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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.
There are three types of Think-In:
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
Keys to Success: Receptive Language Skills in DP English B - Paper 2 Facilitator: Susan Menand
28 November 2022 15:00 CET
3 hours over 1 day 160 EUR / 150 GBP / 195 USD
28 November 2022 15:00 CET Keys to Success: Receptive Language Skills in DP English B - Paper 2
This seminar is designed for DP 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; 3:00 – 6:15 PM CET, via Zoom 28 November (Paris time).
This Think-In is designed for Language A: Language & Literature and Literature teachers who are looking for ways to develop their students’ writing skills that are needed in Paper 1 and Paper 2 external examinations. Often students may lack an understanding of analytical and evaluation techniques for specific text types, appropriate terminology and planning, organization, and development skills to craft a quality written response. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the Paper 1 and Paper 2 written assessments.
Session 1 Analysing and Writing about different Text-Types. How to teach students to recognise and use analytical techniques for different text-types, incorporate formal language and terminology, to write a response that demonstrates conceptual understanding.
Session 2 Organising the Paper 1 Guided Response and the Paper 2 Essay and Tips and Tricks to help your students write excellent responses.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 29 November 2 – 5:15 PM CET (Paris time)
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the Paper 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 7 December, 2:00 - 5:15 PM (Paris time).
This 3-hour Think-In is designed to help teachers assess the Individual Investigation.
Session 1 We will concentrate on assessment and the criteria. There will also be discussion on mathematical and statistical skills in data presentation. You will be asked to moderate one IA sample prior to the seminar for discussion in breakout groups during this session.
Session 2 Handling the draft of the investigation and assessment of a second sample. We will then address the application of the criteria to a database investigation and the importance of the teacher comments made on submission of the sample.
The seminar will finish with a question-and-answer session to address any remaining 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; 2:00 – 5:15 PM CET, via Zoom 8 December (Paris time).
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: 8 December, 3:00 - 5:15 PM CET (Paris time) 2nd day: 9 December, 3:00 - 5:15 PM CET
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 9 January, 2:00 - 5:15 PM (Paris time).
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the Paper 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 10 January, 2:00 - 5:15 PM (Paris time).
The new Business Management Toolkit (BMT)is part of the DP syllabus content but it is expected that teachers will integrate the toolkit throughout the delivery of the course.
Session 1 What is the BMT? Quantitative vs Qualitative BM tools. BMT for SL and BMT for HL. Step by step approach to what each BM tool is and how to use these in the new BM course.
Session 2 Worked examples for each of the quantitative BM tools.Ready-made resources / worksheets (with answers) for each of the BMTs, ready for use with your students.Opportunities to have your individual questions addressed.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions; 1:00 – 4:15 PM CET, (Paris time) via Zoom 11 January.
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the HL essay. We will consider choosing texts and using the learner portfolio effectively; incorporating course concepts; choosing the essay topic; crafting an excellent essay title and organizing the structure of the essay. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the HL essay including choice of text and using the learner portfolio effectively; incorporating course concepts; choosing the topic of the essay and crafting excellent essay titles, organizing the HL essay.
Session 2 Assessing the HL essay including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the HL essay.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 11 January 2 – 5:15 PM CEST (Paris time)
This Think-In is designed to support teachers and students through the complete process of planning, preparing and performing the individual oral. We will consider appropriate choices of global issues, the importance of text selection and effective methods of organizing and practising the individual oral. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the IO; incorporating global issues; choosing and making use of extracts, organizing the IO and planning for the teacher/student question and answer session.
Session 2 Assessing the IO including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the IO.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 12 January 2 – 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 + 15-minute break, via Zoom 18 January 2 – 5:15 PM CEST (Paris time)
This Think-In is designed for Language A: Language & Literature and Literature teachers who are looking for ways to develop their students’ writing skills that are needed in Paper 1 and Paper 2 external examinations. Often students may lack an understanding of analytical and evaluation techniques for specific text types, appropriate terminology and planning, organization, and development skills to craft a quality written response. At the end of the seminar participants can expect to have a clearer idea of how to effectively prepare their students for the Paper 1 and Paper 2 written assessments.
Session 1 Analysing and Writing about different Text-Types. How to teach students to recognise and use analytical techniques for different text-types, incorporate formal language and terminology, to write a response that demonstrates conceptual understanding.
Session 2 Organising the Paper 1 Guided Response and the Paper 2 Essay and Tips and Tricks to help your students write excellent responses.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 24 January 2 – 5:15 PM CEST (Paris time)
Virtual Think-Ins
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