How do we provide teaching and learning opportunities that reflect the unity of knowledge within, between and across disciplines? Learning beyond the disciplines highlights the interrelatedness of knowledge that gives students opportunities to construct, internalize and transfer meaning and understanding.
■Explore the relationships and shared concepts of disciplinary, multidisciplinary, interdisciplinary and transdisciplinary learning.
■ Engage in activities that synthesize concepts related to ways of knowing while learning how to develop central understandings that encourage learning to know, learning to do, learning to live together and learning to be.
We have many of the inquiry workshops already in the past. This workshop identifies what “inquiry” is and how it naturally differentiates for all learners. Our teacher inquired into how to adapt the teaching and learning environment to reflect the idea that human beings are naturally curious and capable of constructing new understandings in a variety of ways.
A transdisciplinary, concept-driven curriculum supports the development of students’ understanding of complex ideas. Build our capability to design and evidence or assess concept-based learning that leads to depth and rigour in student thinking within and across subjects. Our teachers investigated how the programme of inquiry promotes a school-wide vision for concept-driven learning, and, with the planning process, creates opportunities for students to make connections and transfer understanding from one context to another.
Information and communication technology (ICT) is a vital resource that Primary Years Programme (PYP) schools must use to help students and staff develop the learner profile, apply the understanding, knowledge, skills and attitudes of the PYP curriculum, become lifelong learners and take positive action as members of our information and technology- driven global society. This workshop will assist you in developing a deep understanding of how ICT can be used to transform teaching and learning practices rather than as a stand-alone subject area. This workshop also aims to be a truly paperless face-to-face IB workshop that engages you in active use of internet and electronic resources to support teaching and learning over the course of the entire workshop.
This workshop engages the teachers in an inquiry into the varied purposes and practices of ISNS exhibition. Develop understanding of the agentic role students have in leading and taking action on their learning. Explore, create and share a range of tools and strategies which help optimize the experience for students in the PYP and that set the scene for a collaborative inquiry into issues of local, national and global significance.
How might school communities design and structure learning experiences and environments to support the development and demonstration of student agency through action and engagement beyond the classroom?
■Inspire and support learners to engage in purposeful, authentic, critical and mindful action, in its various forms in response to local and global challenges and opportunities.
■Have deeper conversations with students about how to engage with local and global communities.
■ Explore the concepts of agency and action and their manifestations across the programmes (action, service as action, creativity activity service, service learning).
■ Evaluate approaches to learning and teaching that aim to support understanding of and engagement with complex issues in a way that honors personal and community needs and aspirations.
■ Identify opportunities for institutional growth, enhanced curriculum design and deeper and responsive community engagement.
Leading and Managing Teams
In this workshop leaders explore how to lead and manage a multitude of teams and team structures in their context. Leaders inquire into how to maximize team learning that results in positive outcomes throughout the IB World School.
■ Professional inquiry and team learning are at the very core of the IB approach to programme development.
■ Effective team leaders use a variety of leadership and management strategies to focus their teams on learning.
■ IB leaders sustain and grow teams by focusing on the needs of the learning community.
■ Dialogic teams engage in discussion about pedagogy within their own school and their extended IB network.
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