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Diploma Programme Workshops

Category 1 workshops

For Administrators

For IB Diploma Programme coordinators

For Subject Teachers

For theory of knowledge (ToK) teachers

For Librarians

For Counselors

For coordinators of creativity, action, service (CAS)

Category 2 workshops

For Administrators

For IB Diploma Programme coordinators

For Subject Teachers

For theory of knowledge (ToK) teachers

For Librarians

For Counselors

For coordinators of creativity, action, service (CAS)

Category 3 workshops

Approaches to the study of integrated performing arts (dance, music, theatre) practices around the world

Biology: A focus on internal assessment

Chemistry: A focus on internal assessment

Chemistry: The role of inquiry-based learning

Core assessment: Roadmap for improving student performance in TOK, CAS and EE

Creating inclusive classrooms: Access for all students in the DP (special needs)

Developing a culture of thinking and assessment for understanding

Devised theatre

Environmental systems and societies: Incorporating fieldwork

Evaluating your DP

Geography: Teaching and learning to support HL paper 3

IB visual arts: Promoting the use of emerging media

ICT to support practical work in biology and chemistry

Insights, inspirations and resources

Interdisciplinarity and the world studies extended essay

Teaching ITGS: Incorporating Web 2.0

Language A: Exploring literature in translation

Language A: Literature—Teaching poetry for enjoyment and assessment

Language B in Spanish: Building thematic units

Managing the extended essay

Maths SL and HL: A focus on internal assessment

Navigating school-supported self-taught literature

Pedagogy of the unfamiliar

Physics: Promoting the use of ICT

The role of the supervisor in extended essays

Successfully navigating university recognition

A theoretical and practical approach to developing links between TOK and CAS

TOK for subject teachers (in-school workshop)

TOK integration across the subjects

Category 3 Continuum (Diploma) Workshops

Category 3 Continuum workshops


Category 1 workshops

Administrators

Recommended audience: DP administrators (school principals, heads and members of senior management teams).

This workshop is designed to help administrators implement the DP in a manner that supports the IB mission statement and learner profile. It is appropriate for participants who are new to DP administration at established IB World Schools and those from interested or candidate schools preparing for authorization. Leaders who are experienced in DP administration facilitate the workshop. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for a holistic learning experience
  • discuss the challenges DP administrators face and strategies to implement the DP successfully in the context of individual schools
  • learn about important IB policies and procedures (for example, school authorization documentation as appropriate, Handbook of procedures for the Diploma Programme (2011, updated 2012), DP standards and practices, academic honesty).

 


Coordinators

Recommended audience: DP coordinators new to the role at established IB World Schools and those from interested or candidate schools preparing for authorization.

This workshop is designed to prepare participants to implement the DP in a manner that promotes the values encapsulated in the IB mission statement and learner profile. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for an holistic learning experience
  • discuss the role and responsibilities of the DP coordinator and possible strategies for implementing the DP in the context of the school in which participants work
  • learn about important IB policies and procedures (for example, school authorization documentation as appropriate, Handbook of procedures for the Diploma Programme 2012 (2011, updated 2012), DP standards and practices, academic honesty).
  • use the online systems, such as IBIS and the online curriculum centre (OCC), which are vital to the role of the DP coordinator.

 


Subject-group workshops

Recommended audience: DP subject-group teachers new to the DP at established IB World Schools and teachers from interested or candidate schools preparing for authorization. Educators should enroll in a category 1 workshop in their particular subject area.

NOTE: Language workshops designated as “generic” provide IB professional development for German, Mandarin, Italian, Arabic and other languages that are not presented in language-specific workshops. Most of the time, the workshops are presented in English. The workshops address common content and materials, and language-specific examples from various languages are provided.

Group 1: Studies in language and literature

Language A: Language and literature          

Language A: Language and literature (generic)

Language A: Literature and performance (generic)

Language A: Literature

Language A: Literature (generic)

 
 
Group 2: Language acquisition
Classical languages
Language ab initio
Language ab initio (generic)
Language B
Language B (generic)
Latin
Nordic languages
Slavic languages

 

Group 3: Individuals and societies

Business and management
Economics
Geography
Global politics
History
History route 1
History route 2
Islamic history
ITGS
Philosophy
Psychology
Social and cultural anthropology
World religions

 

Group 4: Experimental sciences

Biology
Chemistry
Design technology
Physics
Sports, exercise and health science
Environmental systems and societies

 

Group 5: Mathematics and computer science

Calculators
Computer science
Further mathematics
Mathematical studies SL
Mathematics HL
Mathematics SL

 

Group 6: The arts

Dance
Film
Literature and performance
Music

Theatre

Visual arts

 

These workshops are designed to prepare participants to teach a specific DP subject in a manner that promotes the values encapsulated in the IB mission statement and learner profile. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for an holistic learning experience
  • focus on the subject-specific guide, which gives participants a clear understanding of their role and responsibilities as a DP subject teacher (for example, the aims and objectives of the subject and links with the IB mission statement, course content and assessment model)
  • learn about the internal and external assessment requirements and practice marking sample student work using the appropriate criteria
  • learn how to develop appropriate assessment tasks and structure a course that integrates authentic assessment, provides students with the opportunity to develop skills at an appropriate pace and meets the demands of the internal and external assessment criteria
  • explore appropriate teaching and learning strategies, including evaluating appropriate texts and materials
  • discuss the purpose of the extended essay and role of the supervisor
  • consider the core and how students’ experiences in theory of knowledge (TOK) and creativity, action, service (CAS) can enhance teaching and learning across the DP hexagon and discuss the importance of collaborating with other DP teachers
  • learn about DP policies and procedures (for example, school authorization documentation as appropriate, Handbook of procedures for the Diploma Programme 2012 (2011, updated 2012), DP standards and practices, academic honesty)
  • use the online curriculum centre (OCC) to access IB publications and network with other IB educators.

 


Theory of knowledge

Recommended audience: Teachers new to the DP at established IB World Schools and teachers from interested or candidate schools preparing for authorization.

This workshop is designed to prepare participants to teach theory of knowledge (TOK) in a manner that promotes the values encapsulated in the IB mission statement and learner profile. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for an holistic learning experience
  • focus on the Theory of knowledge guide (2006, updated 2008), which gives participants a clear understanding of their role and responsibilities as a Diploma Programme TOK teacher (for example, the aims and objectives of the course, links with the IB mission statement, course content and assessment model)
  • explore appropriate teaching and learning strategies that support the aims and objectives of the course, including evaluating appropriate texts and materials
  • discuss the importance of integrating TOK across all subjects in the DP hexagon and encouraging students to make cross-discipline links
  • consider the dynamic nature that exists between creativity, action, service (CAS) and TOK when emphasizing the importance of reflecting and developing self-awareness
  • learn about DP policies and procedures for example, school authorization documentation as appropriate, Handbook of procedures for the Diploma Programme 2012 (2011, updated 2012), DP standards and practices, academic honesty)
  • learn how to use the online curriculum centre (OCC) to access IB publications and network with other IB educators.

 


Librarians

Recommended audience: Librarians new to the DP at established IB World Schools and those from interested or candidate schools preparing for authorization.

This workshop is designed to prepare participants to develop a library/media centre that promotes the values encapsulated in the IB mission statement and learner profile. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for an holistic learning experience
  • discuss ways that librarians can impact teaching and learning
  • consider the challenges librarians face and strategies for success in the context of the school where participants work
  • learn about DP policies and procedures (for example, school authorization documentation as appropriate, Handbook of procedures for the Diploma Programme 2012 (2011, updated 2012), DP standards and practices, academic honesty)
  • use the online curriculum centre (OCC) to access IB publications and network with other IB educators.

 


Counselling

Recommended audience: Counsellors and career guidance officers.

This workshop is designed to help participants implement the DP in a manner that promotes the values encapsulated in the IB mission statement and learner profile. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for an holistic learning experience
  • learn about university recognition and the DP
  • discuss the challenges that counsellors and career guidance officers face and strategies for implementing the DP in the context of the school in which participants work
  • learn about DP policies and procedures that counsellors and career guidance officers need to be familiar with for example, school authorization documentation as appropriate, Handbook of procedures for the Diploma Programme 2012 (2011, updated 2012), DP standards and practices, academic honesty)
  • use the online curriculum centre (OCC) to access IB publications and network with other IB educators.

 


CAS

Recommended audience: DP coordinators of creativity, action, service (CAS).

This workshop is designed to help CAS coordinators develop a quality CAS programme that promotes the values encapsulated in the IB mission statement and learner profile. During the workshop, there will be opportunity to:

  • explore the DP hexagon as a context for an holistic learning experience
  • focus on the experiential learning framework to gain a clear understanding of how this both relates to CAS and how CAS can support teaching and learning across the DP hexagon
  • consider the dynamic nature that exists between CAS and theory of knowledge (TOK) when emphasizing the importance of reflection and developing self-awareness
  • learn about the types of conditions and activities that are suitable when developing a meaningful CAS experience that promotes the idea of “thinking globally, acting locally”
  • discuss what CAS means for the wider school community
  • consider the roles that the CAS coordinator and supervisor play, and develop an understanding of how the roles differ
  • investigate what CAS means for the students’ personal successes and challenges
  • discover the importance of students “owning” their personal CAS experience and self-evaluation
  • develop appropriate strategies to ensure the smooth running of the CAS programme with specific reference to scheduling CAS, the use of student interviews, monitoring/advising and supervision
  • learn about DP policies and procedures that relate to CAS coordinators
  • use the online curriculum centre (OCC) as a means of accessing IB publications and networking with other IB educators.

 


Category 2 workshops

Administrators

Recommended audience: School principals, heads of school and members of senior management teams with at least one year of experience in the role.

This workshop is designed for participants in a leadership position in an IB World School who wish to reflect on and improve the quality of Diploma Programme (DP) delivery. During the workshop, there will be opportunity to:

  • discuss and analyse DP standards and practices as they relate to each participant’s role
  • reflect on the impact of the DP within the school and wider community
  • discuss the challenges faced by DP administrators
  • explore strategies to improve both provision of, and access to, the DP in the context of the schools in which participants work
  • learn about changes to the DP
  • consider DP evaluation
  • discuss strategies for supporting IB educators’ professional development
  • discuss implementation of DP policies and procedures.

 


Coordinators

Recommended audience: DP coordinators with at least one year of experience in the role.

This workshop is designed for participants in a leadership position in an IB World School who wish to reflect on and improve the quality of DP delivery. During the workshop, there will be opportunity to:

  • discuss and analyse DP standards and practices as they relate to each participant’s role
  • discuss the challenges that DP coordinators face
  • explore strategies to improve access to the DP
  • focus on aspects of assessment to ensure that teaching and learning activities promote student achievement
  • reflect on teaching and learning methodologies across the DP hexagon
  • learn about changes to the DP
  • consider DP evaluation
  • discuss strategies for supporting IB educators’ professional development
  • discuss implementation of DP policies and procedures.

 


Subject-group workshops

Recommended audience: DP subject teachers who have prepared students for at least one DP exam session in that specific subject.

Educators should enroll in a category 2 workshop in their particular subject area.

NOTE: Language workshops designated as “generic” provide IB professional development for German, Mandarin, Italian, Arabic and other languages that are not presented in language-specific workshops. Most of the time, the workshops are presented in English. The workshops address common content and materials, and language-specific examples from various languages are provided.

 

Group 1: Studies in language and literature

Language A: language and literature

Language A: Language and literature (generic)

Language A: Literature

Language A: Literature (generic)

Language A: Literature and performance (generic)

 

Group 2: Language acquisition

Classical languages
Language ab initio
Language ab initio (generic)
Language B
Language B (generic)
Latin
Nordic languages
Slavic languages

 

Group 3: Individuals and societies

Business and management
Economics
Geography
Global politics
History
History route 1
History route 2
Islamic history
ITGS
Philosophy
Psychology
Social and cultural anthropology
World religions

 

Group 4: Experimental sciences

Biology
Chemistry
Design technology
Physics
Sports, exercise and health science
Environmental systems and societies

 

Group 5: Mathematics and computer science

Calculators
Computer science
Further mathematics
Mathematical studies SL
Mathematics HL
Mathematics SL

 

Group 6: The arts

Dance
Film
Literature and performance
Music
Theatre
Visual arts

 

These workshops are designed for educators who are keen to improve the teaching and learning experience in the DP classroom. During the workshops, there will be opportunities to:

  • discuss and analyse DP standards and practices
  • explore and share appropriate strategies to improve student access to the DP; for example, differentiating the curriculum and offering multilingual classrooms
  • focus on aspects of assessment to ensure that teaching and learning activities promote student achievement and address subject-specific assessment criteria, both internal and external
  • review integration of the IB philosophy, theory of knowledge (TOK) and creativity, action, service (CAS) in the DP classroom
  • reflect on collaborative planning that explores connections between subjects that can reinforce knowledge, understanding and skills
  • review the role of the extended essay supervisor and subject-specific assessment criteria
  • discuss implementation of DP policies and procedures
  • learn about broad changes to the DP (newly published guides following a curriculum review will be the focus of specially designed category 3 workshops called “subject-specific seminars”)
  • consider other opportunities available for experienced IB educators; for example, becoming an IB examiner or workshop leader.

 


Theory of knowledge

Recommended audience: DP theory of knowledge (TOK) teachers who have prepared students for at least one exam session as part of the DP.

This workshop is designed for participants who are keen to improve the teaching and learning experience in the TOK classroom. During the workshop, there will be opportunities to:

  • discuss and analyse DP standards and practices
  • explore and share appropriate strategies to improve student access to the DP; for example, differentiating the curriculum and offering multilingual classrooms
  • focus on aspects of assessment in TOK to ensure that teaching and learning activities promote student achievement and address TOK assessment criteria
  • review the integration of TOK across all subjects in the DP hexagon and encourage students to make cross-disciplinary links
  • examine the dynamic nature that exists between creativity, action, service (CAS) and TOK when emphasizing the importance of reflection and developing self-awareness
  • discuss implementation of DP policies and procedures
  • learn about broad changes to the DP (newly published guides following a curriculum review will be the focus of specially designed category 3 workshops called “subject-specific seminars”)
  • consider other opportunities available for experienced IB educators; for example, becoming an IB examiner or workshop leader.

 


Librarians

Recommended audience: Librarians with at least one year of experience in the role within a DP context.

This workshop is designed for participants who wish to improve ways in which the library can support teaching and learning in the DP classroom. During the workshop, there will be opportunity to:

  • discuss and analyse relevant DP standards and practices
  • talk about challenges librarians face when supporting the DP
  • focus on aspects of assessment to enable collaboration between librarian and teacher to support student achievement
  • develop strategies for maintaining a library that supports the DP
  • discuss implementation of DP policies and procedures affecting the librarian
  • consider other opportunities available for experienced IB educators; for example, becoming a workshop leader
  • learn about changes to the DP.

 


Counselling

Recommended audience: Counsellors and career guidance officers.

This workshop is designed for participants with at least one year of experience in the role within a DP context. During the workshop, there will be opportunity to:

  • discuss and analyse relevant DP standards and practices
  • discuss the challenges that counsellors and career guidance officers face
  • explore possible strategies to improve both provision of, and access to, the DP
  • review recent developments in university recognition of the DP
  • reflect on the relationship between participants and other members of the school community
  • discuss relevant DP policies and procedures
  • consider other opportunities available for experienced IB educators; for example, becoming a workshop leader
  • learn about changes to the DP.

 


CAS

Recommended audience: For coordinators of creativity, action, service (CAS) with at least one year of experience in the role of CAS coordinator.

This workshop is designed for participants who are keen to improve the CAS experience in the DP. During the workshop, there will be opportunity to:

  • discuss and analyse DP standards and practices
  • explore and share strategies to enhance current CAS programmes
  • discuss ways to improve the interaction between CAS and subjects across the DP hexagon
  • examine the dynamic nature that exists between CAS and theory of knowledge (TOK) when emphasizing the importance of reflection and developing self-awareness
  • review the impact of CAS on the wider school community
  • discuss implementation of DP policies and procedures
  • consider other opportunities available for experienced IB educators; for example, becoming a workshop leader
  • learn about changes to the DP.

 


Category 3 Workshops

 

Approaches to the study of integrated performing arts (dance, music, theatre) practices around the world

Recommended audience: Experienced DP theatre teachers.

This workshop focuses on action research into a performing arts practice, which is representative of a whole range of practices from around the world ranging from Japanese Noh to Classical Greek theatre to Indian Kathakali. It will give DP teachers of theatre, dance and music the chance to see the role their particular art form plays in the context of the practice as a whole and develop their skills and understanding of a particular practice by working with a specialist from that practice. Participants will generate new schemes of work and approaches to their DP, explore possibilities for collaboration between the subjects, examine the role performing arts play in different cultures, develop models for looking at theatre practice from an anthropological, cultural and social perspective and be applied across other integrated performing art forms. 


Biology: A focus on internal assessment

 

Recommended audience: Experienced DP biology teachers and those who have recently completed a category 1 workshop.

Practical work is an important feature of the DP biology course. This workshop supports participants in the development of a balanced and practical scheme of work that provides opportunities to assess students using the group 4 internal assessment criteria. Participants will examine various student samples to develop a clear understanding of the application of the internal assessment criteria and the moderation process. Ways in which teachers can scaffold teaching and learning to prepare students for internal assessment will also be explored. The workshop is suitable for experienced teachers who wish to improve their practical schemes of work as well as teachers new to teaching biology in the DP.


Chemistry: A focus on internal assessment

Recommended audience: Experienced DP chemistry teachers and those who have recently completed a category 1 workshop.

Practical work is an important feature of the DP chemistry course. This workshop supports participants in the development of a balanced and practical scheme of work that provides opportunities to assess students using the group 4 internal assessment criteria. Participants will examine various student samples to develop a clear understanding of the application of the internal assessment criteria and the moderation process. Ways in which teachers can scaffold teaching and learning to prepare students for internal assessment will also be explored. The workshop is suitable for experienced teachers who wish to improve their practical schemes of work as well as teachers new to teaching chemistry in the DP.


Chemistry: The role of inquiry-based learning

Recommended audience: Experienced DP chemistry teachers and those who have recently completed a category 1 workshop.

This workshop is designed for teachers who are already familiar with the structure and assessment of the course and wish to explore the role of experiential learning to promote deeper student understanding and higher achievement in DP chemistry.


Core assessment: Roadmap for improving student performance in TOK, CAS and EE

Recommended audience: Experienced theory of knowledge (TOK) teachers, creativity, action, service (CAS) coordinators, extended essay (EE) coordinators and supervisors, DP coordinators and librarians.

This workshop is intended to provide participants with an opportunity to explore and apply the criteria and descriptors used for assessing work in TOK, CAS and the EE. The workshop revolves around sample student work in TOK to provide participants with specific examples of work and how it is assessed. Sample extended essays are also used in this way. In addition, participants can discuss possible CAS activities to help clarify the criteria used to assess student growth. In all instances, the workshop involves participants in assessing work rather than merely listening to presentations about rubrics. The IB learner profile and the goal of international-mindedness will serve as the two overarching themes informing the discussion of these different assessments.


Creating inclusive classrooms: Access for all students in the DP (special needs)

Recommended audience: Participants are encouraged to register as team partners—a classroom teacher, learning consultant specialist or teacher specialist supporting students with special needs paired with the school’s IB coordinator or a teacher with general education responsibilities.

Internationally minded schools celebrate diversity, but how do IB World Schools provide an inclusive learning environment ensuring student differences are seen as a means to enrich learning for all? This workshop enables participants to extend their knowledge, skills and understanding of how to provide access and support for all students, focusing on student strengths, capabilities and challenges. Participants will examine how inquiry, as promoted in the DP, allows each student’s understanding of the world to develop in a manner and at a rate that is unique to that learner. Discussion will focus on educational labels such as “gifted and talented”, “SEN (special educational needs)” and “individual learning needs”. Participants will have the opportunity to reflect on classroom practices and units of inquiry through the lenses of differentiation and the use of ICT to remove barriers to learning. Participants will explore models of collaborative teams that facilitate support for all learners and will create an action plan to develop school policy documents that support access and inclusion for all students consistently.


Developing a culture of thinking and assessment for understanding

Recommended audience: All experienced DP teachers and those who have recently completed a category 1 workshop.

The focus of this workshop is on the development of critical-thinking skills, the nature of understanding and assessments that promote learning and understanding. We will examine how to create a culture of thinking in our classrooms, which is supported by assessments that give students informative feedback and promote good habits of thinking. Traditionally, assessment comes at the end of a unit/topic and tends to be about accountability. The focus is on gauging the learner’s progress towards course or year-level goals and benchmarks. While these assessments are important in many contexts, they do not serve students’ learning needs and may not reveal to what extent the learner has gained a real or deeper understanding of the materials and topics studied. Good assessments should promote both thinking and understanding. Assessments that promote learning must go hand in hand with the development of critical-thinking skills and useful feedback, which will also be examined in this workshop.


Devised theatre

Recommended audience: Theatre teachers.

This workshop represents an in-depth exploration into the process of devising. Considering the ever-changing structures and influences of this contemporary practice, how do we maintain an innovative approach to devising? Devising sits at the heart of the IB theatre course; it underpins much of the practice. Throughout the workshop, teachers will develop their understanding of devised theatre as learners and theatre makers, and will leave with a far-reaching “toolkit” for subsequent practice in the classroom. The rationale for this workshop is based on these three tenets: Devised theatre 1) is a contemporary reflection of culture and society and is about the relationship of people to their culture; 2) is continuously addressing new theatrical forms; and 3) makes original contributions out of existing interests and considerations of the time.


Environmental systems and societies: Incorporating fieldwork

Recommended audience: Experienced DP environmental systems and societies teachers and those who have recently completed a category 1 workshop.

This workshop utilizes fieldwork techniques in an integrated way to promote a more developed understanding of both societies and the environmental systems. Each of the internal assessment criteria are explored in relation to potential fieldwork activities, as well-designed fieldwork has great value in improving student achievement in both internal assessment and field-based learning, which is assessed externally.


Evaluating your DP

Recommended audience: DP coordinators, administrators, district/local representatives.

This workshop is an active, hands-on workshop for DP coordinators and administrators who want to understand the DP evaluation process. The Programme standards and practices (2010) and the Programme evaluation guide and self-study questionnaire: Diploma Programme (2010) are used as the backbone to analyse this topic. Participants will leave with a self-devised strategic plan for their own school evaluation process that will enable them to continue to move forward when they return to school.


Geography: Teaching and learning to support HL paper 3

Recommended audience: Experienced DP geography teachers and those who have recently completed a category 1 workshop.

For many teachers, the new “Global interactions” part of the geography course covers many new concepts and themes that may be unfamiliar. This workshop is designed to help educators maximize students’ potential during the challenging “Global interactions” element of the course. It focuses on the teaching and learning relevant to the assessment of synthesis and evaluation in DP geography and includes effective teacher-centred and student-centred teaching strategies, coaching, curriculum development and sharing useful resources.


IB visual arts: Promoting the use of emerging media

Recommended audience: Experienced IB visual arts teachers and those who have recently completed a category 1 workshop.

This workshop is designed for those educators who are interested in exploring and promoting the use of emerging media and who are enthusiastic and committed to developing and understanding its role and potential within visual arts practice. It focuses on developing a greater awareness and understanding of the use of emerging media in visual arts and provides opportunities for participants to develop new skills and teaching strategies that will translate to classroom practice. Participants will collaborate with other practitioners to identify and establish best practice with regard to the creation and assessment of emerging media. Increasingly within visual arts practice, both students and educators are exploring, experimenting with and using emerging media. Consequently, the artworks produced are often difficult to interpret and the processes and media used are difficult to understand and assess. The workshop 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 increasing needs of all students.


ICT to support practical work in biology and chemistry

Recommended audience: Experienced DP biology and chemistry teachers and those who have recently completed a category 1 workshop.

This workshop is designed for experienced teachers who are already familiar with the structure and assessment of the course and who wish to explore the role that information and communication technology (ICT) can play in teaching, learning and school-based assessment in the DP biology or chemistry curriculum. Participants will discuss the importance of ICT as a tool in practical work, investigate the ways of scaffolding knowledge required for students to design their own experiments using ICT and focus on the design of ICT experiments suitable for internal assessment. In addition, participants will simulate activities to enhance their understanding of concepts, explore hands-on practical activities with a range of different software packages, and explore other ways to use ICT as a means of supporting teaching and learning.


Insights, inspirations and resources

Recommended audience: DP theatre teachers.

This workshop will use a museum as a stimulus for creating units of work, resources and models of practice. Areas of exploration will include devising new work using artifacts, locations, stories and resources; creating site-specific work; developing partnerships with cultural organizations; exploring different types of research (with reference to the research investigation); developing visual literacy skills (in response to the place of image in the new course); ensuring the international component of the theatre course is in place; and considering the role of the curator from the perspective of theatre production. Teachers will use the specific museum selected for the workshop (past examples have included the British Museum and the National Gallery in London, and the American Museum of Natural History in New York) as a model for transferrable skills and practices to their own local museum.


Interdisciplinarity and the world studies extended essay

Recommended audience: Experienced DP subject teachers, extended essay coordinators, DP coordinators and those who have recently completed a category 1 workshop.

This workshop is designed to give guidance on how to prepare and help students undertaking this extended essay option. Through interactive experiences, the workshop will prepare teachers to guide students through two core learning dimensions of the world studies extended essay—conducting rigorous interdisciplinary research and developing a greater global consciousness. Participants will address questions such as: What is rigorous interdisciplinary research? What is global consciousness? What do we know from research about how students learn to conduct this type of research and become more globally conscious? How is the world studies extended essay designed to promote quality of these core learning dimensions? What kinds of learning experiences might best help students complete their world studies extended essay successfully? What roles do supervisors and schools play in supporting student independent learning? How do we assess students’ learning in the world studies extended essay?


Teaching ITGS: Incorporating Web 2.0

Recommended audience: All experienced DP teachers and those who have recently completed a category 1 workshop.

This workshop will help DP teachers create units of study that incorporate the learner profile, international-mindedness and theory of knowledge (TOK); use an integrated approach based on the ITGS (information technology in a global society) triangle; incorporate scenarios based on real situations; develop local and global collaboration using Web 2.0 tools; and appreciate how Web 2.0 tools may be redefining digital citizenship. Participants will develop strategies that prepare students for external assessment; learn how to adapt to and use news articles as a teaching strategy, specifically for the new paper 2; explore ways to teach students to build an argument as preparation for extended response questions; and develop techniques for understanding and using the command terms throughout the course. In addition, participants will develop strategies for project management and for teaching the product development life cycle (strand 3.9 in the new syllabus) and create a step-by-step management process (including a class wiki) during the workshop that models the processes involved in the development of a product.


Language A: Exploring literature in translation

Recommended audience: All experienced DP literature teachers and those who have recently completed a category 1 workshop.

The workshop will focus on a selection of appropriate texts from the Prescribed literature in translation list (2011) (first examinations 2013); the appropriate ways of studying the texts and following the required stages leading to the production of the assessment component, the literature in translation essay; and the ways in which the assessment essay can be approached, with evaluation of some sample scripts. Attention will also be given to the possible inclusion of literature in translation part 4.


Language A: Literature—Teaching poetry for enjoyment and assessment

Recommended audience: All experienced DP literature or language and literature teachers and those who have recently completed a category 1 workshop.

Poetry, as a genre, is available for study in several units in the language A: literature course (also the language A: language and literature course), as well as in several assessments in this course. Poetry provides great opportunities for student writing and doing the kind of close-reading analysis necessary for work in DP literature.. This workshop will investigate several aspects of selecting and teaching poetry to stimulate student interest and prepare students for IB assessments. It is available in English, Spanish, Chinese and Korean.


Language B in Spanish: Building thematic units

Recommended audience: All experienced DP Spanish B teachers and those who have recently completed a category 1 workshop.

The workshop will provide experienced educators with the opportunity to engage in in-depth exploration of the new group 2 language B standard level/higher level (SL/HL) core topics of social relationships, global issues, and communication and media. Participants will enhance their programme delivery of Spanish language and literature through the preparation of thematic units that will enhance student language acquisition and intercultural competence.


Managing the extended essay

Recommended audience: All experienced DP coordinators, extended essay coordinators and those who have recently completed a category 1 workshop.

Schools can increase student achievement in the extended essay by taking a systematic approach to managing the extended essay process and by preparing teachers to assume supervisory roles and responsibilities. This workshop is suitable for both new and experienced extended essay coordinators and DP coordinators who are keen to explore ways of developing effective school procedures for managing the extended essay process. During the workshop, participants 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.


Maths SL and HL: A focus on internal assessment

Recommended audience: All experienced DP mathematics standard level/higher level (SL/HL) teachers and those who have recently completed a category 1 workshop.

In the new mathematics SL and HL guides (first examinations 2014), internal assessment is completely different from the current portfolio with which many teachers may be familiar. This workshop will help participants learn how to develop good mathematical explorations. There will be opportunity to discuss the use of stimuli and mind maps that scaffold students’ mathematical discovery. Participants will also review various student samples to develop expertise in the application of the internal assessment criteria and the moderation process.


Navigating school-supported self-taught literature

Recommended audience: All experienced DP teachers and coordinators interested in implementing and running a mother tongue course in their schools.

In this workshop, participants will discuss the construction of a viable language policy based on the culture of their school. In addition, participants will learn how to encourage coordinators and teachers to implement school-supported language A options within the DP using a workable two-year syllabus or course template. Participants will clarify procedures that need to be followed for authorization to register a candidate for a special request language; discuss activities to help teachers develop strategies for preparing students for the alternative oral presentation, commentary, the world literature paper and papers 1 and 2; discuss how to establish effective relationships with language tutors; and focus on the IB’s external assessment requirements and discuss how to fulfill them by studying samples of student’s written work (translated into English).


Pedagogy of the unfamiliar

Recommended audience: All experienced DP theatre teachers and those who have recently completed a category 1 workshop.

This workshop focuses on engaging with theatre practices from around the world. The primary objectives are to examine and experience unfamiliar performing arts practices and their pedagogical implications; to encourage teachers to engage in inquiry and reflection; to develop one’s practice as an educator and practitioner; and to examine, through action research with specialists, how the performing arts practice being examined functions philosophically, socially and culturally. The focus is on action research and on an intensive experience to empower teachers to feel confident in delivering an unfamiliar theatre practice within the context of the DP theatre course. The exploration of one performing arts practice enables subsequent application to a whole range of practices from around the world, ranging from Japanese Noh to Classical Greek theatre, from Balinese arts to Butoh. The workshop thus offers a model for approaches to different world practices working in collaboration with specialists and artists from a selected performing arts practice.


Physics: Promoting the use of ICT

Recommended audience: All experienced DP physics teachers and those who have recently completed a category 1 workshop and wish to explore the role that ICT can play in teaching, learning and school-based assessment in the IB physics curriculum.

Participants will discuss the importance of ICT as a tool in practical work; investigate the ways of scaffolding knowledge required for students to design their own experiments using ICT; focus on the design of experiments using ICT suitable for IB internal assessment; and role play to enhance the understanding of concepts. Participants will receive hands-on experience with a range of different software packages and explore other ways to use ICT to support teaching and learning.


The role of the supervisor in extended essays

Recommended audience: All experienced extended essay supervisors and those who have recently completed a category 1 workshop.

This workshop is designed for both new and experienced supervisors wishing to develop an appropriate framework of support for students while writing the extended essay. Participants will consider the purpose of the extended essay, in terms of the DP and beyond, and discuss the roles of all stakeholders: student, school, parents, the IB and universities. They will consider timelines and how to monitor progress, engage in activities to model the role of the supervisor and focus on the assessment criteria.


Successfully navigating university recognition

Recommended audience: DP coordinators, counsellors, principals, heads, members of senior management teams, school district officials from authorized schools and university/college admissions officers.

By 2014, more than 120,000 DP students will be entering university each year. IB students represent a broad range of nationalities from nearly 140 countries and reflect diverse experiences and perspectives, which they apply to their learning in the DP. These experiences, in combination with the emphasis on international-mindedness and academic rigour of the DP, provide students with a unique set of skills, attitudes and perspectives for success in university and life in the 21st century. During this workshop, there will be an opportunity to develop a clearer understanding of how university recognition impacts a student’s application to university and to explore strategies in which schools can support students to maximize their chances of acceptance at their chosen university.


A theoretical and practical approach to developing links between TOK and CAS

Recommended audience: Experienced teachers and coordinators of theory of knowledge (TOK) and creativity, action, service (CAS); ideally a school will send two teachers to this workshop (one from TOK and one from CAS) so they can work together to make a specific product that they can use in their school.

The aims of this workshop are to explore the holistic nature of the core of the DP; discuss the concept of reflection, which is essential to both TOK and CAS; identify styles of thinking highlighted in TOK that play a role in CAS; identify CAS experiential learning opportunities for TOK questioning, investigation, debates and essays; consider experiential learning as a way of knowing; relate the ethical knowledge issues considered in a TOK course to the variety of social and natural situations encountered in CAS; and make a product that links TOK and CAS and is tailored to the participants’ schools and needs.


TOK for subject teachers (in-school workshop)

Recommended audience: Experienced IB subject teachers who do not teach theory of knowledge (TOK) but would like to develop their understanding of TOK so that they may model and reinforce effective thinking skills and concepts in their teaching.

During the workshop, participants will have an opportunity to discuss the nature of TOK. Through workshop activities, they will model the TOK approach by reflecting on themselves—the teachers—as “knowers” and discuss the “ways of knowing” in TOK and their relevance with other IB subjects. The workshop will explore the link between TOK and inquiry so that participants can incorporate a practical understanding of TOK in quality curriculum planning and classroom teaching.


TOK integration across the subjects

Recommended audience: All experienced DP subject teachers and theory of knowledge (TOK) teachers, as well as those who have recently completed a category 1 workshop.

TOK provides an integrated framework in which knowledge in the other subjects can be compared, their methodology examined and similarities and differences noted. This workshop brings together subject teachers and TOK teachers to share a joint understanding of TOK and how to integrate it across all subjects.


In addition to the Category 3 workshops listed above, there are additonal offerings listed under Continuum workshop for the Diploma Programme.

  • Backward mapping the IB curriculum from the DP to the MYP
  • Beyond symbolism—Indigenous ways of knowing
  • Creating inclusive classrooms: Access for all students in the PYP/MYP/DP (special needs)
  • Education for international-mindedness
  • EF Tours—Inquiry into Germany and Prague - June 24-July 3, 2013
  • EF Tours—Inquiry into Peru - July 8-July 18, 2013
  • Governance: Introduction to the IB for school owners and board members
  • Inquiry and the librarian across the three programmes
  • Lead the way: How to develop and sustain IB programmes
  • Leadership for school improvement
  • Learner profile
  • Model United Nations (MUN) bridging the MYP and DP
  • The power of language to transform school culture: Developing a school language policy
  • What’s the big deal? Exploring gender norms, empowerment and human relationships
  • Your district, your IB

Please click here for more information about these workshops.