PYP classroom teachers The role of arts in the early years
E X P E R I E N T I A L L E A R N I N G
S C I E N C E FA C E T O FA C E : E N G L I S H
TRANSDISCIPLINARY LEARNING ONLINE: N/A
Experience the strength of collaborative practice with other pas-
PYP-314 sionate and like-minded arts educators. This workshop invites
Science throughout the programme of inquiry you to come together to engage in deeper inquiry and reflective
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H practices. You will participate in candid, in-depth discussions
ONLINE: N/A about learning theory, pedagogy, assessment, the significance of
the single-subject teacher and the challenges often encountered.
Use this workshop to extend your understanding of how to build Time will be allocated to exploration of authentic integration
science into any unit of inquiry. You will examine research on a of the arts through the perspective of the essential elements, IB
range of science knowledge and skills that students need for suc- documentation and the role of the arts in the PYP.
cess in secondary school studies. You also explore using children’s Recommended for: Arts specialists, PYP teachers and early years
literature to inspire scientific thinking and inquiry along with an teachers
array of scientific writing styles. A R T S
E A R LY Y E A R S
L E A R N I N G L E A D E R S
Recommended for: PYP classroom teachers and coordinators
S C I E N C E
T R A N S D I S C I P L I N A R Y L E A R N I N G
P R O G R A M M E O F I N Q U I R Y
UNIT OF INQUIRY PYP-318
The role of information and communication
technology (ICT)
PYP-315 FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
Sustaining and growing the PYP in your school ONLINE: ENGLISH
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: ENGLISH Focus on how information and communication technology can
be used to transform teaching and learning practices rather than
Develop expertise in refining and implementing systems that as a stand-alone subject area. This workshop aims to be fully
ensure ongoing programme development and growth. Explore paperless and to engage you in internet and electronic resources
challenges commonly encountered in mature PYP schools and that support teaching and learning.
become adept at identifying potential solutions to address them. Recommended for: Classroom teachers and administrators
Also, learn how to apply a cycle of collaborative reflection and I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T )
innovation to support school-wide excellence and achievement.
Recommended for: Experienced PYP administrators and learn-
ing leaders
P R O G R A M M E D E V E L O P M E N T
M AT T E R S T O B E A D D R E S S E D
I B O. O R G / P D 7PYP-319 PYP-322
The role of language The role of science and social studies
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: N/A ONLINE: N/A
The PYP treats all language as important: the language of instruc- Explore the interdependent relationship between science and
tion, mother tongue, English as a second language, English as social studies along with key and related concepts of the PYP’s
an additional language and host-country languages. Explore the transdisciplinary themes and development of skills in science
fluid nature of language learning as a continuum that is not devel- and social studies. Find support as you develop a balanced pro-
opmentally tied to an age or stage. Examine the roles of language gramme of inquiry that addresses breadth and depth in science
teachers in advising, supporting and integrating language in the and social studies.
programme of inquiry and in a single subject. Finally, examine Recommended for: Classroom teachers
the critical nature of learning language, learning about language S C I E N C E
S O C I A L S T U D I E S
and learning through language. Receive guidance about develop- TRANSDISCIPLINARY LEARNING
ment of a language policy.
Recommended for: Classroom teachers
B I L I N G U A L I S M
L ANGUAGE POLIC Y PYP-323
The role of technology
FA C E T O FA C E : N / A
PYP-320 ONLINE: ENGLISH
The role of mathematics
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H You are in the driver’s seat with this self-paced online-only work-
O N L I N E : E N G L I S H , S PA N I S H shop that overviews technology literacy, frameworks, mindsets,
attitudes and policy development, and action planning. With
Find support of the skills, knowledge and ideas needed to address a set of individual inquiry-based experiences, you become
teaching and learning of mathematics. Take this opportunity equipped to analyse differences and connections between imple-
to discuss the teaching and learning of mathematics using an mentation and technology integration. Collaboratively, you will
inquiry approach, to share resources and to work on curriculum learn to implement and integrate technology in your classroom
documentation. and for your school. This workshop is PYP-focused but applies
Recommended for: Classroom teachers to all IB programmes.
I N Q U I R Y
M AT H E M AT I C S
WRIT TEN CURRICULUM Recommended for: PYP teachers, coordinators and leaders
D I G I TA L T E C H N O L O G Y
PYP-321
The role of physical education PYP-324
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H The role of the coordinator
ONLINE: N/A FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: ENGLISH
Explore the scope, purpose and meaningful integration of phys-
ical education in the PYP. With your workshop leader and peers, Examine the role of the PYP coordinator in creating documen-
consider the role of physical education in this transdisciplinary tation, organizing professional development opportunities and
programme and how subject-specific content can help students managing complex relationships, resources and communications.
understand the world, themselves and each other. Also consider Take this opportunity to review publications, map curriculum,
how planning, teaching and assessing physical education reflect write policy and review guidelines for verification and evaluation.
essential elements of the IB learner profile. Become familiar with the IB professional development architec-
Recommended for: Classroom teachers ture and the role of the IB educator network (IBEN). Find effec-
L E A R N I N G L E A D E R S
P H Y S I C A L E D U C AT I O N ( P E ) tive ways to manage change.
TRANSDISCIPLINARY LEARNING Recommended for: Current PYP coordinators, either newly
appointed or experienced
C O O R D I N AT O R
LEARNING LEADERS
8 I B O. O R G / P DPYP-325 With students, parents, teachers locally
The vital role of the teaching assistant in the PYP
FA C E T O FA C E : E N G L I S H
and globally, as well as the community,
ONLINE: N/A we can together take the next steps on
Teaching assistants can greatly enrich the educational experi-
our PYP journey of a lifetime.
ences of students. Explore the many opportunities you have to — Allison Elliott, PYP Coordinator, Las Colinas
collaborate, communicate and reflect while in the classroom. and R.E. Good Elementary Schools, USA
Exploit the opportunity you have to serve as a key connection
between students and teacher. By helping the teacher implement
activities and make effective decisions, you support greater stu- PYP-327
dent outcomes. Young children—powerful learners
Recommended for: Teaching assistants in PYP schools, candi- FA C E T O FA C E : E N G L I S H
date schools and non-IB schools. Suitable for all teaching assis- ONLINE: ENGLISH
tants, learning support assistants and those who support learning
in all settings, at all stages. Unpack key theories about childhood and educators’ understand-
T E A C H I N G A S S I S TA N T ing of learners in the early years. Explore why young children in
the Primary Years Programme are considered capable learners
who have a great deal of potential, and what this feature implies
PYP-326 about classroom practice. Discuss bridging playful inquiry with
Transdisciplinary learning for subject specialists connected relationships and building knowledge, skills and
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H dispositions in authentic contexts. Take this workshop to think
ONLINE: N/A deeply about your work alongside young children and how the
PYP framework supports children during a period of significant
Join this workshop to look at tools that map local curricula development and learning.
against PYP scope and sequence documents. Analyze transdisci- Recommended for: Early years practitioners without formal
plinary themes and examine how effective concept-based central qualifications who wish to work in or who currently work in IB
ideas and lines of inquiry can be designed to address the curric- World Schools
ulum in relevant, challenging and engaging ways. Explore trans- E A R LY Y E A R S L E A R N I N G
disciplinary skills as an essential element of curriculum mapping.
This workshop is suitable for those who wish to map national and
state curricula against PYP concept-based scope and sequences.
Recommended for: PYP teachers and coordinators in candi-
date schools, IB World Schools and non-IB teachers. This work-
shop is for those who 1) have attended a Category 1 workshop,
2) have in-depth understanding of PYP philosophy and its cur-
riculum framework, and 3) have understanding of the specialist
subject area.
Note: Non-specialists assigned to specialist positions should
consider attending “The role of” workshop in their designated
specialist area.
C O N C E P T ‑ B A S E D L E A R N I N G
T R A N S D I S C I P L I N A R Y L E A R N I N G
C U R R I C U L U M ‑ M A P P I N G
LEARNING LEADERS
I B O. O R G / P D 9Middle Years
Programme
All workshops are facilitated by trained workshop leaders experienced
in teaching in IB programmes.
Category 3: Inspire MYP-301
Building self-directed learners through approaches
Category 3: Inspire workshops to learning
strengthen expertise in delivering IB FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
programmes, deepen understanding ONLINE: FRENCH
of how an IB education can inspire
student engagement and learning, Use MYP approaches to learning (ATL) to delve into how stu-
and support educators in becoming dents develop skills they can apply across and beyond the curricu-
mentors to fellow teachers. lum. ATL skills in cognitive, affective and metacognitive domains
can be learned, taught and improved upon explicitly and implic-
itly to help students learn how to learn and how to prepare for
Up-to-date schedules and pricing meaningful assessment.
are available online. Recommended for: MYP teachers, coordinators and
administrators
A P P R O A C H E S T O L E A R N I N G ( AT L )
MYP-302
Creating authentic units in the MYP
Face-to-face and online workshops are FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
offered in multiple languages. ONLINE: N/A
Deepen your understanding of how assessment informs teach-
ing and learning, provides strategies and pedagogies that sup-
port the MYP and allows for reflection about how assessment
design affects the teaching and learning culture in your school.
Also explore how formative and summative assessments work
together to create a well-defined approach to making learning
meaningful and authentic.
Recommended for: Experienced IB practitioners in the MYP
Find workshops by keyword, A S S E S S M E N T
UNIT PLANS
beginning on page 32.
10 I B O. O R G / P DMYP-303 Our curriculum has now taken on a
Evaluating your MYP
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
global approach and we are excited
ONLINE: N/A to offer this advanced learning to new
At this hands-on workshop, design a strategic plan for your
and current families alike.
school’s evaluation process. Using the Guide to Programme Evalu- — Holy Family Catholic School, USA,
ation and the Self-study questionnaire: Middle Years Programme you holyfamilygreenbay.com
will conduct a programme analysis of your school’s implemen-
tation with support from the workshop leader and your peers.
Recommended for: MYP teachers, coordinators and MYP-306
administrators Interdisciplinary teaching and learning in the MYP
P R O G R A M M E E VA L U AT I O N FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: ENGLISH
MYP-304 Prepare an interdisciplinary unit plan step by step from design
Global contexts for teaching and learning of a multifaceted question to assessment of the work. Explore
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H interdisciplinary aims, objectives and criteria and ways to orga-
ONLINE: ENGLISH nize interdisciplinary teaching and learning in your school. Also
probe the MYP in a deeper way to reach the underpinnings of
Delve into contextual teaching and learning and the key role it MYP philosophy and its interdisciplinary unit planning.
plays in your students’ MYP experience as you create tasks that Recommended for: Teams of at least two teachers from different
lead to contextual learning. Discuss globally relevant contexts subject groups to facilitate collaboration on a unit plan to use at
and how they promote student inquiry, responsible action and their home school. Independent teachers also welcome.
critical reflection. Also explore how to create teaching and learn- I N T E R D I S C I P L I N A R Y L E A R N I N G
UNIT PLANS
ing communities in which students can increase their under-
standing of languages and cultures.
Recommended for: All MYP staff MYP-307
C O N T E X T U A L L E A R N I N G
INQUIRY Interdisciplinary teaching and learning in the MYP
at the American Museum of Natural History
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
MYP-305 ONLINE: N/A
Inquiry in the MYP
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H Be inspired by having this world-class museum as your classroom!
ONLINE: N/A Work with colleagues to develop an interdisciplinary unit as you
use the museum environment as a resource. Visit ibo.org/events
Discuss inquiry: what it is and how it differs for each learner. and search ‘AMNH’ for details.
Consider how to adapt your school’s teaching and learning envi- Recommended for: School leaders, MYP coordinators and lead
ronment so that it reflects the idea that human beings are natu- teachers in subject groups who want to deepen their understand-
rally curious who construct understanding in a variety of ways. ing of the MYP assessment model
Recommended for: Experienced MYP teachers and coordinators I N T E R D I S C I P L I N A R Y L E A R N I N G
MUSEUM
I N Q U I R Y
SCHOOL ENVIRONMENT
I B O. O R G / P D 11MYP-308 MYP-310
Managing assessment in the MYP MYP projects (personal project and
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H ( A L L S U B J E C T S ) community project)
ONLINE: ENGLISH (NOT SUBJEC T SPECIFIC) FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
O N L I N E : E N G L I S H , S PA N I S H
Choose a subject-specific workshop in which to deepen your
understanding of the MYP assessment model. Explore MYP Focus on the personal and community projects. Participate in
assessment strategies, build assessment practices using sub- group inquiry to better understand how MYP projects engage
ject-specific objectives and criteria, develop concept-driven assess- students in practical exploration through a cycle of inquiry,
ments and consider new models of optional external assessment action and reflection. Discover the critical importance of creat-
for the MYP. A dedicated workshop is offered for learning leaders ing environments conducive to student learning and reflection.
(heads of school and coordinators). Recommended for: MYP coordinators, heads of school, teachers
Recommended for: School leaders, MYP coordinators and lead and the whole school community
teachers in subject groups who want to deepen their understand- P E R S O N A L P R O J E C T
C O M M U N I T Y P R O J E C T
REFLECTION
ing of the MYP assessment model
ASSESSMENT
MYP-311
CHOOSE FROM THESE SUBJECTS: Power and impact of digital assessment
Arts-Performing FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
Arts-Visual and performing O N L I N E : E N G L I S H , F R E N C H , S PA N I S H
Arts-Visual
Design Rediscover how MYP eAssessment leads to effective teaching and
Individuals and societies learning. Consider the impact and potential that MYP eAssess-
Language acquisition (generic) ment has on teaching and learning and how to use that impact
Language acquisition to strengthen student approaches to digital literacy skills and
Language and literature learning. Use this opportunity to strengthen good classroom
Mathematics practice and to increase your own assessment literacy. Delve into
Physical and health education the rationale, design and implementation of digital assessment
Sciences relevant to all MYP schools.
Heads of school/IB coordinators (Learning leaders) Recommended for: MYP teachers, heads of school, coordinators
e - A S S E S S M E N T
A P P R O A C H E S T O L E A R N I N G ( AT L )
D I G I TA L
MYP-309
Mathematics: MYP and the Common Core
FA C E T O FA C E : E N G L I S H MYP-312
ONLINE: ENGLISH The role of the coordinator
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
Discover how well the MYP is suited to support implementation ONLINE: N/A
of the Common Core State Standards (CCSS) in mathematics.
Develop MYP units of work that meet CCSS requirements. Dis- Improve your pedagogical leadership skills to strengthen your
sect the standards for mathematical content and mathematical school’s MYP implementation. Deepen your understanding of
practice as you explore how elements of the MYP deliver CCSS the MYP, reinforce your management and planning skills and cre-
requirements. Finally, investigate the types of assessments the ate an action plan for implementation. Explore how the role can
CCSS suggests for mathematics and then design your own. support the entire school community, from planning and imple-
Recommended for: MYP mathematics teachers in the USA or mentation to promotion of professional development for educa-
teachers who are interested in teaching mathematics in the USA tors. Also learn management practices and strengthen your analyt-
C O M M O N C O R E
M AT H E M AT I C S
ASSESSMENT ical and decision-making skills to sustain your work-life balance.
Recommended for: MYP coordinators
L E A R N I N G L E A D E R S
I M P L E M E N TAT I O N
12 I B O. O R G / P DMYP-313 As we strive to foster learners who
Understanding the MYP
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
can interpret their place in the global
ONLINE: N/A community, we hope students will expand
Deepen your understanding of what it means to offer an IB edu-
their understanding of ‘community’
cation and how rigorous fidelity to MYP implementation can and ‘culture’ … With awareness and
positively affect your school’s structure, development and cul-
ture. Learn how to cultivate a growth mindset in your school to
appreciation of deaf culture, we look
encourage organizational transformation. As you explore the cre- forward to exploration of new ways to
ation of a more robust MYP, reflect on how your school encour-
ages international-mindedness and responsible action, how your
bridge communication between hearing
school conducts MYP unit planning and assessment, how your and deaf communities.
school supports the personal and community projects and how
— Alicia Miller, MYP Coordinator at Falls Church City
it promotes access to more challenging courses for all students.
Public Schools, USA, in a blog about offering American
Recommended for: teachers who wish to increase their under-
Sign Language in her district’s middle schools
standing of the MYP
I M P L E M E N TAT I O N
U N I T P L A N S
I N T E R N AT I O N A L ‑ M I N D E D N E S S
P E R S O N A L P R O J E C T
COMMUNIT Y PROJEC T
I B O. O R G / P D 13Diploma
Programme
All workshops are facilitated by trained workshop leaders experienced
in teaching in IB programmes.
Category 3: Inspire DP-301
Academic honesty in practice
Category 3: Inspire workshops FA C E T O FA C E : E N G L I S H , S PA N I S H
strengthen expertise in delivering IB O N L I N E : N O T AVA I L A B L E
programmes, deepen understanding
of how an IB education can inspire Deepen your understanding of academic honesty and develop
student engagement and learning, skills to better support DP students. Explore different types of
and support educators in becoming malpractice and ways to detect them. Also gain understanding
mentors to fellow teachers. of proactive approaches to development of an academic honesty
policy that raises awareness and provides safeguards for students
while they are learning.
Up-to-date schedules and pricing Recommended for: DP coordinators, theory of knowledge
are available online. (TOK) teachers and extended essay supervisors, DP subject teach-
ers and librarians.
A C A D E M I C H O N E S T Y
P O L I C Y D E V E L O P M E N T
DP CORE
DP-302
Academic writing practices
Face-to-face and online workshops are FA C E T O FA C E : E N G L I S H
offered in multiple languages. ONLINE: ENGLISH
Deepen your understanding and practice of academic writing as
you develop skills to better support DP students. This workshop
highlights writing as a way of developing critical thinking skills
and other IB approaches to learning: research, communication,
social and self-management skills. Learn about problems that
students face in writing essays, the methodology and stages of
creating high-quality pieces of writing and the relationship that
exists between correct academic writing and critical thinking.
Recommended for: DP teachers and coordinators
Find workshops by keyword, A P P R O A C H E S T O L E A R N I N G ( AT L )
W R I T I N G
beginning on page 32. CRITICAL THINKING
14 I B O. O R G / P DKnowledge for action is the motto of DP-305
Assessment for learning in the DP
the Wharton School and in my opinion, FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
I think this is what my IB education ONLINE: ENGLISH
prepared me for. Use this workshop to explore the philosophical underpinnings
— Esha Indani, DP alumna, in her application essay to of DP assessment. Develop lesson plans and units of instruction
University of Pennsylvania using DP assessment philosophy and practices. During the work-
shop, learn about DP assessment: assessment objectives for all
subject groups, the relationship of DP assessments across subject
DP-303 / CP-301 groups and the central role of feedback in assessment. Discuss
Approaches to teaching and learning for DP/CP understanding by design, backward design and the role of assess-
classroom teachers ment in backward design. Also explore the role of assessment
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H across the learner profile, approaches to learning and approaches
O N L I N E : E N G L I S H , F R E N C H , S PA N I S H to teaching. Finally, have a chance to design reflective assessments.
Recommended for: Experienced DP teachers and coordinators
Explore approaches to teaching and learning that are at the heart ASSESSMENT
of an IB education. Enhance your understanding of the educa-
tional philosophy that underpins IB programmes and explore
practical strategies that can help students prepare students for the DP-306
challenges of an increasingly complex world. Draw on your expe- Biology: A focus on internal assessment
riences and your IB peers’ as you develop a dynamic, deliberate FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
method to teaching and learning in the DP and CP. ONLINE: ENGLISH
Recommended for: DP and CP teachers of all experience levels
A P P R O A C H E S T O L E A R N I N G ( AT L ) Develop a balanced, practical plan to assess students by using
APPROACHES TO TEACHING the sciences subject group internal assessment criteria. Through
examination of student samples, you learn more about internal
assessment criteria and the moderation process. Develop clear
DP-304 / CP-302 understanding of the application of the internal assessment cri-
Approaches to teaching and learning for DP/CP teria and the moderation process methods teachers can use to
coordinators and pedagogical leaders effectively construct teaching and learning that prepares students
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H for internal assessment.
O N L I N E : E N G L I S H , F R E N C H , S PA N I S H Recommended for: Experienced DP biology teachers and those
who have completed a Category 1 workshop
Review approaches to teaching and learning and discuss issues I N T E R N A L A S S E S S M E N T
SCIENCE
related to programme implementation at your school. Gather
experience and best practices as you embed ATL skills in writ-
ten, taught and assessed curriculum and develop an action plan DP-307
for your school. Learn more about the relationship between IB Biology: Incorporating fieldwork
approaches to teaching and learning and IB Programme Stan- FA C E T O FA C E : E N G L I S H
dards and Practices, and how approaches to teaching can support ONLINE: N/A
teacher development.
Recommended for: DP and CP coordinators and pedagogical Designing an investigation and conducting successful fieldwork
leaders including principals, heads, senior management teams, are central to this workshop where you work in small groups to
approaches to teaching and learning coordinators, extended explore key issues involved in the criteria and experience chal-
essay and creativity, activity, service coordinators lenges the way your students do. Come away with a toolbox of
A P P R O A C H E S T O L E A R N I N G ( AT L ) skills to take back to your school to improve fieldwork. Boost
A P P R O A C H E S T O T E A C H I N G
CURRICULUM your confidence in using the environment as context for inquiry,
which improves student achievement in internal assessment and
field-based learning. Procedures for safely organizing and con-
ducting individual project work also are covered.
Recommended for: Experienced DP biology teachers and those
who have completed a Category 1 workshop
SCIENCE
I B O. O R G / P D 15DP-308 [Problem-based learning] PBL [is]
Biology: Promoting the use of ICT
FA C E T O FA C E : E N G L I S H , S PA N I S H
where students have opportunities to
ONLINE: ENGLISH show thinking, knowledge and skills.
Explore how to use information and communication technology
The @IB_DP IAs [internal assessments]
as a tool for practical work and move away from its superficial use. do a good job of this: Give them real
For example, look at the use of data collection probes, evaluate data
collection exercises using online simulations and apps, and create
world situations to be writers, editors,
exercises that explore online databases. This workshop also provides journalists, geographers, business leaders,
you with a toolbox of strategies with which to manage a tech-savvy
classroom, including collaboration tools that extend teaching time
scientists, mathematicians and artists.
and develop communication, social and self-management skills — @Lars Jefferson (teacher in China), on Twitter
and that place students at the center of their own learning.
Recommended for: Experienced DP biology teachers and those
who have completed a Category 1 workshop DP-311
S C I E N C E
D I G I TA L T E C H N O L O G Y CAS: The transforming power of experiential learning
I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T ) FA C E T O FA C E : E N G L I S H , S PA N I S H
ONLINE: N/A
DP-309 Reflect on your CAS experiences as you deepen your knowledge
Bringing the IB Diploma Programme into about the experiential learning framework. Develop a proj-
the community ect methodology and reflection activities as you explore links
FA C E T O FA C E : E N G L I S H , S PA N I S H between CAS, theory of knowledge and other DP subjects. There
ONLINE: N/A also will be time to develop strategy about how to address poten-
tial implementation challenges.
Get a sense of what makes the DP a special experience for stu- Recommended for: Creativity, activity, service (CAS) supervisors
dents. Go deeper into the DP’s nature, structure and different who are familiar with the CAS component and who have com-
pathways and the relationship between the IB learner profile pleted a Category 1 workshop
and international-mindedness. Learn why the DP core (theory E X P E R I E N T I A L L E A R N I N G
R E F L E C T I O N
DP CORE
of knowledge; creativity, activity, service; and the extended essay)
makes the DP unique and the central role that inquiry and con-
cept-based learning play in IB programmes. DP-312
Recommended for: Individuals interested in finding out more Chemistry: A focus on internal assessment
about the DP: parents, parent-teacher associations, teachers from FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
neighboring schools and school owners. ONLINE: ENGLISH
D I P L O M A P R O G R A M M E
C O M M U N I T Y
I N T E R N AT I O N A L ‑ M I N D E D N E S S
L E A R N E R P R O F I L E Develop a balanced, practical plan to assess students by using
DP CORE the sciences subject group internal assessment criteria. Through
examination of student samples, you learn more about internal
assessment criteria and the moderation process. Explore how
DP-310 teachers can construct effective teaching approaches that prepare
Business management: A focus on students for internal assessment.
internal assessment Recommended for: Experienced DP chemistry teachers and
FA C E T O FA C E : E N G L I S H , S PA N I S H those who have completed a Category 1 workshop
ONLINE: ENGLISH I N T E R N A L A S S E S S M E N T
SCIENCE
As you generate useful resources and devise appropriate activi-
ties with fellow participants, this practical workshop equips you
to confidently deliver the business management internal assess-
ment. Examine assessment criteria, mark internal assessment
components and gain clarity about effectively assessing your
business management course.
Recommended for: Experienced DP business management
teachers and those who have completed a Category 1 workshop
INTERNAL ASSESSMENT
16 I B O. O R G / P DDP-313 DP-316
Chemistry: Promoting the use of ICT Coordination
FA C E T O FA C E : E N G L I S H , S PA N I S H FA C E T O FA C E : N / A
ONLINE: ENGLISH ONLINE: ENGLISH
Focus on the role that information and communication technol- Examine research on IB student achievement, instructional effec-
ogy (ICT) can play in teaching, learning and school-based assess- tiveness and programme evaluation as you explore best practice
ment in the IB chemistry curriculum. Learn to collect primary in this jam-packed online-only workshop with an experienced
data via data loggers and smartphones. Also learn to source sec- workshop leader and your IB peers. Together, conduct data anal-
ondary data using technology in the classroom, as well as how to ysis that fosters ongoing progress and monitoring; review admin-
use simulations, animations and modelling in chemistry. Finally, istrative mechanisms that enhance programme equity and access;
evaluate ICT tools that encourage student collaboration. consider assessment policy and language policy examples. Also,
Recommended for: Experienced DP chemistry teachers who study IB programmes as evolving learning communities, honing
have completed a Category 1 workshop, with experience using in on collaborative structures, staffing, interventions and profes-
information and communication technology (ICT) sional development options.
I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T ) Recommended for: Coordinators, heads of school, school
S C I E N C E
D ATA C O L L E C T I O N administrators and school counsellors
L E A R N I N G L E A D E R S
P R O F E S S I O N A L L E A R N I N G CO M M U N I T Y ( P LC )
DP-314
Collaboratively creating original theatre
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H DP-317
ONLINE: N/A Developing a culture of thinking and assessment
for understanding
This workshop provides an in-depth look at form, structure and FA C E T O FA C E : E N G L I S H , S PA N I S H
staging of theatrical material. Develop greater understanding of ONLINE: N/A
how original theatre can be created and presented collaboratively
from the perspectives of both learner and teacher. Leave with a Learn how to create a culture of thinking in classrooms sup-
tool kit for subsequent practice in your classroom. During the ported by assessments that provide feedback to students and pro-
workshop, become part of an ensemble that creates an original mote good thinking habits. Traditionally, assessment caps a unit
theatre piece. Use different stimuli and starting points as you or topic and emphasizes accountability. While such assessments
determine and shape your creative piece. are important, they may not reveal the true extent of what has
Recommended for: DP theatre teachers been learned or gained. Assessments that promote learning go
T H E AT R E
ARTS hand in hand with development of critical-thinking skills and
useful feedback, also to be discussed.
Recommended for: Experienced DP teachers and those who
DP-315 have completed a Category 1 workshop
Concepts and inquiry in the DP A S S E S S M E N T
C R I T I C A L T H I N K I N G
C U LT U R E
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: N/A
DP-318
Develop your understanding of the transferable and universal Economics: Boosting student grades
nature of concepts and inquiry so that you can take a more con- FA C E T O FA C E : N / A
structivist approach to teaching the DP. Focus on strategies that ONLINE: ENGLISH, FRENCH
promote underlying conceptual connections rather than isolated
facts. Go through backward planning to identify learning oppor- In this collaborative course, experienced teachers share ideas
tunities, determine course content and assess students’ skill devel- and strategies for more effective and inquiry-based approaches
opment. You will model a practical inquiry appropriate for the DP to teaching and learning in economics with the goal of raising
using student-generated guiding questions. And you will discuss achievement levels. It offers a platform to discuss both internal
current research in education. Finally, you will work on individual and external assessment.
unit plans and get feedback from other participants so that you Recommended for: DP economics teachers at IB World Schools
leave with practical solutions for improving classroom practice. who have prepared students for at least one exam session
Recommended for: New DP teachers I N T E R N A L A S S E S S M E N T
E X T E R N A L A S S E S S M E N T
I N Q U I R Y
UNIT PLANS I N Q U I R Y
ECONOMICS
I B O. O R G / P D 17DP-319 DP-322
Economics: Extended essay Evaluating your DP
FA C E T O FA C E : N / A FA C E T O FA C E : E N G L I S H , S PA N I S H
ONLINE: ENGLISH ONLINE: N/A
Experienced teachers of economics who supervise extended essays This hands-on workshop studies the DP evaluation process. Pro-
in the subject will want to gain further insights into how candi- gramme documentation including IB Programme Standards and
dates should approach an extended essay in economics. Deepen Practices, the Guide to Programme Evaluation and the DP Self-study
your understanding of the extended essay and its assessment Questionnaire are used as analysis tools. You will depart the work-
rationale, of extended essay supervision policy and procedures, shop with a strategic plan for your school’s evaluation process.
of the roles and responsibilities of an extended essay supervisor at Recommended for: DP coordinators, administrators and district
candidate and IB World Schools. Also improve your understand- or local representatives
ing of assessment criteria and subject-specific guidelines. P R O G R A M M E E VA L U AT I O N
Recommended for: Economics teachers who supervise extended
essays
E X T E N D E D E S S AY
E C O N O M I C S
DP CORE DP-323
Exploring a “sustainable” future: Concepts, principles
and practices across disciplinary boundaries
DP-320 FA C E T O FA C E : N / A
Environmental systems and societies: A focus on ONLINE: ENGLISH
internal assessment
FA C E T O FA C E : E N G L I S H , S PA N I S H Offered in conjunction with the Ellen MacArthur Foundation, this
O N L I N E : E N G L I S H , S PA N I S H workshop takes a broad conceptual look at sustainability. Using the
circular economy, systems thinking and nexus as lenses, you con-
Participants in this workshop explore the ESS syllabus, along with sider sustainability as a starting point for developing a classroom
the class’s aims, objectives, command terms, practical work and or whole-school approach to teaching sustainability issues. Learn
internal assessment. Learn how activities can help students fulfill more about sustainable development goals and the meaning of the
IB objectives. Delve into the relationship between investigations circular economy in an IB context as you explore how to approach
and assessment, how internal assessment criteria are applied and this topic from both disciplinary and interdisciplinary perspectives.
how to use information and communication technology (ICT). Enjoy collaborating across disciplinary boundaries using teaching
Work collaboratively to develop an internal assessment manual modules that examine the fundamentals of an IB education.
for students. Recommended for: DP and CP coordinators and teachers, par-
Recommended for: Standard-level and higher-level environ- ticularly those who teach individuals and societies; sciences; and
mental systems and societies (ESS) teachers, new ESS teachers creativity, activity, service (CAS)
I N T E R N A L A S S E S S M E N T
S C I E N C E
SOCIETIES I N T E R D I S C I P L I N A R Y L E A R N I N G
S C I E N C E
S U S TA I N A B I L I T Y
DP CORE
DP-321
Environmental systems and societies: DP-324
Incorporating fieldwork Extended essay in focus: A one-day intensive
FA C E T O FA C E : E N G L I S H , S PA N I S H FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
O N L I N E : E N G L I S H , S PA N I S H ONLINE: N/A
Explore integration of fieldwork that promotes greater under- Develop an appropriate framework of support for students as they
standing of both societies and their environmental systems. write their extended essays. Discuss the purpose of the extended
Each of the internal assessment criteria are explored in relation essay, the responsibilities of the stakeholders, assessment criteria
to potential in relation to well-designed fieldwork, which can and academic honesty. Also develop a clear understanding of the
improve student outcomes in both internally assessed learning extended essay requirements and how supervisors can support
and externally assessed field-based learning. students during the extended essay process. This one-day work-
Recommended for: DP environmental systems and societies shop supplements the Category 3 workshop called The role of
(ESS) teachers who have completed a Category 1 workshop the supervisor in the extended essay.
I N T E R N A L A S S E S S M E N T
S C I E N C E
SOCIETIES Recommended for: Teachers who are or aim to become extended
essay supervisors
A C A D E M I C H O N E S T Y
E X T E N D E D E S S AY
DP CORE
18 I B O. O R G / P DThere are numerous benefits of the DP-327
Interdisciplinarity and the world studies
education provided by the IB Diploma extended essay
Programme and countless examples of FA C E T O FA C E : E N G L I S H , S PA N I S H
how the programme can be moulded, O N L I N E : E N G L I S H , S PA N I S H
tailored and contextualized by passionate Supervisors and coordinators can learn best practices for guiding
the world studies extended essay, particularly as the activity relates
and engaged educators. to interdisciplinarity and global consciousness. Explore linkages
— Mikki Korodimou, UWC Atlantic College, UK, excerpt of a to the DP core, subject areas, the learner profile and internation-
feature in International School magazine, vol.1, issue 3, 2019 al-mindedness. Supervision and guidance are twin focal areas as
well as the effective use of the research space for reflection, and the
form that captures reflections on planning and progress.
DP-325 Recommended for: Extended essay coordinators, DP coordina-
History: A focus on internal assessment tors and extended essay supervisors
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H E X T E N D E D E S S AY
I N T E R N AT I O N A L ‑ M I N D E D N E S S
O N L I N E : E N G L I S H , F R E N C H , S PA N I S H WORLD STUDIES
Immerse yourself in this workshop to completely gain back-
ground and knowledge about requirements of the internally DP-328
assessed component of history; the content, characteristics and Language A: Exploring literature in translation
presentation of the assessment reports written by candidates; the FA C E T O FA C E : E N G L I S H , S PA N I S H
criteria for history in internal assessment reports; and academic O N L I N E : E N G L I S H , S PA N I S H
honesty. Discuss ideas that help students and teachers meet the
history requirements of internal assessment as you simulate Explore theoretical and practical aspects of teaching translated
examples of internal assessment. Also develop strategies to guide literary works in language and literature courses. Examine a
history students in meeting requirements of internal assessment. range of texts in translation as you reflect on the act of transla-
Recommended for: Experienced DP history teachers and new tion and consider how translated texts may be used in assessment
teachers with some experience using the history syllabus. in your classes. You also dig into teaching and learning strategies,
I N T E R N A L A S S E S S M E N T
S O C I A L S T U D I E S
HISTORY with a focus on how translated texts connect to concepts that
underpin language and literature courses.
Recommended for: Teachers of DP language A: literature and
DP-326 language A: language and literature courses who have attended
IB visual arts: Promoting the use of emerging media a Category 1 or 2 workshop. Theoretical components may also
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H interest teachers of literature and performance.
O N L I N E : F R E N C H , S PA N I S H L A N G U A G E
L I T E R AT U R E
PERFORMANCE
Explore how to promote your own usage of emerging media in
visual arts. This workshop provides opportunity for you to develop DP-329
new skills and teaching strategies that translate to effective class- Language A: Literature—Teaching poetry for
room practice. Collaborate with other practitioners to identify best enjoyment and assessment
practice for the creation and assessment of emerging media. FA C E T O FA C E : E N G L I S H , S PA N I S H
Recommended for: Experienced DP visual arts teachers and O N L I N E : E N G L I S H , S PA N I S H
teachers who recently completed a Category 1 workshop
ARTS Welcome lovers of poetry! Join teachers who love teaching poetry
along with those who may be more reticent about teaching, ana-
lyzing or asking students to write poetry. Poetry provides great
opportunity for student writing and the kind of close-reading
analysis necessary for studies in language and literature.
Recommended for: Experienced DP teachers of language A: lit-
erature, and language A: language and literature, and those who
have completed a Category 1 or 2 workshop
L A N G U A G E
L I T E R AT U R E
POETRY
I B O. O R G / P D 19DP-330 DP-333
Language B: Building thematic units Managing the extended essay
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H FA C E T O FA C E : E N G L I S H , S PA N I S H
ONLINE: N/A ONLINE: N/A
Explore language B standard-level or higher-level prescribed Expand student achievement in the extended essay by managing
themes: identities, experiences, human ingenuity, social organi- the process and preparing teachers to supervise. This workshop
zation and sharing the planet. Enhance your programme delivery, helps you explore development of school procedures that do just
methodology and assessment through preparation of thematic that. Also develop clear understanding of extended essay require-
units that reinforce language acquisition, intercultural compe- ments and how librarians and supervisors can effectively support
tence, international-mindedness, learner profile attributes and the writing process.
skillful approaches to teaching and learning. Recommended for: Experienced DP coordinators, extended
Recommended for: Experienced DP language B teachers and essay coordinators, librarians and those who have completed a
those who have completed a Category 1 workshop Category 1 workshop
L A N G U A G E A C Q U I S I T I O N
U N I T P L A N S
DP CORE C O O R D I N AT O R
E X T E N D E D E S S AY
DP CORE
DP-331 DP-334 NEW
Language B: Extended essay Mathematics: A focus on IA
FA C E T O FA C E : E N G L I S H , S PA N I S H FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: N/A ONLINE: ENGLISH
Learn more about supervising the extended essay (EE) in a lan- Focus on how best to implement the internal assessment (IA)
guage B course and support and guide students as they write process in DP mathematics. This workshop offers practical activ-
essays. Gain understanding of general requirements outlined in ities that simulate classroom activities and that range from intro-
the current guide for language B extended essays. Work with sam- duction to guidance. Design an internal assessment outline that
ple essays to better understand marking criteria and to deepen reflects your school’s strengths and needs and that enables stu-
your grasp of the EE supervisor’s role. dents to plan and write successful explorations. You will unpack
Recommended for: Experienced DP language B teachers assessment criteria and apply them to student samples. You will
E X T E N D E D E S S AY
L A N G U A G E
DP CORE also get practice time through simulation of the moderation
and/or standardization process to support development of skills
required to implement internal moderation.
DP-332 Recommended for: Standard-level or higher-level mathematics
Learning through cultural settings: Ways of using teachers who have previously attended a mathematics workshop
and cultural and historical settings for teaching I N T E R N A L A S S E S S M E N T
M AT H E M AT I C S
and learning
FA C E T O FA C E : E N G L I S H , F R E N C H , S PA N I S H
ONLINE: N/A DP-335
Navigating school-supported self-taught literature
Explore cultural settings—museums, historical sites, galleries FA C E T O FA C E : E N G L I S H
and performance spaces—as stimuli for units of work, resources ONLINE: ENGLISH
and models of practice. Participants will focus on site-specific
responses; develop partnerships with cultural organizations; Gain comprehensive understanding of how you can manage the
explore different types of research; enumerate visual literacy language A: literature school-supported self-taught course. Get
skills; examine interconnection and relationships between dif- support identifying the challenges and opportunities as you
ferent sites; discover cultural history and how to read a site; and develop the course.
consider the role of the curator from the perspective of theatre Recommended for: Educators who manage the school-sup-
production. You will use the cultural setting selected for the ported self-taught process, DP coordinators, heads of languages
workshop as a model for transferable skills and practices. and student/tutor/parent supervisors; participants with an under-
Recommended for: DP theatre teachers standing of the language A: literature course.
T H E AT R E
A R T S
C U LT U R E L A N G U A G E
L I T E R AT U R E
LEARNING LEADERS
20 I B O. O R G / P DYou can also read
