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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.
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: 27 January, 9:00 AM - 12:15 CET (Paris time) and 2nd day: 28 January, 9:00 AM - 12:15 CET (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 27 January, 2:00 - 5:15 PM CET (Paris time).
This Think-In is designed for Language A: Literature and Language 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 In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 31 January, 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 1 February, 2:00 - 5:15 PM CET (Paris time).
Este seminario está diseñado para profesores de Español B en preparación de la comprensión auditiva (Prueba 2). Se explorarán las dos etapas indispensables para el éxito en este componente: preparación y práctica. Se analizarán estrategias y herramientas efectivas tanto para los profesores como para los alumnos de ambos niveles. Sobre todo, el seminario pretende ser una experiencia útil y colaborativa para consolidar la confianza de los profesores en esta tarea.
Sesión 1 Preparación: estrategias y herramientas efectivas para el desarrollo de esta destreza.
Sesión 2 Práctica: escucha de textos orales, análisis de los tipos de ejercicios y las posibles respuestas.
El número máximo de participantes para este seminario es de 25. Al final del seminario los participantes recibirán un certificado de participación.
Dos sesiones de 90 minutos + una pausa de 15 minutos, mediante Zoom el día martes 1ero de febrero de 16:00 a 19:15 (CET Paris time).
This Think-In is designed for teachers looking to gain deep, personal understanding of analysing visual texts in the MYP Language and Literature/Language Acquisition and DP LIterature and Language and Literature courses. 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 2 February, 2:00 - 5:15 PM CET (Paris time).
This Think-In is designed for MYP and/or DP educators to develop their understanding of the value and power of a concept-based inquiry pedagogy. During the seminar, you will explore 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 transferable understandings. You will explore concepts, conceptual lenses, unit webs and create higher-order Generalizations. We will consider ways to integrate concept-based inquiry teaching and learning strategies into your classroom practice.
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 Introducing concepts and the power of Conceptual Lenses and Unit Webs. Scaffolding Thinking through writing higher-order Generalizations for deep thinking.
Session 2 Scaffolding Thinking through writing higher-order Generalizations for deep thinking.
Session 3 Concept-Based Curriculum and Instruction teaching and learning strategies.
Session 4 Let´s put it all together and develop a CBCI unit 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 + 15 min break using Zoom over two days: 1st day: 3 February, 2:00 - 5:15 PM CET, 2nd day: 4 February, 2:00 - 5:15 PM CET (Paris time).
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.
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, via Zoom 7 February 9:00 - 12:15 AM CET (Paris time).
In this crash course we will begin with an overview of the English 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 English A: Language and Literature.
Four 90-minute sessions + a 15-minute break each day using Zoom over two days: 1st day: 18 November, 2:00 - 4:15 PM CET. 2nd day: 19 November, 2:00 - 4:15 PM CET.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
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.
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 + a 15-minute break, via Zoom 9 February, 2:00 - 5:15 PM CET (Paris time).
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: 9 February, 4:00 - 6:15 PM CET 2nd day: 10 February, 4:00 - 6:15 PM CET
This Think-In is designed to support the development of a school service programme. We will explore the elements of service both within the written curriculum and in the broader school community. We will consider working SMART, creating frameworks for sustainable projects that develop and grow over time.
Session 1 Explore the elements of service within the school community
Session 2 Discover the impact of projects upon students development
Session 3 Identify types of service and consider sustainability
Session 4 Planning a whole school service programme
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: 14 February, 4:00 PM - 19:15 PM CET (Paris time) and 2nd day: 15 February, 4:00 PM - 19:15 PM CET (Paris time)
This Think-In is designed for English B teachers who are looking for ways to develop their students’ speaking skills that are needed for oral examinations. Participants will be encouraged to collaborate, share, and express ideas that facilitate student oral performance. Many students have linguistic strengths, but most are intimidated by speaking assessments. Learn tips and tricks to help the teacher and student perform their best for the test. At the end of the seminar participants can expect to have a clearer idea of what to expect with the oral assessments and how to help their students prepare effectively.
Session 1 Stimulus choice - How to choose a good stimulus that can yield maximum results.
Session 2 Practice, practice, practice - Tips and tricks to help your students prepare and perform well on the oral examination.
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 CET, via Zoom 15 February
This Think-In is designed for English B teachers who are looking for ways to develop their students’ writing skills that are needed for external examinations. Often students may have a good command of the language, but they may lack the planning, organization, and development skills to craft a quality written work. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the written assessment.
Session 1 Reading the prompt. How to decipher the prompt and choose the correct text type to demonstrate conceptual understanding.
Session 2 Organizing and developing the text. Tips and tricks to help your students write well on the exam.
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 CET, via Zoom 16 February.
Este seminario Think-In persigue el objetivo de ofrecer a los profesores de Lengua A del Diploma la posibilidad de observar y considerar modelos de exámenes relacionados con las Unidades de trabajo, con el fin de que puedan orientar a sus alumnos en la selección de los textos en relación con cuestiones globales adecuadas. Pone también a disposición de los profesores muestras de exámenes orales, acompañadas por comentarios y calificaciones, que facilitan la comprensión de los objetivos y características específicas de la prueba. La finalidad es que a partir de este trabajo, los profesores cuenten con herramientas que les permitan planificar y organizar esta prueba y la situación específica de la Evaluación Interna de manera exitosa.
Sesión 1 Lectura y análisis de modelos y muestras
Sesión 2 Práctica de redacción de modelos y propuestas
El número máximo de participantes para este seminario es de 25. Al final del seminario los participantes recibirán un certificado de participación.
Dos sesiones de 90 minutos + una pausa de 15 minutos, mediante Zoom el día 17 de febrero de 16:00 a 19:15 (CET Paris time).
This Think-In is designed to help teachers develop best practice in assessment of the Individual Investigation and in mentoring a draft report.
Session 1 Tthe criteria and teacher assessment. You will be asked to moderate one IA sample prior to the seminar and a second sample will also be assessed during the seminar. Safety and ethical issues will also be addressed.
Session 2 Mentoring a draft investigation. Second sample for moderation.
There will be opportunities in a dedicated Q and A to ask specific advice on achieving good outcomes for student investigations.
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: 22 February, 4:00 - 7:15 PM CET (Paris time).
Help your students maximize their achievement levels in Internal assessment (IA) portfolio by making the process manageable, rewarding and enriching.
Session 1 Managing the process of IA: Explore strategies to promote clear understanding of the IA process; discuss strategies and examples of formative tasks to build students’ capacities
Session 2 Maximizing student achievement levels: Sharing best practices and examples of tasks that develop students’ ability to use diagrams effectively and consolidating skills of application, analysis and evaluation; Marking samples and Q&A
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 CET, via Zoom 23 February.
This Think-In is designed for ab initio teachers who are looking for ways to develop their students’ writing skills that are needed for external examinations. Often students may have a good command of the language, but they may lack the planning, organization, and development skills to craft a quality written work. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the written assessment.
Session 1 Reading the prompt - How to decipher the prompt and choose the correct text type to demonstrate conceptual understanding.
Session 2 Organizing and developing the text - Tips and tricks to help your students write well on the exam.
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 CET, via Zoom 23 February.
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: 23 February, 4:00 - 6:15 PM CET 2nd day: 24 February, 4:00 - 6:15 PM CET
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 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 25 February, 2:00 - 5:15 PM CET (Paris time).
This Think-In is designed for Language B teachers who are looking for ways to develop their students’ speaking skills that are needed for oral examinations. Participants will be encouraged to collaborate, share, and express ideas that facilitate student oral performance. Many students have linguistic strengths, but most are intimidated by speaking assessments. Learn tips and tricks to help the teacher and student perform their best for the test. At the end of the seminar participants can expect to have a clearer idea of what to expect with the oral assessments and how to help their students prepare effectively.
Session 1 Stimulus choice - How to choose a good stimulus that can yield maximum results.
Session 2 Practice, practice, practice - Tips and tricks to help your students prepare and perform well on the oral examination.
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 CET, via Zoom 28 February.
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 1 March, 2:00 - 5:15 PM CET (Paris time).
Help your students maximize their achievement levels in DP Economics Paper 1 HL & SL.
Session 1 Strategies to improve students’ understanding of specific demands of part(a) and part(b) questions. Explore use of command terms, relevant assessment objectives, use of real-world examples and diagrams; examples of learning engagements and formative tasks that focus on writing skills to help students achieve top mark band.
Session 2 Scaffolding and writing frameworks for enhancing student responses: Discussion of strategies for effective and balanced synthesis or evaluation; Marking samples and Q&A.
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 CET, via Zoom 1 March.
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 2 March, 2:00 - 5:15 PM CET (Paris time).
This Think-In is designed for Language B teachers who are looking for ways to develop their students’ writing skills that are needed for external examinations. Often students may have a good command of the language, but they may lack the planning, organization, and development skills to craft a quality written work. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the written assessment.
Session 1 Reading the prompt. How to decipher the prompt and choose the correct text type to demonstrate conceptual understanding.
Session 2 Organizing and developing the text. Tips and tricks to help your students write well on the exam.
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; 4:00 – 7:15 PM CET, via Zoom 2 March.
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: 3 March, 2:00 PM - 17:15 CET (Paris time) and 2nd day: 4 March, 2:00 PM - 17:15 CET (Paris time).
This Think-In is designed for Language Acquisition, Language and Literature and Language Arts educators who already have developed some understanding of the value and power of a concept-based pedagogy. The seminar will continue educators’ exploration of the value and power of a concept-based pedagogy focusing on the Structure of Process and its role in enabling and supporting students to build their capacity to understand, respond, critique and produce language whilst critically engaging with complex ideas and creating new understandings. During the seminar you will explore examples, create a language focused conceptual lens and a language unit web, create higher-order Generalizations to scaffold students’ deep thinking and develop a unit plan. This Think-In include approaches to concept-based teaching and learning in the Language Acquisition, Language and Literature and Language Arts classrooms.
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 language classes as a performance of understanding.
Session 3 Let´s put it all together and develop a Language CBCI unit plan!
Session 4 Concept-Based Curriculum and Instruction teaching and learning strategies for the language classroom.
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 + 15 min break using Zoom over two days: 1st day: 3 March, 2:00 PM to 5:15 CET, 2nd day: 4 March, 2:00 PM to 5:15 CET.
Help your students maximize their achievement levels DP Economics Paper 2 HL & SL.
Session 1 Strategies to improve students’ understanding of specific demands of paper 2 questions. Explore use of command terms, relevant assessment objectives, quantitative and qualitative data; examples of learning engagements and formative tasks that focus deepen students’ ability to achieve top mark band
Session 2 Scaffolding and writing frameworks for enhancing student responses. Discussion of strategies for effective and balanced synthesis or evaluation; Marking samples and Q&A
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 CET, via Zoom 3 March.
This introduction to inquiry explores the nature of the inquiry classroom and considers teaching strategies. We will use a structured inquiry framework to develop practises. Opportunities to develop current units of work will be explored, reflecting upon inquiry strategies, resulting in authentic inquiry practice.
Session 1 What is inquiry? Why inquiry? How does inquiry connect to the IB learner?
Session 2 What is an inquiry teacher? Why should we change our current practice?
Levels of inquiry.
Session 3 Review a unit of work. Explore structured inquiry. SWOT analysis.
Session 4 Planning and impact. Practical tips to get started. Essential questions.
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: 7 March, 4:00 PM - 19:15 PM CET (Paris time) and 2nd day: 8 March, 4:00 PM - 19:15 PM CET (Paris time)
A Think-In for all teachers and subject leaders who want to develop their understanding of how learning happens.
This three-hour webinar will provide you with collaborative tools and resources. It will be interactive and provide you with opportunities not only to discuss but also to construct tools you can use back in school.
Session 1: How do we think? All about the brain This session looks at what all teachers should know about how the (students’) brain works. How do students construct learning? If it is our job to develop the mind, shouldn’t we understand how the mind works? Research suggests that increasing a teacher's understanding of the science behind how the brain learns leads to enhanced teacher efficacy and instructional variation, as well as enhanced student efficacy (Hardiman et al., 2013). This session will provide you with a quick and engaging way into understanding how to scaffold your teaching to support what science tells us about how the brain works. Learning about how the brain works underlines the importance of many of the IB approaches to teaching and learning.
Session 2: How do we create the optimal conditions for learning? In this session we discuss how to create the optimal learning conditions in our classrooms. It draws on research as well as providing you with the Top Tips of a global group of IB Educators and Workshop Leaders. In the second half of the session, we inquire into how to make learning memorable – how should we best prepare students for exams in a way in which they remember what they have learnt?
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: 7 March, 4:00 – 7:15 PM CET (Paris time).
Who are you and where are you going? These are two essential questions for all of us who work in schools. A Think-in for all school leaders – middle leaders and senior leaders – who are responsible leading a section of their school. It will help you to refine your mission and vision.
This three-hour webinar will provide you with collaborative tools and resources. It will be interactive and provide you with opportunities not only to discuss but to construct tools you can use back in school.
Session 1: How do we lead our mission – be it as a subject or grade leader or as a whole school leader? A mission is our identity. A mission statement states what we are, what we stand for. Our mission drives all that we do. Stop anyone in the corridor or classroom and they should be able to explain why their subject / school is different, why that difference is a strength, and why they feel lucky or proud to study or work there. Are you certain of your identity? Do all key stakeholders have the same confidence?
Session 2: What’s our vision and how do we lead others in achieving it together? A vision statement declares to all where we are going. One of the most important responsibilities of any leader – grade leader, subject leader or whole school leader - is establishing a vision and inviting others to share in it.
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: 8 March, 4:00 - 7:15 PM CET (Paris time).
Help your students maximize their achievement levels in HL Paper 3 - HL extension topics and policy recommendations
Session 1 Strategies to improve students’ understanding of economic policies: Explore examples of learning engagements and formative tasks that focus on quantitative and qualitative data analysis
Session 2 Scaffolding and writing frameworks for enhancing student responses to policy recommendation: Discussion of strategies for effective and balanced synthesis or evaluation; Marking samples and Q&A
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 CET, via Zoom 9 March.
A Think-in for all who are taking on a new leadership role in a school (pastoral leader, subject leaders, grade leader, senior leader).
This three-hour webinar will provide you with collaborative tools and a rich source of resources to help you in your leadership role. It will be interactive and provide you with opportunities not only to discuss but to construct tools you can use back in school.
Session 1: What are the marks of a leader? In this session you are invited to think critically about the nature of leadership and its role in schools. Using a rich resource toolbox, you will be introduced to the various forms and styles of leadership and provided with strategies for leading in your own school.
Session 2: What are the key tasks for a leader? In this session we draw on research to identify the marks of effective school leadership – be it at grade and subject level or at senior leadership. We will look at how a leader: Creates an inspiring vision of the future. Motivates and inspires people to engage with that vision. Manages delivery of the vision. Coaches and builds a team, so that it is more effective at achieving the vision.
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: 9 March, 4:00 – 7:15 PM CET (Paris time).
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.
What do the best heads of department do to deliver maximum impact for students? What differentiates good from great middle leadership? A Think-in for all heads of department who wish to learn from research on what makes them the most effective leaders. This three-hour webinar will provide you with collaborative tools and resources. It will be interactive and provide you with opportunities not only to discuss but to construct tools you can use back in school.
Session 1 We will look at the following aspects of being a head of department: Leading a team, Leading with a vision, Leading the curriculum, Leading pedagogy – our approach to teaching and learning, Leading professional development of colleagues, Leading and managing your system.
Session 2 We will consider what to do in the first 100 days of taking up a new leadership role as a middle leader. We will consider both the opportunities and the challenges.
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: 10 March, 4:00 – 7:15 PM CET (Paris time).
This seminar is designed for Language Ab Initio teachers to prepare for the Paper 2, receptive language skills of reading and listening. In this collaborative workshop we will explore strategies to help students decode language to confidently comprehend texts. Participants will be able to share resources to prepare students for exam day.
Session 1 Preparation: effective strategies and skills to develop listening and reading comprehension.
Session 2 Practice: tips and tricks to grow student and teacher confidence.
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 CET, via Zoom 14 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 seminar is designed for English B teachers to prepare for the Paper 2, receptive language skills of reading and listening. In this collaborative workshop we will explore strategies to help students decode language to confidently comprehend texts. Participants will be able to share resources to prepare students for exam day.
Session 1 Preparation: effective strategies and skills to develop listening and reading comprehension.
Session 2 Practice: tips and tricks to grow student and teacher confidence.
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 CET, via Zoom 15 March.
This seminar is designed for Language B teachers to prepare for the Paper 2, receptive language skills of reading and listening. In this collaborative workshop we will explore strategies to help students decode language to confidently comprehend texts. Participants will be able to share resources to prepare students for exam day. (3 hours in one day)
Session 1 Preparation: effective strategies and skills to develop listening and reading comprehension.
Session 2 Practice: tips and tricks to grow student and teacher confidence.
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; 4:00 – 7:15 PM CET, via Zoom 16 March January.
This introduction to Universal Design for Learning (UDL) considers the nature of inclusive education by understanding variability and student agency. Barriers to learning will be considered including communication through the lens of culture. We will develop current units of work, reflecting upon UDL strategies and creating a ‘toolbox’ of UDL strategies upon which the teacher can build.
Session 1 Explore the UDL in ATL. Understand the variability of a student and self-reflection.
Develop strategies to meet our students through agency and voice.
Session 2 Explore the barriers to learning. Develop strategies for effective classroom planning
Understand cultural competency and UDL.
Session 3 Create a learning experience using UDL. Develop current practice to utilise elements of UDL framework. Consider vertical articulation building a ‘toolbox’ of strategies.
Session 4 Create a range of assessment approaches that meet the criteria allowing student agency. Develop authentic assessment that connects to learning experiences through the criteria.
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: 16 March, 4:00 PM - 19:15 PM CET (Paris time) and 2nd day: 17 March, 4:00 PM - 19:15 PM CET (Paris time)
This introduction to assessment provides strategies to align current practice to the unit planning framework, whilst considering inclusion and differentiation. Using current schemes of work we will generate ideas for authentic assessments which also provide opportunities for a range of service opportunities, embedded in practice.
Session 1 Establishing the nature of MYP assessment and aligning curriculum.
_Session 2_Strategies to provide differentiated and inclusive assessment.
Session 3 Designing assessment tasks and developing assessment tools.
Session 4 Summative assessment - performance of understanding. Explore strategies to ensure rigour and authenticity.
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: 24 March, 4:00 PM - 19:15 PM CET (Paris time) and 2nd day: 25 March, 4:00 PM - 19:15 PM CET (Paris time)
This seminar is designed for TOK teachers looking to focus on the optional theme of language in the TOK course. Participants will collaborate to share resources and learn how to connect this theme to other DP subject areas. At the end of the seminar, participants will have a clearer idea of how to plan this unit to make it come alive for students.
Session 1 Planning - strategies and tools to structure the unit and connect with other subject areas
Session 2 Connecting to the Exhibition - strategies to make the abstract concrete for the Exhibition
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 CET, via Zoom 4 April.
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: 4 April, 4:00 PM - 19:15 PM CEST (Paris time) and 2nd day: 5 April, 4:00 PM - 19:15 PM CEST (Paris time)
This seminar is designed for Language A or B teachers that want to learn new ways to connect their subject area course to TOK to support the DP core. Participants will collaborate to share strategies and tips to connect with the theme of Knowledge and Language with the overall TOK course. This seminar will be particularly useful for participants that need to complete a course outline or unit planner that makes connections to TOK.
Session 1 Connecting Language A/B to TOK. Strategies and tools to connect the curriculum to TOK
Session 2 TOK Assessments and Language. An overview of the TOK assessments and how they connect to Language.
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; 4:00 – 7:15 PM CET, via Zoom 13 April.
This Think-In is designed for ab initio teachers who are looking for ways to develop their students’ speaking skills that are needed for oral examinations. Participants will be encouraged to collaborate, share, and express ideas that facilitate student oral performance. Many students have linguistic strengths, but most are intimidated by speaking assessments. Learn tips and tricks to help the teacher and student perform their best for the test. At the end of the seminar participants can expect to have a clearer idea of what to expect with the oral assessments and how to help their students prepare effectively.
Session 1 Stimulus choice - How to choose a good stimulus that can yield maximum results.
Session 2 Practice, practice, practice - Tips and tricks to help your students prepare and perform well on the oral examination.
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 CET, via Zoom 21 April.
This seminar is designed for Language B teachers that want to learn how to support the Extended Essay in a more comprehensive and confident manner. Participants will learn how to help students develop a topic and a research question in order to develop an in-depth analysis of the language, culture and society or literature studied in the language acquisition course.
Session 1 Preparation - Topic selection and an exploration of the different types of language acquisition Extended Essays.
Session 2 Support - Supporting students with a research question and research methods
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 CET, via Zoom 25 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; 1:00 – 4:15 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; 1:00 – 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.
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; 7:00 – 10:15 PM CEST, via Zoom 19th May. (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, via Zoom 24 May.
Virtual Think-Ins
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