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Note:
The times for sessions are given in Central European time (CET). (To check the time difference with your own location, google “What time is it in Paris now?”)
For privacy reasons we do not record workshops or Think-Ins; so if you miss a live session you will not be able to watch it later.
Disclaimer:
InThinking Virtual Think-Ins do NOT constitute official
IB-approved workshops and therefore do not count towards IB
authorisation.
Virtual Think-Ins
Short, Sharp, Specific
Think-In: a meeting or conference for thoughtful discussion.
We offer a range of non-IB certified virtual seminars all of which are
branded as "Think-Ins". As the name suggests they are designed to
promote thoughtful discussion on, and deeper understanding of,
topics that complement official IB workshops. Our Think-Ins
—all of which are led by expert practitioners—
last 3, 4, or 6 hours over 1 or 2 days.
This Think-In is designed to support teachers and students through the complete process of planning, preparing and performing the individual oral. We will consider appropriate choices of global issues, the importance of text selection and effective methods of organizing and practising the individual oral. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the IO; incorporating global issues; choosing and making use of extracts, organizing the IO and planning for the teacher/student question and answer session.
Session 2 Assessing the IO including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the IO.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 22 August 2 – 5:15 PM CEST (Paris time)
This Think-In introduces participants to the key elements of the MYP, breaking down the ‘jargon’ whilst illustrating through a practical approach the key components, stages of unit planning and subject alignment.
Session 1 What are the key elements of the MYP and how do they interconnect?
Session 2 Developing strategies for high quality unit planning.
Session 3 Planning practical and quality assurance.
Session 4 Review and connect to subject guide. Action plan.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions via Zoom over two days: 1st day: 22 Aug, 4:00 PM - 19:15 PM CEST (Paris time) and 2nd day: 23 Aug, 4:00 PM - 7:15 PM CEST (Paris time)
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the Paper 1 guided textual analysis. We will consider ways to teach a range of text types and using the learner portfolio effectively to support students in their development of paper 1 skills; crafting an excellent analysis and organizing the structure of the response. There will be a focus on understanding the assessment criteria and building students’ expertise in the paper 1 guided textual analysis components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the paper 1 analysis including different text types and using the learner portfolio effectively; responding to the guiding question; crafting an excellent response and organizing the Paper 1 response.
Session 2 Assessing examples of paper 1 essay responses including analysing the assessment rubric; exploring sample materials to identify text types; strengths and weaknesses and incorporating best practices into preparing students for Paper 1.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 23 August, 2:00 - 5:15 PM (Paris time).
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the Paper 2 essay. We will consider ways to use the learner portfolio effectively to support students in their development of paper 2 skills including structuring and organising an excellent essay. There will be a focus on understanding the assessment criteria and building students’ expertise in the paper 2 components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the paper 2 essay including different text-types and using the learner portfolio effectively; responding to the essay question; crafting an excellent response and organizing the essay.
Session 2 Assessing examples of paper 2 essay responses including analysing the assessment rubric; exploring sample materials; strengths and weaknesses and incorporating best practice into preparing students for Paper 2.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 24 August, 2:00 - 5:15 PM (Paris time).
This Crash Course for the Mathematics: Analysis & Approaches course will cover all the essential elements of the IBDP maths course including: syllabus content and organizing a 2-year teaching plan, preparing students for the external assessments and the internal assessment task (Exploration), practical teaching ideas and materials for incorporating inquiry-based approaches and problem-solving skills, and useful teaching tips and resources.
The focus of this ‘crash course’ is to provide practical advice and address participants’ questions and concerns so that a teacher new to IBDP maths will be able to start teaching the Analysis & Approaches course with greater confidence, information and ideas.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions + a 15-minute break each day using Zoom over two days: 1st day: 25 August, 2:00 PM CEST (Paris time) 2nd day: 26 August, 2:00 PM CEST (Paris time).
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the HL essay. We will consider choosing texts and using the learner portfolio effectively; incorporating course concepts; choosing the essay topic; crafting an excellent essay title and organizing the structure of the essay. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the HL essay including choice of text and using the learner portfolio effectively; incorporating course concepts; choosing the topic of the essay and crafting excellent essay titles, organizing the HL essay.
Session 2 Assessing the HL essay including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the HL essay.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 25 August, 2:00 - 5:15 PM (Paris time).
This Think-in will explore how supervisors can support students in all phases of their Language A EE from initial choice of a topic, development of the research question, through the research phase, to writing the EE and reflecting on it. We will consider the three categories of Language and Literature EE´s and we will explore the assessment criteria to examine what makes an excellent EE. We will consider carefully the role of the supervisor in supporting students and helping them avoid typical pitfalls.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 29 August, 2:00 - 5:15 PM (Paris time).
This Think-In is designed for teachers looking to gain deep, personal understanding of analysing visual texts in the DP Literature and Language and Literature courses and MYP Language and Literature/Language Acquisition. In the MYP students learn the basics of visual analysis and in the DP, students may be required to analyse visual text when studying course texts eg. Graphic novels and in the study of the non-literary or Body of Work component of the course and in the Paper 1 exam, IO exam and for the HL essay. Many teachers may not have been formally trained in the area of media studies including teaching the analysis of visual text. This Think-In aims to ‘fill the gap’ and equip MYP/DP Language A teachers with the knowledge, skills and terminology they require to effectively teach this component of the courses to their students.
Session 1 Analysing cartoons and graphic text Participants will be introduced to techniques and terminology for analysing, interpreting, understanding and evaluating different types of cartoons (eg. political, social commentary, humour) and graphic texts (eg. graphic texts on the IB DP PRC list).
Session 2 Analysing images including magazine covers, photos, advertisements, art, film Participants will be introduced to techniques and terminology for analysing, interpreting, understanding and evaluating a range of media images and film.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 30 September, 2:00 - 5:15 PM CEST (Paris time).
This Think-In is designed for Language A: Language & Literature and Literature teachers who are looking for ways to develop their students’ writing skills that are needed in Paper 1 and Paper 2 external examinations. Often students may lack an understanding of analytical and evaluation techniques for specific text types, appropriate terminology and planning, organization, and development skills to craft a quality written response. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the Paper 1 and Paper 2 written assessments.
Session 1 Analysing and Writing about different Text-Types. How to teach students to recognise and use analytical techniques for different text-types, incorporate formal language and terminology, to write a response that demonstrates conceptual understanding.
Session 2 Organising the Paper 1 Guided Response and the Paper 2 Essay and Tips and Tricks to help your students write excellent responses.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 31 August, 2:00 - 5:15 PM (Paris time).
In this crash course we will begin with an overview of the Language A Language & Literature syllabus with practical examples for each of the assessed components. We will explore literary and non-literary texts and. strategies for structuring the course. We will consider how to incorporate the course concepts and global issues, along with valuable teaching insights. Dedicated Q and A session included... all your questions addressed.
You will come out of this 2 day Think-In feeling confident and equipped to begin teaching DP Language and Literature.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions + a 15-minute break each day using Zoom over two days: 1st day: 6 September, 2:00 - 5:15 PM CEST 2nd day: 7 September, 2:00 - 5:15 PM (Paris time)
In this crash course we will take a synthetic overview of the course syllabus with practical examples for each of the three assessed components. We will explore strategies for structuring the course along with valuable teaching insights. Dedicated Q and A session included... all your questions addressed. You will come out of this 2 day Think-In feeling confident and equipped to begin teaching DP Visual Arts.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions + a 15-minute break each day using Zoom over two days: 1st day: 6 September, 4:00 PM CEST( Paris time) 2nd day: 7 September, 4:00 PM CEST (Paris time)
This Think-In is designed for educators who have already developed some understanding of the value
and power of a concept-based pedagogy. During the seminar you will continue your exploration of
the value and power of a concept-based pedagogy focusing on the Structure of Knowledge and the
Structure of Process and their role in enabling and supporting students to critically engaging with
complex ideas and creating new understandings. You will explore examples of good practice, create higher-order Generalizations, design performance assessments and a unit plan.
The Think-In will include approaches to concept-based teaching and learning in the classroom
contexts of the subject areas of the participants in the workshop.
Session 1 The Power of Conceptual Lenses and Unit Webs. Scaffolding Thinking through writing higher-order Generalizations for deep thinking.
Session 2 Investigating assessment in as a performance of understanding.
Session 3 Let´s put it all together and develop a CBCI unit plan!
Session 4 Concept-Based Curriculum and Instruction teaching and learning strategies
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions+ a 15-minute break each day, via Zoom over two days. 1st day: 8 September 2PM CEST (Paris time) 2nd day: 9 September 2PM CEST (Paris time).
En este Crash Course ofreceremos una visión integral de los programas de ambas asignaturas abarcadas en el campo de Español A: Literatura y Lengua y Literatura. Exploraremos opciones para poner en práctica las mejores estrategias pedagógicas durante el desarrollo del curso, creando recursos de enseñanza y orientando a los alumnos para la preparación de los exámenes. Haremos aclaraciones específicas para la conformación del corpus de textos no literarios requerido para Lengua y Literatura, y nos detendremos particularmente en la preparación de la Prueba 2 que se evaluará por primera vez en Mayo 2023.
Día 1 Los cursos de Español A: contenidos y recursos Estrategias pedagógicas exitosas para desarrollar los programas de ambas asignaturas: combinaciones de recursos enriquecedores. Contenidos y recursos: los corpus de textos no literarios en Lengua y Literatura.
Día 2 Orientaciones para los exámenes Practicamos para los exámenes: estrategias y prácticas para orientar a los alumnos en los diferentes componentes. La Prueba 2: nuevos desafíos; prácticas concretas.
El número máximo de participantes para este seminario es de 25. Al final del seminario los participantes recibirán un certificado de participación.
Cuatro sesiones de 90 minutos + pausas, via Zoom durante 2 días: Primer día 8 septiembre, 4:00 PM CEST y segundo día: 9 septiembre, 4:00 PM CEST.
Keys to Success: The Individual Oral in DP Language A: Language & Literature and Literature
14 September 2022 14:00 CEST
3 hours over 1 day 160 EUR / 150 GBP / 195 USD
14 September 2022 14:00 CEST Keys to Success: The Individual Oral in DP Language A: Language & Literature and Literature
Length: 3 hours over 1 day
This Think-In is designed to support teachers and students through the complete process of planning, preparing and performing the individual oral. We will consider appropriate choices of global issues, the importance of text selection and effective methods of organizing and practising the individual oral. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the IO; incorporating global issues; choosing and making use of extracts, organizing the IO and planning for the teacher/student question and answer session.
Session 2 Assessing the IO including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the IO.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 14 September 2 – 5:15 PM CEST (Paris time)
In this crash course we will take a general overview of the course syllabus with practical examples for each of the four assessed components of reading, writing, listening, and speaking skills. We will explore strategies and options for how to structure the course over two years. Additionally, we will share valuable teaching strategies to engage students. A dedicated Q and A session is included.
At the end of theThink-In, you will feel more confident and equipped to begin teaching DP Language B.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions + a 15-minute break each day using Zoom over two days: 1st day: 14 September, 4:00 - 7:15 PM CEST 2nd day: 15 September, 4:00 - 7:15 PM CEST (Paris time)
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the Paper 1 guided textual analysis. We will consider ways to teach a range of text types and using the learner portfolio effectively to support students in their development of paper 1 skills; crafting an excellent analysis and organizing the structure of the response. There will be a focus on understanding the assessment criteria and building students’ expertise in the paper 1 guided textual analysis components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the paper 1 analysis including different text types and using the learner portfolio effectively; responding to the guiding question; crafting an excellent response and organizing the Paper 1 response.
Session 2 Assessing examples of paper 1 essay responses including analysing the assessment rubric; exploring sample materials to identify text types; strengths and weaknesses and incorporating best practices into preparing students for Paper 1.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 15 September 2 – 5:15 PM CEST (Paris time)
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the Paper 2 essay. We will consider ways to use the learner portfolio effectively to support students in their development of paper 2 skills including structuring and organising an excellent essay. There will be a focus on understanding the assessment criteria and building students’ expertise in the paper 2 components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the paper 2 essay including different text-types and using the learner portfolio effectively; responding to the essay question; crafting an excellent response and organizing the essay.
Session 2 Assessing examples of paper 2 essay responses including analysing the assessment rubric; exploring sample materials; strengths and weaknesses and incorporating best practice into preparing students for Paper 2.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 19 September 2 – 5:15 PM CEST (Paris time)
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the HL essay. We will consider choosing texts and using the learner portfolio effectively; incorporating course concepts; choosing the essay topic; crafting an excellent essay title and organizing the structure of the essay. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the HL essay including choice of text and using the learner portfolio effectively; incorporating course concepts; choosing the topic of the essay and crafting excellent essay titles, organizing the HL essay.
Session 2 Assessing the HL essay including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the HL essay.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 20 September 2 – 5:15 PM CEST (Paris time)
This Think-in will explore how supervisors can support students in all phases of their Language A EE from initial choice of a topic, development of the research question, through the research phase, to writing the EE and reflecting on it. We will consider the three categories of Language and Literature EE´s and we will explore the assessment criteria to examine what makes an excellent EE. We will consider carefully the role of the supervisor in supporting students and helping them avoid typical pitfalls.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 21 September 2 – 5:15 PM CEST (Paris time)
This Think-In is designed for teachers looking to gain deep, personal understanding of analysing visual texts in the DP Literature and Language and Literature courses and MYP Language and Literature/Language Acquisition. In the MYP students learn the basics of visual analysis and in the DP, students may be required to analyse visual text when studying course texts eg. Graphic novels and in the study of the non-literary or Body of Work component of the course and in the Paper 1 exam, IO exam and for the HL essay. Many teachers may not have been formally trained in the area of media studies including teaching the analysis of visual text. This Think-In aims to ‘fill the gap’ and equip MYP/DP Language A teachers with the knowledge, skills and terminology they require to effectively teach this component of the courses to their students.
Session 1 Analysing cartoons and graphic text Participants will be introduced to techniques and terminology for analysing, interpreting, understanding and evaluating different types of cartoons (eg. political, social commentary, humour) and graphic texts (eg. graphic texts on the IB DP PRC list).
Session 2 Analysing images including magazine covers, photos, advertisements, art, film Participants will be introduced to techniques and terminology for analysing, interpreting, understanding and evaluating a range of media images and film.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 22 September 2 – 5:15 PM CEST (Paris time)
This 3 hour Think-In is will address the most important changes to the DP Business Management course (first exams 2024) to support and upskill teachers. Join us to learn more about preparing for the new DP Business Management syllabus, focusing on the changes and updates to the course. Topics covered will include:
Understanding the new syllabus - content, concepts and contexts, plus the new assessment models.
Advice and preparation for planning and delivering the new IB BM course.
Resources to support teachers.
Addressing questions and concerns.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CEST, (Paris time) via Zoom 26th September.
The seminar is designed for teachers relatively new to the IB and those who will mentor Extended Essays for the 2023 session but is open to anyone who may be interested. We will examine the process and means of guiding students towards a successful essay in Biology.
Session 1 Management of the EE, the assessment criteria, the elements of the essay, academic honesty.
Session 2 Developing a research question, guiding the process, effective check-in and reflection sessions.
You will be asked to read one essay to discuss the assessment in the workshop.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 27 September, 2:00 - 5:15 PM (Paris time).
This 3 hour Think-In is will address the most important changes to the DP Business Management course (first exams 2024) to support and upskill teachers. Join us to learn more about preparing for the new DP Business Management syllabus, focusing on the changes and updates to the course. Topics covered will include:
Understanding the new syllabus - content, concepts and contexts, plus the new assessment models.
Advice and preparation for planning and delivering the new IB BM course.
Resources to support teachers.
Addressing questions and concerns.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CEST, (Paris time) via Zoom 29 September.
This Think-In is designed for Language A: Language & Literature and Literature teachers who are looking for ways to develop their students’ writing skills that are needed in Paper 1 and Paper 2 external examinations. Often students may lack an understanding of analytical and evaluation techniques for specific text types, appropriate terminology and planning, organization, and development skills to craft a quality written response. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the Paper 1 and Paper 2 written assessments.
Session 1 Analysing and Writing about different Text-Types. How to teach students to recognise and use analytical techniques for different text-types, incorporate formal language and terminology, to write a response that demonstrates conceptual understanding.
Session 2 Organising the Paper 1 Guided Response and the Paper 2 Essay and Tips and Tricks to help your students write excellent responses.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 6 October 2 – 5:15 PM CEST (Paris time)
The new Business Management Toolkit (BMT)is part of the DP syllabus content but it is expected that teachers will integrate the toolkit throughout the delivery of the course.
Session 1 What is the BMT? Quantitative vs Qualitative BM tools. BMT for SL and BMT for HL. Step by step approach to what each BM tool is and how to use these in the new BM course.
Session 2 Worked examples for each of the quantitative BM tools.Ready-made resources / worksheets (with answers) for each of the BMTs, ready for use with your students.Opportunities to have your individual questions addressed.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CET, (Paris time) via Zoom 9 November.
The new Business Management Toolkit (BMT)is part of the DP syllabus content but it is expected that teachers will integrate the toolkit throughout the delivery of the course.
Session 1 What is the BMT? Quantitative vs Qualitative BM tools. BMT for SL and BMT for HL. Step by step approach to what each BM tool is and how to use these in the new BM course.
Session 2 Worked examples for each of the quantitative BM tools.Ready-made resources / worksheets (with answers) for each of the BMTs, ready for use with your students.Opportunities to have your individual questions addressed.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CET, (Paris time) via Zoom 17 November.
The new Business Management Toolkit (BMT)is part of the DP syllabus content but it is expected that teachers will integrate the toolkit throughout the delivery of the course.
Session 1 What is the BMT? Quantitative vs Qualitative BM tools. BMT for SL and BMT for HL. Step by step approach to what each BM tool is and how to use these in the new BM course.
Session 2 Worked examples for each of the quantitative BM tools.Ready-made resources / worksheets (with answers) for each of the BMTs, ready for use with your students.Opportunities to have your individual questions addressed.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CET, (Paris time) via Zoom 11 January.
Virtual Think-Ins
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