CLASSICAL LANGUAGES

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 (see the Guide to school authorization: Diploma Programme and Programme standards and practices).
• Design student engagements for interactions with the syllabus concepts and content.
• Articulate the assessment requirements for their subject.
• 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 their school to facilitate the transfer of professional development.
• Participate in professional learning communities within and beyond their school to facilitate the transfer of professional development.