DP Category 2 – Mathematics: Analysis & Approaches

These workshops are designed for participants who are keen to improve the teaching and learning experience in the DP classroom. The workshop will enable participants to:

• Unpack elements of the IB Programme standards and practices as a guide for decisions regarding delivery of the subject.
• Review and share strategies that support successful collaborative planning and reflection which deepen links with the DP Core – theory of knowledge (TOK), CAS and EE.
• Consolidate understanding of the nature of the extended essay and the role of the supervisor, to include reference to world studies interdisciplinary extended essay.
• Examine the connection between their chosen subject, the approaches to teaching and learning and the learner profile while promoting an international mindedness.
• Create teaching and learning strategies that develop self-regulated and metacognitive learners.
• Design appropriate inquiry-based lessons and activities for their subject.
• Discuss strategies for addressing assessment-related challenges in the chosen subject.
• Understand how to arrive at a judgment using a common assessment task and published criteria.
• Analyse IB subject reports to promote student achievement.
• Discuss successful strategies for recording, reporting and monitoring ongoing student progress in the subject group.
• Design formative learning engagements that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s).
• Engage with and integrate current IB publications on the programme resource centre integrated into the teaching of their subject.
• Discuss and share strategies to promote academic integrity.
• Interact with and explore the TSM and subject-specific teaching and learning resources on the programme resource centre and in the programme communities throughout the curriculum life cycle.
• Participate in professional learning communities within and beyond your school to facilitate the transfer of professional development.
• Reflect on the teacher’s role in programme evaluation, particularly how to highlight horizontal and vertical in-school planning.