IB Coordinators Chat - December 2024
2024-12-11 11:30 - 13:00 (America/New_York)
CASIE’s FREE IB Coordinator Chat is a monthly get-together designed specifically for IB coordinators and administrators OUTSIDE OF GA. Join us for networking, support, and learning about how to lead your school’s International Baccalaureate Programme.
IB Coordinators Chat meets virtually from 11:30 – 1:00 pm US Eastern Time. The meetings are usually held on the second Wednesday of each month during the school year.
The hour-and-a-half-long meeting is a time for coordinators and administrators from PYP, MYP, DP, and CP programmes to share ideas and concerns, learn from veteran coordinators, discover new resources, and establish valuable contacts. These connections with other coordinators form a support system that helps strengthen all of the IB programs in the state.
We invite you to come meet the other outstanding educators who are part of the IB family!
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GA IB Coordinator Lunch & Learn - December 2024
2024-12-12 11:30 - 13:00 | CASIE, 2635 Century Pkwy NE Suite 125, Atlanta, GA, 30345, United States
This single RSVP link allows you to register for all L&L events you plan to attend.
About our GA IB Coordinator Lunch & Learn
CASIE’s IBC Lunch & Learn is a monthly get-together designed specifically for GA IB World School IB coordinators and other educators and administrators who have an interest in supporting and learning about the International Baccalaureate Programme.
GA IBC Lunch & Learn meets from 11:30 am to 1:00 pm US Eastern Time. The meetings are usually held on the second Thursday of each month during the school year and are held in the Spark Room.
The hour-and-a-half-long meeting is a time for coordinators and administrators from Georgia’s many PYP, MYP, DP, and CP programmes to share ideas and concerns, learn from veteran coordinators, discover new resources, and establish valuable contacts. These connections with other coordinators form a support system that helps strengthen all of the IB programs in the state.
We invite you to come meet other outstanding educators who are part of the Georgia IB family!

IB Coordinators Chat - January 2025
2025-01-08 11:30 - 13:00

GA IB Coordinator Lunch & Learn - January 2025
2025-01-09 11:30 - 13:00 | CASIE, 2635 Century Pkwy NE Suite 125, Atlanta, GA, 30345, United States

CASIE Presents: Trevor MacKenzie
2025-01-30 - 2025-01-31 | CASIE, 2635 Century Pkwy NE Suite 125, Atlanta, GA, 30345, United States
https://www.casieonline.org/wp-content/uploads/2024/07/CASIE.mp4
Trevor MacKenzie
Teacher, Author, Keynote Speaker, & Inquiry Authority
Exploring the Inquiry Mindset: Cultivating Cultures of Curiosity
January 30 & 31, 2025
Atlanta, GA
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CASIE is thrilled to have internationally recognized inquiry expert Trevor MacKenzie return for another highly engaging CASIE Presents two-day workshop! Trevor is known for bringing the theory of inquiry to life through practical strategies and protocols that can be immediately put into practice. His kind demeanor and heartfelt storytelling help bring inquiry to life with contextual, timely, and relevant examples from both his own classroom (Trevor is currently a high school teacher in Victoria, Canada) and from the schools he supports around the world.
Trevor will share structures from his most recent publication, Inquiry Mindset Questions Edition. He will demonstrate how to create the conditions for curiosity wherein student generated questions become entry points to and pathways through the curriculum. Through the use of ten high impact Question Routines teachers can help increase student question competence. Using these routines helps students (and teachers) become more aware of the importance of closed and open-ended questions, how questions can lead to learning, and how teachers can co-design with student generated questions in authentic and powerful ways.
Additionally, an exploration of assessment with a lens on supporting learners in understanding where they are in their learning and where they need to go next in their learning will be facilitated by Trevor. Powerful feedback structures, formative assessment routines, and student-centered assessment strategies that allow for purposeful self and peer assessment will be provided.
You will learn to answer questions like these:

What are the various types of inquiry and how can these lead to a gradual shift of control over learning from the teacher to the learner?
How can we be more intentional in planning for student agency?
How can we cultivate classrooms of curiosity?
How can we mindfully support learners in inquiry by honing the skills, understandings and structures necessary to be successful in this new learning ecosystem?
What are the characteristics and understandings of the Inquiry Classroom and how can we develop these to better meet the needs of our students?
How can we embed Question Routines to help student generated questions shape the learning experience and teacher planning?
How can we facilitate assessment exercises and conversations more consistently in our classrooms and in our teaching time so students take on a more authentic role in the assessment process?
How can we encourage our learners to take on this new role in the classroom? And how can we inform parents to create capacity and support in this assessment transformation?
How can we facilitate meaningful conversations in student/teacher assessment conferences?
How can we strike a balance in our formative and summative assessment practice?

_____________________________________________________________________________
CASIE has negotiated a special rate for our attendees at the Marriott Northeast/Emory Area.
Located .5 miles from the CASIE offices, it is an easy walk, or take advantage of the hotel shuttle service. Other amenities include:

Complimentary shuttle service within three miles of the hotel.
The hotel shuttle will also pick up and drop off at the Brookhaven MARTA Station (public transportation), which connects directly to the Hartsfield Jackson Atlanta International Airport on the “Gold Line” and many local restaurants.
Complimentary WiFi in guestrooms
24/7 Access to fitness center with upgrade Peloton Bikes + Fitness on Demand
Access to outdoor pool, cabana & firepit

You can click here to reserve your room!
_____________________________________________________________________________
Trevor MacKenzie is an experienced teacher, author, keynote speaker, and inquiry consultant who has worked in schools throughout Australia, Asia, North America, South Africa and Europe. Trevor’s passion is in supporting schools in implementing inquiry-based learning practices. He is a highly regarded speaker known for his heartfelt storytelling, kind demeanour, and student-first philosophy.
Trevor’s graduate research focused on identifying and removing the barriers to implementing inquiry-based learning in the K-12 setting. He is an inquiry practitioner currently as a teacher with the Greater Victoria School District in Victoria, Canada. He has three publications: Dive into Inquiry; Inquiry Mindset Elementary Edition; Inquiry Mindset Assessment Edition; all published by Elevate Books Edu. He has vast experience supporting schools across several years in implementation strategies in public schools, international schools, and International Baccalaureate programmes (PYP/MYP/DP).
Trevor is an award winning English teacher who believes that it is a magical time to be an educator. By increasing student agency over learning, weaving in strong pedagogy, transformative tech use, and sharing learning to a public audience, Trevor’s learners are ready to take on important roles in the 21st century.

Be a part of this conversation!
Use #CASIEPresents and tag us on social media, @casieonline

Leading a Culture of Thinking Summit
2025-02-01 - 2025-02-02
Leading a Culture of Thinking Summit
February 1-2, 2025
Two-day summit: $995
Looking, Learning and Leading in a Culture of Thinking: A Deep Dive
February 3, 2025
Two-day summit plus classroom observation and lab day: $1,395
Del Mar, California
View More Information

The Inaugural Cultures of Thinking Summit, hosted by the Del Mar Union School District in Southern California, offers a unique opportunity to engage with colleagues in an in-depth exploration of the tools, frameworks, and mindsets essential to fostering a culture of thinking.
In 2025, the Worldwide Cultures of Thinking Initiative marks two decades of dedicated research and development. Over the years, our understanding of how to create schools and classrooms where thinking is valued, visible, and actively promoted has evolved significantly. By working with a diverse range of schools, we’ve not only gained insights into effective tools and practices for supporting deep thinking, but also learned how to help teachers develop skills to use these tools to maximum effect. Our knowledge base spans classrooms worldwide, from early childhood to university settings. We’ve also identified key mindsets that must be nurtured to truly foster classroom transformation. Throughout the years, what has remained steadfast is our commitment to fostering students as powerful learners and thinkers. It is no surprise that schools dedicated to fostering a culture of thinking graduate successful students who feel confident and prepared to tackle their future.
Whether you’re new to this approach or more experienced and looking to lead and deepen a culture of thinking at your school, the CoT Summit provides valuable professional learning to meet you where you are. The event will feature insights from best-selling authors Ron Ritchhart and Mark Church. In addition, you’ll have a chance to engage with and learn from stories of practice and innovation of teachers and leaders nationwide who have deeply engaged with these ideas so that you too can take the next steps you need to transform your own practice. At the CoT Summit you will learn to:

Leverage the eight cultural forces to shift the culture of your classroom and school.
Focus your mindsets around thinking and learning to drive instruction that engages all students
Make dynamic use of thinking routines to encourage deeper learning and make students’ thinking visible

You will “learn by doing’ as you try out coaching tools, structures, and protocols designed to help teachers create a culture of thinking for themselves and their colleagues. In addition, attendees on Monday will have the chance to visit classrooms and witness a culture of thinking in action, while using tools designed to spark close looking, focused observation, and deep reflection.
Because creating cultures of thinking is not a one-time training program but an ongoing commitment to making thinking and deep learning central to education, the 2025 CoT Summit will launch a network to support ongoing learning and development for teachers, coaches, and school leaders.
Join us in this transformative journey.

Dr. Ron Ritchhart

Ron Ritchhart, Ed.D, is an award-winning teacher and researcher, a sought-after speaker, and a prolific and influential writer. Ron began his career in education as an elementary teacher in New Zealand before returning to the states where he taught art, third, and fourth grades, and middle school mathematics before commencing his career as an educational researcher. Ron spent over 25 years at Harvard Graduate School of Education’s Project Zero, where his work focused on the development of school and classroom culture as prime vehicles for developing students’ as powerful thinkers and learners. His research has always been classroom-based, learning from the best practice of teachers to better understand how they create conditions for powerful learning.
Ron’s work has informed the efforts of schools, school systems, and museums throughout the world as they seek to foster more creative, engaged, and thoughtful learners.
Though recently retired from Harvard, Ron continues his research, writing, and teaching. His best-selling books include Intellectual Character, Making Thinking Visible, Creating Cultures of Thinking, and The Power of Making Thinking Visible. His most recent book, Cultures of Thinking in Action, was published in 2022.

Mark Church

Mark Church works with educators throughout the world striving to create cultures of thinking in their classrooms and schools. Mark challenges teachers to foster thinking dispositions in students in service of deep understanding. He invites teachers to promote a discourse of thinking in their classrooms that communicates value for student sense-making. Mark encourages teachers to make their classroom environments rich with the documents of student thinking processes.
Mark is currently a consultant with Harvard Project Zero’s Making Thinking Visible and Cultures of Thinking initiatives worldwide, drawing upon his own classroom teaching experience and from the perspectives he has gained working with educators throughout North America, Australia, Asia, and Europe. Mark enjoys helping teachers examine opportunities for student thoughtfulness, use thinking routines as supports and scaffolds, interact with students in ways that demonstrate interest in and respect for students’ thinking, and send clear expectations about the importance and value of thinking in learning.
Together with Ron Ritchhart, Mark is co-author of the books Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (with Karin Morrison, Jossey-Bass, 2011) and The Power of Making Thinking Visible: Practices to Engage and Empower All Learners (Jossey-Bass, 2020).

Travel information for Del Mar, California is forthcoming.

Be a part of this conversation!Use #CASIEPresents and tag us on social media, @casieonline

PYP Category 2 -Learning and Teaching for Conceptual Understanding
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
PYP educators, coordinators, librarians/media specialists and specialist teachers, who wish to learn more about designing and teaching for conceptual understanding in a transdisciplinary and inquiry-based learning environment.
How might we intentionally design and teach for conceptual understanding within a transdisciplinary and inquiry-based context? Developing conceptual understanding enables learners to access many kinds of knowledge and develop understanding from multiple sources and diverse perspectives. In this workshop, participants will explore how:

Conceptual understanding is central to the aims of an IB education.
Conceptual understanding is developed through the pedagogical approaches to teaching to support transdisciplinary learning within, across and beyond subjects.
The programme of inquiry and the PYP collaborative planning process frame opportunities that enable designing and teaching for conceptual understanding that connects meaningfully to the learner and the learning community.
Concepts play a critical role in organizing, designing and planning curriculum and learning.
Together, this creates opportunities for learners to make connections, transfer and apply skills, knowledge, and understandings to new and different contexts in creative, generative, agentic and dynamic ways.

This workshop provides tools and strategies that enhance conceptual understanding leading to depth and rigour in thinking within, between and across subjects both inside and outside the programme of inquiry.

PYP Category 1 - Building Your IB Programme -- Primary Years (formerly Making the PYP Happen: Implementing Agency)
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
All Primary Years Programme (PYP) teachers (early years, Primary
Years, new to PYP and with some experience of the PYP
What does it mean to be an IB Primary years educator? An IB
education supports the development of learners through a
holistic approach within its inquiry-based and contextualised
curriculum frameworks. In this workshop, participants will
explore how:

An IB education develops agentic lifelong learners who are
internationally-minded and demonstrate attributes of the IB
learner profile
Approaches to teaching and learning help students develop
the attitudes and skills they need for both academic and
personal success
An inquiry-based learning environment develops students’
curiosity and deeper understanding of concepts, contexts
and conceptual understandings.

Collaborating as a community of learners impacts learning and
teaching and the success of every learner
Note: Available from 1 January 2025. This workshop is
replacing ‘Making the PYP happen in the early years:
Implementing agency’ and ‘Making the PYP happen:
Implementing agency’ workshop.

MYP Category 1 - Language & Literature
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Middle Years Programme (MYP) subject-group teachers new to the MYP at established IB World Schools and teachers from interested or candidate schools.
Category 1 workshops will encourage you to:

align educational beliefs and values with those of the IB in order to create a challenging programme of international education.
begin to develop a collaborative and collegial approach to aligning your practices with the structures and principles of the IB subject group aims and objectives.
develop an understanding of the structures and principles of the subject group framework and guidelines towards the construction of a coherent curriculum.
prepare learning, teaching and assessment strategies that will support the implementation of the subject group framework and guidelines.
engage in and create relevant, significant, challenging and student-centred environments.

MYP Category 2 - The Community Project
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Middle Years Programme (MYP) coordinators, heads of school, teachers and the whole school community
This workshop is intended to guide MYP practitioners towards a deeper understanding of the community project as a culminating activity in the MYP. You will conduct a group inquiry that will enable you to explore the different components of the community project to gain an understanding of how the MYP community project enables students to engage in practical explorations through a cycle of inquiry, action and reflection. You will also discover the importance of creating environments that are conducive to student learning and reflection.

MYP Category 1 -Individuals & Societies
2025-02-07 - 2025-02-09

MYP Category 1 - Mathematics
2025-02-07 - 2025-02-09

MYP Category 2 The Personal Project
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Middle Years Programme (MYP) coordinators, heads of school, teachers and the whole school community. The workshop is suitable for new and experienced teachers.
This workshop is based on the MYP Personal project guide, and it is intended to guide MYP practitioners towards a deeper understanding of the personal project as a meaningful culmination of student´s journey in the MYP. You will conduct a group inquiry that will enable you to explore the different stages of the personal project to gain a first-hand understanding of its constructivist inquiry-based nature. You will also discover the importance of creating environments that are conducive to student learning and reflection in addition to develop strategies that support the implementation of the personal project at your school. Through a practical approach, participants will understand the positive impact the personal project has on the school community by making the programme philosophy visible and fostering school growth and ongoing development.

MYP Category 3 -Managing Assessment: Language & Literature
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
School leaders, Middle Years Programme (MYP) coordinators and lead teachers in subject groups who want to deepen their understanding of the MYP assessment model.
You will explore the targets of MYP assessment strategies in your subject areas and apply your knowledge of the holistic MYP framework for teaching and learning to build successful assessment practices using your subject-specific objectives and assessment criteria. You will gain hands-on experience with the development of concept-driven assessments and consider new models of optionalexternal assessment for the MYP.

MYP Category 3 - Managing Assessment: Mathematics
2025-02-07 - 2025-02-09
RECOMMENDED FOR: School leaders, Middle Years Programme (MYP) coordinators and lead teachers in subject groups who want to deepen their understanding of the MYP assessment model.
You will explore the targets of MYP assessment strategies in your subject areas and apply your knowledge of the holistic MYP framework for teaching and learning to build successful assessment practices using your subject-specific objectives and assessment criteria. You will gain hands-on experience with the development of concept-driven assessments and consider new models of optional external assessment for the MYP.

CP Category 1 - Leading the Learning (CP)
2025-02-07 - 2025-02-09
RECOMMENDED FOR: Required for coordinators in candidate schools; encouraged for all members of the pedagogical leadership team, librarians, specialists, deans of students, counsellors, year level leaders/heads of department, section/deputy/ assistant/vice heads, inclusion specialists, career/guidance specialist.
This workshop will support learning leaders to create the culture and conditions of a Career-related Programme (CP) school by considering the school’s choices and actions and their impact on student learning. Building on this understanding, leaders will consider the ways in which they will place learning at the centre of their IB programme, through the thoughtful development of purpose, culture and environment, in alignment with the IB’s standards and practices. Working with each other and the workshop leaders, participants will:

take responsibility for their role as a programme leader within a learning organization in an IB global context
become familiar with the IB’s mission and philosophy and the requirements and specifications relevant to the CP
prepare to inform and engage their school community
plan their school’s IB journey through authorization and beyond.

During the workshop, leaders will have begun to develop their school’s IB action plan to meet the IB’s requirements for authorization and a vision for ongoing implementation.

DP Category 1 - English A: Language & Literature
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Diploma Programme (DP) subject-group teachers new to the DP at established IB World Schools and teachers from interested or candidate schools preparing for authorization. Educators should enroll in a category 1 workshop in their particular subject area.
These workshops are designed to prepare participants to teach a specific DP subject in a manner that supports the IB mission statement and philosophy. The workshop will enable participants to:
• develop a deep understanding of the IB organization: its history, mission statement, learner profile, IB continuum and the international dimension
• consider the impact of the centrality of the IB learner profile and approaches to teaching and learning in the DP and CP models
• consider how the course makes links with theory of knowledge (TOK) and creativity, activity, service (CAS) and takes the CP context into consideration
• explore the nature of the extended essay and the role of the supervisor, to include reference to world studies interdisciplinary extended essay
• develop an understanding of student and teacher approaches to inquiry in the DP/CP classroom • design course outlines that align with curriculum requirements, aims and assessment objectives of the subject, IB terminology and the relevant standards
• design student engagements for interactions with the syllabus concepts and content
• articulate the assessment requirements
• create formative assessment tasks that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)
• use assessment criteria to make judgments about student achievement (criterion-related, best fit)
• 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
• select and analyse suitable resources that support teaching and learning in an IB classroom
• promote the importance of academic integrity
• participate in professional learning communities within and beyond your school to facilitate the transfer of professional development

DP Category 1 - Mathematics: Analyses & Approaches
2025-02-07 - 2025-02-09

DP Category 1 - Biology
2025-02-07 - 2025-02-09

DP Category 2 - English A: Language & Literature
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Diploma Programme (DP) subject teachers who have prepared students for at least one DP exam session in that specific subject. Educators should enroll in a category 2 workshop in their particular subject area.
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 international-mindedness
create teaching and learning strategies that develop selfregulated and metacognitive learnersdesign 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 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 cyclecompletion certificate.
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

DP Category 2 - Mathematics: Analyses & Approaches
2025-02-07 - 2025-02-09

DP Category 2 - Biology
2025-02-07 - 2025-02-09

DP Category 1&2 - Chemistry
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Diploma Programme (DP) subject-group teachers new to the DP at established IB World Schools and teachers from interested or candidate schools preparing for authorization. Educators should enroll in a category 1 workshop in their particular subject area.
AND
Diploma Programme (DP) subject teachers who have prepared students for at least one DP exam session in that specific subject. Educators should enroll in a category 2 workshop in their particular subject area.
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:
These workshops are designed to prepare participants to teach a specific DP subject in a manner that supports the IB mission statement and philosophy. The workshop will enable participants to:
• develop a deep understanding of the IB organization: its history, mission statement, learner profile, IB continuum and the international dimension
• consider the impact of the centrality of the IB learner profile and approaches to teaching and learning in the DP and CP models
• consider how the course makes links with theory of knowledge (TOK) and creativity, activity, service (CAS) and takes the CP context into consideration
• explore the nature of the extended essay and the role of the supervisor, to include reference to world studies interdisciplinary extended essay
• develop an understanding of student and teacher approaches to inquiry in the DP/CP classroom • design course outlines that align with curriculum requirements, aims and assessment objectives of the subject, IB terminology and the relevant standards
• design student engagements for interactions with the syllabus concepts and content
• articulate the assessment requirements
• create formative assessment tasks that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)
• use assessment criteria to make judgments about student achievement (criterion-related, best fit)
• 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
• select and analyse suitable resources that support teaching and learning in an IB classroom
• promote the importance of academic integrity
• participate in professional learning communities within and beyond your school to facilitate the transfer of professional development
AS WELL AS:

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 international-mindedness
create teaching and learning strategies that develop selfregulated and metacognitive learnersdesign 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 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 cyclecompletion certificate.
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

DP Category 1&2 - Physics
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Diploma Programme (DP) subject-group teachers new to the DP at established IB World Schools and teachers from interested or candidate schools preparing for authorization. Educators should enroll in a category 1 workshop in their particular subject area.
AND
Diploma Programme (DP) subject teachers who have prepared students for at least one DP exam session in that specific subject. Educators should enroll in a category 2 workshop in their particular subject area.
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:
These workshops are designed to prepare participants to teach a specific DP subject in a manner that supports the IB mission statement and philosophy. The workshop will enable participants to:
• develop a deep understanding of the IB organization: its history, mission statement, learner profile, IB continuum and the international dimension
• consider the impact of the centrality of the IB learner profile and approaches to teaching and learning in the DP and CP models
• consider how the course makes links with theory of knowledge (TOK) and creativity, activity, service (CAS) and takes the CP context into consideration
• explore the nature of the extended essay and the role of the supervisor, to include reference to world studies interdisciplinary extended essay
• develop an understanding of student and teacher approaches to inquiry in the DP/CP classroom • design course outlines that align with curriculum requirements, aims and assessment objectives of the subject, IB terminology and the relevant standards
• design student engagements for interactions with the syllabus concepts and content
• articulate the assessment requirements
• create formative assessment tasks that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)
• use assessment criteria to make judgments about student achievement (criterion-related, best fit)
• 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
• select and analyse suitable resources that support teaching and learning in an IB classroom
• promote the importance of academic integrity
• participate in professional learning communities within and beyond your school to facilitate the transfer of professional development
AS WELL AS:

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 international-mindedness
create teaching and learning strategies that develop selfregulated and metacognitive learnersdesign 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 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 cyclecompletion certificate.
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

nd vertical in school planning

DP Category 2: Film
2025-02-07 - 2025-02-09
RECOMMENDED FOR: Diploma Programme (DP) subject teachers who have prepared students for at least one DP exam session in that specific subject. Educators should enroll in a category 2 workshop in their particular subject area.
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 international-mindedness
• create teaching and learning strategies that develop selfregulated 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 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

DP Category 1 - Theory of Knowledge
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Teachers (from authorized IB World Schools, interested or candidate schools preparing for authorization) who are new to TOK or who have not yet prepared students for a TOK
assessment session.
The workshop is designed to prepare educators to teach theory of knowledge (TOK) in a manner that supports the IB philosophy. The IB philosophy is encapsulated in the IB mission statement and aims to develop inquiring, knowledgeable, caring and internationally-minded young people wherein TOK plays a central role. In addition, the workshop focuses on:

unpacking the Theory of knowledge guide and associated course requirements
structuring a TOK course that integrates authentic assessment and encourages students to make links across the DP that will enhance their understanding
exploring the dynamic nature that exists between other DPmcore elements and TOK when emphasizing the importancemof reflecting and developing self-awareness
discussing how to design a TOK course outline that meets the needs and interests of their students

DP Category 2 - Theory of Knowledge
2025-02-07 - 2025-02-09
RECOMMENDED FOR:
Experienced Diploma Programme (DP) Theory of Knowledge (TOK) teachers who have prepared students for at least one assessment session and are keen to further improve the TOK
teaching and learning experience.
This workshop is designed for experienced Theory of Knowledge (TOK) teachers who are keen to improve the teaching and learning experience in the TOK classroom. The sessions will encourage teachers to reflect on their current practice and identify ways to take their thinking on specific topics forwards. The workshop will focus on:

deepening teachers’ understanding of the nature of TOK and how it links to the IB programme standards and practices, the learner profile and international mindedness
increasing teachers’ understanding of the central concepts of the TOK course
unpacking the details of TOK assessment and teachers’ role in this process
implementing the course with a consideration of the teacher’s current course outline through different models and shared experiences and the possible interactions with the approaches to teaching and learning

What is an International Education? Category 3 -Approaches to Learning
2025-02-07 - 2025-02-09
What skills positively influence and support a student’s approach to life-long learning?
All IB programmes develop the approaches to learning (ATL) skill categories of
communication, social, self-management, research and thinking.
• Develop a deeper understanding of ATL as a way for students to acquire and use skills
developed over time in order to access learning.
• Consider contemporary research to apply metacognitive strategies throughout the
learning process, with an emphasis on assessment as learning.
• Design the curriculum to encourage students to build these skills.
• Reflect on how developing affective, cognitive and meta-cognitive skills using a variety of
strategies may increase the capacity of learners to become self-regulated and intrinsically
motivated.
