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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.
There are three types of Think-In:
Crash courses for new IB teachers
Focus on key aspects of content
Keys to success in assessment
Click on any title below for further information - and check back regularly as new Think-Ins are being added every week!
Find my Think-In
Subject
Date
Length & Price
Crash Course: Visual Arts for New DP Teachers Facilitator: Heather McReynolds
27 - 28 September 2021 14:00 CEST
6 hours over 2 days 290 EUR / 250 GBP / 355 USD
27 - 28 September 2021 14:00 CEST Crash Course: Visual Arts for New DP Teachers
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: 27 September, 2:00 PM CEST 2nd day: 28 September, 2:00 PM CEST
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 practice 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 + a 15-minute break, via Zoom 29 September, 2:00 PM CEST
The internal assessment (IA) task for IBDP mathematics, the Exploration, is the same for both of the IBDP mathematics courses: Analysis & Approaches and Applications & Interpretation. This Think-In is designed for mathematics teachers who wish to expand their skills in supporting and supervising students, and develop their expertise in providing useful advice and feedback to students and in assessing their students’ Explorations. The primary objective of this seminar is to assist teachers in developing their confidence and competence in managing all aspects of the IBDP mathematics internal assessment component.
Session 1 Overview of the Exploration; differences between SL and HL. Inquiry-based learning, conceptual understanding, ATL, IB Learner Profile and the Exploration. Introducing the Exploration to students; and developing an understanding of the task. Strategies for preparing students to write their Exploration.
Session 2Exploration topic choice: the most important stage. How to effectively supervise your students’ choice of topic, and further stages of the IA. Giving feedback before their final draft. Developing skills and confidence in marking student Explorations.
Session 3 Real-time marking of Exploration exemplar(s). Best practice in marking Explorations; and relation to advice to students while writing their IAs. Providing written feedback on students’ final draft.
Session 4 Using the Exploration to support teaching and student learning of syllabus content. Overview of guidance and ideas for optimizing classroom management of the IA. Additional Exploration exemplars with scores and comments.
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: 30 September, 9:00 AM CEST and 2nd day: 1 October, 9:00 AM CEST.
This Think-In is designed to help teachers develop best practice in successful management and execution of the Individual Investigation.
Session 1 We will concentrate on the teaching of practical, mathematical, and statistical skills within the PSOW and in delivering formative assessment for the Individual Investigation.
Session 2 Assessment. You will be asked to moderate one IA sample prior to the seminar and a second sample will also be assessed during the second session of the seminar.
There will also be discussion on database and simulation investigations that lend themselves to being undertaken during distance learning. We will also explore possibilities for experiments conducted away from the traditional laboratory environment using readily available apparatus. There will be opportunities to ask specific advice on achieving good outcomes for student investigations and for sharing resources. Safety and ethical issues will also be 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; 2:00 – 5:15 PM CEST, via Zoom 6 October.
Gain confidence in supporting students with the new Economics Internal Assessment (first assessments in 2022). We will spend time discussing each assessment criterion to gain a deeper level of understanding and share ideas to support students throughout the IA process from selecting suitable news media articles to completing the final submission of the portfolio of commentaries.
Session 1 What do students need to know? What makes a good Economics IA? The importance of diagrams and getting these right. The roles and responsibilities of the teacher. Understanding the new assessment criteria.
Session 2 Giving meaningful feedback and support to students. Developing evaluation skills. Adapting IB pedagogy to support students with the IA. Marking exercises. Q&A session.
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, via Zoom 7th October.
This Think-In will focus on best practices for teachers supervising a mathematics Extended Essay. Important aspects of the maths EE process will be examined, such as: helping students find a suitable topic, developing an appropriate research question, the different categories and approaches for a maths EE, understanding the assessment criteria, and supporting students as they write their EE and guiding them to effectively discuss, analyse and reflect.
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 + 15-minute break, via Zoom 17 September 9:00 AM CEST
The IB has changed the weighting of the HL Internal Assessment from 25% to 35% for the May 2021 to November 2022 exams. This Think-In will focus on all important aspects of supporting students throughout the IA process to ensure student success. The Think-In is suitable for all Business Management teachers in IB World Schools, irrespective of the level of experience.
Session 1 What makes a good HL IA title? The importance of primary research in the HL IA. Understanding the HL assessment criteria. Common mistakes to avoid. Effective strategies to support students in the IA process. Academic integrity.
Session 2 Marking exercise. Top tips for improving student achievement. There will also be plenty of opportunities to address the individual questions of workshop participants.
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, via Zoom 12th October.
The IB has changed the weighting of the SL Internal Assessment from 25% to 35% for the May 2021 to November 2022 exams. This Think-In will focus on all important aspects of supporting students throughout the IA process to ensure student success. The Think-In is suitable for all Business Management teachers in IB World Schools, irrespective of the level of experience.
Session 1 What makes a good SL IA title? The importance of the supporting documents in the SL IA. Understanding the SL assessment criteria. Common mistakes to avoid. Effective strategies to support students in the IA process. Academic integrity.
Session 2 Marking exercise. Top tips for improving student achievement. There will also be plenty of opportunities to address the individual questions of workshop participants.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CEST, via Zoom 13th October.
This Think-In is relevant for teachers supervising an Extended Essay in Biology. The seminar will cover advice on practical strategies to manage the EE process, deriving valid research questions and differentiating between the Individual Investigation and the Extended Essay.
We will also examine guidance and scaffolding for those who choose to write an EE in Biology and how to ensure that an idea for an Extended Essay can be developed into a substantive piece of work which has the rationale, deductive qualities, evaluation and reflection components of a successful essay.
The workshop is open to anyone who may be interested but will be focussed on teachers new to mentoring the Extended Essay.
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 + 15-minute break, via Zoom Wednesday 14 October 02:00 PM CEST
This Think-In is designed for teachers looking to gain deep, personal understanding of the complex mathematics of matrices and their applications recently introduced in the Maths AI HL curriculum.
Session 1 & 2 The Story of Matrix Diagonalization What does it mean to diagonalize a matrix and why would one ever want to? What motivated this task and how does it bring insight and understanding to general matrix theory? We will explore and answer these questions, and see a natural motivation for wanting to find eigenvalues and eigenvectors.
Session 3 & 4 Eigenvalues, Eigenvectors, and Markov Processes What intuition and insights do the eigenvalues and eigenvectors of a matrix provide? We will probe deeper into this topic and explore—and fully explain—the behaviour of two-dimensional Markov processes as a lovely application.
Prerequisite Knowledge: This Think-In does presume familiarity with the basic arithmetic of matrices and the use of 2x2 matrices to represent certain geometric transformations of the plane.
The maximum number of participants for this Think-In is 35. An InThinking certificate of participation will be awarded at its end.
Four 60-minute sessions + a short break, using Zoom over two days: 1st day: 19 October, 16:00 PM CEST 2nd day: 20 October, 16:00 PM CEST. There will also be an optional practice problem to consider between the two days.
This Think-In is designed for teachers looking to gain deep, personal understanding of the complex mathematics of matrices and their applications recently introduced in the Maths AI HL curriculum.
Session 1 & 2 The Mathematical Set-Up and Story A brief review of diagonalization, eigenvalues and eigenvectors, complex numbers, and one-dimensional differential equations towards a means for fully solving systems of differential equations.
Session 3 & 4 Analysing Coupled Linear Differential Equations
Analysing solutions to systems of equations, understanding phase diagrams, and fully explaining long-term behaviour.
Prerequisite Knowledge: This Think-In presumes familiarity with matrix diagonalisation, the theory of eigenvalues and eigenvectors of matrices, and the solution of single-variable linear differential equations from a first course in calculus.
The maximum number of participants for this Think-In is 35. An InThinking certificate of participation will be awarded at its end.
Four 60-minute sessions + a short break, using Zoom over two days: 1st day: 26 October, 16:00 PM CEST 2nd day: 27 October, 16:00 PM CEST. There will also be an optional practice problem to consider between the two days.
This Think-In is designed for ToK teachers who are looking to develop their approach to the preparation of the essay assessment component. Participants will be encouraged to think carefully about the skills that are needed in the different stages of the processes of building an essay and how these skills can be nurtured in the ToK classroom. At the end of the seminar participants can expect to have a clearer idea of what is required in the essay task and how these requirements can be nurtured and scaffolded.
Session 1 What makes a good ToK essay?
This session introduces the essay task and takes a long hard look at the features that mark out a good ToK essay from the crowd. We shall discuss a number of approaches to the structure of the essay paying special attention to an example-driven strategy.
Session 2 Exemplification, generalisation, and evaluation
This session examines the roles these processes play in the construction of the essay through a set of hands-on tasks.
Session 3 Assessment
This session aims to refine participants’ appreciation of the subtleties of the assessment process by taking an in-depth look at a student essay through the eyes of a senior examiner.
Session 4 Scaffolding writing skills
Finally, we look at the craft of writing the ToK essay and develop strategies for scaffolding clear, purposeful writing, with particular reference to EAL students.
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 60-minute sessions using Zoom over two days: 1st day: 28 October, 2:00 - 4:15 PM CEST 2nd day: 29 October, 2:00 - 4:15 PM CEST
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 an 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 practice 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 3 November, 2:00 - 5:15 PM CET (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 texual 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 HL essay.
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 practice 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 4 November, 2:00 - 5:15 PM CET (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 5 November, 2:00 - 5:15 PM CET (Paris time).
The IB has changed the weighting of the SL Internal Assessment from 25% to 35% for the May 2021 to November 2022 exams. This Think-In will focus on all important aspects of supporting students throughout the IA process to ensure student success. The Think-In is suitable for all Business Management teachers in IB World Schools, irrespective of the level of experience.
Session 1 What makes a good SL IA title? The importance of the supporting documents in the SL IA. Understanding the SL assessment criteria. Common mistakes to avoid. Effective strategies to support students in the IA process. Academic integrity.
Session 2 Marking exercise. Top tips for improving student achievement. There will also be plenty of opportunities to address the individual questions of workshop participants.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CET, via Zoom 9th November.
The IB has changed the weighting of the SL Internal Assessment from 25% to 35% for the May 2021 to November 2022 exams. This Think-In will focus on all important aspects of supporting students throughout the IA process to ensure student success. The Think-In is suitable for all Business Management teachers in IB World Schools, irrespective of the level of experience.
Session 1 What makes a good SL IA title? The importance of the supporting documents in the SL IA. Understanding the SL assessment criteria. Common mistakes to avoid. Effective strategies to support students in the IA process. Academic integrity.
Session 2 Marking exercise. Top tips for improving student achievement. There will also be plenty of opportunities to address the individual questions of workshop participants.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CET, via Zoom 10th November.
Este seminario está diseñado para profesores de Matemáticas, tanto de Análisis y Enfoques como de Aplicaciones e Interpretación. Se desarrollarán la comprensión, el motivo y el objetivo de la evaluación interna. Se propondrán métodos para entender y aplicar de mejor forma los criterios de evaluación. Se afianzará la relación entre la evaluación interna y el resto del curso. Además, se explicarán las distintas estrategias para la gestión de la evaluación interna. Se corregirán trabajos reales tanto del NM como del NS y se verán las diferencias que hay entre los distintos niveles
Sesión 1: Panorámica de la evaluación interna Tareas formativas para crear un esquema que sea de utilidad para favorecer el aprendizaje y el desarrollo de habilidades. Explicación al alumnado, tanto de la exploración como del desarrollo de la misma.
Sesión 2: Elección del tema Proceso de la evaluación interna. Analizar la manera más eficaz de ayudar a nuestros alumnos con nuestra retroalimentación.
Sesión 3: Profundización en los criterios de evaluación Detalles para el Nivel Superior. Métodos de verificación de la autoría.
Sesión 4: Corrección en tiempo real de ejemplos de exploraciones Diferencias entre NM y NS.
Cuatro sesiones de 60 minutos + breaks, via Zoom durante 2 días: Primer día 18 noviembre, 3:00 PM CEST y segundo día: 19 noviembre, 3:00 PM CEST.
This Think-In is designed for ToK teachers who are looking to develop their approach to the preparation of the exhibition assessment component. Participants will be encouraged to think carefully about the skills that are needed in the different stages of the processes of building an exhibition and how these skills can be nurtured in the ToK classroom. At the end of the seminar participants can expect to have a clearer idea of what is required in the exhibition task and how these requirements can be nurtured and scaffolded.
Session 1 The ToK Exhibition task
This session introduces the exhibition task and situates it within the ethos of the new ToK programme: specifically, that knowledge can involve material objects, that knowledge is predominantly social, and that knowledge involves performance. We shall discuss what makes a good exhibition and how to scaffold the choice of objects.
Session 2 Exemplification and forging connections
This session examines the roles these processes play in the construction of the exhibition through a set of hands-on tasks. Strategies for focusing on salient aspects of the prompt will be examined.
Session 3 Assessment
This session aims to refine participants’ appreciation of the subtleties of the assessment process by taking an in-depth look at a number of exhibition samples through the eyes of a senior examiner.
Session 4 Further refinements to the process of curating an exhibition
Finally, we examine how teachers can further support students in the curation process by guiding participants toward producing an action plan for generating the exhibition sensitive to the specific school context.
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 60-minute sessions using Zoom over two days: 1st day: 25 November, 2:00 - 4:15 PM CET 2nd day: 26 November, 2:00 - 4:15 PM CET
An upskilling webinar designed to support teachers interested in understanding more about the new external examinations in IB Economics. This workshop will explore practical and effective strategies for the first examinations in May 2022. The workshop is designed to simplify the complexities of IB assessment and provide teachers with effective classroom practices to support their students.
Session 1 IB assessment in Paper 1 and Paper 2. Strategies on how to prepare students for success. Marking exercises.
Session 2 IB assessment in Paper 3 (HL only). Q&A session. Marking exercises. Essential skills for success.
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, via Zoom 18 January.
An upskilling webinar for teachers supervising an Extended Essay in Economics this year. Although the training is designed for those relatively new to the EE and IB, the workshop is open to anyone who may be interested. The webinar will cover advice on practical strategies to manage the EE process and to successfully guide and supervise students who choose to write an EE in Economics.
Session 1 Formulating good EE title in Economics, Understanding the assessment criteria, Subject-specific advice, Managing the EE process effectively, Advice on citation and referencing in the EE.
Session 2 Effective strategies for the reflection sessions, Essential skills for success, Marking exercises, Q&A session.
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, via Zoom 4 February.
An upskilling webinar for teachers supervising an Extended Essay in Business Management this year. Although the training is designed for those relatively new to the EE and IB, the workshop is open to anyone who may be interested. The webinar will cover advice on practical strategies to manage the EE process and to successfully guide and supervise students who choose to write an EE in Business Management.
Session 1 Formulating good EE title in Business Management , Understanding the assessment criteria, Subject-specific advice, Managing the EE process effectively, Advice on citation and referencing in the EE.
Session 2 Effective strategies for the reflection sessions, Essential skills for success, Marking exercises, Q&A session.
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, via Zoom 9th February.
Help your students to prepare for the May 2022 pre-released Paper 1 case study, with top tips for exam performance. We will spend time discussing best practice and effective activities to engage students with the Paper 1 case study. We will spend time on looking at effective writing frameworks to support students with the extended response questions in Section B. There will also be plenty of opportunities to address your individual questions.
Session 1 Understanding the pre-release case study - overview of the Paper 1 exam requirements. Activities to help students engage with the case study. Discussion of possible/likely examination questions.
Session 2 Writing frameworks for developing evaluation skills. Using and setting exam practice questions and mock exams to develop effective and practical strategies for supporting students (exam skills). Marking exercise. Q&A session.
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, via Zoom 10th March.
Help your students to prepare for the May 2022 pre-released Paper 1 case study, with top tips for exam performance. We will spend time discussing best practice and effective activities to engage students with the Paper 1 case study. We will spend time on looking at effective writing frameworks to support students with the extended response questions in Section B. There will also be plenty of opportunities to address your individual questions.
Session 1 Understanding the pre-release case study - overview of the Paper 1 exam requirements. Activities to help students engage with the case study. Discussion of possible/likely examination questions.
Session 2 Writing frameworks for developing evaluation skills. Using and setting exam practice questions and mock exams to develop effective and practical strategies for supporting students (exam skills). Marking exercise. Q&A session.
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, via Zoom 15th March.
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; 3:00 – 6:15 PM CEST, via Zoom 26th April.
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; 31:00 – 4:15 PM CEST, via Zoom 4th May.
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, via Zoom 12th May.
Virtual Think-Ins
Crash courses for new IB teachers
Focus on key aspects of content
Keys to success in assessment
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