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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: Paper 2 in DP Language A: Language & Literature and Literature Facilitator: Kate Beatty
27 May 2025 14:00 CEST
3 hours over 1 day 160 EUR / 150 GBP / 195 USD
27 May 2025 14:00 CEST Keys to Success: Paper 2 in DP Language A: Language & Literature and Literature
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 is 20 and an InThinking certificate of participation will be awarded.
Two 90-minute sessions + a 15-minute break, via Zoom 27 May, 14:00 - 17:15 CEST (Paris time).
This Think-In is designed to support teachers and students through the complete process of planning, preparing and writing the HL essay. We will consider choosing texts and using the learner portfolio effectively; incorporating course concepts; choosing the essay topic; crafting an excellent essay title and organizing the structure of the essay. There will be a focus on understanding the assessment criteria and building students’ skills in the individual assessment components. There will be an opportunity to identify the strengths and weaknesses of some sample materials.
Session 1 Planning for the HL essay including choice of text and using the learner portfolio effectively; incorporating course concepts; choosing the topic of the essay and crafting excellent essay titles, organizing the HL essay.
Session 2 Assessing the HL essay including analysing the assessment rubric; exploring sample materials to identify strengths and weaknesses and incorporating best practices into preparing students for the HL essay.
The maximum number of participants is 20 and an InThinking certificate of participation will be awarded.
Two 90-minute sessions + a 15-minute break, via Zoom 28 May, 12:00 - 15:15 CEST (Paris time).
The Biology and ESS students are required to have a solid understanding of data. In this Think-In we will focus on how to reliably collect it, summarise and present it, understand the results of statistical analysis and write up these results in an investigation. You are encouraged to bring along one or two IA sample research questions to work through during the sessions.
Session 1 Introduction to collecting and summarising data and building these skills through your course.
Session 2 Choosing appropriate statistical tests, analysing the results and building these skills through your course.
The sessions will be co-facilitated by Zoe Badcock and Lisa Horsington.
The maximum number of participants is 20. An InThinking certificate of participation will be awarded.
Two 90-minute sessions via Zoom, 29 May 9:00– 12:15 CEST (Paris time).
This Think-In for Science teachers will focus on the similarities and differences in the tools
and Inquiry techniques that are required for the new Group 4 Science courses. We will look
in detail at individual course requirements and discuss the impact these have on the specific
requirements for the IA. The effect on teaching and learning in the different disciplines will
also be discussed.
Session 1: Course requirements Similarities & differences in subject specific tools & inquiry techniques across all Group 4 subjects. Implications for teaching and learning.
Session 2: Assessment requirements -the individual assessment (IA) Commonalities across the different disciplines in terms of the criteria. Commonalities with best fit approach. The detail of the difference between all Group 4 subjects. Implications for teaching, learning and marking.
The maximum number of participants is 20, and an InThinking certificate of participation will be awarded at the end.
Two 90-minute sessions via Zoom, 30 May 9:00– 12:15 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 is 20 and an InThinking certificate of participation will be awarded.
Two 90-minute sessions + a 15-minute break, via Zoom 4 June, 14:00 - 17:15 CEST (Paris time).
This Think-In is designed for new MYP Personal Project Coordinators looking to have a more practical approach to organizing the personal project for students and supervisors. At the end of the seminar, participants will have a clearer understanding of how to guide students while sharing and collaborating ideas with others.
Session 1 Organizing - strategies and tools to prepare students, supervisors and parents before the process begins. Practical tips of how to register students and be an organized personal project coordinator.
Session 2 The Exhibition and beyond - strategies for a successful exhibition and upload of reports. Time will be allocated at the end for sharing of resources with question and answer.
The maximum number of participants is 20, and an InThinking certificate of participation will be awarded at the end.
Two 90-minute sessions + a 15-minute break; via Zoom, 5 June, 14:00 – 17:15 CEST (Paris time).
How do you organize two years of DP Film in a way that excites students, covers all the assessment components, and keeps creativity alive? In this Think-In, we will share how to design a complete two-year, cycle-based structure for the DP Film course—following a timeline that mirrors the birth and development of cinema itself. Participants will walk away with a practical blueprint that scaffolds learning: from foundational theory and film history to rigorous assessment preparation.
Part 1: Setting the Stage How to introduce IB Film in Cycle 1: goals, expectations, and enthusiasm. Building momentum through film history (Cycles 2–5: Edison to Chaplin). Sneak peek: Labs on Méliès, 1900-style silent shorts, and the Lighting Lab.Activity: Breakdown “Genre and Trailer” lab and film language (Up (2009)).
_Part 2: Preparing for Assessments Through Cycles_Bridging the Creative and the Academic. How and when to introduce IB assessments. Timeline mapping for each major assessment: TA, CS, FP, CFP. Sample activities: Film of the Week (FoW), Year in Review, Biopic. Group activity: Draft your own assessment scaffold across 4 cycles.
Part 3: From Chaos to Flow – Year 2 Making It All Come Together.Cycle planning in Y2 for final assessment completion. How I integrate ERA (Equipment Rotation Assignments), film schools, and short skits to balance rigor and engagement.In-class time budget: 28 hours split across the four final assessments. Showcase: Clash of the Titans and RebelTV as structured, creative film challenges.
Final Wrap-Up Q&A, Resources.
The maximum number of participants is 20, and an InThinking certificate of participation will be awarded at the end.
Two 90-minute sessions + a 15-minute break; via Zoom 5 June, 16:00 – 19:15 CEST (Paris time).
This 3-hour Think-In will address significant changes to the DP Visual Arts course (first exams 2027) to support and upskill teachers. Join us to learn more about the various course components across both Standard and Higher Level. Special consideration will be given to understanding syllabus concepts such as inquiry questions, situating, practical investigation and cultural significance. Topics covered will include:
Understanding the new syllabus - core areas, objectives, key differences between tasks (SL & HL), pacing;
Preparing relevant strategies to support students in the new IB Visual Arts course;
Advice, support and relevant resources in mapping the course and major objectives;
Addressing questions and concerns.
The maximum number of participants is 20, and an InThinking certificate of participation will be awarded.
Two 90-minute sessions; 14:00 – 17:15 CEST, (Paris time) via Zoom 13 June.
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 is 20 and an InThinking certificate of participation will be awarded.
Two 90-minute sessions + 15-minute break via Zoom, 17 June 14:00 – 17:15 CEST, (Paris time).
This Think-In for DP Language A teachers focuses on the new Extended Essay (first teaching 2025). The training is designed for those interested in finding out about all the changes to the new EE guide (first assessment 2027). The Think-In will cover advice on practical strategies to manage the EE process and to successfully guide and supervise students.
Session 1 Unpacking the new EE guide step by step - What's in, What's out, and What's changed? Formulating good EE research questions in DP Language A. Understanding the new assessment criteria. Subject-specific advice. Managing the EE process effectively, Advice on effective citation and referencing in the new EE.
Session 2 Effective strategies for the new reflection sessions and drop-in meetings. Essential skills for success. Marking exercise (time pending). Writing evaluative and substantiated conclusions. Essay Writing frameworks. The new interdisciplinary EE. Resource sharing. Q&A session.
The maximum number of participants is 20, and an InThinking certificate will be awarded at the end.
Two 90-minute sessions + a 15-minute break; via Zoom 16 June 14:00 – 17:15 CEST (Paris time).
This Think-In is designed for MYP Visual Art Teachers who want a practical approach to organising, designing and teaching toward criterion D.
At the end of the Think-In, participants will have a clearer understanding of designing tasks toward each criterion D strand, and how to guide students in developing the skills needed.
Session 1: Planning and teaching toward criterion Di Strategies and tools for teachers to design, teach and guide students. Strategies and tools to help students practice and demonstrate how to appraise their own artwork.
Session 2: Planning and Teaching toward criterion Dii Strategies for staggering ATL skills in the journal through a unit. Guiding students on reflecting on their progress and how to evaluate individual student development as an artist. Understanding what knowledge and achievement have been demonstrated in other tasks during the unit. Examples of producing evidence toward higher mark bands.
The maximum number of participants is 20, and an InThinking certificate of participation will be awarded at the end.
Two 90-minute sessions + a 15-minute break, via Zoom on 5 September, 14:00 – 17:15 CEST (Paris time).
Virtual Think-Ins
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