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Mingle with teachers to find colleagues who match the statements on your card and have them sign the square they match.

The goal: Get five in a row (horizontally, vertically, or diagonally).

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Post your burning issues and inquiry questions for the workshop on the poster.

Please include your name, and remember

you can post more at any time during the workshop.

We will accumulate posts and address them in the last session.

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draw a poster containing many sticky notes of multiple questions. Have the poster title say burning questions

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Activity 3: How are practices in our school influenced by the PSP?

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Activity 3: How are practices in our school influenced by the PSP?

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How can you incorporate the PSP into your experimental programme?

Refer to standard 0402 (“Students as lifelong learners”).

Each pair is to tackle one (or more) practice and link it to one or more aspects of the internal assessment to create an A4 poster.

Share your poster with the whole group by posting it on the wall and taking a gallery walk.

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Activity 4: International-mindedness and the Collaborative Sciences Project

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Activity 4: International-mindedness and the Collaborative Sciences Project

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How can we encourage international-mindedness in our approach to the collaborative sciences project?

Please read the sections of the guide on international-mindedness (– page 11 & 12) and the collaborative sciences project (– page 20).

•Share with your group an investigation (lab, data base, learning engagement) that encourages awareness of international-mindedness.

•Derive an overall theme and starting point for the collaborative sciences project with an international context.

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Use the mentimeter link to answer

the two questions:

•How does fostering lifelong learning naturally encourage international-mindedness?

•How can we use collaborative projects to integrate both?

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Activity 1: What makes a great IB biology student?

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Activity 1: What makes a great IB biology student?

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Share two traits two traits that you feel are essential for success as an IB biology student.

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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In pairs, please choose an “application of skills” statement in the guide.

What tools and inquiry skills can be used (Guide – pages 29-33)?

Design a learning engagement that integrates two ATL skills (Guide- pages 15,16).

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Activity 3: Safety and ethical guidelines

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Activity 3: Safety and ethical guidelines

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Locate the safety and ethical guidelines in the TSM. (page 73) and November 2024 subject report (pages 9-10)

Each pair of participants will tackle two scenarios. Please discuss the allocated scenarios and edit the document with your comments regarding ethics and safety.

Participants will share their comments in a discussion.

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Reflection on how you feel after the first two sessions

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Reflection on how you feel after the first two sessions

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Choose which image represents how you feel after the first two sessions.

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Which of these tasks do you implement in your experimental programme?

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Which of these tasks do you implement in your experimental programme?

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Please explore the Our World in Data database.

In pairs, please design a formative assessment research question as a learning engagement for the extraction of data from a database.

Try to link the learning engagement to an NOS statement in the guide.

Please share these plans in the folder on the google drive.

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Research and data to make progress against the world's largest problems

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Activity 2: Sharing ideas for the use of modelling

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Activity 2: Sharing ideas for the use of modelling

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We will use beans to model the spread of disease between participants.

What limitations does this model have?

Explore the simulation suggested.

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Activity 3: What possibilities are there for using simulations for formative assessment and the experimental programme?

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Activity 3: What possibilities are there for using simulations for formative assessment and the experimental programme?

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Share and discuss with your group simulations that can be used as part of the experimental scheme of work.

Please read TSM guidelines (pages 68-69) on using databases, models and simulations and explore the downloadable resources.

Please add to the shared google drive links to other simulation activities you use.

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Useful Simulations for Formative Assessment.docx

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Activity 4: Reflect on the alignment of NOS statements and the experimental programme.

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Activity 4: Reflect on the alignment of NOS statements and the experimental programme.

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In pairs, please take two NOS statements and link them to an activity that would be an element of the experimental scheme of work.

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Using the compass directions, reflect on how you feel about the applications of skills (tools and inquiry) to the experimental scheme of work.

North (What else do you need to know or find out?)

East (What excites you about this?)

South (Suggest how might you move forward?)

West (What do you find worrisome about this?)

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•In pairs, refer to the:

•IA criteria (in the guide)

•Unpacking the IA > information about

each criterion (in TSM)

•Each pair will tackle one criterion to answer the question:

What are the ingredients for success in meeting the criteria?

•Please create a poster and present your findings.

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Please work in pairs to moderate a sample.

When you apply the level descriptors to the script, they must be applied to derive the level which best describes the achievement of the candidate.

The script is marked holistically and should first be read in its entirety before applying level descriptors.

Please add in your marks to the GoogleDoc.

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Reflect on the question:

How can teachers guide students towards a sufficiently accurate and sophisticated investigation to fulfil the criteria while remaining within the time frame?

Choose one of the four corners that you feel best answers this question.

1. Scaffold the Process with Clear Milestones

2. Encourage Manageable and Focused Research Questions

3. Model and Discuss Data Quality Early On

4. Incorporate reflection check-ins throughout the process

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draw people standing only in the four corners of a room

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3-2-1 Exit Slip:

Please write on a paper:

3 - Key takeaways from today’s sessions

2 – Burning questions that have been answered

1 – Challenge you still face

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Activity 1: Skills in the study of biology

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Activity 1: Skills in the study of biology

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Review the “Skills in the study of biology” section of the guide (pages 28-33) in light of the types of investigations and formative assessment.

Working in pairs, consider one particular group of skills (T1, T2, T3, I1, I2 or I3) and derive an idea for a protocol to

share with the group that scaffolds those skills.

We will then share our thoughts.

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Activity 2: I want to investigate this (role playing)

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Activity 2: I want to investigate this (role playing)

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Please take two index cards.

On each one write an initial suggestion for an IA as if it had come from the student.

Exchange your cards with those written by other participants and, in pairs, take turns to do a role play to advise the “student”.

Write a brief synopsis of the advice on the card and display it in the gallery.

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draw a teacher and student having a discussion

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Activity 3: Stimulating and mentoring RQs: reflection 

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Activity 3: Stimulating and mentoring RQs: reflection 

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•How do we stimulate students to develop viable RQs and what advise can we give them? What questions may you ask?

•Please change the previous ideas to RQs.

We will evaluate the research questions together.

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Reflection: What are the essentials when considering a proposal?

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Reflection: What are the essentials when considering a proposal?

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Please write out what are the most important aspects to consider when reviewing an IA proposal.

https://www.menti.com/al7e3wnszq9e

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Activity 1: Mathematical skills and the experimental programme

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Activity 1: Mathematical skills and the experimental programme

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Please read the TSM advice on mathematical skills and the use of statistical tests in biology (pages 44-50).

Discuss the expectations and advice to be provided to students with regards to each of the following statistical tools in groups.

Group 1: Descriptive Statistics

Group 2: Correlation and Error Analysis

Group 3: Inferential Statistics

Share your advice in the sandbox.

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Activity 2: Statistical tests—what is appropriate?

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Activity 2: Statistical tests—what is appropriate?

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Using the ‘flow chart for selecting a statistical tool’ – from TSM (page 44), go back to the potential RQs you wrote in session 5 and suggest an appropriate statistical tool for each.

•Where can the tool selected be addressed through formative assessment?

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Which method of presentation of data is most suitable for the following scenario: A student measures enzyme activity at different pH levels?

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Which method of data presentation is most suitable for the scenario: A class survey on favorite biological molecule (protein, lipid, carbohydrate, etc.)?

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Which method of data presentation is most suitable for the scenario: Heart rate frequencies of 30 students after exercise?

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What graphing mistakes do your students most often make—and how can you address them early in the IA process?

Please add in your answers as comments.

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Please read IA Sample B and decide upon a fair mark.

Compare your mark to the mark given by the senior examiner. Discuss with your group.

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We are going to debate different choices in management of the IA.

Participants who agree with the manner of management will discuss their method of management and then select a spokesperson to explain their choice of method of management to the other group to try to persuade them to “change sides”.

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Please consider IA Sample B as a draft and work as pairs to discuss what advice you would give to the student.

Please put your advice in the shared document titled Handling a draft.

Each pair should advise on one criterion. Select one spokesperson to share advice.

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Please derive a feedback plan in groups outlining the stages at which feedback will be given to students.

Discuss best practices in providing feedback.

Share the plans on the Google drive folder.

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Reflection: Formative assessment—when and how? 

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Reflection: Formative assessment—when and how? 

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After the discussion, please answer the poll.

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Has the discussion changed your practice?

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Read over the guidance in the November 2024 subject report (pages 5 and 6) on how comments should be written for moderators.

Please share a word, phrase and sentence that stands out to you.

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Activity 2: Database and simulation investigations 

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Activity 2: Database and simulation investigations 

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Please examine the application of the criteria in the light of a simulation and a database investigation.

Discuss how the criteria are applied equally to all the types of investigations.

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Metacognitive Minute:

What is one thing you understand now that you didn’t before today’s sessions?

What helped you get there?

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Activity 1: How can group work be made possible in your situation?

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Activity 1: How can group work be made possible in your situation?

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In groups, please refer to the advice on group work in the guide (page 117) and share your ideas on how this could be addressed in your situation.

•Which themes in the syllabus content do you think could be especially appropriate for group work?

•How do we prevent collusion in group work — how much collaboration is permissible?

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students working together in a school biology lab

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Activity 2: Field trips as a vehicle for the IA.

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Activity 2: Field trips as a vehicle for the IA.

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Please discuss the viability of field work as a means of achieving the IA, including safety and ethical considerations in accordance with IB and local regulations.

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draw students carrying out experimental field work

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Individually, please write the comments you would make to explain your awarding of marks for IA Sample C.

Then, in pairs, compare your marking with the commentary given by the moderator.

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Activity 4a: What are the teacher's responsibilities in the IA?

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Activity 4a: What are the teacher's responsibilities in the IA?

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Activity 4b: What are the student's responsibilities in the IA?

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Activity 4b: What are the student's responsibilities in the IA?

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Please go to the biology EE website and look at the criteria and exemplars. https://ibpublishing.ibo.org/extendedessay/apps/dpapp/assessment.html?doc=d_0_eeyyy_gui_1602_1_e&part=1&chapter=1

In groups, discuss the advice you would give to students with the following EE topic suggestions:

1.Does the use of human subjects in pharmaceutical research demonstrate the validity of animal models?

2.Are the chemical interactions of substances used in the home dangerous?.

3. Do trauma surgeons develop PTSD?

Please present your advise to the group.

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Authentic examples of student extended essays in a broad range of subjects can be reached via the links below or the menu on the left. These examples come with their respective RPPFs and examiner's commentaries. Examples provided for the sciences and geography include essays researched and written using secondary data; these may be useful resources for students who have reduced access to laboratories or are unable to undertake fieldwork.

Disclaimer

The extended essay examples published on the programme resource centre are provided as support for supervisors and students. To maintain the authenticity of the students' work the citation and referencing has been left intact, and therefore may include some minor inaccuracies or omissions.

For copyright reasons some images have been removed, but these redactions do not impede the reading and understanding of the essays. For further protection of copyright supervisors should not share any extended essay examples outside of the bounds of in-school use. The essay examples should not be branded with an IB logo.

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Authentic examples of student extended essays in a broad range of subjects can be reached via the links below or the menu on the left. These examples come with their respective RPPFs and examiner's commentaries.

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Please write any remaining questions you have on sticky notes.

Take any burning issues you wrote and read them out to the group. We will discuss the answers.

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Please summarize your thoughts in terms of planning for the future in your school.

What went well with your previous cohorts and what could you change in the future?

What are the most important ideas that you will share with your colleagues?

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inquiry, action, reflection cycle - visual selection

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Managing Sciences and Geography Extended Essays without lab work or fieldwork

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Managing Sciences and Geography Extended Essays without lab work or fieldwork

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Managing Sciences and Geography Extended Essays

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Activity 4: What if lockdown causes the action plan to go awry?

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Activity 4: What if lockdown causes the action plan to go awry?

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What are some ideas for coping with IAs during lockdown?

Please explore the document to see some suggestions from the IB.

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Managing Sciences and Geography Extended Essays

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Annotations - Diploma Programme Assessment Procedures

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Annotations - Diploma Programme Assessment Procedures

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Annotations - Diploma Programme Assessment Procedures

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Please take some time to explore IB exchange, look over some instructional materials, and join the Biology community.

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Please take a few minutes to fill out the evaluation form.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Please share with your group one or more key takeaways from the sessions.

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Collaborative sciences project reflection sheet

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Cat 3 - Focus on IA - Powerpoint Presentation