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IB Workshops

and Services
2 0 1 8 C AT A L O G U E

IB PROFESSIONAL DEVELOPMENT
DEVELOPING LEADERS IN INTERNATIONAL EDUCATION

ABOUT THE ARTIST

My name is Le Lin and I am 18 years old. I graduated in 2016 from Sir Winston
Churchill High School in Calgary, Alberta, Canada. I am currently undergoing
a Bachelor’s of Fine Arts, Major in Design at Concordia University in Montreal.
Growing up, I was the designated "artsy kid"and I always enjoyed creating artwork
as a form of self-expression. Art and design appealed to me the more I saw how it
was a constant presence in everyday life. I participated in IB visual arts HL for two
years which helped me start to put the pages of my sketchbook into perspective
with the world around me. I was aware that art and design brought out the boldest
side of me; every part of me since then has aimed to match that boldness, to
pursue art and design by whatever independent means it would take.

DEAR COLLEAGUE,
Welcome to our 50th anniversary year! Our founders pioneered a movement in 1968 for international education
that was, and still is, visionary and path-setting. Starting as a pilot with seven schools in a handful of countries, we
have grown steadily, year on year, attracting growing numbers of passionate educators and students to our global
community. Educators are at the heart of everything that makes the IB a success, and we look forward to celebrate their
work and planning the future of education together. Visit 50years.ibo.org for ways to get involved.

The 2018 IB Workshops and Services catalogue offers a wide selection of what we hope will be inspiring and
transformative experiences and tools that will benefit you, your school, and your students.

To bring you the best professional learning and development experiences every year, we draw from the wisdom of a
worldwide professional learning community of internationally minded teachers, school leaders and administrators.
The entire IB community benefits from this peer-to-peer model and the creative professionalism of educators who are
encouraged to co-learn, reflect on their practice, and expand on their professional portfolios and networks.

This year, I encourage you to consider expanding your PD options. Identify professional growth experiences that will
inspire you in new ways. For example, our “What is an IB Education” workshops delve into the unique aspects of an IB
education that are central to our mission. They are designed for all four IB programmes and are led by specially-trained
workshop leaders.

If you are a Diploma Programme language B or language ab initio teacher, consider attending one of the subject-
specific seminars on schedule this year due to curriculum reviews in those subjects. See page 62 for a full list of
seminars where you can learn first-hand from IB academic staff about the changes and ways the learning and teaching
framework has been improved.

Are you interested in deepening your leadership skills? Our leadership workshops on pages 7–9 receive consistently
high marks from participants. Led by an outstanding group of trained facilitators who are experienced IB practitioners,
these PD experiences will help you transform yourself as an IB leader. Choose to focus on vision and strategy, teaching
and learning, culture and context, or other timely topics on offer.

IB professional development is flexible—aside from our standard online and face-to-face events, we offer on-demand
online workshops, in-school workshops, and hundreds of events hosted by IB authorized PD providers. We also partner
with universities around the globe if you’re ready to pursue an IB educator or leadership certificate through one of the
universities in our network.

We remain committed to supporting the worldwide IB professional learning community by providing professional
and personal growth opportunities that offer meaningful engagements with ideas, materials and colleagues and that
translate to success in your classrooms and with your students.

Best wishes for continued learning and engagement,

Anthony Tait
Director of Professional Services

I B O. O R G / P D III

........................................................................................................................................................................... .......................................................................................................................31 Category 2 workshops .........................................68 Career-related Programme Category 1 workshops ...................................................................................................13 Category 3 workshops .................................................. ................. 4 Join a new generation of leaders ..................42 Category 2 workshops .62 IB Store products .......................................................................................................................................................................................... 88 iv I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E ................................................................................................................................................................................................10 Category 2 workshops ........................................................................................................................................................28 What is an IB education? ...........................................16 IB Store products ............................................................................................. 1 CONTENTS In-school and district or cluster workshops .................................................................................................................51 What is a subject-specific seminar? ..................39 Diploma Programme Category 1 workshops .. 1 Primary Years Programme Category 1 workshops ........................................32 Category 3 workshops ......... Explore IB professional development (PD) TABLE OF Face to face workshops .....................................26 Middle Years Programme Category 1 workshops ................77 Category 3 workshops ............34 IB Store products ............... 1 e-Learning and blended learning .....................................................................................................................................74 Category 2 workshops ......................................................................................................................................................................................................................................................80 Featured workshops and services School Enhancement Services ....................................................... 1 Online workshops .....................67 Index ....................................... 7 DP theatre workshops ................................63 Theory of knowledge (TOK) workshops .................................................................................47 Category 3 workshops ...........................................................................................................................................78 IB Store products ..............

Blended workshops combine the best of face-to-face and online approaches and minimize time away from school. You can choose to focus on specific programme content and strategies. blended learning may include three hours online alongside a two-day face-to-face event. • You have inherited a course and would like to Choose category 3 workshops to go more review the subject content before teaching it deeply into areas you enjoy and to deepen your to suit your own style and expertise. Most workshops are 15-hour modules offered over 2. I B O. French and Spanish (as noted) and typically span four weeks. teachers and administrators in all programmes. You will • You are new to the faculty of a longstanding have an opportunity to: IB World School and have not taught in an IB • make connections between programme programme previously. offering approximately 15 learning hours. e-Learning and blended learning Webinars. depending on the availability of a local facilitator. • discuss and analyse standards and practices • You are familiar with the IB subject guide (including assessment procedures. self-study. frameworks and classroom practice • You are aware of the IB philosophy and • enhance your understanding of assessment programme structure but are not experienced in IB programmes in teaching or administrating the IB. In-school and district or cluster workshops Use these workshops to train your entire programme staff on your own premises. These tools help educators focus on more specific aspects of IB programmes and offer "just-in-time" learning that can be applied in the classroom right away. other options may be available based on regional needs. Face-to-face workshops Almost all IB workshops are offered around the world in venues that bring together hundreds of teachers for multi-day learning events. O R G / P D 1 . consistently high-quality materials and ongoing workshop leader training. Our learning platform promotes high-value social and professional interactions. Online workshops Online workshops complement regional face-to-face workshops and expand access to teachers from all IB regions. Contact your IB professional development team for more information. e-learning resources and other online resources can meet the learning styles of all individuals. Typically. Note: Teachers and other school leaders who do not teach in an IB school but wish to sample IB learning may choose to participate in category 3 workshops.5 days. Workshops are available in English. A wide range of online workshops are available for new and experienced coordinators. moderation) and would like greater confidence before teaching a course. Workshops may be delivered over two days or during out-of-school hours. The IB’s online environment promotes unparalleled knowledge exchange between IB teachers living and working around the world. all of which are supported by a global architecture. understanding and mastery of a particular area or subject. WHICH SHOULD I CHOOSE? Choose category 1 if you are new to the IB or if Choose category 2 workshops to develop your your situation is similar to any of the following: expertise in delivering an IB programme.EXPLORE IB PROFESSIONAL DEVELOPMENT Choose from a variety of IB PD options and pathways.

board members. you can have a positive impact on the teaching and learning that occurs in your school. assessment. Use the online form to let us know that your school is interested and an IB representative will respond promptly. during the interim between evaluation visits and/or in the lead- up to evaluation visits. where you can express your interest in this helpful service. single- subject or area. Building Quality Curriculum is open to PYP teachers from candidate and authorized schools who seek to improve their practice. schools can request consulting services to gain specific guidance that promotes and enriches programme implementation. Tailor the level of support your school receives by choosing the mode of service delivery that suits your school needs. or other areas you specify. An IB representative will respond promptly. these services improve programme implementation and provide teaching staff with continuous and tailored support. deepen your understanding of the curriculum planning process and reflect on your planning activity. Curriculum Connections PYP and MYP schools may opt to receive more support in connecting their programmes to local curriculum requirements. we will respond to your query promptly. interactive and consultative. Tested in IB schools. philosophy. All services are optional and may be requested during any point in a school’s IB journey.org/school-enhancement-services/consultancy-for-authorized- schools. Because your school is unique. 2 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . targeted support in areas important to programme implementation. such as parents. Find out more by visiting ibo. including self-guided on-demand. for example.org/school-enhancement-services/pyp-building-quality-curriculum. SCHOOL ENHANCEMENT SERVICES Three new services for schools—both candidate and authorized—are now offered so that your school can receive quality. To learn more about IB Consulting. IB Consulting Following authorization. Learn more at ibo.org/school-enhancement-services/curriculum-connections. Consulting may overlap an evaluation visit. Consulting may begin at any time. Building Quality Curriculum enables you to receive structured feedback on your PYP planning. visit ibo. and owners. and customized onsite coaching. When you improve the written curriculum. Your consultant will focus on your school’s priorities. Use the online form to let us know that your school is interested in participating in IB Consulting. or whole programme for the community groups your school serves. These may include teaching and learning. your consultant will focus on guiding you according to your school's particular identity and situation. You may select from three areas of focus important to your school: whole programme. Building Quality Curriculum (PYP) This service proved so popular among MYP schools (required prior to programme evaluation) that a similar service was designed for PYP schools so that they too could benefit from expert evaluation of their curriculum planning and writing.

org/professional-certificates ©International Baccalaureate Organization 2017 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® . Adrian College y Bethel University y Bilkent University Discover y Butler University y California State University San a new path Marcos y Curtin University y Deakin University y DePaul University y Durham University yFlinders on your University y George Mason University y Kent IB journey State University y Loyola University y Maltepe University y Moscow City University y Murdoch University y Oakland University y Okayama University of Science y Perm State Humanitarian Pedagogical University y Royal Roads University y Southeastern Louisiana University y Tamagawa University y The Education University of Hong Kong y The University of Melbourne y Tsuru University y Universidad Camilo José Cela y University College London y University of Alberta y University of Bath y University IB EDUCATOR CERTIFICATES of British Columbia y University of Dundee y The University of Hong Kong y University of Montana y University of Navarra y University of North Georgia y University of Notre Dame Australia y University of Tsukuba y University of Windsor IB LEADERSHIP CERTIFICATES Explore our network of universities: ibo.

• Explore the relationships and shared concepts of disciplinary. W H AT ' S N E W WHAT IS AN IB EDUCATION? This series of workshops challenges you to explore the question “What is an IB education?” You will engage in provocative learning experiences around challenging ideas central to the IB’s mission to make the world a better place through education. WORKSHOPS KEY • Design the curriculum to encourage students to build these skills. affective and meta.cognitive skills using a variety of strategies may increase the capacity of learners to become self- Face-to-face in Spanish S regulated and intrinsically motivated. learning to do. These workshops are available as either cross- programme experiences or as a single programme focus. self-management. 4 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . Face-to-face in English E • Reflect on how developing cognitive. Approaches to learning E S F E What skills positively influence and support a student’s approach to life-long learning? All IB programmes develop the approaches to learning (ATL) skill categories of communication. • Engage in activities that synthesize concepts related to ways of knowing while learning how to develop central understandings that encourage learning to know. ALL WORKSHOPS ARE RECOMMENDED FOR: All educators. internalize and transfer meaning and understanding. between and across disciplines? Learning beyond the disciplines F Online in French highlights the interrelatedness of knowledge that gives students opportunities to construct. • Consider contemporary research to apply metacognitive strategies throughout the learning process. • Develop a deeper understanding of ATL as a way for students to acquire and use skills developed over time in order to access learning. learning to live together and learning to be. upon request. research and thinking. IB coordinators and school leaders or decision makers at any point in their journey as life-long learners. multidisciplinary. with an emphasis on assessment as learning. Face-to-face in French F Beyond the disciplines E Online in English E S F E S Online in Spanish How do we provide teaching and learning opportunities that reflect the unity of knowledge within. interdisciplinary and transdisciplinary learning. social.

challenging and significant. • Explore the core elements of action and service learning. reflect on the research base in developing literacy across all years of a child’s education. E S F E S F RECOMMENDED FOR: Developing service learning Educators. multilingual environments? Learning to communicate in a variety of ways in more than one language is fundamental • Investigate how using an inquiry-based pedagogy to the development of intercultural understanding. component in becoming a life-long learner. • Inquire into specific strategies and questions relating to an inquiry-based approach to teaching and • Examine the implications of the ways in which learning. learning support teachers and consultants and any member of the E S F E school community who is committed to increasing access and participation across the four programmes. LEAD STUDENTS TO A DEEPER UNDERSTANDING OF CONCEPTS THROUGH THE CONSTRUCTION OF NEW KNOWLEDGE. learning through language and learning about language in mother NEW Learning diversity and inclusion tongue and other languages that form the school’s language profile. • Explore how school policies and structures support the areas of learning language. this workshop will help: • Examine social entrepreneurship in the school • develop an understanding of the IB’s approaches to context and use different models to evaluate inclusion alternative ways for schools to approach and manage • develop specific pedagogical knowledge and projects that deal with critical social.Bilingual and multilingual teaching Investigating inquiry and learning E S F E E S F E How can we support student inquiry? Students’ own curiosity provides the most effective provocation for learning that is How can we create and support effective bilingual or engaging. economic and approaches to extend learning and assessment to environmental issues. by the United Nations under human rights and social justice. How can educators develop students’ intrinsic motivation for service learning in the school community and beyond? What is inclusion according to the IB and what does it Challenging learning environments help students to develop take to be an inclusive school? Inclusive education is a the imagination and motivation they need in order to meet whole school approach to education and it is supported their own needs and the needs of others. O R G / P D 5 . has the capacity to lead students to a deeper understanding of concepts through the construction • Consider the importance of authentic inquiry and of new knowledge. relevant. programme coordinators. increase access and participation • identify resources and collaborate to create a database to support inclusion • create an action plan to increase school-wide inclusion. school leaders. I B O. By demystifying inclusion. language learning can be scaffolded in bilingual and • Discover how the reflective process is an essential multilingual contexts.

teachers in cultivating greater emotional well-being. • Explore ways of supporting student-centred learning • Develop practical approaches and learn how environments in a digital world. 6 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . meaningful ways. relevant and able to • Discover key concepts for the design and support essential competencies for success in school implementation of learning engagements that and in life. and caring communities of learning. The role of the librarian Social and emotional learning E S F E E S F RECOMMENDED FOR: What skills and competencies do teachers and students All experienced IB librarians. • Investigate the key characteristics that define an IB perseverance. they are better programmes? The library/media centre provides school- able to respond to their own needs and the needs of wide opportunities to engage and reflect on the IB their students. • Learn new strategies to bring the learner profile to • Embed global contexts into the written. affective skills can be integrated into the teaching • Evaluate and analyse resources that can support and learning experience to lead to positive. interconnected world? members of school leadership team and those who have When teachers provide opportunities to practice and recently completed a category 1 workshop. international-mindedness and and enhance perspectives and engage students in meaningful action in both local and global contexts. Global engagement represents a commitment to address • Investigate the core concepts embedded within the humanity’s greatest challenges in the classroom and IB learner profile and the central role it can play in an beyond. the academic staff and school leadership to prioritize specific IB standards that have an impact on the library/media centre and librarian. diverse society that is connected due to greater mobility and technology. positive psychology and How can the library/media centre support IB social-emotional learning (SEL). learned curriculum to provide opportunities for • Develop tools and strategies to bring the learner students to participate in a complex. library/media centre and librarian can support the IB • Create environments that support authentic. support international-mindedness. self-motivation and education to develop an understanding of how the resilience. self-regulation. W H AT ' S N E W Living and learning globally The learner profile E S F E E S F How do we build school communities that develop How does the learner profile exemplify the IB mission the knowledge and competencies that are essential in action? The leaner profile is at the heart of the IB’s for living and learning in a globally connected world? commitment to an international education. need to flourish in a complex. principles and practices and connect teachers and • Investigate research related to SEL and learn how students to knowledge and information in a digital and to apply practical strategies that assist students and global context. mindful standards and practices. programme coordinators. teaching and learning in a global context and make meaningful action and student agency. taught and life in any school setting. connections between the programmes. • Reflect on the collaborative relationship between the library/media centre. education that is international. • Analyse and evaluate the relationships between • Explore how global issues and contexts expand the learner profile. dynamic and profile into action in any school setting. model the skills of mindfulness.

coordinators and new heads of school. Leadership theory and current research will form the basis for Leading through an understanding of discussion with case studies and your own experiences being culture and context used to explore leadership. helping you identify reflection journals. cross-cultural investigations and the impact of culture on leadership styles and practices. positioned in time and place strategies for successful policy implementation and the and influenced by personality. critical reading. Together. implement. collaborative problem solving.based and leadership issues in different IB contexts. FOR ASPIRING LEADERS AND NEW HEADS OF SCHOOL. and draft a personal philosophy statement. role of teachers and teaching in the learning process. In addition. and critique the assumptions upon which your own style. values and behaviours in schools. You will sustainable. major issues that leaders may face.JOIN A NEW GENERATION OF LEADERS These of IB workshops focus on leadership in international education. they are building a global community of strategic and innovative educational leaders. The objectives of this workshop are to introduce and clarify the value and strength of a This workshop will provide opportunities for you to good vision and mission. You will deepen your understanding of how different contexts. The workshop will enable you to investigate an investigative mindset. You will the philosophy and values of the IB and provide the best look at the implications of adopting these ideas and structure for the full implementation of the IB programmes. and research projects. E S F There will be an emphasis on the complex. diagnostic testing. You will explore the instrumental role that authentic assessment plays in guiding learning Understanding leadership activities and enabling student learning and discuss how assessment of and for learning. core themes and beliefs. an excellent vision and mission for your school consider the impact these have on student learning context. and you will build deeper This workshop explores the concept that leadership is understandings of how to adapt your leadership style in context-driven. and to enable you to develop explore theories of learning and instructional design a strategic plan to create. including teachers. philosophy. This workshop aims to expose. definition and understanding of leadership are based. you will be encouraged to develop achievement. You will own experiences and develop responses and solutions that develop and articulate a deeper understanding of your own align with IB philosophy. principles when developing and implementing school strategy and policy. case studies. contextual and holistic nature of leadership. It is important that your vision and mission imbue and how the school can support this learning. All workshops in this section are recommended for aspiring leaders. Leading with a clear vision and strategy THE CORE WORKSHOPS E S F Leading for effective teaching and learning Research shows that a school with has a strong vision and mission has a much higher chance of having high student E S F achievement as well. These rich professional development experiences are led by an outstanding and diverse group of leaders who are passionate about sharing their knowledge and experiences. You will identify Leadership is a social construct. while planning possible you will be expected to reflect upon how these relate to your responses that reflect an awareness of local context. O R G / P D 7 . you leadership processes that are considered to be most will discuss how to develop a positive organizational culture. Through illustrative reflective practitioners while modeling life-long learning. can be incorporated E S F into a whole school assessment policy. supportive of effective leadership in a range of IB contexts. In which is proven to be closely aligned with high student line with IB philosophy. review and make principles underpinning the IB programmes. test. I B O. become more inquiry. The workshop will include an introduction national and organizational cultures interact and impact on to the capabilities and intelligences. Action research will be introduced.

W H AT ' S N E W

FOR EXECUTIVE LEADERS AND
EXPERIENCED HEADS OF SCHOOLS

Cultivating learning-focused Governance: Introduction to the IB for
IB World Schools school owners and board members

E E
RECOMMENDED FOR: RECOMMENDED FOR:
The workshop is designed for principals, administrators Heads of school and board members
and superintendents of IB World Schools; new
This workshop introduces the philosophy of the IB to
administrators in IB World Schools; IB coordinators and
owners and members of governing boards. It focuses
aspiring leaders in IB World Schools; teachers, managers
on philosophy and leadership and resources standards
and administrators from non-IB schools who wish to
to assist you in understanding your responsibility
develop understandings of leadership in an IB context.
and contribution to the successful implementation
In this workshop, you will apply a number of of the IB programmes. You will have an overview of
leadership capabilities to build learning-focused IB the processes of authorization and evaluation and an
World Schools. You will do this through engaging opportunity to look at your school through the eyes of
in snapshots of practice in a range of contexts an IB visitor.
and applying these to your own. You will explore
the challenges of leading IB World Schools and
preparing students to live in the 21st century. Leading an effective professional
In addition, you will refine your capacity to play learning community
the leading role in guiding a school through IB
authorization and beyond; develop appreciation for
the IB mission statement, philosophy and pedagogy; E S F
and determine what success can and does mean for IB World Schools are well positioned to operate as
your school and its stakeholders. professional learning communities because of the
unifying attributes of the learner profile and the
commitment of those implementing IB programmes
to promote inquiry, collaborative learning and
critical thinking. School leaders play a central role in
creating and sustaining school cultures that embrace
professional learning. In this workshop, you will
investigate different approaches to developing IB-
focused professional learning communities.

8 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E

Building partnerships with parents Leading through an understanding of
finance and accounting
NEW

NEW
E
RECOMMENDED FOR:
E E
This workshop is relevant for new and aspiring leaders RECOMMENDED FOR:
in IB schools, who want to explore firstly how systems for This workshop is geared for educators who are either
teacher evaluation can be developed in their own school presently in a leadership role that requires a degree of
communities, and secondly consider how the different financial skills and understanding or for those aspiring to
systems of evaluation can be developed that are relevant positions of additional responsibility where finance will
and effective in different cultural contexts. be a part of the role.
Parents know their children better than anyone else The workshop will provide opportunities for you to
and clearly have the largest stake in their child’s success inquire into the role of finance and accounting in IB
and progress at school. As a group, parents represent schools and understand how financial projections
a significant stakeholder within the school community and budgets support planning and help forward your
and contribute in many ways to the community’s school’s mission. You will also look at how financial
success. The IB Programme documentation makes analysis can be used to construct meaning and
regular reference to schools working in partnership help to optimize decision making and how it can
with parents to support students in their learning. be understood within the specific local context. The
Establishing partnerships requires school leaders to workshop will also allow you to see how financial
play a pivotal role in enabling and fostering effective numbers produce different "truths" with the same
relationships with parents. set of figures and how you can create accounting
This workshop will explore the notions of community and finance arguments linked to a broader narrative
and partnership and the responsibilities that schools, appropriate for specific audiences.
their leadership and parents have in creating and
sustaining effective relationships. The opportunities and
challenges involved in developing effective relationships Well-being and student leadership
will be explored along with a range of strategies to
promote and sustain effective relationships. E E
Through engaging with a variety of case studies and
RECOMMENDED FOR:
real-world examples, and extensively drawing upon
their own and each other’s experiences and the relevant All.
research, you will follow numerous lines of inquiry This workshop gives participants the tools to develop,
that focus on the role that you play in enabling and plan and implement an inclusive whole school
supporting the development of professional learning well-being program. Participants will gain a shared
communities within IB schools. understanding of the different forms of well-being and
reflect on a whole- school approach to well-being in their
current school context using a plus, minus, interesting
(PMI) analysis and a self-reflection survey. Participants will
further develop an understanding of restorative practices
in schools, the benefits of working as a community and
the use of a positive behaviours framework. Strategies
for community engagement will be covered, including
developing advisory groups (staff, parents and students)
and sharing strategies for working with parents and
community members. You will explore the area of
personal, social, and physical education to gain a deeper
understanding of its place in the programme. Finally,
you will consider the common understandings and
definitions about bullying and cyberbullying and explore
research-based best practices for helping students who
experience this type of behavior.

I B O. O R G / P D 9

NOTE: All workshops are facilitated by trained workshop leaders
experienced in teaching in IB programmes. All category 1
workshops are available in English, French and Spanish.

CATEGORY 1
The following workshops meet the requirements for authorization.
Please note that each has a different audience and focus.

An introduction to the IB programme standards for
administrators new to the PYP

E S F E S
RECOMMENDED FOR:
Administrators new to the Primary Years Programme (PYP). Participants may be from
non-IB schools as well as from schools that have identified themselves as interested,
candidate or as an IB World School. This workshop is for members of educational
leadership teams (school directors, primary principals, assistant principals and
designated PYP coordinators) who are
• in schools conducting a feasibility study with a view to implementation of the PYP
WORKSHOPS KEY
• work in non-IB schools but are interested in learning about the programme
• are new to the PYP and/or
E Face-to-face in English
• are about to join an IB World School or candidate school.
S Face-to-face in Spanish
This workshop will provide a basic understanding of the PYP for members of
educational leadership teams who are either considering the implementation of
F Face-to-face in French the PYP or joining an IB World School or candidate school. The sessions will focus
on international-mindedness from the PYP perspective; the IB standards and
E Online in English practices; an overview of the written, learned and assessed curriculum; and the
verification process, including the services provided by the IB and the significance
S Online in Spanish and role of leadership in an IB World School offering the PYP.

F Online in French

10 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E

an overview as an expression of the philosophy of the IB and its of the written. O R G / P D 11 . will focus on international-mindedness from the PYP You will look at the implications of the learner profile perspective. Students will learn to appreciate the diversity of cultural traditions with this popular PYP series including 10 folktales—Korean. PRIMARY YEARS PROGRAMME An introduction to the IB programme An introduction to the PYP standards for administrators new to the curriculum model PYP in the early years E S F E S F E S F E RECOMMENDED FOR: RECOMMENDED FOR: Teachers from non-IB World Schools. Titles are available to purchase separately or as a complete series. I B O. IB World School offering the PYP. British. This workshop will provide a basic understanding This workshop will introduce the Primary Years of the Primary Years Programme (PYP) for members Programme (PYP) as a systemic and all-encompassing of educational leadership teams who are either curriculum through the study of Making the PYP considering the implementation of the PYP or joining happen: A curriculum framework for international primary an IB World School or candidate school. Australian. You will review the standards and practices the IB and the significance and role of leadership in an that are crucial in preparation for school verification. and Mexican. and the contribution to the development of international- verification process. Malaysian. The sessions education (January 2007. the IB standards and practices. • do not have to be working in an IB World School Participants: • may be in schools conducting a feasibility study with • do not have to be working in an IB World School a view to implementation • may be about to join an IB World School or candidate • may be about to join an IB World School or candidate school or early years setting school • may have just commenced teaching in an IB World • may have just commenced teaching in an IB World School or candidate school or early years setting. American Indian. or independent reading environments. Each title is suitable for shared. as well as those that have identified themselves candidate or as an IB World School. knowledge. Turkish. Participants: as interested. guided. Swedish. Czech. School or candidate school. The workshop will present an overview of the written. PYP RESOURCES Ten Tales from Different Cultures. African. Collection of 10 Books A beautifully illustrated collection of folktales from around the world. settings. as well as from Early years practitioners from non-IB schools or early years schools that have identified themselves as interested. updated December 2009). learned and assessed curriculum. skills. taught and assessed curriculum as it pertains to concepts. including the services provided by mindedness. attitudes and action—the five essential elements of the PYP that are integral to classroom practice. candidate or as an IB World School.

DEEPEN YOUR UNDERSTANDING OF PYP programme brochure INTERNATIONAL-MINDEDNESS This brochure describes in detail the IB Primary Years AND THE LEARNER PROFILE. prepare yourself for planning. coordinators and Early years practitioners from non-IB schools. Programme. It will support you PYP RESOURCES with your insights and questions on your journey to implement the PYP. An introduction to the PYP curriculum Making the PYP happen in the classroom model in the early years E S F E S F E S F E RECOMMENDED FOR: RECOMMENDED FOR: This workshop is for administrators. preschools teachers who are: or early years settings. assessment. Participants: Primary Years Programme (PYP) coordinator • do not have to be working in an IB World School • have taught approximately six months in an IB World • may be about to join an IB World School or candidate School offering the PYP school or early years setting • have collaboratively planned at least one unit of • may have just commenced teaching in an IB World inquiry. as well as those that have identified • working in schools where the programme is being themselves as interested candidate or as an IB World implemented and have had an induction by their School. for some time but feel the need to revisit the basic philosophy and framework of the programme This workshop will introduce the Primary Years Programme (PYP) as a systemic and all-encompassing • have not attended a category 1 workshop. or have been working with the programme School or candidate school or early years setting. curriculum through the study of Making the PYP This workshop assists teachers who are currently happen: A curriculum framework for international primary in an IB World School offering the PYP but who education (2007. DEEPEN YOUR UNDERSTANDING OF THE ESSENTIAL ELEMENTS OF THE PROGRAMME. including an explanation of the curriculum. attitudes and action—the five essential elements of the teaching and assessing students. The workshop will essential elements of the programme. taught and assessed understanding of international-mindedness and curriculum as it pertains to concepts. and develop skills to PYP that are integral to classroom practice. skills. You will and the philosophy of the PYP. 12 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . teaching methods. You will develop review the standards and practices that are crucial in your personal knowledge and understanding of the preparation for school verification. and how teachers are supported through professional development. Each pack contains 100 copies. knowledge. It the philosophy of the IB and its contribution to the assumes a familiarity with the planning process development of international-mindedness. You will examine the did not attend the category 1 workshop training implications of the learner profile as an expression of before commencing their responsibilities. updated 2009). the learner profile. analyse and refine the school’s programme of inquiry. deepen your present an overview of the written. The workshop environment supports educators as lifelong learners through reading and discussing current pedagogy and research.

you will critique the environments and play-rich learning environment that provides many provocations you provide for action to take place. Encouraging a child to explore and discover within a supportive. PYP RESOURCES PYP Transdisciplinary Themes Poster Set [7-item set] These engaging and beautifully illustrated posters represent each of the six transdisciplinary themes for PYP students. or alongside each other in a number of variations using the illustrations to link the themes together. sound practice through reading and discussing current pedagogy and research. and develop and that of the community and the environment. O R G / P D 13 . coordinators. Every opportunities for purposeful and stimulating play. At the water table. early years educators to reflect and co. You will discuss how PYP. listening. teaching and assessing students. Children in early years settings naturally learn and E S F E play in a transdisciplinary manner. They will have had an induction by their Primary Years Programme (PYP) 1 PYP workshop (regional. or have been working with the programme for some time but feel the need to revisit the philosophy and framework of the programme Action from an early years perspective. I B O. Display alone. coordinators and teachers who: E S F E RECOMMENDED FOR: • have been working with the programme This workshop is for administrators. so that they contribute to their own well-being planning. element of the PYP supports the individual’s engagement You will develop your personal knowledge and in action through knowledge. Early years educators in the PYP seek to plan for a In this workshop. skills. A supportive learning environment engages a range and balance of teacher and student initiative. problem- understanding of the essential elements of the posing and problem-solving. motor skills development. RECOMMENDED FOR: while counting or painting at the easel. counting. Dimensions: 59. Primary Years Programme (PYP) teachers and science and so much more to happen simultaneously. A seventh poster for teachers giving an overview of all the descriptions for each theme. coordinators and for at least one school year teachers who are working in early years settings where • have previously attended a category the programme is being implemented. in-school coordinator. secure and scaffolded framework at an appropriate developmental level is key to making the PYP happen in the early years. prepare for actions.construct Strategies to assess action will also be considered. planned at least one unit of inquiry. attitudes. PRIMARY YEARS PROGRAMME Making the PYP happen in the CATEGORY 2 classroom in the early years All category 2 PYP workshops are for administrators. You will skills to analyse and refine the school’s programme of appreciate that action takes many different forms with inquiry. deepen your understanding of international. have taught approximately six months in an or online) facilitated by PYP workshop IB World School offering the PYP and have collaboratively leaders organized by or through the IB. students learn to choose to act and to reflect on their mindedness and the learner profile.4 x 42cm. it is possible for speaking.

coordinators. childhood development. 14 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . collaborative learning experiences. practical. The workshop assists well as strategies and tools for assessment of play. and school-wide policy development. relationships that lead to improved student learning. record-keeping and collaborative process supports the transdisciplinary communication. function. implementation and improvement of the programme. The power of this is demonstrated In addition to being highly relevant to classroom through a simulation of the planning process. leaders to more effectively manage change. learn and explore the relationship between assessment and and work affect how their learning communities documentation. practices. You are encouraged between assessment and concept-driven learning to examine how the diverse ways people think. nature of the PYP. Assessment in the early years Pedagogical leadership E S F E S F E S F E S F RECOMMENDED FOR: RECOMMENDED FOR: Teachers. as it relates to the ongoing implementation of the PYP. Effective collaborative understand. together in school situations. you will have the opportunity to explore highlighting ways to engage the whole teaching team thinking in a supportive environment where facilitators in developing units of inquiry. Identifying what students know. Workshop sessions cover the purpose. role-play. This workshop offers opportunities to explore the This workshop provides PYP teachers with the chance to latest developments in assessment processes and learn more about themselves and others as they work your applications. workshop. particularly based inquiry learning in authentic contexts. Participants are required to have an in- This workshop deepens the understanding of the depth understanding of the philosophy and curriculum transdisciplinary and inquiry-based pedagogy of the framework of the PYP as well as a sound understanding PYP. It looks at how assessing schools against the of constructivism and inquiry in the context of early IB standards and practices supports the planning. Collaborative planning in and fellow participants mentor and coach each other in the PYP is about learning to build positive professional the true sense of collegial support and learning. a the use of technology to promote collaboration. administrators and coordinators who have Primary Years Programme (PYP) administrators and attended a category 1 Primary Years Programme (PYP) coordinators. Assessment Collaborative planning E S F E S F E S F E S RECOMMENDED FOR: RECOMMENDED FOR: Primary Years Programme (PYP) teachers and Primary Years Programme (PYP) teachers and coordinators. This workshop helps you develop understandings It explores the partnership between administrators and about the role of assessment within an early years PYP coordinators in determining the responsibilities of constructivist classroom. and investigating You will explore the purpose of assessment. learn about the connection the pedagogical leadership team. analysis of information about student performance. Change is complex and there are many factors function and process of assessing young children as that impact its effectiveness. can do and feel at different stages in practices are explored through analysing and sharing the inquiry process requires careful gathering and flexible systems and structures. The range of assessment practices.

significant. readings and tools to optimize the exhibition for students in the Primary Years Programme (PYP). and development of young children. taught other and make changes in the context of a shared and and assessed curriculum and the interdependent relationship collaborative effort. of the three. national and global issues. practice and facilitation of change in kindergartens grouping and learning styles. PRIMARY YEARS PROGRAMME Pedagogical leadership in the early years Teaching and learning E S F E E S F E RECOMMENDED FOR: RECOMMENDED FOR: Primary Years Programme (PYP) teachers and coordinators. heads of school and coordinators. The exhibition is sending two people from their staff. addition. the an inquiry-driven curriculum. Coordinators. the links between the IB standards and practices and effective practices. It provides you with experience for students. You will collaboratively examine the role of key concepts. Teachers and students share the responsibility for curriculum development. which is central to the written curriculum in a school. unit planners and scope and sequence documents—and the direct impact they have on each other and on student learning. You will examine the links between early years. E S F This workshop uses inquiry to engage you with the varied RECOMMENDED FOR: resources. I B O. underlined by the principles of and early learning centres. year-level leaders and how the student’s voice can lead the learning and the action area-level leaders. The programme of inquiry transcends the subject areas in order to explore The written curriculum issues that are relevant. viewed as a collaborative process. and a suggested process to carry out a will be used as a reference point for this reflection. conditions and systems that support the learning construction of meaning and active responsible learning. You will be instructional practice and student learning over time. related concepts and curriculum mapping techniques to ensure a balance between disciplinary and transdisciplinary teaching and learning. school-wide self-assessment. This workshop focuses on the layers of the written curriculum—the programme of inquiry. inquiry process models. This workshop focuses on the “taught curriculum” component of the PYP model and seeks to provide some Leadership is the continuous improvement of answers to the question “How best will we learn?”.based Areas covered include questioning tactics. differentiation. You will This workshop is most beneficial for Primary Years explore the importance of enduring understandings and Programme (PYP) coordinators. engaging and challenging. introduced to a variety of practical teaching strategies that This workshop explores the fundamental requirements will assist in facilitating differentiated inquiry and learning for effective leadership in the unique context of the in your classroom. The exhibition guidelines (July 2008) clear criteria for evaluating a programme of inquiry and the Programme standards and practices (January 2014) document. research. you will learn how to give feedback to each The PYP definition of curriculum includes the written. The exhibition Programme of inquiry: A strategy to E S F E support school’s self-assessment RECOMMENDED FOR: Teachers. as well as understanding the need for balance RECOMMENDED FOR: and articulation within the programme of inquiry. In Primary Years Programme (PYP) teachers and coordinators. You will gain a deeper understanding of E S F E S F the criteria for developing central ideas and lines of inquiry. this workshop is a time to This workshop addresses the PYP requirement that listen. structures and policies in the early years environment. view and share exhibition experiences and develop schools have a system for regular review and refinement a conceptual understanding of this culminating learning of the programme of inquiry. The workshop emphasizes backwards by design and effective assessment for learning. administrators and pedagogical leaders in early years settings. Schools are encouraged to consider through local. You will investigate leadership styles. O R G / P D 15 .

way we teach and learn in a transdisciplinary context. 16 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . E S F E See workshop description on page 5. playful and Developing service learning meaningful ways in which children learn at their own rates. You will develop an understanding of how mathematics and language concepts can be taught in creative. how the way we structure space and time will also explore practical ways of assessing a learner’s reflects what we believe about children’s learning conceptual understanding within a unit of inquiry. The written. facilitator develop a better understanding of key and related and co-learner. CATEGORY 3 Concept-based learning 3. questions. environment. Approaches to learning E S F E See workshop description on page 4. Beyond the disciplines E S F E See workshop description on page 4. You will further explore the importance concepts and analyse the programme of inquiry and of environment through considering how it shapes units of inquiry through different conceptual lenses. concepts and conceptual questions drive the Teachers and coordinators in the early years. taught and assessed curriculum is also considered within the context of young children.to 5-year-olds E S F E S RECOMMENDED FOR: E S F Primary Years Programme (PYP) teachers and coordinators. You learners. Inquiry extends beyond asking and answering This workshop will explore concepts in greater depth. where the teacher acts as guide. RECOMMENDED FOR: In the PYP. It is provoked through a stimulating You will review the theory behind conceptual thinking. Bilingual and multilingual teaching and learning E S F E See workshop description on page 5. and what learning is “important”.

Primary Years Programme (PYP) teachers. • creativity in the curriculum (teaching creatively and The workshop invites you to explore ways of initiating promoting creativity in children) and developing exciting. The questions “What global learning practices competencies will be required for the future?” and “What should be taught in schools?” are becoming increasingly important as education shifts from the acquisition of E E knowledge to the promotion of a set of 21st century RECOMMENDED FOR: competencies. classroom model from start to finish. the classroom and equip children for the future. Now. In this workshop. you will be guided in the process pedagogy to enhance international-mindedness and of planning and delivering a successful flipped global awareness and make the world your classroom. you will develop your own understanding. skills and However. In this Through digital technologies. teachers and school counsellors. I B O. Understanding the issues around current and emerging A growing number of teachers are flipping their technologies can influence systemic change in learning instruction by having students develop content organizations leading to engaging and authentic understandings at home and then build on the content applications of student learning. The structure of this workshop in the classroom covers background information about the flipped model. coordinators. more than ever. the hurdles they encounter while attempting developing effective digital citizenship in your students. Arieti (1976) identified that. to produce online video content or restructure activities You will be exposed to a range of digital technologies and in their classrooms often result in frustration. and. that are available for producing and distributing flipped videos as you plan and introduce a flipped programme More than four decades ago. This workshop examines the value of • models and approaches to creativity becoming a “connected learner” and supports you in • the role of creativity in education establishing online professional learning networks. teachers and students workshop. cherished and cultivated. Although creativity itself is a vast and elusive concept. Primary Years Programme (PYP). Get connected! Engaging in authentic educationalists are agreeing with him. consider how they may be combined with inquiry-based In this workshop. • the nature of creativity extend learning outside the school and open windows to the world. O R G / P D 17 . that promote creativity. many teachers don’t realize that there’s more to confidence as a digital citizen. regardless of the viewpoint or societal effects. Creativity features prominently on the list. • ways to promote creativity in yourself and in your promote intercultural understanding and help develop teaching practice building learning communities international-mindedness. coordinators and teachers. PRIMARY YEARS PROGRAMME Digital citizenship Flipping classrooms E S E E E RECOMMENDED FOR: RECOMMENDED FOR: Primary Years Programme (PYP) administrators. creativity is a subject to be studied. also provide opportunities for you to explore ways of as a result. you will develop the following understandings: alike are able to connect to the global community. administrators. and strategies for making the most of time in the RECOMMENDED FOR: classroom. global collaborations to enhance your own and your students’ learning. You will explore the wide range of resources Classroom and specialist teachers. coordinators we can look at tangible ways to promote creativity in and school leaders. tips for organizing content and producing a flip E S F video. psychoanalyst Dr Silvano in your classrooms. instructions on how to produce and distribute videos. knowledge through creative inquiry in the classroom. The workshop will the flipped model than posting lectures to YouTube. Teachers who have successfully implemented the flipped model will discuss the successes and challenges that they encountered Encouraging children’s creative instincts and share insightful tips.

coordinators and teachers who are Inquiry is the pedagogy that underpins all responsible for language policy. This workshop looks at how language in a Primary Years Programme (PYP) school and the PYP framework provides opportunities for wish to understand and work more effectively with their all learners to engage in relevant and significant additional language colleagues. The workshop will also develop strategies for collaboration with the classroom teacher and for communicating the value of your teaching to the wider school community. Participants will critique a However. Inquiry in creative places E RECOMMENDED FOR: Primary Years Programme (PYP) teachers and coordinators. inquiries through the transdisciplinary themes and All teachers in the PYP are teachers of language. additional language learning as collaboration within the units of inquiry and as stand-alone subjects. construction of meaning and meaningful action regardless of language competency or learning style. new concept-based inquiry nature of the PYP and how it inquiries and deep understanding. Throughout the workshop. in single-subject classes. 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. learning through language differentiation. Inquiry is true differentiation. Inquiry Inquiry and the additional language teacher E S F E S RECOMMENDED FOR: E Primary Years Programme (PYP) teachers and RECOMMENDED FOR: coordinators. 18 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . teach an additional programmes in the IB. supporting the personal Available in English. This workshop looks at the is an ongoing process that leads to reflection. You will critique units of inquiry and examine the IB’s sample planners that include the additional language teacher. It provides opportunities of meaning and meaningful action regardless of for teachers to share strategies and resources to support language competency or learning style. new inquiries and deep understanding. French and Spanish. Inquiry is true relates to learning language. supporting the personal construction and learning about language. Inquiry is the pedagogy that underpins all programmes in the IB. for students to become active and lifelong learners. teachers of the school’s additional language range of inquiry models emphasizing that inquiry face further challenges. Administrators. the importance of the school’s language PYP RESOURCES policy in framing language learning will form a critical base to plan for improvement. You will use this socially constructed knowledge to design new units of language inquiry across the transdisciplinary themes. You will critique a range of inquiry models emphasizing PYP 10 Reasons Poster that inquiry is an ongoing process that leads to This poster gives ten reasons why the PYP is ideal reflection.

you will understand how to create a classroom environment that is responsive to all students’ language needs. practices to meet the needs of a diverse population Through a variety of inquiry and conceptually rich play- of learners. O R G / P D 19 . PRIMARY YEARS PROGRAMME Investigating inquiry Literacy. recognizing shapes in the environment and viewing environmental Additional language/language of instruction teachers. E S F E S F RECOMMENDED FOR: Language and learning: PD to improve Administrators. as build up students’ background knowledge. learn useful strategies and and broaden their knowledge and understanding of resources to support multilingual and multi-proficient the world around them. Learning diversity and inclusion NEW E S F E S F See workshop description on page 5. making marks. You will deepen your understanding of based learning experiences. PYP Scope and Sequence documents [6-item set] This set of scope and sequence documents contains an introduction. Available in English. literacy and numeracy occurs naturally as children resources and practices that value the diversity of increase their understanding of the world and its languages. educators can language needs of their students. This workshop will help early students in their learning. You will learn how to offer activities. specific reference to subject area knowledge and skills. overall expectations and possible learning outcomes for the IB Primary Years Programme. mathematical learning. and change your teaching years educators provide a purposeful play environment behaviors to improve student outcomes in language where young children’s meaning. French and Spanish.making around and learning. mathematics and symbolic learning in the early years E S F E See workshop description on page 5. print are all informal forays into language and school administrators. coordinators and those subject. offer sufficient scaffolding to guide and support the This workshop helps you improve your teaching child to learn more at their own developmental level. E S Symbolic language is where the journey to literacy and RECOMMENDED FOR: numeracy begins. and learn how to assess and anticipate the language difficulty of a task. Through encouraging a mainstream and content teachers interested in addressing transdisciplinary learning approach. Counting. young learners deepen language and learning. You will analyse scaffolding strategies and resources to support language and content learning. coordinators and teachers who have an understanding of the philosophy and curriculum student language and learning outcomes framework of the Primary Years Programme (PYP) and would like to apply that to early learning. By learning how to help students to extend their language so that they can comprehend increasingly more PYP RESOURCES complex materials (spoken and written language). cultures and perspectives of learners as well systems and symbols. I B O.

Through engagements that allow reflection or the physical education teacher alone—and how on practice and strategic planning to improve library the PYP concepts are a vehicle for developing physical. Play-based learning Music and inquiry E S F E E E RECOMMENDED FOR: RECOMMENDED FOR: Primary Years Programme (PYP) teachers and coordinators Primary Years Programme (PYP) music teachers. inquire. interdisciplinary planning and concept-based teaching and learning. with a particular interest in the early years and lower Is it possible to teach music through inquiry? If students primary years. am I doing my job as a music teacher? What is looks at the importance of time. and the teacher-librarian and the library learners. how will they be ready to perform? If I let them only learn about the world around them. This workshop explores the responsibility that team play an integral role in providing stimulating all members of the school community have for the well- learning environments for student innovation and being of their students—not just the classroom teacher creativity. vocal and instrumental music. lifelong community. teachers will experience and share a range of inquiry and constructivist instructional strategies. In addition. You will explore your own teacher? These are some of the questions that music political and cultural images of the child and the impact teachers may face during their first encounter with the that has on the learning environment. Music teachers will think. You understanding of your role in advocating for and will look at how the PSPE scope and sequence directly building effective library and information services supports the development of the transdisciplinary skills and programs that contribute to the development of and highlights the transdisciplinary nature of the PYP. This workshop aims to provide a hands. Living and learning globally Personal. space. E S F RECOMMENDED FOR: Making the PYP library the hub of learning Primary Years Programme (PYP) teachers and coordinators. you will deepen your understanding of the PYP unit planner. social and physical education— Well-being E S F E See workshop description on page 6. social and framework through general. cognitive. This workshop “inquire”. you will gain a deeper emotional. services for the community. The workshop inquiry framework. 20 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . will look at theoretical as well as practical considerations on approach to active music-making using an inquiry and the research into children’s physical. materials and my role as a music teacher? What do I value as a music relationships in inquiry. E E Well-being is intrinsically linked to all aspects of a learner’s experience at school and beyond. “explore” instruments and have only “free composition” From birth. Personal. spiritual and social well-being. it is embodied in New and experienced teacher-librarians and librarians. make connections and build understandings about teaching through inquiry in their own language: music. the learner profile and represents the qualities of The library is a key centre of learning for a PYP internationally minded learners and effective. RECOMMENDED FOR: social and physical education (PSPE) is integral to teaching and learning in the PYP. play is the way children inquire and tasks. emotional development. During this workshop. the essential elements of the programme. lifelong learners. You will be able to develop and revise individual or collaborative music units of inquiry and individual lessons.

This workshop is for IB PYP coordinators • bringing tools and resources back to the classroom. Classroom teachers and coordinators. • connecting science to every transdisciplinary Is your school already delivering the PYP? Has your theme in the PYP using object-based learning school already been through evaluation? Sustaining and the museum to generate creative and school improvement requires a combination of ongoing innovative ideas for making those connections and whole school planning. of inquiry Social and emotional learning E RECOMMENDED FOR: E S F Primary Years Programme (PYP) classroom teachers. Science as inquiry can be a part of the PYP curriculum every day and in many ways! Explore the fundamental concepts of PYP science while experiencing the Sustaining and growing the PYP wonders within the American Museum of Natural in your school History (AMNH) in New York City (the site where the hit movie Night at the Museum was filmed). RECOMMENDED FOR: This workshop enables you to extend your knowledge. RECOMMENDED FOR: based teaching and learning. The stand-alone subject. Additionally. and how these skills so that they can be incorporated in any unit of beliefs affect pedagogical approaches offered in the inquiry. with a focus on Primary Years Programme (PYP) administrators and understanding what scientists do coordinators. momentum with the PYP or address a decline in educational websites and children’s books that progress. You will also consider the research regarding classroom. as well cycle of collaborative reflection and innovation to help as exploring how to engage students in scientific inquiry. learning about language and learning through examine how concepts and transdisciplinary skills can language to establish a balance between each one. you will develop ways to focus on the process of science. skills and understanding relevant to the teaching of Many schools feel pressured to teach science as a reading and writing using an inquiry approach. The workshop will also explore the rich and creative variety of scientific writing styles Science discoveries: Exciting ways and the use of children’s literature to provoke scientific to weave science into the programme thinking and inquiry. You will language. You will have the opportunity to reflect on the range of science knowledge and skills that students your own units of inquiry through the lenses of learning need for success in secondary school studies. See workshop description on page 6. In this workshop. you will learn how to apply a units and learning experiences for your students. pedagogical leadership and appreciating transdisciplinary skills as science development. PRIMARY YEARS PROGRAMME Reading and writing through inquiry Science throughout the programme of inquiry E S F RECOMMENDED FOR: E S F Primary Years Programme (PYP) teachers and coordinators. You will explore common You will use your experiences at AMNH to make challenges that arise in established PYP schools and connections to museums. Three areas of focus for the workshop include: E S F E • exploring the fundamentals of inquiry. and administrators who want to either maintain their including ideas for new hands-on activities. refine and implement systems that ensure ongoing growth of the programme. O R G / P D 21 . further school-wide excellence in the PYP. This workshop aims to extend workshop invites you to evaluate your own beliefs about teachers’ understanding of science knowledge and the teaching of reading and writing. parks and resources in your then identify potential solutions to address these local communities to implement relevant and engaging challenges. I B O. lead to deep scientific understandings through every transdisciplinary theme.

Teachers as researchers: From planning The role of arts to publication E S F E S F E RECOMMENDED FOR: RECOMMENDED FOR: Arts specialists and Primary Years Programme (PYP) Educators considering further studies or looking to teachers. The workshop will offer a forum for an environment. Through case studies and research into learning curriculum of a school offering the PYP. New trends are emerging in contemporary education. in-depth discussion about learning theory. in-depth discussion about learning theory. environments. By looking at the arts through the lenses of the essential elements. honest. Researching practice is also considered one workshop is designed to empower passionate and of the most powerful professional development tools. like-minded arts specialists and educators interested in leading to significant improvement in student learning. and early years teachers. the arts by gathering them together as one to engage It is becoming a regular part of teacher performance in opportunities for deeper inquiry and reflective reviews and a valued addition to a comprehensive practices. enhance their professional portfolios. the significant role of the single- Learning environments and space can have a significant subject teacher and the challenges associated with this. yourself as an inquirer. This E S F workshop is designed to empower passionate and like-minded arts specialists and educators interested in RECOMMENDED FOR: the arts by gathering them together as one to engage Primary Years Programme (PYP) teachers. You will leave the workshop with a plan pedagogy. You will study a range knowledge. and to continue to build upon their arts resume or curriculum vitae (CV). This learners. impact on school improvement and student learning. share and publish your findings in the peer. assessment. and to continue to build upon their arts who are considering changes to their physical school knowledge. assessment. pedagogy. curriculum of a school offering the PYP. 22 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . The workshop will challenge you to think about current workspaces and look at how you can positively influence PYP practice. property managers and architects practices. Experience the strength of collaborative practice Inquiry is a stance that educators can take as professional with passionate and like-minded educators. Primary Years Programme (PYP) teachers. It will offer time to explore the authentic integration of reviewed IB Journal of Teaching Practice. the significant role of the single- for a specific professional inquiry and opportunities to subject teacher and the challenges associated with this. you may also develop further documentation and the role the arts have within the insights into inquiry as the pedagogy of the IB. in opportunities for deeper inquiry and reflective business managers. reliable research. administrators. The learner profile The role of arts in the early years E S F E See workshop description on page 6. you will investigate alternative learning environments that support PYP practice and explore the pedagogical shifts that can occur as a result of the innovative use of spaces. RECOMMENDED FOR: Arts specialists. The workshop will offer a forum for an of methodologies and analysis techniques for valid and honest. develop. It will offer time to explore the authentic integration of This workshop moves beyond the classroom environment the arts through the lenses of the essential elements. and considers the “environment” as all that surrounds a documentation and the role the arts have within the student. The learning environment and inquiry Experience the strength of collaborative practice with passionate and like-minded educators.

You will also consider the role of physical education in mother tongue. solve problems and understand new ideas. students learn. not planning. E S F RECOMMENDED FOR: The role of language Classroom teachers. learning about language and learning through language. You will reflects all the essential elements of the IB learner profile. and Classroom teachers. English as a second language (ESL). This workshop also aims to be the first truly paperless face-to-face IB workshop that engages you in active use of internet and electronic The role of physical education resources to support teaching and learning over the course of the entire workshop.and technology-driven global mathematics within the context of their educational society. knowledge. BECOME LIFELONG LEARNERS AND TAKE POSITIVE ACTION AS MEMBERS OF OUR INFORMATION AND TECHNOLOGY-DRIVEN GLOBAL SOCIETY I B O. learn about. Classroom teachers and administrators. PRIMARY YEARS PROGRAMME The role of information and The role of mathematics communication technology (ICT) E S F E E S F E RECOMMENDED FOR: RECOMMENDED FOR: Classroom teachers. the transdisciplinary programme and how their subject- English as an additional language (EAL) and host. You will look at how nature of language learning as a continuum. learn through movement. important. understanding? The aim of this workshop is to support skills and attitudes of the PYP curriculum. The Primary developed in an inquiry context where students can pose Years Programme (PYP) views all languages as equally problems. How is mathematics taught using an inquiry approach? Information and communication technology (ICT) are How is mathematics addressed within and outside of the vital resources that Primary Years Programme (PYP) context of the programme of inquiry? How do learners schools must use to help students and staff develop the construct and transfer meaning and then apply with learner profile. share resources transform teaching and learning practices rather than and work on relevant curriculum documentation as a stand-alone subject area. teaching and assessing in physical education developmentally tied to an age or stage. You will have an opportunity to discuss the a deep understanding of how ICT can be used to teaching and learning of mathematics. This workshop explores the scope. This includes the language of instruction. themselves and each other. In a balanced physical education programme. supporting or integrating language in the programme of inquiry or in single subjects. specific content can help students understand the country languages. examine the varying roles of language teachers in advising. You will look at the importance of learning language. This workshop explores the fluid world. become you with the skills. O R G / P D 23 . purpose and E S F meaningful integration of physical education in the RECOMMENDED FOR: Primary Years Programme (PYP). You will be guided in the development of a language policy. Physical education skills are All teachers are teachers of language. apply the understanding. knowledge and ideas needed to lifelong learners and take positive action as members successfully address the teaching and learning of of our information. This workshop will assist you in developing setting.

The role of science and social studies The role of the coordinator

E S F E S F E
RECOMMENDED FOR: RECOMMENDED FOR:
Classroom teachers. Current PYP coordinators, either newly appointed or
experienced coordinators.
Many issues of personal and social relevance to
students in the Primary Years Programme (PYP) require This workshop looks at the role of the PYP coordinator
both science and social studies understanding, yet in documentation, organizing professional
transcend the boundaries of these traditional subject development opportunities, and managing
areas. Their interdependent relationships, together complex relationships, resource management and
with other disciplines, assist students in understanding communication with a range of stakeholders. All of
the transdisciplinary themes. This workshop explores these responsibilities are integral to the successful
the key and related concepts and the development of implementation of the programme. The workshop
skills within the context of science and social studies. It will provide opportunities for reviewing new and
supports the development of a balanced programme existing publications, curriculum mapping, policy
of inquiry that addresses a breadth and depth of both writing and reviewing the guidelines for verification
science and social studies. and evaluation. You will also become familiar with the
global professional development architecture, REGIS
and the role of the IB educator network (IBEN). The
The role of technology workshop will model collaborative leadership strategies
and explore ways to effectively manage change.

E
RECOMMENDED FOR: The role of the librarian
Primary Years Programme (PYP) teachers, coordinators
and leaders who want a self-directed, self-paced online E S F E
learning experience guided by virtual peers. This is an
See workshop description on page 6.
exploration of strategies and tools that will enable you
to implement effective and meaningful technology
integration within a PYP learning environment.
The workshop allows for beginners as well as
experienced technology users to find an appropriate
pathway. A range of knowledge and understandings PYP RESOURCES
for integrating technology in the classroom or
implementing it at a whole school level are offered. The
role of technology has been designed for those who
want to build a deeper understanding of technology
integration and technology implementation. It takes as
its starting point the cross-programme digital resource
Teaching and learning with technology. You are in the
driver seat with this self-paced workshop while you
explore topics such as technology literacy, frameworks,
mindsets, attitudes and policy development and
action planning. Following a set of individual inquiry
based experiences, you will be equipped to critically
analyse the differences and connections between the
implementation and integration of technology and to PYP Starter Pack
work within your context to collaboratively implement
and integrate technology effectively. This workshop is The PYP Starter Pack is a perfect tool for schools interested
designed to be informative and supportive, rather than in becoming an IB World School offering the Primary
prescriptive, and though PYP-focused, can be applied Years Programme. Includes guides, brochures and posters
across all IB programmes. related to the PYP framework.

24 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E

PRIMARY YEARS PROGRAMME
The vital role of the teaching assistant in Transdisciplinary learning for
the PYP subject specialists

E E S F
RECOMMENDED FOR: RECOMMENDED FOR:
Teaching assistants in IB World Schools with a Primary Primary Years Programme (PYP) teachers and coordinators
Years Programme (PYP) or candidate schools, and non-IB in candidate schools, IB World Schools and non-IB
teaching assistants. The course is suitable for all teaching teachers. This workshop is for those who
assistants, learning support assistants and others who
• have attended a category 1 workshop
support learning in all settings and at all stages.
• have an in-depth understanding of the philosophy
As a teaching assistant (TA), how can you contribute
and curriculum framework of the programme
to teaching and learning effectively? What are the
characteristics of effective partnerships between • have an understanding of the specialist subject area.
teachers and TAs? TAs work alongside teachers, Note: If you are not a specialist but have been assigned
helping students to get the most out of the teaching to a position as a specialist, it is best to enroll in the “The
and learning in the classroom. By helping teachers role of” workshop in your specialist area.
implement activities and make effective decisions
to improve student outcomes, TAs can greatly The PYP provides an extensive framework for designing
enrich the educational experience of students. In and achieving transdisciplinary teaching and learning.
this workshop, you will have many opportunities to This workshop looks at tools to map local curricula
explore, collaborate, communicate and reflect on against the PYP scope and sequence documents. It
how you play an important role in the classroom. In analyses the transdisciplinary themes and examines how
this role, you can provide a “friendly face” for many effective concept based central ideas and lines of inquiry
students and serve as a key connection between the can be designed to address the curriculum in a way that
student and the teacher. is relevant, challenging and engaging. You will also look
at how the transdisciplinary skills are an essential element
of curriculum mapping. This workshop is also suitable
Transdisciplinary learning for those wishing to map national and state curriculum
against PYP concept-based scope and sequences.

E E
RECOMMENDED FOR:
Young children—Powerful learners
NEW

Primary Years Programme (PYP) teachers and
coordinators. E E
The PYP provides an extensive framework for designing RECOMMENDED FOR:
and achieving transdisciplinary teaching and learning. Early years practitioners without formal qualifications who
This workshop looks at tools to map local curricula wish to work or are working in IB World Schools.
against the PYP scope and sequence documents. It
analyses the transdisciplinary themes and examines This workshop unpacks key theories about childhood
how effective, concept-based central ideas and lines and educators’ understandings of learners in the early
of inquiry can be designed to address the curriculum years. It explores the ways young children in the PYP
in a way that is relevant, challenging and engaging. are considered capable learners, full of potential, and it
You will also look at how the transdisciplinary skills relates important implications for classroom practice.
are an essential element of curriculum mapping. This Bridging playful inquiry with connected relationships,
workshop is also suitable for those wishing to map children and teachers in the early years of the PYP seek
national and state curriculum against PYP concept- to build knowledge, skills and dispositions together
based scope and sequences. in authentic contexts. Acknowledging the vital role of
collaboration and communication in the development
of one’s well-being, this workshop provides teachers
with opportunities to think deeply about their work
alongside young children, and how the PYP framework
supports children during this significant time of
development and learning.

I B O. O R G / P D 25

PYP RESOURCES

PYP Starter Pack PYP 10 Reasons Poster PYP Programme Brochure
The PYP Starter Pack is a perfect tool This poster gives ten reasons why  This brochure describes in detail the IB
for schools interested in becoming an the PYP is ideal for students to Primary Years Programme, including
IB World School offering the Primary become active and lifelong learners. an explanation of the curriculum,
Years Programme. Includes guides, Available in English, French and teaching methods, assessment, and
brochures and posters related to the Spanish. how teachers are supported through
PYP framework. professional development. Each pack
contains 100 copies.
PYP Transdisciplinary Themes
Poster Set [7-item set]
These engaging and beautifully illustrated
posters represent each of the six
transdisciplinary themes for PYP students.
Display alone, or alongside each other in a
number of variations using the illustrations
to link the themes together. A seventh
poster for teachers giving an overview
of all the descriptions for each theme.
Dimensions: 59.4 x 42cm.

PYP Scope and Sequence documents
[6-item set]
This set of scope and sequence documents
contains an introduction, specific reference Ten Tales from Different Cultures,
to subject area knowledge and skills, overall Collection of 10 Books
expectations and possible learning outcomes A beautifully illustrated collection
for the IB Primary Years Programme. Available of folktales from around the world.
in English, French and Spanish. Students will learn to appreciate the
diversity of cultural traditions with
this popular PYP series including 10
folktales — Korean, Czech, Malaysian,
Product name Number ID Price Australian, American Indian, Swedish,
PYP Starter Pack 1492PB6 US $129 Turkish, British, African, and Mexican.
Each title is suitable for shared, guided,
PYP 10 Reasons Poster 089EFX US $10.99
or independent reading environments.
PYP Programme Brochure 0497SZ2 US $7.99 Titles are available to purchase
PYP Transdisciplinary Themes Poster Set [7-item set] 0500TZ0 US $71.99 separately or as a complete series.

PYP Scope and Sequence documents [6-item set] 0510MZ5 US $208.99

Ten Tales from Different Cultures, 1441YH7 US $157.99
Collection of 10 Books

26 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E

museum setting. and activities back to your classroom. 2018 April 13 – 15.org/ibworkshops or call (800) 649-6715 . 23 Registration Deadline: March 30 Register by February 9 to save $100 Register by March 13 to save $100 Visit amnh. 2018 Registration Deadline: Feb. March 9 – 11. Workshops for Educators $SSURYHGDVRɝFLDO IB PD for evaluation purposes Experience the wonder of the American Museum of Natural History in New York City! Behind-the-scenes museum tours Access to world class scientists Vibrant discussions and resources PYP Workshop MYP Workshop Science Discoveries: Exciting Interdisciplinary Teaching Ways to Weave Science Into and Learning the Programme of Inquiry 'LVFRYHUKRZWRGHYHORSH΍HFWLYHDQG Develop science content knowledge and appropriate interdisciplinary units in a inquiry skills and bring science tools. resources.

Maryland Montgomery County Schools. . . . . Support is offered three ways:  Self-guided on demand (no cost)  Interactive and consultative  Customized onsite coaching Having someone give us attention and make our needs the goal was big . . Identify and solve potential gaps between your IB programme and your local curriculum requirements. CURRICULUM CONNECTIONS (PYP AND MYP) Make connections between your IB programme(s) and your local curriculum requirements. it was hugely customized . magnet coordinator. very successful. Choose the service that corresponds with your need(s) to receive focused support from experienced IB-trained educators. USA Choose your focus: whole programme single-subject or area whole programme for the school community Registration for School Enhancement Services is as easy and convenient as registering for IB workshops. Get support for diverse groups in your school community. Jennifer Hoover. School Enhance Three exciting School Enhancement Services are available to promote a culture of continuous improvement in your candidate or authorized IB school.

then to develop it specifically for that school based on their needs is commendable. Bring one to your ment Services school! IB CONSULTING/ALL PROGRAMMES Following authorization. As a former building principal and Head of School this is [what] I would support philosophically and financially. to deepen your understanding of the curriculum planning process and to reflect on your planning practices. Support is offered two ways: Use constructive feedback to think about what you do well. William Shell. Colorado Springs.  Interactive and consultative Simon Clark. Support is offered two ways:  Interactive and consultative  Customized onsite coaching To ask a school what they need. PYP curriculum reviewer Find details online ibo.org/ses .  Self-guided on demand (no cost) what you need to improve and how you will get there. schools can opt for a period of tailored support from the IB to gain specific guidance that promotes and enriches their programme implementation. former Executive Director for IB Programmes at School District #11. USA Choose from 12 areas of focus BUILDING QUALITY CURRICULUM (PYP) Choose this service to receive structured feedback on PYP planning.

including specialists. 30 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E . librarians and part-time teachers. and it is expected that all prospective MYP teachers will attend. must attend. the two-day is optional. The workshop spans one full day (six hours of instruction) with two sessions in the morning and two sessions in the afternoon. Launching the MYP E S F RECOMMENDED FOR: All members of the candidate school’s Middle Years Programme (MYP) teaching staff. must attend. and it is expected S Online in Spanish that all prospective MYP teachers will attend. E Face-to-face in English Launching the MYP: Two-day option S Face-to-face in Spanish F Face-to-face in French E S F RECOMMENDED FOR: E Online in English All members of the candidate school’s Middle Years Programme (MYP) teaching staff. The one-day workshop is mandatory. INTRODUCTORY Launching the MYP and all category 1 MYP workshops meet the requirements for authorization. French and Spanish. NOTE: All workshops are facilitated by trained workshop leaders experienced in teaching in IB programmes. This mandatory in-school workshop provides schools with a consistent knowledge base across all staff and acts as a specific launch point for MYP practice. The workshop spans one full day (six hours of instruction) with two sessions in the morning and two sessions in the afternoon. Note: Schools may request the WORKSHOPS KEY two-day option in which the learning engagements are extended. the two-day is optional. The one-day workshop is mandatory. Note: Schools may request the two-day option in which the learning engagements are extended. All category 1 workshops are available in English. F Online in French This mandatory in-school workshop provides schools with a consistent knowledge base across all staff and acts as a specific launch point for MYP practice. including specialists. librarians and part-time teachers.

challenging and student-centred environments. These workshops will encourage you to: Mathematics: Implementing the MYP • align educational beliefs and values to reflect those of curriculum the IB in order to create a challenging programme of international education E S F E S F • develop an understanding of the structures and principles Music of the subject group framework and guidelines • prepare teaching. E S F E S F Teachers from candidate schools and schools interested Language and literature: Implementing in implementing the MYP should enroll in one of these the MYP curriculum MIDDLE YEARS PROGRAMME category 1 workshops. learning and assessment practices E S F E S F through a concept-based curriculum that ignites inquiry. significant. heads of school and IB coordinators.CATEGORY 1 Language acquisition (generic): Implementing the MYP curriculum Subject workshops: Implementing the E F MYP curriculum RECOMMENDED FOR: Language acquisition: Implementing the Middle Years Programme (MYP) subject-group teachers new MYP curriculum to the MYP at established IB World Schools and teachers from interested or candidate schools preparing for authorization. pedagogical and administrative implications of the IB programme to help Dance as you prepare for the verification visit. E S F E S F Arts-Implementing the MYP curriculum Sciences: Implementing the MYP curriculum E S F E S F E S F Arts-Performing: Implementing the MYP curriculum FOR HEADS OF SCHOOL AND IB COORDINATORS Heads of school/IB coordinators: E S F Implementing the MYP curriculum Arts-Visual and performing: E S F E S F Implementing the MYP curriculum RECOMMENDED FOR: E S F Administrators. learning and assessment strategies E S F and design tasks that will support the implementation Physical and health education: of the subject group framework and guidelines Implementing the MYP curriculum • engage in relevant. E S F You will explore the philosophical. Heads Arts-Visual: Implementing the of school and Middle Years Programme (MYP) coordinators from candidate schools and schools interested in implementing the MYP curriculum MYP should enroll in this category 1 workshop. learning and assessment strategies in each of the MYP E S F E S F subject groups as you prepare for authorization. O R G / P D 31 . action and reflection in global contexts Individuals and societies: Implementing • motivate your school community to innovate and the MYP curriculum take risks E S F E S F • align the school’s educational beliefs and values to reflect those of the IB in order to implement a challenging programme of international education. I B O. This workshop encourages you to: E S F • develop a leadership approach around collaboration Design: Implementing the MYP curriculum and collegiality • transform teaching. You will explore effective teaching.

and assessed curriculum engages the MYP curriculum students to address the challenges of our changing world in the 21st century. Individuals and societies: Delivering the MYP curriculum Subject workshops: Delivering the E S F E S F MYP curriculum RECOMMENDED FOR: Language acquisition (generic): Middle Years Programme (MYP) subject-group teachers. Mathematics: Delivering the MYP curriculum contexts and approaches to learning skills E S F E S F • evaluate effective teaching and learning strategies and continue to design tasks that will support the Music implementation of the subject groups and guidelines • reflect upon the relevance. E S F E S F 32 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . Delivering the MYP curriculum Subject-group teachers should enroll in a category 2 workshop in their particular subject area. CATEGORY 2 Arts: Delivering the MYP curriculum Category 2 workshops invite more experienced E S F Middle Years Programme (MYP) school leaders Arts-Performing: Delivering the and subject group teachers to collaborate MYP curriculum and reflect on strategies to enhance the ongoing implementation of the programme. concepts. These workshops encourage you to: MYP curriculum • continue to develop a collaborative and collegial E S F E S F approach to the structures and principles of the subject group aims and objectives. E Teachers from candidate and IB World Schools who have Language acquisition: Delivering the at least one year of experience in delivering the MYP MYP curriculum should enroll in these category 2 workshops as part of their continued professional development. coordinators and teachers who: E S F • have been working with the programme Dance for at least one school year E S F • have previously attended a category 1 Design: Delivering the MYP curriculum workshop (regional or in-school) facilitated by MYP workshop leaders organized by or E S F E S F through the IB. learning and assessment strategies in each of the MYP subject Language and literature: Delivering the groups. You will E S F E S F collaborate and reflect on effective teaching. Arts-Visual and performing: Delivering taught. innovation and rigour of the E S F student-centred environments that you have created Physical and health education: • share challenges and successes in a continued Delivering the MYP curriculum effort to align the school’s educational beliefs and values to reflect those of the IB in order to create a E S F E S F challenging programme of international education Sciences: Delivering the MYP curriculum • reflect upon your own practices and capabilities. E S F Participants will explore how the written. E S F Arts-Visual: Delivering the MYP curriculum All category 2 MYP workshops are for administrators.

A CONCEPT-BASED CURRICULUM THAT IGNITES INQUIRY. FOR HEADS OF SCHOOL AND IB COORDINATORS Heads of school/IB coordinators: This workshop encourages you to: Delivering the MYP curriculum • explore leadership models that further collaboration and collegiality E S F E S F • evaluate teaching. administrators and IB coordinators (IBC). AND REFLECTION IN GLOBAL CONTEXTS IB PROFESSIONAL DEVELOPMENT DEVELOPING LEADERS IN INTERNATIONAL EDUCATION DEVELOP YOUR LEADERSHIP STYLE IB leadership workshops enable you to discover and develop your own leadership style. learning and assessment practices through a concept-based curriculum RECOMMENDED FOR: that ignites inquiry.org/pd/leadership I B O. O R G / P D 33 . ACTION. or • online learningg that affords self-paced p participation over four weeks Find out more at www. international education in preparation • reflect upon your own practices and capabilities.ibo. action and reflection in global Experienced MYP school leaders. • focus the alignment of your school’s educational You will collaborate and reflect on leadership strategies beliefs and values to reflect those of the IB in to enhance the ongoing implementation of the order to create a challenging programme of programme by all members of the school community. e ds eed • Learn about seven capabilities every leader needs n loca ny • Raise your intercultural awareness to lead in any ale e locale • Stretch your career possibilities Choose: • a face-to-face workshop in real time. including heads of contexts MIDDLE YEARS PROGRAMME school (HOS). • continue to motivate your school community to should enroll in this category 2 workshop as part of their innovate and take risks continued professional development.

framework of categories and clusters. you will inquire into how students develop skills that have relevance across and beyond the curriculum. This workshop will provide concrete strategies to assist teachers in creating a learning culture that connects Beyond the disciplines cognitive and constructivist learning theories to MYP real-world assessment practices. of MYP assessment philosophy • allow you to reflect on how the design of assessment impacts the culture of teaching and Building self-directed learners through learning in your schools. This workshop aims to: Bilingual and multilingual teaching • develop your understanding of how assessment and learning informs the teaching and learning of students • provide you with a variety of strategies and E S F E pedagogies that support the practical application See workshop description on page 5. They provide a common language that students and teachers can use to reflect on. and communicate on. affective and MYP RESOURCES metacognitive domains can be learned and taught (explicitly and implicitly). For display in classrooms. ATL skills help students prepare for. and is rooted in authentic E S F E assessment practices. formative and summative assessments work together to create a well-defined approach to making learning meaningful and authentic. Effective teaching is a process. MYP Global Contexts Poster Set [6-item set] Each poster in this global contexts poster set of six has been uniquely and beautifully illustrated for MYP schools. ATL skills in cognitive. CATEGORY 3 Creating authentic units in the MYP Approaches to learning E S F RECOMMENDED FOR: E S F E Experienced IB practitioners in the Middle Years See workshop description on page 4. NEW E S F F Developing service learning RECOMMENDED FOR: Teachers. Programme (MYP). meaningful assessment. They provide a solid foundation for learning independently and with others. the process of learning. beginning with writing a approaches to learning school assessment policy. improved with practice and developed with increasing complexity incrementally. school corridors and reception areas. and demonstrate learning through. There is a deep exploration of how See workshop description on page 4. E S F E Through the MYP approaches to learning (ATL) skills See workshop description on page 5. not a technique. these posters translate the descriptions of the global contexts in MYP: From principles into practice in a highly illustrative and meaningful way. 34 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . coordinators and administrators. helping them “learn how to learn”.

the key role it plays learning in your schools. Additionally. coordinators and administrators. In the Middle Years Programme (MYP). I B O. in students´ MYP experience and how to develop tasks that ensure contextual learning will occur. This interactive workshop is learning relevant and enable students to develop the designed to provide guidance on how to prepare a step-by- knowledge. including the philosophy and principles experiences. E S F E Global contexts for teaching and learning RECOMMENDED FOR: Teams of at least two teachers from different subject groups E S F E should attend so they can work together on a unit plan to use at their home school. Experienced Middle Years Programme (MYP) teachers and coordinators. of interdisciplinary unit planning. coordinators and administrators who want This workshop identifies what “inquiry” is and how it naturally to understand the Middle Years Programme (MYP) differentiates for all learners. You will leave with a self-devised strategic plan for your own school evaluation process Interdisciplinary teaching and learning that will enable you to continue to move forward when in the MYP you return to school. This workshop is an active. responsible action and critical reflection in a rapidly-changing E S F E world. Programme (February 2014) are used as the backbone to analyse this topic. you will develop interdisciplinary aims. of strategies and resources to create teaching and learning communities in which students can increase their understanding of language(s) and culture(s) in Learning diversity and inclusion NEW engaging settings. and learning in the MYP (August 2014). You will inquire into how to evaluation process. Global contexts make unit of work within a group. from designing a multifaceted engaged.Evaluating your MYP Inquiry in the MYP E S F E S F RECOMMENDED FOR: RECOMMENDED FOR: Teachers. a hands-on approach to developing an interdisciplinary local and global significance. In this workshop. objectives and criteria and explore an understanding of the importance of contextual ways to practically organize interdisciplinary teaching and teaching and learning for students. interculturally aware and internationally question to assessing the work. the workshop will explore an array See workshop description on page 5. Living and learning globally E S F E See workshop description on page 6. O R G / P D 35 . hands-on workshop for teachers. You will also explore the minded person. The Programme standards and adapt the teaching and learning environment to reflect the MIDDLE YEARS PROGRAMME practices (January 2014) and the Programme evaluation idea that human beings are naturally curious and capable of guide and self-study questionnaire: Middle Years constructing new understandings in a variety of ways. Individual teachers are also welcome. Investigating inquiry You will discuss the importance of globally relevant contexts for promoting student inquiry. contexts are important will provide background knowledge of the Middle Years for ensuring meaningful and engaging learning Programme (MYP). RECOMMENDED FOR: This workshop is based on Fostering interdisciplinary teaching All. attitudes and habits of a globally step interdisciplinary unit. The workshop In the classroom and beyond. You will gain a deeper global contexts provide direction for contextual understanding of the theory of interdisciplinarity and adopt learning through issues and ideas of personal. skills. E S F E S F See workshop description on page 5.

You will explore the targets of MYP assessment E strategies in your subject areas and apply your Language acquisition: Managing knowledge of the holistic MYP framework for teaching and learning to build successful assessment practices assessment in the MYP using your subject-specific objectives and assessment E S F criteria. 36 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . You will gain hands-on experience with the development of concept-driven assessments and Language and literature: Managing consider new models of optional external assessment assessment in the MYP for the MYP. MANAGING ASSESSMENT IN THE MYP Subject workshops: Managing Individuals and societies: Managing assessment in the MYP assessment in the MYP RECOMMENDED FOR: E S F School leaders. Middle Years Programme (MYP) coordinators and lead teachers in subject groups Language acquisition (generic): who want to deepen their understanding of the MYP Managing assessment in the MYP assessment model. within your own subject and individually. E S F Arts-Performing: Managing assessment Mathematics: Managing assessment in in the MYP the MYP E S F E S F Arts-Visual and performing: Managing Physical and health education: assessment in the MYP Managing assessment in the MYP E S F E S F Arts-Visual: Managing assessment Sciences: Managing assessment in the MYP in the MYP E S F E S F Design: Managing assessment in the MYP Managing assessment in the MYP E S F E Heads of school/IB coordinators: Note: The online environment of this workshop allows Managing assessment in the MYP you to explore how to manage assessment of students E S F by working with other educators in three different ways: in mixed subject groups.

You will understand the positive impact that eAssessment can have on teaching and learning in schools. action the Partnership for Assessment of Readiness for and reflection. interest in teaching in the US. strengthen students’ ATL skills. and consider ways to use MYP eAssessment to increase teachers’ assessment literacy. promote good classroom practice. heads of school. opportunities that eAssessment offers for inspiring effective teaching and learning in Middle Years MYP RESOURCES Programme (MYP) schools. You will the standards both for mathematical content and conduct a group inquiry that will enable them to explore mathematical practice as you explore how elements the different components of the personal project and of the MYP already deliver on the CCSS requirements. MYP Assess is the final book in Discovering the MYP series. design and implementation of digital assessment. contextual learning. you will discover how the MYP is Programme (MYP) practitioners towards a deeper MIDDLE YEARS PROGRAMME ideally suited to implementing the Common Core State understanding of the personal project and community Standards (CCSS) for mathematics. own assessments that satisfy the rigour and contextual learning necessitated by the CCSS for mathematics. At the same time. The workshop is relevant for all MYP schools. I B O. coordinators ideas and best practices with other educators. the community project to gain an understanding You will investigate the types of assessments suggested of how MYP projects enable students to engage in by the CCSS for mathematics and supplied by both practical explorations through a cycle of inquiry. New edition promotes student understanding of MYP assessments and familiarizes students with the key concepts across all MYP subjects. This workshop is intended to guide Middle Years In this workshop. heads of school. You will also explore how “inquiry” can be used to deepen Power and impact of digital understanding of concepts and how it can be effectively assessment implemented in the mathematics classroom. and ensure a rigorous global standard of achievement. teachers and the whole teaching in the context of the United States or with an school community. You will also discover the importance of College and Careers (PARCC) and the Smarter Balanced creating environments that are conducive to student Assessment Consortium. authentic assessment tasks and E S F E S F inquiry-based instruction. You will review the capabilities of the new on-screen examinations and explore the digital literacy skills they promote for contemporary learners. you will develop MYP units of RECOMMENDED FOR: work that meet the needs of the CCSS for mathematics. you will have a forum for sharing of Teachers. MYP Assess is an activity-based workbook for students in year 2 of the IB Middle Years Programme. Mathematics: MYP and the MYP projects (Personal project and Common Core community project) E E E S F E S RECOMMENDED FOR: RECOMMENDED FOR: Middle Years Programme (MYP) teachers of mathematics Coordinators. 2nd Edition participating in MYP eAssessment. and practical experience with. deepen programme implementation. O R G / P D 37 . while also The purpose of this workshop is to explore the tackling common implementation issues. including programmes that end before MYP Year 5 and those not currently Discovering the MYP: Assess. With a good understanding of. You will dissect project as culminating activities in the MYP. You will then design your learning and reflection. You will develop inquiries into the rationale.

the workshop This workshop aims to help MYP coordinators develop will support you and your teams in helping your skills in pedagogical leadership to strengthen the schools develop a growth mindset that will facilitate school's MYP implementation. Middle Years Programme (MYP) coordinators. challenge you to reflect on how your schools show value The workshop will focus on the role that coordinators in the following key components of the MYP: play to support the whole school community. Social and emotional learning The role of the librarian E S F E S F E See workshop description on page 6. make connections. assessment schools. You will deepen your understanding of what it means E to be an IB World School and investigate the impact of RECOMMENDED FOR: successful MYP implementation on individual school programmes. structures and curriculum development. RECOMMENDED FOR: Teachers. Ideal as an in-school workshop for the IB World School that may have The role of the coordinator experienced a high rate of staff turnover. coordinators and administrators. See workshop description on page 6. You will deepen your organizational transformations and will explore how understanding of the MYP. The learner profile Understanding the MYP E S F E S F See workshop description on page 6. MYP RESOURCES Discovering the MYP: Concepts Concepts. You will also learn management practices and • support for the personal and/or community project strengthen your analytical and decision-making skills to help sustain a work-life balance in this challenging role. Acknowledging that change is constant. take responsibility for their own learning and engage in personal reflection. is an essential recource for all MYP schools wishing to help their students to understand big ideas. • designing effective master schedules • encouraging students to thoughtfully select classes • providing broad access to more challenging courses. The workshop will with an action plan for implementation in your school. the second workbook in the popular Discovering the MYP series. reinforce your management to create a robust MYP that supports your abilities to and planning skills and create a practical tool that communicate the IB mission and foster the development combines your learning throughout the workshop of the learner profile attributes. the • international-mindedness and responsible action planning and implementation of teaching and learning and the leading of professional development at their • MYP unit planning. 38 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E .

also statistics and assessment criteria. Student Book 0514EZ2 US $23.99 IB Skills: Sciences . students to reach the highest level of the assessment criteria. probability. covering the the Middle Years Programme. Product name Number ID Price IB Skills: Language & Literature . Offers practice for students to reach the highest level of the assessment criteria. of the Middle Years Programme.A Practical Guide.A Practical Guide. Teacher Book 0514DZ5 US $63. the four branches of mathematics— chemistry and physics. IB Skills: Sciences . Teacher Book 0514FZX US $63. Teacher Book 0502KZ8 US $63. IB Skills: Sciences . also statistics and skills they need to reach the highest skills they need to reach the highest probability.A Practical Guide. IB Skills: Mathematics . geometry and students to reach the highest level of the trigonometry.99 IB Skills: Sciences . IB Skills: Mathematics .A Practical A Practical Guide.A Practical Teacher Book Guide. IB Skills: Language & Literature . MIDDLE YEARS PROGRAMME IB Skills: Language & Literature .99 I B O. level of the assessment criteria.A Practical Guide.A Practical Guide. the Middle Years Programme. covering the three main science disciplines—biology. chemistry and physics. algebra. Offers practice for number. O R G / P D 39 .A Practical Guide.A Practical Guide. covering three main science disciplines—biology. covering covering language and literature. Offers practice for students to reach the highest level of the assessment criteria. Student Book A Practical Guide. Teacher Book A resource for years four and five of the A resource for years four and five of Middle Years Programme. algebra. Student Book A resource for years four and five of the Middle Years Programme. the four branches of mathematics— Helps students to understand the key Helps students to understand the key number.99 IB Skills: Language & Literature .99 IB Skills: Mathematics . Offers practice for level of the assessment criteria.A Practical Guide. Student Book 0502JZ0 US $23. geometry and and related concepts and build the and related concepts and build the trigonometry. Student Book A resource for years four and five A resource for years four and five A resource for years four and five of of the Middle Years Programme.99 IB Skills: Mathematics . covering language and literature. Teacher Book Guide. Student Book 0514CZ8 US $23.

99 Student Book IB Skills: Individuals & Societies .99 Discovering the MYP: Contexts 0513ZZ9 US $12.99 Approaches to Learning: A Practical Guide. book replaces the highly popular MYP Interact workbook. This personal reflection.99 MYP Programme Poster 0499WZ4 US $7.99 for parent/student information events. the second workbook in all the essential curriculum the MYP series.99 Teacher Book 40 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . for their own learning. New edition promotes student understanding of MYP assessments and familiarizes students with the key concepts across all MYP subjects. For use in MYP Sciences Poster Pack [5-item set] 0681FZ3 US $39. MYP RESOURCES MYP Starter Pack Discovering the MYP: Contexts Discovering the MYP: Concepts The MYP Starter Pack contains Contexts. 0514AZ3 US $23. who students to understand big ideas. Product name Number ID Price MYP Starter Pack 1494DB1 US $159. is an essential recource for all are interested in becoming an essential resource for all MYP schools MYP schools wishing to help their authorized IB World School. as the MYP Projects guide and are new to the MYP. such wishing to encourage their students. Student Book 0513FZ3 US $20.99 the classroom. Discovering the MYP: Assess.99 IB Skills: Individuals & Societies . MYP Global Contexts poster set [5-item set] 0500JZ8 US $47.99 Colour poster showing the Middle Years Programme model. Teacher Book 0513GZ0 US $47.A Practical Guide. to take responsibility make connections. 2nd Edition MYP Assess is an activity-based workbook for students in year 2 of the IB Middle Years Programme. make connections for their own learning and engage in and engage in personal reflection. 0514BZ0 US $15.99 MYP Programme Poster Discovering the MYP: Assess. introduces new MYP the popular Discovering the MYP documents for schools that learners to the six global contexts.99 Discovering the MYP: Concepts 0502LZ5 US $12. An series. take responsibility MYP: From principles into practice.A Practical Guide.99 Approaches to Learning: A Practical Guide. school buildings and MYP Mathematics Poster Pack [5-item set] 0681EZ6 US $39. MYP Assess is the final book in Discovering the MYP series. 2nd Edition 1119PDX US $12. the first book in the Discovering Concepts.

approaches to learning (ATL). these familiarity with the language of the the language of the criteria.4 x 42 cm. MYP-global contexts. Dimensions: 59. O R G / P D 41 . I B O. one for each A set of five posters. the five posters For display in classrooms. students and teachers. Helps students through a variety of projects in different to understand key features of the subject areas. key features of the MYP-global A guide for IB Middle Years Programme contexts. and offering practice for students to A Practical Guide. A handy reference for beautifully illustrated for MYP schools. Student Book G A guide for IB Middle Years Programme sstudents in years four and five that helps sstudents identify their learning style and develop learning skills and strategies d tthrough a variety of projects in different ssubject areas. MIDDLE YEARS PROGRAMME MYP Sciences Poster Pack [5-item set] MYP Mathematics Poster Pack [5-item set] MYP Global Contexts Poster Set [6-item set] A set of five posters. Student Book reach the highest level of assessment A Approaches h to LLearning: i AP Practical i lG Guide. approaches to learning covering individuals and societies students in years four and five that helps (ATL).4 x 42 cm. school posters in this set will encourage in this set will encourage familiarity with corridors and reception areas. Helps students to understand of the Middle Years Programme. IB Skills: Individuals & Societies - A Practical Guide. inquiry and reflection. and offering practice for students students identify their learning style and to reach the highest level of develop learning skills and strategies assessment criteria. plus a the MYP mathematics criteria. Teacher Book A resource for years four and five criteria. A handy reference for classrooms. plus a Each poster in this global contexts command-terms poster for sciences command-terms poster for mathematics poster set of six has been uniquely and classrooms. the five students and teachers. inquiry and reflection. global contexts in MYP: From principles into practice in a highly illustrative and meaningful way. one for each of of the MYP sciences criteria. A Approaches to Learning: A Practical Guide. covering individuals and societies IB Skills: Individuals & Societies . posters translate the descriptions of the criteria. Teacher Book A resource for years four and five of the Middle Years Programme. Dimensions: 59.

including costs and staffing • Strategies to support successful implementation of the DP across a range of school contexts • The IB Programme standards and practices and the processes involved in application for candidacy and authorization and in the five-year evaluation. be introduced to the DP subject groups and the nature of the subject assessments. NOTE: All workshops are facilitated by trained workshop leaders experienced in teaching in IB programmes. either when introducing a new programme or when joining an established one. Please note that each has a different audience and focus. The aim of this workshop is to give an overview of the whole of the IB Diploma Programme (DP). approaches to teaching and learning (ATL). school principals. You will also consider the IB from a “user” perspective and learn about how a school joins the IB. 42 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E . This workshop is designed to help educational leaders to explore the philosophical and administrative implications of running the DP in their school or schools. The workshop will focus on: • The IB Diploma Programme model and how it holistically links the IB mission and philosophy. and the curriculum (core and subject groups) • The implications for the school and its community of implementing the DP. You will review the IB mission statement and history. parents and university admissions officers. district officials) who are: E Online in English • in schools conducting the feasibility study with a view to implementation of the Diploma Programme (DP) S Online in Spanish • in a non-IB school but interested in learning about the DP F Online in French • new to the DP and/or are about to join an IB World School or candidate school. IB teachers. All category 1 workshops are available in English. and discuss the DP core. CATEGORY 1 The following workshops meet the requirements for authorization. French and Spanish. INTRODUCTORY Introduction to the DP E RECOMMENDED FOR: Heads of school. WORKSHOPS KEY Administrators E Face-to-face in English S Face-to-face in Spanish E S F E S RECOMMENDED FOR: F Face-to-face in French Members of educational leadership teams (school directors. including how it is constructed and its underlying philosophy.

acting locally” various school-specific documents to help with the ongoing implementation and growth of the DP. this workshop will focus on: Creativity. service (CAS). awareness By the conclusion of the workshop. activity. The overall purpose of the workshop is to explore the philosophical and administrative principles of the IB I B O. The workshop will focus on: the processes involved in application both for • the IB mission and philosophy and the programme candidacy and authorization model as a context for a holistic learning experience • key IB publications that inform the work of the DP • the experiential learning framework. O R G / P D 43 . participants will not • types of conditions and activities that are suitable only have a strong understanding of the underlying when developing a meaningful CAS experience that principles of the DP. • the meaning of CAS for the wider school community • the roles that the CAS coordinator and supervisor play. the context of the school in which participants work This workshop is designed to help creativity. service • developing an understanding of the IB mission and philosophy through the DP model as a context for E S F E S F a holistic learning experience D I P LO M A P R O G R A M M E RECOMMENDED FOR: • the roles and responsibilities of the DP coordinator Diploma Programme (DP) coordinators of creativity. which DP counselors will • in schools conducting the feasibility study with a view utilize to assimilate into their role. • supporting the various stakeholders related to the service (CAS) coordinators develop a quality CAS school’s Diploma Programme programme that supports the IB mission statement and • IB programme standards and practices and philosophy. conforming to the DP programme standards and practices. This workshop is designed to help new DP coordinators As a category 1 workshop. IB terms/ acronyms. communicate the programme to relevant stakeholders and identify • new to the DP and/or are about to join an IB World strategies to support the implementation and/or evolution School or candidate school. systems that are vital to the role of the importance of reflection and developing self- the DP coordinator. activity. but will also have begun to draft promotes the idea of “thinking globally. of the DP within a range of school systems and contexts. and possible strategies for implementing the DP in action. while at the same time details of university admissions in varying contexts. how this coordinator relates to CAS and how CAS can support teaching • online systems. By exploring various leadership and administration facets of the role. and how the roles differ Counselling • the meaning of CAS for students’ personal successes and challenges E S F E S F • the use of the programme resource centre RECOMMENDED FOR: (formerly the online curriculum centre. RECOMMENDED FOR: The goal of the workshop will be to provide counselors with the knowledge and foundation to understand the Diploma Programme (DP) coordinators who are: facets and evolution of the DP. access IB publications and network with other IB educators. or OCC). or OCC) to Counsellors and career guidance officers. the emphasis is on effectively implement the programme in a manner that supports the IB implementing the Diploma Programme. core components and the value of IB for student E S F E S F educational preparation and post-secondary success. The outcomes of the to implementation of the DP workshop will be: to fully support students. The focus will be on understanding IB philosophy.Coordination Diploma programme counselling for DP implementation. such as International Baccalaureate and learning across the DP information system (IBIS) and the programme • the dynamic nature that exists between CAS and resource centre (formerly the online curriculum theory of knowledge (TOK) when emphasizing centre. and not on the mission statement and philosophy.

activity. knowing others depend on them. Finally. or OCC). collaborating and discussing context for a holistic learning experience methods/strategies of developing unit/lesson plans. you will spend time structuring global politics in such Service learning: Transforming a way that it integrates authentic assessment and academics into action encourages students to make links across the DP that will enhance their general understanding of the world they inhabit and their role in it. you will devote time E S F E S F to how to use the programme resource centre (formerly the online curriculum centre. teachers from every discipline and subject. creates conducive environments for deepening curricular understanding as students apply knowledge and skills to improve their community. students extend in-class understanding by identifying an authentic community need. authorization. activity. Global politics Librarians E S E S E S F RECOMMENDED FOR: RECOMMENDED FOR: Diploma Programme (DP) subject-group teachers new Librarians new to the Diploma Programme (DP) at to the DP at established IB World Schools and teachers established IB World Schools and those from interested or from interested or candidate schools preparing for candidate schools preparing for authorization. you will explore the five stages of service learning and its application in the Diploma Programme through DP Starter Pack creativity. During this workshop. and spending focused time with the three assessment • specific DP assessment requirements components (papers 1 and 2. With service learning. service (CAS) Coordinators. or OCC) to access IB publications and network with other IB educators. they are more likely to apply themselves with commitment and dedication. and in The DP Starter Pack is indispensable when considering the Career-related Programme in service learning. including administrators. applying what is learned in new ways and in diverse settings. This workshop is designed to prepare participants to This workshop will support teachers who are new to develop a library/media centre that supports the IB mission the DP and who are either new to the subject or in statement and philosophy. 44 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . service guide and the DP Extended essay guide. service and academic classes. This workshop will also provide context and background to the DP core. activity. creativity. and counsellors DP RESOURCES Service learning. an effective strategy for teaching and learning. the engagement activity • ways in which librarians can have an impact on and the higher level extension). The New IB educators associated with Diploma Programme role of technology and the teaching of global politics is a (DP) and/or Career-related Programme (CP) will benefit critical one that will demand our attention. When students recognize the purpose for academic studies through the service learning process. along with other RECOMMENDED FOR: IB publications and network with other IB educators. becoming an IB World School and provides such content as the DP Creativity. Beyond content and delivery of instruction. You will also pay close teaching and learning in the DP attention to approaches to teaching and learning (ATL) in an effort to enhance both delivery of the material and • using the programme resource centre (formerly student’s learning. The workshop will focus on: their first year of teaching global politics by reviewing • developing an understanding of the IB mission and and breaking down the key components to the global philosophy through the programme model as a politics curriculum. and observing outcomes. the online curriculum centre. CP service learning coordinators.

E S F E Mandarin. Environmental systems and societies These workshops are designed to prepare participants E S F E to teach a specific DP subject in a manner that supports the IB mission statement and philosophy. French. Italian. Japanese. Norwegian Bokmål. English. Business management Spanish. Hindi. The workshop Film will focus on: E S E S D I P LO M A P R O G R A M M E • developing an understanding of the IB mission and philosophy through the programme model as a Geography context for a holistic learning experience E S F E S F • the subject-specific guide and associated internal and external assessment requirements with History practice marking activities of sample student work • structuring a course that integrates authentic E S F E S F assessment and encourages students to make Information technology in a global links across the DP that will enhance their understanding society (ITGS) • using the programme resource centre (formerly E S F E the online curriculum centre. French. Dutch. Economics Most of the time. Italian. Design technology Note: Language workshops designated as “generic” provide IB professional development for German. German. I B O. Italian. Russian. Modern Greek. Korean. Chinese.Subject workshops Computer science RECOMMENDED FOR: E S F E Diploma Programme (DP) subject-group teachers new to the DP at established IB World Schools and teachers Dance from interested or candidate schools preparing for authorization. Thai and Turkish. Malay. Chinese. E S F E S Language A: language and literature (generic) Chemistry E E E S F E S Language A: Literature Classical languages E S F E S F E S E Note: Available in Arabic. Polish. Language A: language and literature Biology E S F E S F E S F E S Note: Available in Arabic. Spanish. English. the workshops are presented in English. German. Swedish and Turkish. and language-specific examples from various languages are provided. O R G / P D 45 . or OCC) to access IB publications and network with other IB educators. Arabic and other languages that are not presented in language-specific workshops. Korean. Japanese. Educators should enroll in a category 1 E S F workshop in their particular subject area. Dutch. The workshops address common content and E S F E S materials. Danish. Russian.

German. exercise and health science E S F E S F E S F E Note: Available in Arabic. Theatre Mandarin and Spanish. activity. service (CAS) and TOK when emphasizing E S E S the importance of reflecting and developing self- awareness Self-taught language A: Literature • IB Programme standards and practices (January 2014) E S F • using the programme resource centre (formerly the online curriculum centre. or OCC) to access IB publications and network with other IB educators. Dutch. E S F E S This workshop is designed to prepare participants to teach theory of knowledge (TOK) in a manner that Mathematics HL supports the IB mission statement and philosophy. The workshop will focus on: E S F E S • developing an understanding of the IB mission and Mathematics SL philosophy through the DP programme model as a context for a holistic learning experience E S F E S • the Theory of knowledge guide (first teaching Philosophy September 2013. Japanese and Spanish. French. first examinations 2015). E S F French. 46 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . Chinese. Language B (generic) Theory of knowledge E S E S E S F E S F Literature and performance (SL) RECOMMENDED FOR: E S F Teachers new to the Diploma Programme (DP) at authorized IB World Schools and teachers from interested Mathematical studies SL or candidate schools preparing for authorization. Language A: Literature (generic) Social and cultural anthropology E E E S E S Language ab initio Sports. E S F E S Language ab initio (generic) E S E S Visual arts E S F E S Language B E S F E S F World religions Note: Available in Arabic. German. English. and associated assessment requirements with practice E S F E marking activities of sample student work • structuring a TOK course that integrates authentic Physics assessment and encourages students to make E S F E S links across the DP that will enhance their understanding Psychology • the dynamic nature that exists between creativity. English.

You A revised edition of the hugely popular DP core will explore current trends in post-secondary options requirements poster set includes updates to reflect the and access. RECOMMENDED FOR: This workshop is designed to help DP coordinators in an Members of educational leadership teams (school IB World School reflect on and improve the quality of DP directors. A goal of the workshop is to define and discuss the role of the IB counsellor and learn strategies to support the effectiveness of the counsellor working with IB students. communicate with universities. district officials) with at least delivery. O R G / P D 47 . CATEGORY 2 Coordination Administrators E S F E S F RECOMMENDED FOR: E S F E S F This workshop is for Diploma Programme (DP) coordinators with at least one year of experience in the role. The workshop is designed to review and update counsellors on the standards and practices of the Diploma Programme (DP) to support momentum and maximize student attainment. DP RESOURCES Counselling E S F E S F RECOMMENDED FOR: Counsellors and career guidance officers. as well as learn strategies to effectively changes to the CAS and extended essay courses. structures and policies of Diploma Programme (DP) delivery within their school. Counsellors learn to keep abreast of changes in the DP and articulate Core Requirements Poster Set the outcomes to properly advise students towards [3-item set] diploma attainment and post-secondary options. I B O. structures and policies courses to enhance student understanding • supporting the needs of the school community • implementing DP policies and procedures by widening access to the DP. • assessing the links between IB Programme This workshop is designed to help educational leaders standards and practices (January 2014) and effective in an IB World School reflect on and improve the quality school practices. The workshop will focus on: one year of experience in the role. • understanding the role of the extended essay introduction of IB Career-related Programme (CP) supervisor and subject-specific assessment criteria or DP online courses • learning about forthcoming changes and updates • learning about forthcoming changes and updates that affect the implementation of the DP that affect the implementation of the DP • outlining the evaluation process and its impact on • understanding the evaluation process and its the school. impact on the school. school principals. The workshop will focus on: • creating strategies to support DP coordinators to become more effective in their role • reviewing the impact that the DP has had within the school and wider community • developing an efficient use of the International Baccalaureate Information System (IBIS) • developing strategies to address the challenges facing leadership teams within IB World Schools • recording and using student data to monitor the success of programme delivery D I P LO M A P R O G R A M M E • assessing the links between IB Programme standards and practices (January 2014) and effective • collaborating between teachers across the DP school practices. for example.

service achievement and address subject-specific assessment criteria. • examining forthcoming changes and updates that affect the implementation of the DP. service (CAS) to RECOMMENDED FOR: promote student understanding Coordinators of creativity. activity. for example. theory of knowledge (TOK) and creativity. These workshops are designed for participants who are keen to improve the teaching and learning experience in the DP classroom. The workshop will focus on: • implementing DP policies and procedures • assessing the relevant links between IB Programme • unpacking broad changes to the DP. standards and practices (January 2014) to enhance the teaching and learning experience Global politics • developing strategies to help librarians become more effective in their role E S F E S • exploring collaboration between librarian and teacher to support student achievement RECOMMENDED FOR: • maintaining a library that supports the DP Diploma Programme (DP) subject teachers who have • implementing DP policies and procedures affecting prepared students for at least one DP exam session in that the librarian specific subject. Creativity. Educators should enroll in a category 2 workshop in their particular subject area. activity. developing self-awareness This workshop is designed for participants who wish to • sharing practices to show how CAS has impacted improve ways in which the library can support teaching the wider school community and learning in the DP classroom. understanding and skills keen to improve the CAS experience in the Diploma • the role of the extended essay supervisor and Programme (DP). E S F disciplinary links RECOMMENDED FOR: • studying the dynamic nature that exists between CAS and theory of knowledge (TOK) when Librarians with at least one year of experience in the role emphasizing the importance of reflection and within a Diploma Programme (DP) context. The workshop will focus on: • assessing the links between IB Programme standards and practices (January 2014) to enhance the teaching and learning experience • developing strategies to improve student access to the DP. service (CAS) with at • understanding how collaborative planning least one year of experience in the role of CAS coordinator. The workshop will focus on: subject-specific assessment criteria • assessing the relevant links between IB Programme • the implementation of DP policies and procedures standards and practices (January 2014) to enhance • broad changes to the DP the teaching and learning experience • exploring and sharing strategies to enhance current CAS programmes Librarians • understanding the interaction between CAS and subjects in the DP to help students make cross. activity. differentiating the curriculum and offering multilingual classrooms • reviewing aspects of assessment to ensure that teaching and learning activities promote student 48 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . both internal and external E S F E S F • integrating the IB philosophy. increases connections between subjects that can This workshop is designed for participants who are reinforce knowledge.

both internal and external Geography • integrating the IB philosophy. Mandarin. Chinese. Note: This workshop is available in Arabic. English. service (CAS) to E S F E S F promote student understanding History • understanding how collaborative planning increases connections between subjects that can E S F E S F reinforce knowledge. Language A: Language and literature Business management (generic) E S F E S E E I B O. Italian. Thai and Turkish. German. Korean. French. activity. differentiating the curriculum E S F E and offering multilingual classrooms • reviewing aspects of assessment to ensure that Film teaching and learning activities promote student achievement and address subject-specific E S E S assessment criteria. Russian. Most of the time. theory of knowledge (TOK) and creativity. O R G / P D 49 . for example. and language-specific examples from various E S F languages are provided. Dutch. the workshops are presented in Dance English. The workshop will focus on: Economics • assessing the links between IB Programme standards and practices (January 2014) to enhance E S F E D I P LO M A P R O G R A M M E the teaching and learning experience • developing strategies to improve student access to Environmental systems and societies the DP. E S F E S Japanese. understanding and skills • the role of the extended essay supervisor and Information technology in a global subject. Educators should enroll in a category 2 workshop in their particular subject area. Arabic and other languages that E S F E are not presented in language-specific workshops. Design technology These workshops are designed for participants who are keen to improve the teaching and learning experience E S F E in the DP classroom. The workshops address common content and materials. Italian. E E Note: Language workshops designated as “generic” Computer science provide IB professional development for German. Biology Danish. Spanish.Subject workshops Chemistry RECOMMENDED FOR: E S F E S Diploma Programme (DP) subject teachers who have prepared students for at least one DP exam session in that Classical languages specific subject.specific assessment criteria society (ITGS) • the implementation of DP policies and procedures E S F E • broad changes to the DP (newly published guides following a curriculum review will be the focus of Language A: Language and literature specially designed category 3 workshops called E S F E S F “subject-specific seminars”).

Hindi.disciplinary links Psychology • examining the dynamic nature that exists between E S F E S creativity. for example. 50 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . differentiating the curriculum and offering multilingual classrooms E S F E S • addressing aspects of assessment in TOK to ensure that teaching and learning activities promote Physics student achievement E S F E S • integrating TOK across all subjects in the DP to help students make cross. Korean. Swedish and Turkish. French. Russian. exercise and health science Language A: Literature (generic) E S F E E E Theatre Language ab initio Note: This workshop is available in Arabic. activity. German. English. Polish. German. Malay. Norwegian E S E S Bokmål. Italian. E S F Dutch. Chinese. Visual arts Language ab initio (generic) E S F E S E S E S World religions Language B Note: This workshop is available in Arabic. Language B (generic) Theory of knowledge S E S F E S Literature and performance (SL) RECOMMENDED FOR: E S F Diploma Programme (DP) theory of knowledge (TOK) teachers who have prepared students for at least one exam Mathematical studies SL session as part of the DP and are keen to improve the TOK E S F E S F experience in the DP This workshop is designed for participants who are keen Mathematics HL to improve the teaching and learning experience in the TOK classroom. English. Japanese and Spanish. Modern Greek. Chinese. Social and cultural anthropology Danish. E S F E S French. Japanese. Dutch. service (CAS) and TOK when emphasizing the importance of reflection and developing self-awareness • implementing DP policies and procedures. Spanish. French. The workshop will focus on: E S F E S F • assessing the links between IB programme Mathematics SL standards and practices (January 2014) to enhance the teaching and learning experience E S F E S F • exploring strategies to improve student access to Philosophy the DP. Mandarin and Spanish. Language A: Literature Self-taught Language A: Literature E S F E S F E S F Note: This workshop is available in Arabic. German. English. Sports.

knowledge (TOK) teachers and extended essay supervisors. activity. heads. and ensure that all students have an equal opportunity to draw on your own experiences and opportunity to demonstrate the knowledge and skills the experiences of other IB practitioners. implementation of these approaches in their school taking into consideration that excellent writing needs context. to develop a an opportunity for you to deepen your understanding of deliberate and dynamic approach to approaches to D I P LO M A P R O G R A M M E academic honesty and develop skills to better support teaching and learning in the Diploma and Career- IB DP students.management skills. and self. service coordinators) who wish to Deepen your understanding and practice of explore further implementation of approaches to teaching academic writing and develop necessary skills to and learning in the DP in the context of their school. extended essay or creativity. to teaching and learning coordinators. This workshop provides on insights from experts in the field. It Academic honesty in the IB comprises a set of values will focus on developing an enhanced understanding and behaviours informed by attributes of the learner of the educational philosophy underpinning IB profile. the opportunity to discuss issues relating to the communication. all DP subject teachers and librarians. I B O. so that there is a balance among the more reactive approach of understanding and the different types of malpractice that exist and methods of detection. O R G / P D 51 .CATEGORY 3 Approaches to teaching and learning NEW for DP/CP classroom teachers Academic honesty in practice E S F E S F E S RECOMMENDED FOR: RECOMMENDED FOR: This workshop is suitable for Diploma Programme (DP) and Career-related Programme (CP) teachers of all IB Diploma Programme (DP) coordinators. The workshop sessions are structured related Programmes. In teaching. principles programmes. social. This workshop will explore the approaches to teaching and learning that are at the heart of an IB education. the methodology and practices and developing an action plan for one’s own stages that writers follow to create high quality pieces school. better support IB Diploma Programme students. as well as they acquire during their studies. as well as exploring practical strategies of academic honesty serve to promote personal integrity. taught and assessed on understanding main problems that students face curriculum will be incorporated while sharing best when they have to write essays. You will Approaches to teaching and also explore more proactive approaches that schools can learning for DP/CP coordinators and NEW take to develop an academic honesty policy that both raises awareness of the issues and provides safeguards pedagogical leaders for students during their learning. This workshop will also include discussion of the of writing. as well as exploration of how the approaches to teaching might be supportive of teacher development. RECOMMENDED FOR: members of senior management teams. E S F E S F Academic writing practices RECOMMENDED FOR: This workshop is aimed at Diploma Programme (DP) or E E Career-related Programme (CP) coordinators and other pedagogical leaders (such as school principals. learning and assessment. approaches Teachers and coordinators. The workshop will focus ATL skills into the written. but teaching and learning and give pedagogical leaders also the other IB approaches to learning: research. and reflecting on the relationship existing relationship between the approaches to teaching and between correct academic writing and critical thinking. theory of experience levels. that can help prepare students to meet the challenges engender respect for the integrity of others and their of an increasingly complex world. You will have the work. This workshop highlights the importance of writing as a This workshop will review the approaches to way of developing not only critical thinking skills. Past and current experience with embedding to utilize these different skills. learning in the DP/CP and the IB Standards and Practices.

52 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . You will internal assessment will also be explored. Designing an investigation is a central part of the workshop. This workshop supports participants in the units of instruction using DP assessment philosophies development of a balanced and practical scheme of work and practices. involved in each of the criteria and to experience first-hand the challenges presented to students. Assessment for learning in the DP Biology: A focus on internal assessment E S F E E S E RECOMMENDED FOR: RECOMMENDED FOR: This workshop is recommended for experienced Diploma Experienced Diploma Programme (DP) biology teachers Programme (DP) teachers. assessment sciences internal assessment criteria. Working Information TO YOUR SCHOOL Cards (WICs) and Groups Away from Permanent Supervision (GAPs). You will the moderation process. You learn through practical experience and come away with a toolbox of skills to take back to your school to improve and further develop fieldwork for your own residential courses or on their own school grounds. their practical schemes of work as well as teachers new to approaches to learning. Then develop lesson plans and course. Ways in which teachers can also discuss understanding by design. Experienced IB biology teachers and those who have recently completed a category 1 workshop. Over the course of the workshop. coordinators and those who have recently completed a category 1 workshop. You will increase their confidence to use the environment as a context for inquiry. The workshop explore effective instructional strategies and the role of is suitable for experienced teachers who wish to improve assessment across IB core philosophies (learner profile. You will teaching biology in the DP. also have the chance to design reflective assessments. Biology: Incorporating fieldwork Beyond the disciplines E E S F E RECOMMENDED FOR: See workshop description on page 4. allowing E S F E you to work in small groups to explore the key issues See workshop description on page 5. using risk assessments. The workshop will cover procedures for OF SKILLS TO TAKE BACK conducting and organizing individual project work safely. You will examine objectives across all subject groups. Bilingual and multilingual teaching This workshop will offer opportunities to carry out and learning successful fieldwork in relation to supporting the teaching and learning of biology. approaches to teaching). helping to raise student achievement in internal assessment and field-based COME AWAY WITH A TOOLBOX learning. you that provides opportunities to assess students using the will learn about assessment in the DP. backward design scaffold teaching and learning to prepare students for and the role of assessment in backward design. the relationship various student samples to develop a clear understanding of DP assessments across multiple DP subject groups of the application of the internal assessment criteria and and the central role of feedback in assessment. Use this workshop to explore and increase your understanding of the philosophical underpinnings Practical work is an important feature of the DP biology of DP assessments.

This may include parents and component. moving away from internal assessment components. deepen your knowledge about the experiential learning whether you are an educator or not. learning and school-based assessment for the DP Biology guide (February 2014). The nature and structure of the will strategize about how to address the main challenges IB DP will be covered. IB DP and Career-related Programme) available for IB students. you will examine the assessment criteria. This workshop will provide you with an opportunity to The purpose of this workshop is to infuse enthusiasm for share and reflect on their CAS experiences as well as to further participation in the IB DP and promote real interest. and develop exercises that explore online clear about its requirements and be prepared to apply databases. mark useful tools that enhance learning. I B O. O R G / P D 53 . activity. you how to develop a robust programme underpinned by will look at the use of data collection probes. You will develop project methodology and sense of what makes the IB DP a special experience for reflection activities and explore links between CAS. You will also learn about the distinctive role of the IB DP core (theory of knowledge. CAS: The transforming power of Bringing the IB Diploma Programme experiential learning into the community E S E S RECOMMENDED FOR: RECOMMENDED FOR: IB Diploma Programme (DP) creativity. Gain key understandings. and learn using technology in superficial ways. evaluate appropriate pedagogy and a range of useful resources. service Any individual interested in finding out more about the IB (CAS) supervisors who are already familiar with the CAS Diploma Programme (DP). ask questions. as will the different pathways (for that may arise when implementing the CAS component. completed a category 1 workshop. the learner profile and other core areas of the D I P LO M A P R O G R A M M E classroom. centre of their own learning experience. including various collaboration tools to extend DP. students and perhaps reflect on how it differs from their theory of knowledge (TOK) and other DP subjects. be and apps.Biology: Promoting the use of ICT Business management: A focus on internal assessment E S E RECOMMENDED FOR: E S E Experienced Diploma Programme (DP) biology teachers RECOMMENDED FOR: and those who have recently completed a category 1 All experienced Diploma Programme (DP) business workshop who wish to explore the role that information management teachers and those who have recently and communication technology (ICT) can play in teaching. activity. You own school experience. In this practical work and be immersed in the day-to-day integration of workshop. teachers from neighboring wish to explore the singular contribution of CAS. You will gain a real framework. tools and resources to adapt and develop your programmes in line with the DP Business You will discuss the importance of ICT as a tool in practical Management internal assessment. This workshop will also provide teachers what you learn in a manner that supports the IB mission with a toolbox of strategies to manage a technological statement. The relationship between the IB learner profile and the concept of international-mindedness will be discussed. service and the extended essay) in making the IB DP a unique learning pathway and the central role of inquiry and concept-based learning in IB programmes. social and Management internal assessment to students with self. have completed a category 1 workshop and parent-teacher associations. Ultimately. some data collection exercises using online simulations You will closely examine the internal assessment. Specifically. schools and school owners. This workshop will equip you to deliver the Business teaching time and develop communication.management skills. example. creativity. the workshop will confidence as you generate useful resources and devise encourage you to use ICT tools to place students in the appropriate activities with fellow participants.

and tying these together by evaluating ICT tools that encourage students to collaborate and place the students at the centre of their learning experience. communication technology (ICT). animations. Activities will be structured so Chemistry: Promoting the use of ICT that you model a practical inquiry appropriate for the Diploma Programme level using student-generated guiding questions. The workshop will focus on collecting primary data via data loggers and emerging DP RESOURCES technologies. actual content of courses and students’ skill development. sourcing secondary data using it in the classroom. activity. service guide: For students graduating in 2017 and after A guide to planning CAS projects and includes bibliographical references. You will examine various provides a forum for DP teachers to develop their student samples to develop a clear understanding of understanding of the transferable and universal the application of the internal assessment criteria and nature of concepts and inquiry so that they take a the moderation process. and modelling in chemistry to enhance learning. The workshop will focus on the role that ICT can play in teaching. Ways in which teachers can more constructivist approach to teaching in the DP scaffold teaching and learning to prepare students for classroom. such as smartphones and cameras. learning and school-based assessment in the IB chemistry curriculum. The workshop will be underpinned E S E by current research in the education field through RECOMMENDED FOR: guided reading with opportunities to discuss and reflect on understanding. You will be guided through teaching chemistry in the DP. 54 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . course. and those workshop. The workshop exposed to strategies that challenge practices of is suitable for experienced teachers who wish to improve focusing on isolated facts rather than the underlying their practical schemes of work as well as teachers new to conceptual connections. Throughout the workshop. This workshop supports you in the development of a balanced and practical scheme of work that provides With the introduction of approaches to teaching and opportunities to assess students using the group 4 learning in the programme model. you will be internal assessment will also be explored. Creativity. Chemistry: A focus on internal assessment Concepts and inquiry in the DP E S E E S F RECOMMENDED FOR: RECOMMENDED FOR: Experienced Diploma Programme (DP) chemistry teachers Diploma Programme (DP) teachers who are new to and those who have recently completed a category 1 teaching through inquiry and concepts. this workshop internal assessment criteria. using simulations. who would like to learn more about planning lessons with inquiry and concepts central to students' learning Practical work is an important feature of the DP chemistry experience. There will also be an opportunity to Experienced Diploma Programme (DP) chemistry teachers work on individual unit plans and gain feedback from who have recently completed a category 1 workshop other participants so that you leave the workshop with and have some experience using information and a practical solution for improving classroom practice. the process of backward planning through learning opportunities.

It • study IB programmes as living. Traditionally. You will: Diploma Programme (DP) economics teachers at • discuss and present data analysis. • review administrative mechanisms to enhance In this collaborative course. You will learn how the activities students informative feedback and promote good habits planned and developed across the practical scheme of thinking. The focus stated in the IB’s mission statement and in the learner is on gauging the learner’s progress towards course. While these assessments relate investigations to the ESS syllabus assessment are important in many contexts. and guidance and authenticity in classrooms. which is proven E to have successfully integrated the IB curriculum model(s) RECOMMENDED FOR: and concurrency of learning. This workshop would also be appropriate workshop. Best practice. NEW including student achievement. assessments that promote learning and understanding. evolving learning offers a platform to adequately discuss both the internal D I P LO M A P R O G R A M M E communities. which will also be examined in this workshop. they do not serve students’ statements. aims. instructional effectiveness and programme evaluation. Environmental systems and societies: A focus on internal assessment Developing a culture of thinking and assessment for understanding E S E S RECOMMENDED FOR: E S Standard level and higher level environmental systems and RECOMMENDED FOR: societies (ESS) teachers who are interested in improving All experienced Diploma Programme (DP) teachers their understanding of the ESS internal assessment and those who have recently completed a category 1 requirements. I B O.or profile. The focus of this workshop is on the development of critical-thinking skills. for new ESS teachers who have already gained experience with the ESS syllabus. which is supported by assessments that give internal assessment. how the internal assessment criteria learning needs and may not reveal to what extent the are applied and assessed. as you become share ideas and strategies on more effective and familiar with assessment policy and language inquiry-based approaches to teaching and learning in policy examples economics with an aim to raise achievement levels. command terms. and how information and learner has gained a real or deeper understanding of the communication technology (ICT) is used. Assessments manual for students. assessment comes at the end of a of work should enable students to fulfill the objectives unit/topic and tends to be about accountability. heads of school. experienced teachers programme equity and access. that promote learning must go hand in hand with the development of critical-thinking skills and useful feedback. fostering established IB World Schools who have prepared students ongoing progress monitoring for at least one assessment session. Economics: Boosting student grades This workshop will examine effective research on the IB. O R G / P D 55 . staffing alternatives. a nature of understanding and This workshop explores the ESS syllabus outline. Good assessments should work collaboratively to develop an internal assessment promote both thinking and understanding. They will gain an understanding of how to year-level goals and benchmarks.Coordination Developing service learning E E S F E RECOMMENDED FOR: See workshop description on page 5. focusing on collaborative structures. school administrators and school counsellors. pyramids of interventions and professional development options. will be explored. practical work and We will examine how to create a culture of thinking in our internal assessment. Coordinators. They will materials and topics studied. and external assessment components. objectives.

activity. Experienced DP Environmental systems and societies (ESS) teachers and those who have completed a category 1 This workshop is an active. their understanding of sustainability and approaches such as the circular economy in both disciplinary and This workshop is designed to help you deepen your interdisciplinary teaching and learning. developing an individual-classroom or whole-school approach to the issues raised. service (CAS). hands-on workshop for DP workshop. You will collaborate across disciplinary boundaries in the teaching modules. approaches such as inquiry and integration of technology You will explore a variety of concepts related to into the learning process in your classroom. Using the lenses also aims to boost your confidence in weaving elements of the circular economy. and then you will explore how these can be approached both from a disciplinary and interdisciplinary perspective. The particularly from individuals and societies. interested in developing content of the mathematical studies course. The workshop sustainability in a number of contexts. administrators and district/local representatives. sciences. Exploring a “sustainable” future: Essential strategies and resources to Concepts. student achievement in both internal assessment and field-based learning. systems thinking and nexus. The workshop will guide encompasses both a disciplinary and interdisciplinary you on how to incorporate recommended teaching approach to the area from a DP and CP perspective. You will explore a range of teaching strategies Foundation. 56 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . experience in teaching DP mathematics courses. You will leave with a self-devised strategic plan for explored in relation to potential fieldwork activities. The IB Programme standards This workshop utilizes fieldwork techniques in and practices (January 2014) and the Programme evaluation an integrated way to promote a more developed guide and self-study questionnaire: Diploma Programme understanding of both societies and the environmental (November 2010) are used as the backbone to analyse this systems. principles and practices teach mathematical studies across disciplinary boundaries E S E RECOMMENDED FOR: RECOMMENDED FOR: Diploma Programme (DP) mathematics teachers who Recommended for all Career-related Programme (CP) and have completed a category 1 workshop and/or have Diploma Programme (DP) coordinators and teachers. and workshop is designed to increase the understanding of the creativity. Environmental systems and societies: Evaluating your DP Incorporating fieldwork E S E S F E RECOMMENDED FOR: RECOMMENDED FOR: Diploma Programme (DP) coordinators. of theory of knowledge (TOK) into your lessons and you will explore sustainability as a starting point for taking a more international perspective on your teaching. as your own school evaluation process that will enable you to well-designed fieldwork has great value in improving continue to move forward when you return to school. Each of the internal assessment criteria are topic. this workshop takes a broad conceptual and have access to resources and materials that can be look at the issues surrounding sustainability. which is assessed externally. It used later with your students. You will be introduced to sustainable development goals and the meaning of the circular economy in an IB educational context. coordinators and administrators who want to understand the DP evaluation process. knowledge of the mathematical studies syllabus topics and master the skills required of students to succeed in Produced in conjunction with the Ellen MacArthur this course. which also examine the ideals of an IB education.

as well as techniques to help students deal with stress effectively. Explore strategies and techniques to implement across all subjects to create a more coherent programme This workshop is a one-day introduction to extended and lead to improved student performance. In this essay supervision. you will develop resources and Contains the IB Diploma Programme examination strategies that can be used with students to encourage papers and markschemes for the May 2017 examination and guide them in meeting the requirements of internal sessions. the content. discuss the roles and responsibilities to acquire skills and knowledge and quickly access of the stakeholders. understanding the assessment criteria for internal assessment reports in history and academic honesty in internal assessment. awareness of their current of the extended essay requirements and the role that performance and connections with other subject supervisors play in supporting the student during the matter. The role of the learning skills used in theory of knowledge (TOK) that supervisor in the extended essay. This workshop would also be appropriate for new teachers who have already gained experience with the history syllabus. the workshop will cover ideas for consider the purpose of the extended essay in terms of curriculum and lesson design that best enable students the DP and beyond. in particular. New and experienced teachers who are or will become extended essay supervisors. Reflect on your current practice and consider extended essay process. E S F E S F RECOMMENDED FOR: DP RESOURCES Standard level and higher level history teachers who are interested in improving their understanding of the internal assessment requirements of the current subject guide (last examinations November 2016). and develop an understanding of D I P LO M A P R O G R A M M E both from memory. accompanying markschemes make the pack suitable for both independent study and classroom use. You will cognitive science. and the a discussion of the marks awarded. I B O. teachers in meeting the requirements of history internal May 2017 assessment and simulate assessing examples of internal assessment. an appropriate framework of support for students while based practices and the most recent research in they are engaged in writing the extended essay. It is designed for both enable students to work within a ‘zone of proximal new and experienced Diploma Programme (DP) teachers learning’ (Vygotsky) and. You will investigate and discuss ideas that assist students and Examination Paper and Markscheme Pack USB. O R G / P D 57 . these papers assessment in history and the assessment of reports with are excellent preparation for live examinations. Additionally. The workshop will include discussion History: A focus on internal assessment on current thinking regarding stress and its relationship to revision and performance. Drawing on evidence. you will develop a clear understanding encourages deeper thinking. Presented in their original format. During students can engage in higher level cognition that the workshop. supplementary to and different workshop. Learn new ways to ensure that the assessment criteria and academic honesty. characteristics and presentation of the internal assessment reports written by candidates. how integrating various subject-specific needs can best be fused to develop a cohesive approach to revision and exam success. The recognize that these skills permeate into every subject aim of this workshop is to assist teachers in developing within the Diploma Programme. the need to who are or will become extended essay supervisors. Exploring higher level cognition across Extended essay in focus: DP subjects A one-day intensive E E E S F RECOMMENDED FOR: RECOMMENDED FOR: Coordinators. you will discuss the critical thinking and from the existing category 3 workshop. The areas covered in the workshop will include understanding the nature and requirements of the internally assessed component of history.

straight- forward guidance and ideas on how to get the most out of information and communication technology (ICT)in the mathematics classroom. You will visual arts practice. IB visual arts: Promoting the use of Interdisciplinarity and the world studies emerging media extended essay E S F S F E E S RECOMMENDED FOR: RECOMMENDED FOR: Experienced IB visual arts teachers and those who have Recommended for extended essay coordinators. students and educators are exploring. students and teachers is perfect to display in Tablets are not recommended for the workshop. This hands-on workshop will incorporate demonstrations and plenty of opportunities to practice using some exciting and innovative new technologies. 58 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . you will receive simple. coordinators and supervisors of the extended essay This workshop is designed for those educators who are Supervisors and coordinators will learn about best interested in exploring and promoting the use of emerging practice strategies for effective guidance of the world media and who are enthusiastic and committed to studies extended essay (WSEE).4 x 42 cm. Increasingly within the visual arts practice. when and why to use technology to support the aims and objectives of the mathematics subjects. You will need to bring a A set of five posters containing essential information Wi-Fi enabled laptop with the latest version of GeoGebra for group four biology. the learner profile and media in visual arts and provides opportunities for you international-mindedness. You will be with regard to the creation and assessment of emerging able to understand how the WSEE sits within the IB in media. the artworks produced are often difficult to interpret and the processes and media used are difficult to understand and assess. along with relationships awareness and understanding of the use of emerging to the subject area disciplines. IB recently completed a category 1 workshop. testing and using as well as its place within the continuum. chemistry and physics installed (free to download for non-commercial use). In this workshop. ICT in mathematics E E RECOMMENDED FOR: DP RESOURCES Experienced Diploma Programme mathematics teachers with any level of computer expertise. Dimensions: 59. At each stage. especially as it relates developing and understanding its role and potential within to interdisciplinarity and global consciousness. It focuses on developing a greater explore links with the core. You will collaborate with effective use of the researcher’s reflection space and the other practitioners to identify and establish best practice Reflection on planning and progress form. both general and the Diploma Programme (DP) in particular. Through this Investigating inquiry workshop. full of ideas and with ready-to-use DP Group 4 Poster Pack [5-item set] resources for their classroom. Much of the workshop will be centred around gaining expertise in GeoGebra. Consequently. emerging media. An emphasis on supervision to develop new skills and teaching strategies that will and guidance of the WSEE will be highlighted as well as translate to classroom practice. classrooms. you will build capacity among educators who are interested in promoting the use of emerging media within the current visual arts curriculum to better meet the E S F E increasing needs of all students. You will leave invigorated. See workshop description on page 5. you will reflect on the pedagogy of how.

E S RECOMMENDED FOR: Managing the extended essay All experienced DP literature or language and literature teachers. have at least two years of experience teaching studies experiences. O R G / P D 59 . methodology. Chinese and Korean. Living and learning globally Language A: Literature—Teaching poetry for enjoyment and assessment E S F E See workshop description on page 6. as well as in several completed a category 1 workshop. librarians and those who have recently A: Language and literature course). I B O. Attention will also be given to the possible inclusion of See workshop description on page 5. literature in translation part 4. while also workshop will be of less relevance to teachers of this course. as a genre. All participants of the language acquisition language B standard level should have attended a category 1 or 2 workshop and (SL) or higher level (HL) prescribed themes: Identities. the literature in translation essay. developing intercultural competence. and those who have recently completed a E S category 1 workshop. and approaches texts from the Prescribed literature in translation to teaching and learning (ATL) skills. the appropriate ways of studying the texts and following the required stages leading to the production of the Learning diversity and inclusion NEW assessment component. Spanish. is available for study in several units All experienced DP coordinators. prepare students for IB assessments. you 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. RECOMMENDED FOR: Poetry. learner profile attributes. literature group who are seeking to consider the theoretical The workshop will provide experienced educators with and practical aspects of teaching works in translation the opportunity to engage in the in-depth exploration to develop effective classroom practices. During the workshop. list (February 2011. international The workshop will focus on a selection of appropriate mindedness. extended essay coordinators and DP coordinators who are keen to explore ways of developing effective school procedures for managing the extended essay process. in language and literature courses. social organization. Schools can increase student achievement in the reading analysis necessary for work in DP literature. but as there is no explicit through the preparation of thematic units that will literature in translation requirement in the guide. with evaluation of some sample scripts. the reinforce student language acquisition. and assessment literature and performance course. This extended essay by taking a systematic approach to workshop will investigate several aspects of selecting managing the extended essay process and by preparing and teaching poetry to stimulate student interest and teachers to assume supervisory roles and responsibilities. The theoretical and sharing the planet. and the ways in which the assessment essay can E S F E S F be approached.Language A: Exploring literature Language B: Building thematic units in translation E S F E RECOMMENDED FOR: RECOMMENDED FOR: All experienced (DP) language B teachers and those who Literature course teachers in the studies in language and have completed a category 1 workshop. It is available in This workshop is suitable for both new and experienced English. Poetry provides great opportunities for student writing and the kind of close. first examinations 2013). assessments in this course. extended essay in the language A: Literature course (also the Language coordinators. Participants will enhance their components may also be of interest to teachers of the programme delivery. human ingenuity.

Maths SL and HL: A focus on Philosophy: Argumentative essay internal assessment E S S E S E RECOMMENDED FOR: RECOMMENDED FOR: This workshop is for IB philosophy teachers and for All experienced Diploma Programme (DP) mathematics teachers of other related academic disciplines who standard level (SL) and higher level (HL) teachers and those have subject-specific teaching experience. provided is based on materials published by the IB or from appropriately recorded external sources that are consistent In the current mathematics SL and HL guides with the new subject guide. the rhetorical. maps that scaffold students’ mathematical discovery. Workshop leaders may choose (first examinations 2014). commentary. improve students’ written work in their approach to taught literature philosophical problematics. This stage or additional information that clarifies or helps workshop will help you learn how to develop explain certain aspects in specific workshops. This workshop will help you clarify procedures that need to RECOMMENDED FOR: be followed for authorization to register a candidate Experienced IB physics teachers and IB physics teachers who for a special request language. the world literature supports you in the development of a balanced and paper. This workshop oral presentation. you will learn how to encourage Physics: A focus on internal assessment coordinators and teachers to implement school- supported language A options within the DP using a E S E workable two-year syllabus or course template. The ways in which teachers can scaffold teaching and learning to prepare students for internal assessment will also be explored. This workshop is suitable if you wish to improve your practical schemes of work as well as if you are new to teaching physics in the DP. moderation process. Within the workshop you practical scheme of work that provides opportunities will also discuss how to establish effective relationships to assess students using the sciences group internal with language tutors. opportunities to discuss activities to help develop Practical work is an important feature of the Diploma strategies for preparing students for the alternative Programme (DP) physics course. In addition. The main goal of the workshop is to offer conceptual and practical tools to Navigating school-supported self. In this workshop. if good mathematical explorations. The workshop will be general in nature but will take RECOMMENDED FOR: into account the points set out in the Philosophy guide All experienced Diploma Programme (DP) teachers and (first assessments in 2016) and provide you with ways coordinators interested in implementing and running a to improve your approach to and preparation for the mother tongue course in their schools. You will also review various student samples to This workshop aims to provide conceptual and develop expertise in the application of the internal methodological tools that will help you understand assessment criteria and the moderation process. internal assessment to modify specific aspects of the available base material is completely different from the past porrtfolio by either providing an alternative exercise at a particular with which many teachers may be familiar. you will discuss the construction of a viable language policy based on the culture of their school. There will also be have recently completed a category 1 physics workshop. However. the complex nature of writing in IB philosophy courses and in other related subjects. 60 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . With this goal in mind. There is a strong focus on the IB’s assessment criteria. external papers and internal assessment requirements. logical and dialectal aspects of philosophical discourse will be analysed and practical strategies to E E produce clear and accurate prose will be discussed. There will be the planner is amended. You will examine various student external assessment requirements and information on samples to develop a clear understanding of the how to fulfill them by studying samples of student’s application of the internal assessment criteria and the written work (translated into English). paper 1 and paper 2. The material who have recently completed a category 1 workshop. workshop leaders need to ensure opportunity to discuss the use of stimuli and mind that the new content is in line with the current curriculum.

in which ideas and findings are communicated in a reasoned and coherent manner. structured paper. practical work. investigate the ways of scaffolding knowledge required for students to design This workshop is aimed at anyone new to film production their own experiments using ICT. focus on the or teachers who are looking to develop hands-on practical design of experiments using ICT suitable for IB skills to support filmmaking in a school context. Each participant workshop. and DP theatre assessments and the ways in which practical film production can support assessment in both subjects. Diploma Programme (DP) psychology teachers who have You will discuss specific pedagogical approaches and had at least one-year experience in teaching the course. presented. but and communication technology (ICT) as a tool in should be the devices most likely to be used in school. D I P LO M A P R O G R A M M E Planning. post-production phases and equips you with the essential on experience with a range of different software technical skills needed to teach students the industry packages and explore other ways to use ICT to basics. will need to bring a video recording device and a laptop (preloaded with editing software). feedback as well as assessments and lessons designed to invite specific feedback for students will be analysed The psychology extended essay workshop will: and discussed. Also. The internal assessment. and role play to enhance the workshop covers the preproduction. You will reflect on your practice and • enable supervisors to guide students in the discuss equity in the context of planning pedagogical planning. production and understanding of concepts. These do not need to You will discuss the importance of information be expensive or bought especially for the workshop. researching and writing a formally approaches for diverse learners. The use of begun their role as extended essay (EE) supervisors. according to the current Extended essay guide (first exams 2018) • provide ideas on how to guide students in the development of a focused question and to oversee the application of the necessary skills in order to write an EE DISCUSS SPECIFIC PEDAGOGICAL • contribute suggestions that will be useful when APPROACHES AND DESIGN LESSON guiding students as they have to write their reflections on their growth as learners while PLANS THROUGHOUT EACH planning and writing the EE WORKSHOP SESSION THAT WILL MEET • examine the roles and responsibilities of the THE NEEDS OF DIVERSE LEARNERS supervisor and student at each stage of the process • gain experience in applying the EE assessment criteria when assessing the students’ work. design lesson plans throughout each workshop session have taken the Psychology category 1 workshop and have that will meet the needs of diverse learners. The workshop also makes clear links to the DP film support teaching and learning. I B O. O R G / P D 61 . You will receive hands. Physics: Promoting the use of ICT Practical film production E S E E RECOMMENDED FOR: RECOMMENDED FOR: Experienced IB physics teachers and IB physics teachers This workshop is ideal for Diploma Programme (DP) who have recently completed a category 1 physics teachers of IB DP film or DP theatre. instruction and assessment for all learners Psychology extended essay E E This workshop will explore how a teacher’s RECOMMENDED FOR: philosophical frame and approaches to teaching This psychology extended essay workshop is aimed at IB determine the degree to which all students learn. the use of feedback in the context • provide information and resources for psychology of an inclusive classroom and how feedback can create teachers who supervise EEs and sustain an inclusive classroom will be analysed and discussed.

RECOMMENDED FOR: Diploma Programme (DP) coordinators. established DP institutions looking to widen access and in combination with the emphasis on international- increase cohort size or new IB schools seeking to establish mindedness and academic rigour of the DP. members of senior management teams. These experiences. You will also have the chance to explore acceptance at their chosen university. IB students represent a broad Heads of schools. and assessing it. and contains topic suggestions. The nature of Diploma Programme assessment and improving approaches to teaching will The DP core: Improving student also be examined in the context of enhancing student engagement and performance in TOK. provides information on supporting. service (CAS) coordinators. 21st century. More than 120. 62 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . During this workshop. E S F RECOMMENDED FOR: Experienced theory of knowledge (TOK) teachers. Participants might also be apply to their learning in the DP. activity. Sample extended essays are also used in this way. attitudes and The DP develops a range of skills for students. school district officials from IB World Schools and E S F E university/college admissions officers. CAS and the EE. students with a unique set of skills. programme marketing and CAS and EE student recruitment will also be discussed in detail. range of nationalities from nearly 140 countries and members of the pedagogical leadership team. introducing. extended essay (EE) coordinators and supervisors and Diploma Programme (DP) coordinators and librarians. Social and emotional learning Supporting IB students in the university admissions process E S F E See workshop description on page 6. and reflect diverse experiences and perspectives that they other school administrators. This workshop is intended to provide participants with an opportunity to explore and apply the criteria and descriptors used for assessing work in TOK. provide healthy numbers from the immediate community. enrolment. Strategies to increase DP cohort sizes principals. with presentations of proven models. there will be an This programme emphasizes the importance of a opportunity to develop a clearer understanding of how vast understanding of what exactly is an accessible university recognition impacts a student’s application programme along with how to build effective and to university. In addition. The IB learner profile and Extended essay guide: For first teaching 2016 the goal of international-mindedness will serve as the Offers an overview of the Diploma Programma extended two overarching themes informing the discussion of essay. Diploma Programme (DP) coordinators. counsellors. In all instances. you can discuss possible CAS activities to help clarify the criteria used to assess student growth. the workshop involves you in assessing work rather than merely listening to presentations about rubrics. The workshop revolves around sample student work in TOK to provide you with specific examples of work and how it is assessed. and to explore strategies in which schools meaningful collaborative structures for student support can support students to maximize their chances of and success. In addition. It appeals perspectives for success in university and life in the to students with interests in a broad range of subjects.000 DP students will be entering RECOMMENDED FOR: university each year. various delivery models for programme sustenance and growth. DP RESOURCES creativity. these different assessments. heads.

the objectives and criteria. Subject-specific seminars are scheduled during the first three months of the calendar year to help educators understand and implement the changes. Where do the seminars take place? Subject-specific seminars take place in each region where IB World Schools operate. Why attend? Subject-specific seminars offer an important opportunity for experienced teachers to fully acquaint themselves with changes in particular subject areas. O R G / P D 63 . gain insights into the guidelines and requirements for implementation.org/events to find the location and date that works best for you. Content presented in online and face-to-face workshops held in the months following presentation of subject-specific seminars will adhere to the new curriculum guide(s). I B O.org/professional-development/which-type-of-training-is-right-for-me/face-to-face-pd/subject-specific-seminars to learn more. Educators who are new to the IB should attend category 1 workshops.WHAT IS A SUBJECT-SPECIFIC SEMINAR? New subject guides published at the beginning of each calendar year outline and describe changes made to DP coursework. Which subject-specific seminars will be held in 2018? Subject specific seminar: Chinese B Subject specific seminar: Language ab initio (generic) E Subject specific seminar: English ab initio E Subject specific seminar: Language B (generic) Subject specific seminar: English B E E Subject specific seminar: Subject specific seminar: French ab initio Mandarin ab initio F Subject specific seminar: French B Subject specific seminar: Spanish ab initio F S Subject specific seminar: German ab initio Subject specific seminar: Spanish B S Subject specific seminar: German B Visit ibo. NOTE: Subject-specific seminars are for experienced teachers only. Visit ibo. Also. and the assessment tools and task types. Academic staff members from the programme development teams and/or members of the curriculum review teams are on hand throughout these workshops to answer questions and participate in discussion. Hear first-hand why the changes were made and how the teaching and learning framework has been improved. (Workshops held prior to presentations of subject-specific seminars D I P LO M A P R O G R A M M E will hew to the older guides).

historical site. exploring cultural history and how such as group forming. The workshop will encourage you Different stimuli and starting points are used. and approaches to standardization and moderation. developing partnerships with cultural to cover preparing students for the collaborative project. The assessment of this and the American Museum of Natural History in New York) as a component will be covered through a focus on the format model for transferable skills and practices to their own settings and requirements of the assessment task. developing including approaches to creation and researching companies visual literacy skills. and examine through the body characteristics of an effective stimulus that determines and and through practical work with specialists how the particular shapes the nature of the piece being created. and the workshop looks at the an educator and practitioner. ranging from Japanese Noh to Classical Greek theatre. pedagogical implications. Experienced Diploma Programme (DP) teachers who have gallery or performance space. collections. You will use the specific documentation of process and performance and the use cultural setting selected for the workshop (past examples have of this in reflecting on the project as a whole. you will become and experience unfamiliar performing arts practices and their part of an ensemble that embarks on making a piece of theatre. The focus is on learning through the body (somatic provides an in-depth look at form. unfamiliar with within the context of the IB DP theatre course. The workshop presents theory and strategies for example Japanese Butoh or Balinese performing practices. You will develop This workshop focuses on engaging with theatre practices and your understanding of how original theatre can be created traditions from around the world and developing strategies to collaboratively and presented both as learners and theatre effectively teach these. You will experience understanding of the conceptual and practical implications practical activities that focus on learning about and responding of the internal assessment component within the DP theatre to sites. artifacts. Different approaches to devising are examined you to feel confident in delivering a theatre practice you are with reference to contemporary practice and research. RECOMMENDED FOR: Using a cultural setting such as a museum. feeding included the British Museum and the National Gallery in London. develop one’s practice as examined to create theatre. 64 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . process of creating theatre collectively. from Balinese arts to Butoh. resources and models of practice. considering the role of the curator from the skills will be covered. The exploration of a single performing arts practice enables Learning through cultural settings: Ways of subsequent application to a whole range of practices and using and cultural and historical settings for traditions from around the world. teaching and learning E S F Theatre: A focus on IA RECOMMENDED FOR: E E S DP theatre teachers. categorized and to engage in inquiry and reflection. curriculum (first assessment 2016). There will be different practices examined makers. establishing. into the internal assessment task. You will examine original pieces of theatre. stories and resources. organizations. Practicalities. You will leave with a tool kit for subsequent practice in but each workshop will engage with one specific practice. and this workshop practice. creating curriculum. culturally and in sophisticated understanding of the art form. DP THEATRE WORKSHOPS PROVIDED BY ISTA Collaboratively creating original theatre Theatre traditions and practices: Teaching and learning through the body E S F RECOMMENDED FOR: E S F Diploma Programme (DP) theatre teachers. Areas of exploration will include practical exercises for engaging with cultural sites In this workshop you will engage in activities to deepen your that are useful for any site visit or field trip. structuring and staging the learning). The workshop will also address perspective of theatre production. Devising requires a performing arts practice functions socially. exploring different types of research. the workshop will explore how completed category 1 or a subject-specific seminar for the new to use cultural settings as a stimulus for creating units of work. RECOMMENDED FOR: This workshop represents an in-depth exploration into the Diploma Programme (DP) theatre teachers. planning and developing/ applying to read a site. and this intensive experience is designed to empower material explored. between different sites. developing and equipping an ensemble to create which have been the focus of past workshops. examining interconnection and relationships who collaboratively create original theatre. sample marking and cultural organizations. for the classroom. This will include a range of practical activities site-specific responses. In the workshop.

this network-licensed Digital Download in ZIP format features the November 2016 session examination papers and markschemes for all six Diploma Programme subject groups. See workshop description on page 6. and the extended essay as a extended essay process. For interested E S F E S schools and candidate schools. activity. November 2016 The exam pack is an indispensable tool for teachers and coordinators. E S The role of the librarian RECOMMENDED FOR: Diploma Programme (DP) teachers who wish to increase E S F E their level of understanding of the programme. for their role in working with students during the Creativity. To foster a have recently completed a category 1 workshop. teachers will explore the D I P LO M A P R O G R A M M E This workshop will prepare individual supervisors role of the three DP core elements: theory of knowledge. O R G / P D 65 . This workshop is designed to meet the needs of a range of professional development requirements and can be used by interested schools and candidate schools as The role of the supervisor in the well as a post-authorization refresher. service. policies. This will support DP subject teachers in developing essay. These papers provide excellent preparation for examinations. the assessment process. The learner profile Understanding the Diploma Programme (DP) E S F See workshop description on page 6. I B O. The examination papers and markschemes are presented in their original format and are clearly indexed. DP RESOURCES Examination Paper and Markscheme Pack Download version. There is a focus extended essay on what it means to be an IB World School offering the DP and how the values of the school should reflect and promote the IB standards and practices. Managing meaningful curriculum planning and consideration of the extended essay. while the accompanying markschemes make the pack suitable for both independent study and classroom use. and providing an interdisciplinary forum in which procedures. ways to prepare students for the research students are challenged to apply their knowledge and process and strategies for reflection in the extended skills. community of collaboration. You will cover the nature of means of broadening students’ educational experience the extended essay. this provides an RECOMMENDED FOR: opportunity to consider the basics while those schools post-authorization will be given an opportunity to All experienced extended essay supervisors and those who reflect and evaluate their IB journey thus far. The workshop will not discuss managing the a deeper understanding of the core elements and means entire process on a school-wide level because that of articulation with the subjects they teach through subject is addressed in another workshop. approaches to teaching and learning.

angles. the various IB mathematics guides. you will discuss E S F the requirements and assessment criteria for each RECOMMENDED FOR: component.Nspire CX. At assessment for a digital age the same time. specifically the use of the latest GDC— software that can be used to create the e-submission. Using the CASIO GDC in IB mathematics • investigating changes to parameters efficiently with sliders E • managing. the students to visualize. visualizing. explore. tangents. • importing full-colour photographic images for With the rapid advances and development of curve. displaying. of candidates’ work in order to better understand what Phenomenal improvements in graphing data examiners are looking for when marking each of the calculator (GDC) technology now provide users with an components. engage students in an investigative nature and ultimately encourage an Visual arts: From easel to screen. process. paying particular attention to the creation of the screens and to sharing good practice. inquiry-based approach to learning mathematics. You will learn how to use the Casio GDC as an inquiry tool to help students: E S • develop a deeper. development and assistance for the use of TI-Nspire CX technology when teaching IB mathematics courses. measuring and IB mathematics studies standard level. and analysing data and statistics with spreadsheets RECOMMENDED FOR: • constructing. This workshop can adopt an inquiry-based approach to learning. preferably having taught students through at least one examination • use the Casio GDC to explore unfamiliar topics in session. the geometry tools Experience with the Casio Graphing Display Calculator • drawing and analysing 3D graphs and slope-fields (GDC) is not a prerequisite. As teachers direct to teaching and learning visual arts in a digital era. You will also consider different ways unprecedented set of mathematical tools. mathematics calculating lengths. students are accustomed to and adept at utilizing information and communication technology • generating spreadsheet data with values acquired (ICT) tools in the classroom as part of the learning by data capturing. more meaningful understanding RECOMMENDED FOR: of mathematical concepts Participants will need to be conversant with the current • create and build their own resources IB Diploma Programme (DP) Visual arts guide. derivatives and integrals with dynamic graphing 66 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . The Casio GDC can help teachers cater to different learning styles. and the use of concepts on their own using the TI.fitting and analysis technology. Advances in of capturing visual arts work and different types of GDC technology. also promotes and supports academic honesty within This workshop is designed to provide professional the DP visual arts. You will explore features of the TI-Nspire by: • visualizing functions. In this workshop. You will Teachers of mathematical studies standard level. the TI-Nspire CX— precipitate significant changes to the Other key aspects of the workshop include approaches delivery of mathematics education. process portfolio and the exhibition. students checklists for teachers and candidates. vectors and areas with standard level and mathematics higher level teachers. Deepen your understanding of the new screen-based assessment of the IB DP visual arts course by focusing Using TI-Nspire in IB mathematics on the assessment and the e-submission process of the three components: comparative study. normals. this is also a tool for problem-solving and exam technique. discover and confirm use of the DP unit planner for visual arts. be able to create screens and look at marked samples mathematics standard level and mathematics higher level.

In this workshop. you relevance with other IB subjects. their understanding of TOK so that they may model and Diploma Programme (DP) teachers who may help reinforce effective thinking skills and concepts in their students with their TOK essays and assessments. I B O. you will model the TOK approach by TOK essay-writing skills. O R G / P D 67 . point of view. You also will assess sample TOK essays to better understand the elements of what accomplished TOK essays look like. You will learn strategies that help students extract knowledge questions from prescribed titles and frame them effectively.claims. administrators and DP coordinators with an interest in During the workshop. to discuss the nature of the TOK. you will have an opportunity TOK assessment. especially those related to reflecting on yourself—the teacher—as “knowers” argument. TOK for subject teachers TOK: Helping students write strong TOK essays and assessing their work E S F RECOMMENDED FOR: E S F E S F Experienced IB subject teachers who do not teach RECOMMENDED FOR: theory of knowledge (TOK) but would like to develop Experienced theory of knowledge (TOK) teachers. analysis and counter. The workshop will will explore “global impression marking” as applied to explore the link between TOK and inquiry so that you assessment and delve into the meaning of the TOK can incorporate a practical understanding of TOK in assessment rubrics from both the teacher and student quality curriculum planning and classroom teaching. DP RESOURCES IB Prepared: Theory of Knowledge. THEORY OF KNOWLEDGE (TOK) WORKSHOPS THEORY OF KNOWLEDGE (TOK) IS CENTRAL TO THE EDUCATIONAL PHILOSOPHY OF THE DIPLOMA PROGRAMME. Through workshop Gain new strategies to help students elevate your D I P LO M A P R O G R A M M E activities. school teaching. and learn experientially as you take on the task of writing a TOK essay based on a prescribed title. and learn and discuss the “ways of knowing” in TOK and their how to better assess their work. 2nd ed. A resource for students participating in the IB Diploma Programme that provides content and activities which enhance knowledge and encourage thinking and reflection about topics related to theory of knowledge. IT IS MANDATORY FOR ALL STUDENTS.

chemistry and physics students and teachers is perfect to display in classrooms. DP Starter Pack 1494JB5 US $159. activity. Product name Number ID Price IB Prepared: Theory of Knowledge. higher level end-of-course exams.99 Questionbank Psychology US $159.99 A resource for students participating in the IB Diploma IB Prepared: History SL and HL 0512ZZ2 US $31.00 content and activities which DP Group 4 Poster Pack [5-item set] 0681GZ0 US $39. Questionbank Geography US $159.99 reflection about topics related to Questionbank Chemistry US $199. 2nd ed. DP Group 4 Poster Pack [5-item set] A set of five posters containing essential information for group four biology.99 enhance knowledge and encourage thinking and Questionbank Physics US $199. 2nd ed.4 x 42 cm.99 68 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E .99 Questionbank Biology US $199.99 Questionbank Mathematics US $318. Dimensions: 59. DP RESOURCES DP Starter Pack IB Prepared: Geography SL and HL IB Prepared: History SL and HL The DP Starter Pack is indispensable Provides practical support and guidance Provides practical support and guidance when considering becoming an IB to help prepare for the IB Diploma to help prepare for the IB Diploma World School and provides such Programme geography standard level Programme history standard level and content as the DP Creativity.99 Programme that provides IB Prepared: Theory of Knowledge. and higher level end-of-course exams. 0696GZ8 US $27.99 theory of knowledge. service guide and the DP Extended essay guide.99 IB Prepared: Geography SL and HL 0512WZ0 US $31.

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p and the accompanying while the accompanying markschemes make w markschemes make the pack tthe pack suitable for both independent study suitable for both independent aand classroom use. this network. These papers preparation for live examinations. markschemes are presented in their original m fformat and are clearly indexed. and assessing it. E Examination Paper and Markscheme Pack USB. May 2017 P C Contains the IB Diploma Programme examination papers and markschemes e ffor the May 2017 examination sessions. service guide: Examination Paper and Markscheme teaching 2016 For students graduating in 2017 Pack Download version. November 2016 Contains the IB Diploma T exam pack is an indispensable tool for The Programme examination papers tteachers and coordinators. 70 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . and markschemes for the May licensed Digital Download in ZIP format features 2017 examination sessions. markschemes and subject introducing. these papers are excellent preparation for live p examinations. includes bibliographical references. A guide to planning CAS projects and includes access to hundreds of exam provides information on supporting. questions. and the accompanying e markschemes make the pack suitable for m both independent study and classroom use. and reports applicable to the current contains topic suggestions. May 2017 and after Offers an overview of the Diploma The online Questionbank for Physics Programma extended essay. tthe November 2016 session examination Presented in their original format. The examination papers and study and classroom use. May Examination Paper and Markscheme Pack 2017 Download version. Presented in their original format. papers and markschemes for all six Diploma p these papers are excellent Programme subject groups. activity. curriculium. provide excellent preparation for examinations. DP RESOURCES Extended essay guide: For first Creativity. b Examination Paper and Markscheme Pack CD-ROM.

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You will be exposed to key elements of the Career- related Programme (CP) and then able to explore these elements further in regards to your own school in activities throughout the workshop. authorization and programme evaluation. All category 1 workshops are available in English. heads. heads. The workshop spans one full day (six hours of instruction) with two sessions in the morning and two sessions in the afternoon. student-centred philosophy and the learner profile. This introductory in-school workshop provides schools with a consistent knowledge base across all staff. It does not count towards authorization. New or recently appointed principals. practices and requirements and the process involved in application for candidacy. CATEGORY 1 WORKSHOPS KEY CP Administrators E Face-to-face in English E S F E S S Face-to-face in Spanish RECOMMENDED FOR: Principals. Particular focus will be given to introducing the IB mission. members of senior management teams from schools which have F Face-to-face in French decided to offer the Career-related Programme. NOTE: All workshops are facilitated by trained workshop leaders experienced in teaching in IB programmes. and members of senior management teams from schools offering the Career- E Online in English related Programme This workshop will provide a basic understanding of the Career-related S Online in Spanish Programme (CP) for members of educational leadership teams and discuss how schools can create a sustainable offer with engaged stakeholders. and explaining the unique CP framework and suitable delivery of its core elements. You will explore F Online in French the philosophical and administrative implications of IB programme standards with reference to the requirements of CP implementation. you will learn how to tailor the CP to individual contexts and explore the CP standards. INTRODUCTORY Launching the CP E S F RECOMMENDED FOR: Note: This is not a category 1 workshop. In addition. French and Spanish. 74 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E .

you will better backgrounds and contexts of students. or OCC). with its scope for C A R E E R . guidance implementation. brochures and posters related to the CP framework. You will develop an understanding of the and administrative background to the newest IB IB mission and philosophy reflected in the CP as a programme with reference to CP standards and programme of international education. You will also programme’s flexible framework. Finally. O R G / P D 75 . I B O. higher education advisors and members of • currently involved in a feasibility study or the educational establishments with some experience working authorization process to implement the Career- with students who are: related Programme (CP) • in a non-IB school. practices and requirements. This workshop introduces CP coordinators to the IB Owing to the unique nature of the Career-related philosophy. candidate CP school. You will focus on how the CP holistically links the IB mission and have the opportunity to discuss the IBCP Core guide philosophy and understand CP elements and career- and the CP Handbook of procedures that explains the related learning to address student needs. Includes guides. Finally. and professionals who have the responsibility for career- the process involved in the application for candidacy. the role of coordinator and the components Programme this workshop explores the philosophical of the CP. In this workshop. careers guidance counsellors. you understand how to use IB support materials available will learn about how to use key IB publications and online and in key publications. you will authorization and programme evaluation. that are crucial to the role of the CP coordinator. CONSIDERING VARYING SCHOOL CONTEXTS CP RESOURCES CP Starter Pack CP Starter Pack is a perfect tool for schools interested in becoming an IB World School offering the Career-related Programme. as relevant to guidance counsellors or the CP standards. recognition of the CP and gain strategies to support and explore different strategies for implementing the career guidance that enhances the CP. GAIN STRATEGIES TO SUPPORT CAREER GUIDANCE THAT ENHANCES THE CP. CP Coordinators CP Guidance counselors E S F E S E S F E S RECOMMENDED FOR: RECOMMENDED FOR: This workshop is recommended for coordinators who are: This workshop is intended for counsellors. among them: Language development guide and Personal and professional skills guide. online systems such as the International Baccalaureate Information System (IBIS) and the programme resource centre (formerly the online curriculum centre.R E L AT E D P R O G R A M M E discuss strategies for gaining university and employer varied implementation in different school contexts. You will explore requirements. varying school contexts. but who are interested in learning • new to the IB and about to join an IB World School or about guidance counselling in the Career-related candidate CP school Programme (CP) • new or recently appointed CP coordinators from IB • new to the IB and about to join an authorized or World Schools. considering required components of the IBCP to suit the needs.

It will give a full overview and and philosophy reflected in the CP as a programme practical suggestions as to how schools can implement of international education as well as the context of meaningful interaction and contributions with their the PPS course in relation to the CP Core and CP as a communities and society in general. supervision. This workshop provides a holistic. backgrounds and career-related needs will be focused upon. theoretical and practical view of the delivery of the reflective project for schools that have recently applied or have become authorized to offer the CP. 76 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . with day leadership is also at the forefront of the workshop. This workshop is designed to provide specific personal who now wish to discover the unique elements of service and professional skills (PPS) development to educators learning as a part of the Career. CP Personal and professional skills CP Service learning: Transforming academics into action E S F E S RECOMMENDED FOR: E S F E S Teachers of personal and professional skills (PPS) from RECOMMENDED FOR: schools that have made the decision to apply to offer The workshop is aimed at participants who may have the Career-related Programme (CP) and new or recently experience of service learning as a part of the Career- appointed teachers of PPS from IB World Schools. CP Reflective project CP RESOURCES E S F E S RECOMMENDED FOR: Teachers of the career related aspect of the Career-related Programme (CP) from schools which have taken the decision to apply for or offer the CP and new or recently appointed CP coordinators or reflective project supervisors from IB World Schools. assessment and delivery will be shared. The development whole. with specific consideration of the other aspects CP Poster of the reflective project that must be covered as part The CP poster displays the CP curriculum model and is of the summative and formative assessment of the a much used item to create programme awareness and work. supporting examples from a range of contexts. The service learning programme as a part of the Career- workshop will provide an in-depth look at the IB mission related Programme core. The workshop will provide an in-depth look at the context of the reflective project in relation to the CP core and CP as a whole. You will come away with different strategies of the service learning aims is at the core of the for implementing the required components of PPS workshop and attempts to meet authentic community to suit the needs. related Programme. formatting and best- understanding for parents and students. The aim of developing interests of students and have strategies to ensure PPS leaders in a community sense who will engage in every course planning is pedagogically underpinned. the Diploma Programme or neither. In addition.related Programme.  practice approaches to the reflective project teaching. You will also explore the criterion-based assessment of the reflective project. from either a school that has decided to apply for IB The workshop is designed to provide an overview of authorization or recently appointed to a school with the practical methods of encouraging the aims of the an existing IB Career-related Programme offer.

This workshop provides a forum for experienced PPS E S F E teachers to engage in a detailed discussion around changes to and improving implementation. have completed category 1 CP coordinator training in The workshop will provide career guidance counsellors. in their thoughts on the role of a counsellor in providing transition to a career or further study. share strategies that from every discipline and subject. A focus of the workshop is to explore Additionally. retention and curriculum to gain a wider understanding of CP practice. based on the curriculum review New IB educators associated with the Diploma Programme and the launch of the new guide that replaces the (DP) and/or Career-related Programme (CP) will benefit former IBCC approaches to learning course (ATL). and review. the sessions will look at the main areas of the CP and their interdependence with a view to E S F E S providing educational institutions with feasible and effective methods for effectively developing their CP. as a way of supporting both student learning guidance on careers and higher education applications. assessment RECOMMENDED FOR: and teaching of PPS. with an overview of the CP focusing on the • principals. assessment. and guidance. RECOMMENDED FOR: Teachers of personal and professional skills (PPS) who either have experience with the Career-related Programme CP Coordinators (CP) or who have attended a category 1 PPS workshop. CP service learning coordinators. You will also explore different strategies for tracking and assessing the core components of the CP. You including administrators. I B O. coaching and the core. so you can improve the way of the CP. Creativity action service (CAS) will develop a new understanding of PPS themes and coordinators. and counsellors. support successful delivery of PPS that reflect Diploma The purpose of this workshop is to build on existing Programme (DP) and career-related components experience and knowledge. you will reflect implementation and assessment of PPS. discussion and collaborative interactions.R E L AT E D P R O G R A M M E employment across the globe. on your experience of CP delivery in your own educational context and share ideas on pedagogy. you will spend time reflecting and sharing the needs of their students: during the CP. will extend to providing an understanding of current thinking in career-related learning and developing on The purpose of the workshop is to aid educational a career-related practice in educational establishments. and beyond as guidance and advice for CP students or teachers. O R G / P D 77 . educational institutions that are already authorized and professionals that provide career and work-related to deliver the CP. The workshop is focused on helping educational institutions enhance the delivery and effectiveness of their CP. life-long learners. teachers the role of the course within the CP. institutions in developing their CP to best serve In the course.CATEGORY 2 CP Guidance counselors CP Administrators E S F E S RECOMMENDED FOR: E S F E S This workshop is intended for counsellors and careers RECOMMENDED FOR: guidance counsellors. In this workshop. and self-awareness during the career-related study. higher education advisors and members of educational institutions that work with and This workshop is recommended for: advise students from 16 to 19 years in all aspects of career- • Career-related Programme (CP) coordinators that and work-related learning. completion of the reflective project (RP). time will be spent reviewing strategies the vision and philosophy of the CP and the revisions of that support students such as profiling. develop and share teaching the CP is implemented in your school and prepare for and learning experiences that support effective future changes to the CP. Through CP Personal and professional skills practical exploration. This have commenced the delivery of the CP. head teachers and/or members of the centrality of the learner and value of regional contexts senior leadership that work in an IB World School and in planning for effective career-related counselling. particularly applying to universities or gaining in the Diploma Programme courses and through the C A R E E R .

practices and developing an action plan for one’s own school. heads. collaborative planning and reflection with Diploma This workshop will review the approaches to Programme (DP) and CP educators around the reflective teaching and learning and give pedagogical leaders project. as well as on insights from experts in the field. explore further implementation of approaches to teaching review and share strategies that support successful and learning in the DP in the context of their school. service coordinators) who wish to reflective project and its role within the CP and develop. Career-related Programme (CP) teachers and CP coordinators. See workshop description on page 5. taught and assessed and standardize the application of reflective project curriculum will be incorporated while sharing best assessment criteria. and teaching of the reflective project. Approaches to learning as well as exploration of how the approaches to teaching might be supportive of teacher development. You will strengthen your understanding ATL skills into the written. E S F E See workshop description on page 4. Beyond the disciplines E S F Approaches to teaching and learning See workshop description on page 4. 78 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . CP Reflective project Approaches to teaching and learning for DP/CP coordinators and NEW E S F E S pedagogical leaders RECOMMENDED FOR: E S F E S F Experienced reflective project supervisors. activity. approaches curriculum review and the launch of the new Reflective to teaching and learning coordinators. This workshop will also include discussion of the CATEGORY 3 relationship between the approaches to teaching and learning in the DP/CP and the IB Standards and Practices. based on the members of senior management teams. RECOMMENDED FOR: This workshop provides a forum for experienced CP This workshop is aimed at Diploma Programme (DP) or educators to engage in a detailed discussion around Career-related Programme (CP) coordinators and other changes to and improving implementation. You will strengthen understanding of the or creativity. Past and current experience with embedding project. to develop a deliberate and dynamic approach to approaches to teaching and learning in the Diploma and Career-related Programmes. assessment pedagogical leaders (such as school principals. It will focus on developing an enhanced understanding of the educational philosophy underpinning IB programmes. develop and share the opportunity to discuss issues relating to the teaching and learning strategies that support effective implementation of these approaches in their school implementation and assessment of the reflective context. extended essay project guide. You will have the opportunity to draw on your own experiences and the experiences of other IB practitioners. You will also review. as well as exploring practical strategies that can help prepare students to meet the challenges of an increasingly complex world. NEW for DP/CP classroom teachers E S F E S F Bilingual and multilingual teaching and learning RECOMMENDED FOR: This workshop is suitable for Diploma Programme (DP) and Career-related Programme (CP) teachers of all E S F E experience levels. This workshop will explore the approaches to teaching and learning that are at the heart of an IB education.

You will also have the opportunity to discuss the CP authorization process and working with CP Programme standards and practices. Aimed NEW at interested. See workshop description on page 6. You will explore the Social and emotional learning effective delivery of career-related courses alongside the academic strand of IB Diploma Programme (DP) subjects and the CP core. assessment and how teachers are supported through professional development. RECOMMENDED FOR: This workshop is designed for schools that want to broaden their educational offering at post-16 by Learning diversity and inclusion introducing the IB Career-related Programme (CP). You will learn what it means E S F to be an IB World School and get a brief overview of the See workshop description on page 6. E S F E S F this workshop can be used as an exploration point for interested schools. an information source for candidate See workshop description on page 5. E S F See workshop description on page 6.R E L AT E D P R O G R A M M E This workshop will introduce you to the IB CP. In addition. I B O. Investigating inquiry Understanding the CP E S F E E S F E See workshop description on page 5. candidate and existing IB World Schools. including the IB philosophy and ethos. Each pack contains 100 copies. schools and as a refresher workshop for existing IB World Schools authorized to run the IBCP. Designed for school heads/administrators and IBCP coordinators or Living and learning globally a coordinator’s designate. understand how CP subjects are delivered and assessed and obtain The learner profile strategies to design an effective CP. CP RESOURCES CP Programme Brochure This brochure describes in detail the IB Career-related Programme. development of the CP and the CP core. C A R E E R . The workshop provides an opportunity to explore and understand the IBCP and E S F E the opportunities and strengths that come from the combination of vocational and academic programmes. you will explore the role of the CP coordinator. Developing service learning The role of the librarian E S F E E S F E See workshop description on page 5. teaching methods. O R G / P D 79 . See workshop description on page 6. including an explanation of the curriculum.

Now available in English. French and Spanish. for students looking to pursue understanding for parents brochures and posters related to the different pathways. Programme is the ideal study programme awareness and related Programme. Each pack contains 100 copies. teaching methods. among them: Language input from IB teachers.99 10 Reasons Poster IBCP 1250PA4 US $12.99 CP Programme Brochure 1250VA8 US $7. CP RESOURCES CP Poster CP Starter Pack 10 Reasons Poster IBCP The CP poster displays the CP Starter Pack is a perfect tool for This eye-catching poster shows 10 CP curriculum model and is a schools interested in becoming an reasons why the IB Career-related much used item to create IB World School offering the Career. this poster development guide and Personal and is both informative and student- professional skills guide. Created with and students. assessment and how teachers are supported through professional development. Product name Number ID Price CP Poster 1247JAX US $7. CP Programme Brochure This brochure describes in detail the IB Career- related Programme.99 80 8 0 IB WORKSHOPS AND SERVICES 2 2018 018 CA 01 ATA T A LO TA LO G U E . friendly.  CP framework. including an explanation of the curriculum. Includes guides.99 CP Starter Pack 1534DJ9 US $150.

50th Year Anniversary Cup 50th Year Anniversary Umbrella Carry your favorite beverage in this Enjoy the rain and celebrate 50 years of handy plastic cup with a contrasting IB education for a better world with this blue silicone texture grip and stylish umbrella designed for the occasion. is designed for this special occasion. O R G / P D 81 .com or titlewave. the book. made of a soft foam. the International Baccalaureate celebrates its 50th Anniversary. apparel and more. RESOURCES 50th Anniversary merchandise In 2018. I B O. celebrate the 50th Anniversary of IB. shaped stress ball. For more information. To celebrate this important milestone. the IB presents limited edition of branded merchandise. Don’t miss your chance to get a unique sample of our 50th Anniversary collection. this white Don't let the 50th Anniversary ceramic mug has a new design to celebrations stress you out. matching lid that has been designed Canopy of the umbrella is made of to celebrate the 50th Anniversary of IB. mugs. the handle is aluminium. please visit follettibstore.com 50th Year Anniversary Book-Shaped 50th Year Anniversary Mug Stress Ball A best seller in our collection. polyester. including pens.

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this ages 3 to 8. integrating lifelong learners. for classroom or personal use. includes photos and testimonials from the school community. Schools. index tabs in vibrant colours. Each story educators. sticky notes and a mini pad for writing. This title discusses fostering effective including getting internal and external these stories form a global portrait of collaboration. it Dimensions: 40 cm x 34 cm. which share their journeys Drawn from several decades of coordinators. O R G / P D 83 . of IB World Schools and programmes. this nylon document bag is wirebound hardback notebook perfect for carrying lightweight reading has useful adhesive notes and materials to and from school and is index tabs on inside cover. in active inquiry. the programmes and more. team leaders and teachers to in implementing the IB programmes experience and from a variety of build a culture of professional inquiry that and documenting their strategies contexts that represent the diversity can benefit the entire school community. research- based ways to engage and guide children. Designed with younger children in Printed with the IB logo.Journeys in Communities of Practice: Journeys in Implementation: Proven Journeys in Learning Across Stories and Strategies of Professional Strategies from IB World Schools Frontiers: Stories. for dealing with various challenges. Ways to Learn Through Inquiry Reading materials bag for Notebook with adhesive younger children note pad and tabs Illustrates practical. mind. I B O. contains 80 lined pages. authentic. overcoming resistance to stakeholders on board. Strategies and Inquiry from Around the World Inspiration from the IB Community Looks at an assortment of IB World A guide for school administrators. Each chapter includes new approaches and using technology to the IB and national standards. students. funding a rich range of perspectives from IB enhance professional learning. Ideal printed with the IB World School logo. alumni and parents.

Sold in bags of 10. 2. 10-pack The IB World School medal is in elegant silver metal on White glossy vinyl stickers with a blue a blue lanyard. 50 mm diameter.5 mm thickness. RESOURCES Large Bronze Lapel Pin Large Colour Lapel Pin Badge Button Pin Badges. It is perfect for graduation ceremonies trilingual IB World School logo. Polished Made from resin and steel with a debossed IB logo. 22 mm diameter and comes with a presentation box. Silver Medal in Gift Box IB World School Stickers. within the IB community. 84 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . secure butterfly pin clasp. circular steel lapel badge in This smart. These lightweight and durable key rings are ideal for school open days. or as the perfect Metal pin fastening at the reverse. or for use as a presentation gift. circular lapel badge is Simple button pin badges printed bronze with butterfly pin fastening. achievements. on plastic-coated metal with the The perfect gift for graduation and Used by many customers as a gift full-colour IB logo. Key Rings. or as the perfect accessory to communicate their 25 mm/1 in diameter. Chrome Spinning Key Ring Used by many customers as a graduation or presentation gift. Measures presentation box included. Presented in a gift box. 10-pack Circular key ring with IB logo printed in full colour on both sides. conference giveaways and gifts. includes a blue lanyard branded with the IB World School logo. Pack of 10 Smart. to award students for their academic at graduation. Diameter: 40 mm. trim 22-mm diameter. accessory to communicate involvement involvement within the IB community. printed with a full-colour IB logo. Debossed with the IB World School logo on both sides. the center section of this stylish key ring is engraved on one side with the IB logo and on the reverse side with a world map.

99 go-to piece takes you from season to Size L: 1313HG7 season in ease and comfort. 10-pack 0501NZ3 US $6 Key Rings. black conference folder in A very useful ballpen-highlighter many IB World Schools to distribute high-quality. a pen.99 Duo Highlighter & Pen. Printed with the IB logo.99 Silver Medal in Gift Box 0496HZ6 US $15. 10-pack 0496LZ5 US $17. This 12-inch ruler has an integrated pencil sharpener. This IB World Schools Hooded Sweatshirt—Navy Blue Size M:1313JG1 US $39. retracting mechanism. Navy blue.99 Chrome Spinning Key Ring 0495JZ4 US $11 IB World School Stickers. business cards and documents.Cardboard Folders.99 Large Colour Lapel Pin Badge 0496QZ1 US $12. leather-look fabric combination with a unique twist certificates or to circulate essential and embossed with an IB logo. Printed with IB trilingual logo. two removable pencils and one eraser that slots perfectly into the ruler itself. Product name Number ID Price coordinators and students.5 in. I B O. Pack of 10 0495RZ2 US $11 Conference Folder 0495SZX US $31. The fine-point information to IB educators and parents. Ruler A useful 5-in-1 ruler set for students. pocket.99 Button Pin Badges. 5-pack 0501MZ6 US $14 IB World Schools Hooded Sweatshirt— Navy Blue Ruler 0502EZ4 US $4. 304 mm/12 in by 218 mm/8. Pack of 10 0495HZX US $7. XL. L. 5-pack These popular folders are used by Smart. O R G / P D 85 .99 Cardboard Folders. Size XL: 1313GGX available in sizes M.99 A soft cotton long-sleeved hoodie Flower-shaped highlighter 0501ZZ0 US $6 featuring the IB World Schools logo. Flower-shaped h d highlighter hi hli ht A practical and fun highlighter. Large Bronze Lapel Pin 0496PZ4 US $12. with an internal A lined notepad included. Pack of 10 Conference Folder Duo Highlighter & Pen. Its flower shape incorporates five different-coloured highlighters and is ideal for teachers. Dimensions: A4 (290 mm x 360 mm). pockets for printed with the IB logo. black ink and yellow highlighter is Sold in packs of 10.

g Size: 150 x 225 cm / 5 x 8 feet. Printed with the IB World Plaque School logo. Size: 150 x 225 cm / 5 x 8 feet. The frosted effect on the reverse side ensures that the logo stands out on a variety of exterior surfaces. 10-pack A pack of 10 environmentally friendly These useful bags. also suitable IB Flag (indoor only. IB Flag (indoor only. natural cotton. made from 100% unbleached barrels come in five assorted colours. with long Environmentally friendly black-ink pens lanyards made from corn derivative handle straps. making it strong. Dimensions: 210 x 297 mm. with plastic clips for hanging) 496JZ0 US $207 for presentation to students in the IB World Schools. Product name Number ID Price Eco Lanyard. Lanyards are printed with the IB logo. full-colour IB logo and are plastic and printed with the IB logo. 5-pack Eco Pens. 10-pack 0496KZ8 US $19 Eco Tote Bag.99 Certificate ficate of Participation Participatiion in the Primary Years Programme. IB Flag l (outdoor)  d This flag is made of all-weather finest quality material. are printed with a made using biodegradable corn starch and featuring a breakaway safety large. Printed with the IB logo. with plastic clips for hanging) This flag is manufactured from durable fabric and finished with highly sustainable synthetic materials. Pack of 10 Eco Pens. The certificate includes a security Certificate of Participation in the Primary Years 0495KZ1 US $54 Programme. 10 items per pack. 5-pack 0498EZ7 US $17. 86 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . RESOURCES Eco Lanyard. 10-pack 0501WZ9 US $19 High quality certificate for students who Plaque 0496CZX US $111 have completed the PYP exhibition in their IB Flag (outdoor) 1313KG9 US $250 final year of the programme. This smart acrylic plaque clearly displays the IB World School logo and has been produced for display at IB World School sites. durable and able to stand the test of time. Pack of 10 hologram and is signed by the Director General of the IB. Pen release and trigger clip fitting. 10-pack Eco Tote Bag. Includes clear instructions.

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45. 59–61. 77–78 88 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . 57. 51 introductory workshops. 42–46 Primary Years Programme. 79 digital. iii. 53 Diploma Programme. 16–26 Middle Years Programme. 24. 47. 1 Blended learning. 77–78 category 3 workshops. 58. 31. 33 bilingual/multilingual teaching and learning. 79 Diploma Programme. 78 Middle Years Programme. 59 resources. 64. 37 Diploma Programme. 32–33 Middle Years Programme. 75. 1 Common Core Building quality curriculum. 1 Visual. 78 Primary Years Programme. 34–38 Diploma Programme. 77–78 approaches to learning. 77–78 digital. 79–86 Middle Years Programme. 51–67 Career-related Programme. 79 Approaches to learning. 77–78 living and learning globally. 66 Category 1 workshops Diploma Programme. INDEX A counselling. 79 Arts social and emotional learning. 54 Diploma Programme. 5 Diploma Programme. 49. 78–79 Bilingual/multilingual teaching and learning. 74 Academic writing practices. 51–52. 66–67 Middle Years Programme. 46. 16 service learning. 34 role of librarian. 43. 2. 52–55. 22 Middle Years Programme. 29 mathematics. 79 assessment. 33. 1 Category 3 workshops B Career-related Programme. 45. 49. 79 Primary Years Programme. 74–76 Middle Years Programme. 16 Chemistry Biology Diploma Programme. 50. 46. 77 Academic honesty. 78–79 coordinators. 27 learning diversity and inclusion. 74–76 role of. 38 category 2 workshops. 78 Diploma Programme. 75. 55 beyond the disciplines. 22 Primary Years Programme. 47–50 Diploma Programme. 42. 75. 49 Primary Years Programme. 50. 76. 66 Career-related Programme. 10–13 Theatre. 36 understanding. 24 category 1 workshops. 14. 51 investigating inquiry. 45. 36 Diploma Programme. 31 role of. 64. 1 Primary Years Programme. 22 Coordinators. 79 American Museum of Natural History. 47 C assessment. 45. iii Career-related Programme. 4 learner profile. 13–15 Primary Years Programme. 75–76. 52 Primary Years Programme. 52–53 Cluster workshops. 58. 52. 34 when to choose. 49. 37 Business management Computer science Diploma Programme. 44. when to choose. 46. 36 Career-related Programme. 78 Middle Years Programme. 36–37 Primary Years Programme. 21. 31–32. 14–15 when to choose. 66 Category 2 workshops Assessment Career-related Programme. 79 Career-related Programme.

15 film. 49. 49 Diploma Programme. 45. 50 Emotional learning. 59 Primary Years Programme. 61 Diploma Programme. 59 D living and learning globally. 53 District workshops. 65. 7. 54. 42–46 DP Advantage. 60 Middle Years Programme. 50. 66 geography. 36. 46. 47 e-Learning. O R G / P D 89 . 50. 46. 45. 22. 49–59. 67–71 Middle Years Programme. 60. 46. 65 health education. 64 investigating inquiry. 52 resources. 50 evaluating. 49. 54 Exercise environmental systems and societies. 54 Economics computer science. 47. 56 Exhibitions exercise. 43–45. 35. 60–61 theatre. 66 Diploma Programme. 45. 46. 75. 61 Diploma Programme. 65–66 Diploma Programme. 49. 57–59. 51 sports. 66 subject-specific seminars. 45–46. 49 Extended essay. 45. 52–53 world religions. 49 Diploma Programme. 65 biology. 54. 49. 42–43 Cultural settings. 56. 50 business management. 4 language arts. 58 Primary Years Programme. 47. 59 Middle Years Programme. 45. 46. 49. 54 counselling. 55. 51. 59 Dance mathematics. 61–62 global politics. 46. 19–20. 46.Counselling history. 63 assessment. 64 Career-related Programme. 49–50. 77 informational technology. 78 the learner profile. 45. 73 category 2 workshops. 49. 42–72 social anthropology. 17 introductory workshops. 1 category 1 workshops. 50. 46. 11–16. 52 understanding. 50. 52. 57. 58. 46. 43. 50 Career-related Programme. 50. 49. 47 international-mindedness. 31–32 role of librarian. 50 I B O. 47 role of supervisor. 60 Design planning. 43–44. 65 technology. 52 psychology. 62. 50 arts. 61 Diploma Programme. 45. 67 bilingual/multilingual teaching and learning. 49. 45. 62 Developing service learning. 46. 64 beyond the disciplines. 58. 52 theory of knowledge. 52 Diploma Programme. 31–32 physics. 45. 46. 43. 45–46. 57–58. 49. 56. 11–12. iii. 55–56 Diploma Programme. 1 cultural anthropology. 45. 53. 31–34 literacy. 45. 61 assessment. 2 languages. 46. 47–50 E category 3 workshops. 45–46. 45. 55–56 economics. See Social and emotional learning dance. 45. 47. 25 chemistry. 49 service learning. iii. 45. 58 Curriculum. 49 Environmental systems and societies design. 51–67 Early years. 49 philosophy. 53. 62. 59 connections. 54. 44. 45. 50. 49. 50 approaches to learning. 57 learning diversity and inclusion. 50 Primary Years Programme. 46. 45. 45. See Service learning social and emotional learning. 15 literature.

46. 65. 35. 14–15. 74 Diploma Programme. 57 Primary Years Programme. 35. iii. 4–6 Languages Diploma Programme. 79 Middle Years Programme. 34. 35. 43–44. 31. 58 Diploma Programme. iii. 16. 35 Global politics Primary Years Programme. 63 the learner profile. 95 workshops. 36 Primary Years Programme. 5 G Career-related Programme. iii. 66. 42–72 classical. 34. 5. 62 service learning. 62. 9 Diploma Programme. 38. 45. 34–35. 6. 31–32. iii. 5. 16. 45. 45–46. 6. 38 assessment. 10–29 Career-related Programme. 36 Diploma Programme. definition. 79 subject-specific seminars. 79 Primary Years Programme. 21. 51. 7–9 Middle Years Programme. 52. 49. 59. iii. 7–9 Increasing cohort size. 42–43 Diploma Programme. 78 Primary Years Programme. 44. iii. 45. 5. 62. 47. 36 Career-related Programme. iii Middle Years Programme. 50 Middle Years Programme. 8. 65-66. 8 International-mindedness. Heads of school. 62. 6. 47. 50 investigating inquiry. Diploma Programme. 49–50. 53. iii. INDEX F Individuals and societies Face-to-face workshops. 59. 58. 45. 55. 31–32. 59. 78 role of. 53. 62 Middle Years Programme. 42–43. 36 approaches to learning. 4. 10–12. 61 Information and communication technology (ICT) Finance and accounting. 16. 8. 10–12 History Diploma Programme. 79 multicultural. 19. 8–9 living and learning globally. 79 Leadership learning diversity and inclusion. 15. 62 understanding. 49 Middle Years Programme. 17 Primary Years Programme. 20 Health education Introductory workshops Middle Years Programme. 77 role of the librarian. 24 supporting students in university admissions. 19. 18–22 Diploma Programme. 64 L Language acquisition I assessment. 30. 79 Diploma Programme. 58. 6. 15. 31. 5. 30 Higher level cognition. 7 IB leadership certificates. 50 defined. iii. 49. 59 IB education Middle Years Programme. 49. 79 Geography. 20–21. 74 assessment. 38. 48 In-school workshops. 18–22. 74. 24. 46. 78 self-taught. 16. 31–32. 79 executive/experienced. 54. 45. 49 introductory workshops. 52. 49. 23 beyond disciplines. 54. 47. 61. 5. 2 Diploma Programme. Flipped classroom model. 23 Inquiry. 14–15 Primary Years Programme. 3. 21. 34. 6 H Diploma Programme. 53–55. 10–13. definition 1 Governance. 33. 16–17. 33. 61. 36 Diploma Programme. 38 social and emotional learning. 58. 23 bilingual/multilingual learning. 36 Film. 76. 1 assessment. 31–32. 35. 34. 43–45. 30–41 pedagogical. 79 90 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . 57. 45. 36 IB Consulting. 4.

76. 44. 59 Music Middle Years Programme. 31–32. 38 Diploma Programme. literacy. 36 approaches to learning. 50 arts. 31–32. 19. 6. 23 Diploma Programme. 56. 31–32. 36 Middle Years Programme. 20 M O Mathematics Online workshops. 36 sciences. 30 Career-related Programme. 50. 31–32. 35 digital. 35. 67 design. 34. 36 Primary Years Programme. 36 P Common Core and. 46. 35 Diploma Programme. 37–41 Diploma Programme. 46. 45–46. 36 assessment. 49–50. 48 physical education. 34 Literature social and emotional learning. 20 international-mindedness. 35 Library. 36 Middle Years Programme. 31–32. 2 category 3 workshops. 23 beyond the disciplines. 14. 38. 30–41 assessment. 48 literature. 37 Partnering with parents. 65–66 language arts. 77 Middle Years Programme. 19. 31–34 Diploma Programme.Learner profile. See Information and communication technologies. 31–32. 65. 36 Librarians. 20. 56. 36–37 Primary Years Programme. 79 investigating inquiry. 20 music. 36 Middle Years Programme. 31–32. 23 bilingual/multilingual teaching and learning. 36 role of. 42. 6 mathematics. 11–13. 34–35 I B O. 31–32 Diploma Programme. 61 category 2 workshops. 35 Primary Years Programme. 36 resources. 21 service learning. 59 role of librarian. 31–32. 60. 46. 38 evaluating. 36–37 Philosophy Primary Years Programme. 46. 37 assessment. 44. O R G / P D 91 . 54. 35 Primary Years Programme. 60 Primary Years Programme. 58. 58. 31–32. 60. 32–33 Planning. 14. 31–32. 34 Physics category 1 workshops. 66 Personal and professional skills. 34 Diploma Programme. 79 living and learning globally. 36 teaching and learning. 19. 61. 36 Play-based learning individuals and societies. 36 Primary Years Programme. 53 Diploma Programme. 13. 31–32 self-taught. 30 health education. 34–38 Career-related Programme. 9. 34 role of. definition 1 assessment. 24. 36–37 Primary Years Programme. 38 Middle Years Programme. 31–32. 20–22. 45–46. 38 learning diversity and inclusion. 38 assessment. 50. 17. 50. 60 role of. 31–32. The. 31–32 Middle Years Programme. 31 Diploma Programme. 36 Literacy projects. 6 introductory workshops. 78 curriculum. 23 Physical education Middle Years Programme. 31–32. 37 technology (ICT) understanding. 31–32.

19. 50. iii. 19–20. 1–2. 36 mathematics. 19. 46. 61 92 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E . 21. 25 Social and cultural anthropology. 5 planning. 78 Primary Years Programme. 24 Diploma Programme. INDEX Primary Years Programme. 36 leadership. 47. 55. 11–13. 19 chemistry. 34 resources. 11–13. 21 Diploma Programme. 57–58. 11–16. 18–11 Sciences language arts. 11–12. 79 play-based learning. 20–21 Middle Years Programme. 15 S flipping classrooms. 49–50 living and learning globally. 65 early years. 50 Projects Subject-specific seminars. 33 Diploma Programme. 23 assessment. 22 Career-related Programme. 20–21 teaching and learning. 45–46. 76. 22 Resources assessment. 16 Middle Years Programme. 24 physical education. 20. 63 Middle Years Programme. 49 literacy. 76. 67–71 bilingual/multilingual teaching and learning. 20 Primary Years Programme. 6 school enhancement services. 21 biology. 20 computer. 60. 38 symbolic learning. 15. 19. 78 arts. 16–26 Career-related Programme. 27–28 Career-related Programme. 20 School Enhancement Services. 49 library. 62. 61 social and emotional learning. 31–32. 19. 46. 25 Sports Professional development. 26 category 2 workshops. 16 Middle Years Programme. 16 Diploma Programme. 47. 64. 45. 44. 53. 23–24 Diploma Programme. 6 category 3 workshops. 26 Social and emotional learning. 2. 46. 39–41 category 1 workshops. 20 role of. 43–44. 23 physics. 19. 10–13 Primary Years Programme. 8. 75–76. 13–15 Role of librarian. 90 international-mindedness. 19 Psychology. 22. 19 Primary Years Programme. 38 exhibitions. 65. 16 Reflective projects. 50 transdisciplinary learning. Diploma Programme. 76. 62 resources. 11–13. 55. 79 curriculum. 37 Symbolic learning reflective. 17 School culture. 15 Diploma Programme. 14. 10–29 R approaches to learning. 20 Diploma Programme. 54. 28–29 investigating inquiry. 26 Middle Years Programme. 14–15. 17. 45. 16–17. 45. 79 sciences. 15–16. 23 Service learning. 14–15 Career-related Programme. 25 Middle Years Programme. 24 personal well-being. 50 music. 46. 49 learning diversity and inclusion. technologies. 79–86 beyond the disciplines.

25 U University admissions. 43. 6 Primary Years Programme. 34 Primary Years Programme. 17. 58 I B O. 78 Diploma Programme. 67 Transdisciplinary learning. 21. 25 Technologies computer science. 78 concept-based.T Teaching and learning bilingual/multicultural. 37 Primary Years Programme. O R G / P D 93 . 46. 25 transdisciplinary. 62 workshops. 50 World studies. 45. 45. 52 Middle Years Programme. 49 mathematics. 46. 49 film. 46. 35 play-based. 35 Middle Years Programme. 5. 23–24 visual arts. 23–24 role of. 4 Career-related Programme. 14. 49 design. 15–16. 66 Middle Years Programme. 16. 64 traditions and practices. 50. 75 V Vision and strategy. 42. 16 interdisciplinary. 13. 64 original. 19. 20. 25 What is an IB Education?. 49. 62. 34. 58. 4–6 World religions Diploma Programme. 45. 50. 7 W Well-being. 19. 61 information. 52. 25 Teaching assistants role of. 13. 20 Primary Years Programme. 14–16. 64 Theory of knowledge Diploma Programme. 66 Theatre Diploma Programme.

. summer. Programs available in spring.edu or 800-545-1849. or a week-long transformational experience on campus with Project Zero Classroom. practice-based. Find the right program for you: hgse. and creativity through six online. contact our admissions team at ppe@gse.harvard. understanding.me/pzprograms For additional information. 13-week courses for small teams of educators. and fall.Project Zero Programs at the Harvard Graduate School of Education for IB Category 3 PD How do you create classroom cultures that support students’ development as thinkers and learners? Explore thinking.

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