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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
Focus on: Librarians New to the DP Facilitator: Anthony Tilke
9 August 2021 14:00 CEST
3 hours over 1 day 160 EUR / 140 GBP / 195 USD
9 August 2021 14:00 CEST Focus on: Librarians New to the DP
This Think-In is designed for school librarians who are new to working in a DP school or for those librarians whose school will shortly or has just started to offer the DP. The aim of this event is to provide information about the DP for librarians who have little knowledge about the programme and ways in which a library/ian can support aspects of the programme.
Session 1 What are the main areas and requirements of the DP?
Session 2 Ways in which the school library/ian can support the programme, teachers and students. How library programs tend to be different when supporting an IB environment.
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 9 August 2:00 PM CEST
Ensuring an authentic service programme can increase students' social awareness and understanding of their community's needs, develop understanding of social and cultural diversity and in turn impact personal and social growth.
This seminar provides educators with a practical approach to build a high-quality programme of service within their school community, creating an action plan to build authentic core curriculum projects, student-initiated projects and community projects.
Session 1 Identify the areas within your school curriculum and school community where authentic service opportunities can be embedded students.
Session 2 The student's journey through service - designing a framework of students inquiry - action – reflection.
Session 3 Sustainability within community projects - working SMART to achieve a culture of service.
Session 4 Improving stakeholder engagement and your final service blueprint.
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. 1st day: 9 August, 2:00 PM CEST 2nd day 10 August 2:00 PM CEST
The goal of this workshop is to discuss how to better prepare our students for the IA as well as how to plan the process better before students begin their assessment.
Session 1 How to run mock IAs in class without a lot of marking. In addition, we discuss student proposals. Finally, we will discuss how to apply statistics when looking at data.
Session 2 The second session will focus on feedback and assessment. We will look at some IAs of varying quality and have a discussion of what advice to give students and how to best assess our students’ work.
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 9 August 4:00 PM CEST
This Think-in will explore how supervisors can support students in all phases of their Extended Essays from initial development of a research question, through the research, onto the writing and reflecting. We will explore the assessment criteria to examine what makes an excellent and how to avoid typical pitfalls. Finally, we will look at sections of extended essays with the goal of developing better feedback strategies.
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 10 August 9:00 AM CEST
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 the Think-In, you will feel more confident and equipped to begin teaching DP English 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: 10 August, 2:00 PM CEST 2nd day: 11 August, 2:00 PM CEST
This Think-In is designed for IB school librarians who will shortly or have just started to support the Extended Essay process, or want to find out more about what might be involved, before starting. The aim of this event is to provide information about the Extended Essay for librarians who have little knowledge about this core element of the DP and how a library/ian can support the EE requirement.
Session 1 What is involved in the Extended Essay process?
Session 2 Supporting students with resources and information, academic integrity requirements, and inquiry and research skills.
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 10 August 2:00 PM CEST
This crash course is designed to help you start teaching the DP Language A Literature course with knowledge, confidence and good pedagogical ideas. There will be an opportunity to have your questions addressed; we will look at managing course structure and text choices to facilitate assessment requirements. We will consider some sample assessments and explore effective teaching methods. This 2 day Think-In will help you build a strong foundation for delivering the DP Literature course.
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: 11 August, 2:00 PM CEST 2nd day: 12 August, 2:00 PM CEST
This Think-In provides an effective, hands-on approach to developing classroom technique and strategy to improve student engagement. Exploring areas of Universal Design for Learning (UDL) through culture and variability of the student, participants will develop their current expertise in teaching and assessment to meet all learners and promote student agency.
Session 1 Understand the variability of a student in changing contexts. Identify the barriers to learning.
Session 2 Develop strategies to remove barriers through the development of practice. Understand cultural competency and UDL.
Session 3 Develop current practice to utilise elements of UDL framework. Create an example aligned to a unit of work with a UDL approach.
Session 4 Explore assessment practice. Develop authentic assessment that connects to learning experiences through the criteria. Create a range of assessment approaches that provide opportunities for student agency.
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. 1st day: 11 August, 2:00 PM CEST 2nd day 12 August 2:00 PM CEST
During this ThinkIn the group will work together to examine the detail of the new (FA2022) Economics P1 and P2 criteria SL/HL. We will consider the change in emphasis in the points awarded and develop methods to support our students in maximising their potential within the assessment.
Session 1 Paper 1, What has changed? Considering the criteria in-depth? What do students need to know? Training Techniques, Impact on Teaching. Creating practice examples.
Session 2 Paper 2, What has changed? Considering the criteria in-depth? What do students need to know? Training Techniques, Impact on Teaching. Creating practice examples.
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 12 August 2:00 PM CEST
In this crash course we look at the big picture of the DP History programme, exploring different ‘pathways' through the syllabus. We will examine the source work and essay components of the course, including marked examples, and will discuss strategies for getting students on the right track for the skills that they need. We will look at resources available to history teachers - and there will be a dedicated Q and A session to make sure that your questions are addressed.
You will come out of this 2 day Think-In feeling confident and equipped to begin teaching DP history.
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: 12 August, 2:00 PM CEST 2nd day: 13 August, 2:00 PM CEST
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: 17 August, 2:00 PM CEST 2nd day: 18 August, 2:00 PM CEST
Der Crash-Kurs richtet sich an Lehrer, die den DP German Language & Literature-Kurs bisher noch nicht unterrichtet haben. Der Kurs bereitet Sie auf die konkrete inhaltliche Planung der ersten Wochen vor. Gleichzeitig erhalten Sie einen Gesamtüberblick über den Kurs, sowie Ideen zu dessen Strukturierung bzw. Gestaltung. Die verschiedenen Prüfungsteile, wie Individual Oral, Paper 1, Paper 2, und HL Essay werden anhand von Beispielen besprochen. Es ist ausreichend Zeit für Ihre Fragen vorgesehen.
Am Ende des Crash-Kurses werden Sie zuversichtlich und mit ausreichend Wissen ausgestattet sein, um mit dem Unterrichten von German Language & Literature zu beginnen.
In this Crash Course we will take a holistic overview of the DP German Language & Literature course, with practical examples for the different assessment components. We will explore strategies for structuring the course along with valuable teaching insights. A dedicated Q and A session is included so that all your questions can be addressed. You will come out of this 2-day Think-In feeling more confident and equipped to begin teaching DP German Language & 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: 18 August, 2:00 PM CEST 2nd day: 19 August, 2:00 PM CEST
This crash course is designed to help you start teaching the DP English A Literature course with knowledge, confidence and good pedagogical ideas. There will be an opportunity to have your questions addressed; we will look at managing course structure and text choices to facilitate assessment requirements. We will consider some sample assessments and explore effective teaching methods. This 2 day Think-In will help you build a strong foundation for delivering the DP English A Literature course.
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: 18 August, 2:00 PM CEST 2nd day: 19 August, 2:00 PM CEST
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: 19 August, 2:00 PM CEST 2nd day: 20 August, 2:00 PM CEST
In this crash course we will start with an overview of the philosophy of middle years concept-based curriculum, how to create your course syllabi; formative and summative assessment structure and criterion based assessment. We will begin to plan and structure your course and consider how to combine concepts with global contexts to create generalizations and inquiry questions. There will be valuable teaching insights including an introduction to student-centred concept-based inquiry learning and teaching strategies, differentiation, inclusion and interdisciplinary connections. 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 your classes.
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: 23 August, 9:00 AM CEST 2nd day: 24 August, 2:00 AM CEST.
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: 23 August, 2:00 PM CEST 2nd day: 24 August, 2:00 PM CEST
This seminar is designed for all educators as an introduction to IBL in a remote learning setting. Through an exploration into models of inquiry, you will develop skills to create engaging digital tools to enhance student engagement and generate high quality teaching practice, transferable between the physical and virtual 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+ a 15-minute break each day, via Zoom. 1st day: 24 August, 2:00 PM CEST 2nd day 25 August 2:00 PM CEST.
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 25th August 02:00 PM CEST
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: 26 August, 14:00 PM CEST 2nd day: 27 August, 14:00 PM CEST
This Think-In is designed for all educators. We will explore the concept that every teacher is a language and literacy teacher, the role of language and literacy in learning across the curriculum and the value and power of the practice of translanguaging for multilingual and EAL students.
During the seminar we will consider the role of language and literacy in the delivery of subject content and how to effectively support and develop all students‘ language and literacy skills in your subject area through the use of a number of accessible learning and teaching strategies.
We will also consider how to harness the power of translanguaging; i e the process whereby multilingual speakers use their languages as integrated communication systems.
Session 1 Introducing the concept that every teacher is a language and literacy teacher; connections to the development of Approaches To Learning skills and the power of translanguaging for multilingual and EAL students.
Session 2 Exploring language and literacy strategies for developing student writing across the curriculum.
Session 3 Exploring language and literacy strategies for developing student reading across the curriculum.
Session 4 Exploring language and literacy strategies for developing student speaking and listening and translanguaging across the curriculum.
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. 1st day: 26 August, 2:00 PM CEST 2nd day 27 August 2:00 PM CEST
In this Crash Course we will take a holistic overview of the DP Chemistry course. We will explore strategies for best practice in delivering the content and the Practical Scheme of Work, developing a teaching sequence, creating teaching resources and preparing pupils for the externally assessed components.
There will be a dedicated Q and A session on the second day where all your questions will be addressed.
You will come out of this 2-day Think-In feeling confident and well equipped to teach DP Chemistry.
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: 26 August, 2:00 PM CEST 2nd day: 27 August, 2:00 PM CEST
This Crash Course for the Mathematics Applications & Interpretation course will cover all the essential elements of the DP 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 Think-In 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 Applications & Interpretation 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: 26 August, 2:00 PM CEST 2nd day: 27 August, 2:00 PM CEST
This Think-In is designed for interested high school/secondary teachers who would like to find out more about the concept of international mindedness, the issues it raises, and good practice associated with it. Participants will be encouraged to develop and share their skills, knowledge and understanding of the topic through active participation.
Session 1 What is international mindedness? Objectives: to define an understanding of the concept and its place in the world and education.
Content: culture, identity, and value systems - global contexts and awareness - the place of education in an international context - the importance of a whole school approach.
Session 2 Developing international mindedness in your school Objectives: to examine practical ways of developing and implementing international mindedness in your learning community.
Content: ‘Where are you now?’ - critical thinking - classroom practices - curricular/extra-curricular projects - application of transferable skills - further reading resources - reflection - summing up
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 27 August 02:00 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 August, 9:00 AM CEST and 2nd day: 31 August, 9:00 AM 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 30 August, 2:00 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 31 August, 2:00 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 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 1 September, 2:00 PM CEST
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 2 septiembre, 3:00 PM CEST y segundo día: septiembre, 3:00 PM CEST.
Leadership is something which is learnt. This is a Think-in for all who have or are looking to achieve, a leadership role within their 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 Who am I as a leader? Understanding self is at the heart of being a leader. This session explores the ideas and values that underpin your understanding of leadership, as well as looking at the key aspects of the leader’s role.
Session 2 What’s my big idea? The best leaders have a clear and compelling idea of how they are going to make a difference. They create a future that is different and better. What's your big idea? How do you communicate 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 + 15-minute break, via Zoom 6 September 2:00 PM CEST
The DP Economics crash course is designed for new IB teachers using the new Economics guide. It will give an overview of the course structure, practical advice on effective classroom strategies, and focussed tips on assessment. There will also be ample opportunity for questions and discussion.
By the end of the Think-In you will feel comfortable and confident about delivering the syllabus.
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 PM CEST 2nd day: 7 September, 2:00 PM CEST
In this Crash Course, we will examine the syllabus structure, while looking for possible themes or case-studies that can be addressed at different points throughout the course. You will gain an overview of the assessment structure including some unwritten tips that will help you support your students in preparation for their IA and exams. We will pay attention to the geography concepts that will aid not only your teaching, but also student understanding.
A session dedicated to Q&A and one dedicated to resources will be included, leaving you confident to tackle your first semester of IB DP Geography!
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: 7 September, 2:00 PM CEST 2nd day: 8 September, 2:00 PM CEST
A Think-in for all subject leaders and coordinators into four aspects of leading effective teams.
School leadership – be it leading a department or subject or leading a whole school - is multi-dimensional. Effective leadership requires a wide range of competencies and relationship skills. In this Think-in we explore some key competencies and relationship skills of effective leaders.
This three-hour Think-in 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 I lead people? A proactive session where we explore dimensions of leading a team: How to effectively influence and motivate people. How to create and lead high-performing teams. How to effectively communicate with others.
Session 2 How do I lead the learning? As leaders we are responsible not only for the learning of our students but the professional development and growth of our teams. This session provides a focus on professional growth and development – how to we encourage our tea to be professional inquirers and reflective practitioners?
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 7 September 2:00 PM CEST
In this Crash Course we will take a holistic overview of the DP Biology course. We will explore strategies for best practice in delivering the content and the Practical Scheme of Work, developing a teaching sequence, creating teaching resources and preparing pupils for the externally assessed components.
There will be a dedicated Q and A session on the second day where all your questions will be addressed. You will come out of this 2-day Think-In feeling confident and well equipped to teach DP Biology.
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: 8 September, 2:00 PM CEST 2nd day: 9 September, 2:00 PM CEST
This Think-In will explore the roles and responsibilities of the supervisor and student in developing a successful research question, which is key to success in writing an extended essay. We will explore a range of different approaches to this often thorny issue, and we will also develop ways by which students may complete essays authentically. There will be opportunities to discuss different timelines and develop successful supervisory approaches, including an understanding of the administrative requirements of extended essay supervision and submission, and an understanding of the role of reflection in this process.
Session 1 Roles and responsibilities Objectives: to build understanding in helping students develop suitable research questions. Content: probing Enquiry and the EE - understanding roles and responsibilities – exploring student qualities - exploring research questions.
Session 2 Research question development Objectives: to build further understanding in how a student may develop a suitable research question, and how the reflection fits in with this. Content: RQ empathy task – supervisor/student role-play – developing from a starting point .
Session 3 Resources and research Objectives: to clarify and deepen knowledge about these issues in relation to the EE. Content: research and writing process - critical thinking - academic honesty - citation and bibliography - the librarian.
Session 4 Reflection and submission Objectives: to explore how the reflection ties into the essay’s development over time and how the supervisor can help putting it all together. Content: reflection requirements - the RPPF - the RRS - the supervisor’s role – a timeline - the viva voce - checklist for students
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions via Zoom over two days: 1st day: 8 September, 2:00 PM CEST 2nd day: 9 September, 2:00 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 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 9 September, 9:00 AM CEST
Getting your department / school culture right is so important if you want to get things done and have a positive impact. So how do we go about doing it? How do you bring about change and get ‘buy in’ from the team?
This Think-In is an introduction to change management, suitable for senior leaders, programme coordinators and heads of department.
The 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 change and develop culture? In this session we will discuss why bringing about changes can be so challenging and identify the key drivers to make successful change. We explore how leaders influence the culture of their teams and schools to bring about change.
Session 2 Do you have a process of making changes in your school? In this session we will explore some practical change management tools and models for bringing about changes and improvements in your team and school.
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 10 September 2:00 PM CEST
In this collaborative Think-In, participants will have the opportunity to share their thoughts as we start the second year of the new DP Music curriculum. Participants will have the chance to further discuss their teaching successes after this first year with the new curriculum.There will also be an opportunity to get feedback and have an opportunity to modify / discuss designs for one’s own unit / lesson development. Participants are expected to bring their “works in progress” which include successful strategies along with those needing attention. These could include refined products as well as initial concepts and ideas. The focus of the Think-In will include the Experimenting with Music and Exploring Music Components and application of AoI's. This webinar is geared to teachers who are currently teaching the curriculum or who have already had an introduction to the new syllabus.
Session 1 What are examples of good practice with regard to the Exploring Music in Context component? How can the AoI provide for meaningful research and application?
Session 2 What are examples of good practice with regard to the Experimenting with Music component? How can one make the experimentation process relevant and practical?
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 10 September 2:00 PM CEST
It is a scary feeling having to teach ToK for the first time. The new teacher is forgiven for asking so many questions: What does a ToK class look and feel like? What is the core theme and how on earth do I teach it? Which optional themes should I teach and what strategies should I use to link them to the exhibition? How am I going to cope with the areas of knowledge, especially mathematics? What do the examiners expect of the ToK essay? What is more, the new course starts on Monday!
This Crash Course covers these basic questions and more. It gives the new teacher of ToK the tools to start teaching the course. Yes, in time for Monday!
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: 13 September, 2:00 PM CEST 2nd day: 14 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: 13 September, 14:00 PM CEST and 2nd day: 14 September, 14:00 PM CEST.
This 2-day Crash Course focuses on providing comprehensive help and advice on all key aspects of the DP Spanish B syllabus from course design and assessment to pedagogical strategies for the classroom. All your questions and concerns will be addressed. Don’t miss this opportunity to become both professionally effective and personally self-confident when teaching Spanish B!
Este curso intensivo Think-In de dos días se centra en brindar una amplia ayuda y recomendaciones para todos los aspectos del programa de Español B del PD desde el diseño del curso y la evaluación hasta estrategias pedagógicas para las clases. Se abordarán todas tus preguntas e inquietudes. ¡No te pierdas la oportunidad de enseñar el curso de Español B con efectividad profesional y confianza personal!
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, 2:00 PM CEST 2nd day: 15 September, 2:00 PM CEST
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 Think-In, you will feel more confident and equipped to begin teaching Language ab initio.
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, 2:00 PM CEST 2nd day: 15 September, 2:00 PM CEST
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
In this Crash Course we will take a holistic overview of the DP Business Management course, with practical examples for each of the two assessed components as well as the Internal Assessments. We will explore different strategies for structuring the course along with valuable teaching insights. A dedicated Q and A session is included so that all your questions can be addressed. You will come out of this 2-day Think-In feeling far more confident and equipped to begin teaching DP Business Management.
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: 20 September, 1:00 PM CEST 2nd day: 21 September, 1:00 PM CEST
Este seminario Think-In focaliza el potencial del manejo de diferentes tipos textuales para desarrollar de manera ágil y flexible los contenidos del IB, partiendo de los materiales que se incluyen en el sitio de Español A (Literatura y Lengua y Literatura). Se tendrán en cuenta variadas estrategias pedagógicas y actividades especialmente diseñadas para la clase, así como herramientas que encaminan hacia un contacto productivo con aspectos relevantes de los componentes de evaluación. Se dará respuesta a todas las preguntas e inquietudes que surjan entre los participantes. Una excelente oportunidad para familiarizarse con el diseño del curso y los procesos de enseñanza y aprendizaje que involucra.
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 20septiembre, 4:00 PM CEST y segundo día: 21 septiembre, 4:00 PM CEST.
Whether you are sitting down to offer feedback to your Year 2 DP Global Politics students on the the first draft of their Engagement Activity or you are thinking about how you will introduce the Engagement Activity to your Year 1 Global Politics students, this Think-In is for you.
During this three hour seminar, teachers will learn where students can find the most success in the Engagement Activity, to avoid common errors occur and how to best structure the written portion of the to offer a clear, compelling and analytical report.
Session 1 We will explore the expectations of the Engagement Activity and offer possible approaches to helping students design an active engagement.
Session 2 We will examine the assessment expectations with a thorough investigation of each of the four criteria in the context of sample Engagement Activities.
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 22 September 2:00 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: 23 September, 2:00 PM CET 2nd day: 24 September, 2:00 PM CEST
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 July, 2:00 PM CEST
Virtual Think-Ins
Crash courses for new IB teachers
Focus on key aspects of content
Keys to success in assessment
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