RECOMMENDED FOR:
Diploma Programme (DP) subject-group teachers new to
the DP at established IB World Schools and teachers from
interested or candidate schools preparing for authorization.
Educators should enroll in a category 1 workshop in their
particular subject area.
and
Diploma Programme (DP) subject teachers who have
prepared students for at least one DP exam session in that
specific subject. Educators should enroll in a category 2
workshop in their particular subject area.
These workshops are designed to prepare participants to teach
a specific DP subject in a manner that supports the IB mission
statement and philosophy. The workshop will enable participants to:
• develop a deep understanding of the IB organization: its
history, mission statement, learner profile, IB continuum and
the international dimension
• consider the impact of the centrality of the IB learner profile
and approaches to teaching and learning in the DP and CP
models
• consider how the course makes links with theory of
knowledge (TOK) and creativity, activity, service (CAS) and
takes the CP context into consideration
• explore the nature of the extended essay and the role
of the supervisor, to include reference to world studies
interdisciplinary extended essay
• develop an understanding of student and teacher
approaches to inquiry in the DP/CP classroom
• design course outlines that align with curriculum
requirements, aims and assessment objectives of the subject,
IB terminology and the relevant standards
• design student engagements for interactions with the
syllabus concepts and content
• articulate the assessment requirements
• 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)
• interact with and explore the TSM and subject-specific
teaching and learning resources on the programme resource
centre and in the programme communities throughout the
curriculum life cycle
• select and analyse suitable resources that support teaching
and learning in an IB classroom
• promote the importance of academic integrity
• participate in professional learning communities within and
beyond your school to facilitate the transfer of professional
development
As well as–
These workshops are designed for participants who are keen
to improve the teaching and learning experience in the DP
classroom. The workshop will enable participants to:
• unpack elements of the IB Programme standards and
practices as a guide for decisions regarding delivery of the
subject
• review and share strategies that support successful
collaborative planning and reflection which deepen links
with the DP core—theory of knowledge (TOK), CAS and EE
• consolidate understanding of the nature of the extended
essay and the role of the supervisor, to include reference to
world studies interdisciplinary extended essay
• examine the connection between their chosen subject, the
approaches to teaching and learning and the learner profile
while promoting international-mindedness
• create teaching and learning strategies that develop selfregulated and metacognitive learners
• design appropriate inquiry-based lessons and activities for
their subject
• discuss strategies for addressing assessment-related
challenges in the chosen subject
• understand how to arrive at a judgment using a common
assessment task and published criteria
• analyse IB subject reports to promote student achievement
• discuss successful strategies for recording, reporting and
monitoring ongoing student progress in the subject group
• design formative learning engagements that will equip
students with the required factual, procedural and
conceptual knowledge that support the summative
assessment task(s)
• engage with and integrate current IB publications on the
programme resource centre into the teaching of their
subject
• discuss and share strategies to promote academic integrity
• interact with and explore the TSM and subject-specific
teaching and learning resources on the programme
resource centre and in the programme communities
throughout the curriculum life cycle
• participate in professional learning communities within and
beyond your school to facilitate the transfer of professional
development
• reflect on the teacher’s role in programme evaluation,
particularly how to highlight horizontal and vertical in school planning