How to choose a workshop category

How to choose a workshop category 2017-07-17T15:56:56+00:00

Choose Which Category is Best for You

To identify which category is the best fit for you for the workshop agendas, please click through categories one through three below to look at the overview and the ‘is this right for you’ section, which describes different examples of experience with the IB programme.

Category 1 workshops focus on IB philosophy and implementation. They provide professional development and assistance for schools that have decided to apply for IB authorization. They are also relevant for educators who are new to a school with an existing IB programme and those interested in joining an IB school.

Participants will gain an understanding of:

  • The basic philosophy and curricular model of the programme, including the IB mission statement, learner profile, and curriculum documents
  • Programme standards and practices appropriate to the participants’ role (e.g., teacher, administrator, head of school, and so on)
  • The appropriate programme framework (PYP, MYP, DP)
    Teachers who are new to an IB programme will:

    • Receive a general introduction to IB philosophy and programme
    • Understand the structure of the programme (including assessment procedures)
    • Create drafts or refine and improve course outlines/designs and application
    • Be able to begin teaching the programme upon completion of the workshop

Please note: Category 1 workshops will only spend 1–2 sessions on the course designs/outlines. If new teachers already have a course outline, they will be able to review it and discuss it with the workshop leader.

Category 2 workshops focus on programme delivery. They emphasize assessment, teaching and learning methodologies, and exploring best practice in the classroom. The goals of these workshops are to enhance the understanding of the IB philosophy and programme model and improve the quality of programme delivery.

Participants will gain an understanding of:

  • Make connections between the programme framework and practice
  • Enhance their understanding of the role of assessment in IB programmes
  • Discuss and analyze standards and practices appropriate to their role
  • Engage in discussion and activities aimed at sharing pedagogical techniques such as best practice in the classroom; teaching and learning methodologies; and finding, sharing, developing and using resources.
    Teachers who have attended category 1 training and currently teach in an IB programme will:

    • Share best practices, teaching and learning methodologies and resources
    • Explore IB assessment in more depth
    • Enhance the quality of pedagogy and international mindedness

Please note: Category 2 workshops assume participants have been teaching their particular IB programme. Participants will be expected to have a good understanding and practical experience in the assessment so they can share good practices.

Category 3 workshops shift from implementation and programme delivery to impact and influence. The overall purpose of workshops in this category is to provide a forum for experienced educators to build on and enhance their professional development portfolios. Participants will engage in in-depth investigation into specific areas of interest and expertise. Participants will engage in detailed discussions around topics such as learning theory, pedagogy, assessment, and other scholarly interests, subject-specific seminars (i.e., changes to the IB curriculum), subject-specific content, administrative leadership, and pedagogical leadership.

Still confused?

Use these helpful scenarios to help you select the right professional development experience.

  1. The educator is new to an established IB school that has been authorized for many years, but the educator has no prior IB experience. The educator knows very little about the philosophy of the IB and the structure of the programme (including assessment procedures), for example:
    Diploma Programme: Extended essay, CAS, TOK, internal and external assessment procedures
    Middle Years Programme: Areas of interaction, personal project, community service, assessment and moderation
    In this scenario, Category 1 is appropriate.
  2. The educator is at an established IB school that has been authorized for many years, but the educator has not taught in the programme. The educator is aware of the philosophy of the IB and the structure of the programme. The educator is very familiar with the IB subject guide (including assessment procedures, moderation) and confident to begin teaching the course.
    In this scenario, Category 2 is appropriate.
  3. The educator has just taken over from someone else who has been teaching the particular course and has “inherited” an existing course outline.The educator knows about the philosophy of the IB and is somewhat familiar with the structure of the programme. The educator is not familiar with the assessment procedures and overall structure of the course he will be teaching.
    In this scenario, Category 1 is appropriate. This will give the new teacher the opportunity to review the course they have inherited and make changes to suit their own style and expertise.
  4. The educator has several years of experience working in an IB School in a particular programme. The educator fully understands the IB philosophy, pedagogy, and structure, and wants to delve more deeply into a particular area of interest. The educator does not teach at an IB World School but wishes to engage in focused study of a topic of interest.
    In this scenario, category 3 is appropriate.
  5. For PYP the educator has several years of experience working in an IB school in a particular programme and has completed a category 1 workshop.The educator fully understands the IB philosophy, pedagogy, and structure, and wants to delve more deeply into a particular area of interest.The educator does not teach at an IB World School but wishes to engage in focused study of a topic of interest OR the educator teaches at an IB World School and wishes to engage in focused study of a topic of interest.
    In this scenario, category 3 is appropriate.
  6. The educator has several years of experience working in an IB School in a particular programme. The educator fully understands the IB philosophy, pedagogy, and structure, and wants to delve more deeply into a particular area of interest. The educator does not teach at an IB World School but wishes to engage in focused study of a topic of interest.The educator teaches at an IB World School and wishes to develop a greater depth of understanding to implement the standards and practices.
    In this scenario, category 2 is appropriate.

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