# data[].attributes.body
1. I feel the most important part in teaching and learning is helping students to take responsibility for their own learning by identifying their best learning processes and developing their learning strategies.
They can express which way they learn the best (audio learners/ visual learners/ move and know learners). The lessons can be designed based on their mode of learning. Hence, Concepts taught will be differentiated to meet the needs of all learners
2. The topics given in the book are globally same but it should be customized depending on the class strengths and weaknesses. So teaching developed both in local and global context is indispensable.
3. When we divide students into groups and give them activities with time limitation, they tend to be most productive. They learn team work, leadership skills, accepting failures etc. with concept learning.

# data[].attributes.body
1) Teaching focused on effective teamwork and collaboration
working in groups is a very good way to enhance the students collaboration specially if we made a competition between these groups as teaches them how to be an effective member in this group to lead the rest of the group to victory
2)Teaching differentiated to meet the needs of all learners
this can be implemented in class by two ways first by assigning different types of practices to different levels of students so advanced students get the challenging questions while the intermediate get direct questions and the basic ones get the easiest questions
second by using different teaching methodology like videos, charts and outdoors curricular activities to satisfy all types of learners
3)Teaching informed by assessment (formative and summative)
assessments either formative or summative is a very useful for teachers to make sure that her students are on track before moving on to a h

# data[].attributes.body
As a general note: Even though there is a separate Approach(es) to Learning, I feel any approach to teaching from our side should be extremely mindful of its impacts on learning.

1 / 2- Coming from a non-IB background I really like how the Approaches to Teaching include inquiry and a focus on conceptual understanding. These should be the foundation of any Maths teaching, however I feel (also through experience) that they are often neglected due to time constraints or colleagues that appreciate conceptual understanding less or confuse it with understanding through rote learning. My worry for the HL Maths subjects is also whether time squeezes the opportunities to really delve into conceptual and intuitive understanding. Anyone with experiences?

3 - Assessment. To ensure effective and successful learning ongoing assessment is key, and I bet this is even more applicable to our Maths classes in which advanced and intricate concepts are taught. More importantly, how do teacher and students follow up on any assessment of learning. How is the feedback given, and what will students do next? The great benefit of working with 16-18 year olds is that they take a lot of responsibility for their learning.

# data[].attributes.body
The three ways I suggest are:

1)    For the following approach to teaching “Teaching informed by assessment” I would suggest using the five-minute quiz at the beginning of every lesson checking how well the objectives of the previous lesson were grasped by the learners or the check for understanding that is usually done by the end of the session itself. These 2 tools are classified as formative assessments and are not time consuming yet provide to both the teacher and the learner genuine feedback that can be so helpful to the teaching and learning process.

2)     For the following approach to teaching “Teaching differentiated to meet the needs of all learners” I would do at the beginning of every academic year a small orientation about learning styles for my IB class showing them different learning styles and helping them decide which style(s) fit(s) them. The uniqueness of every learner is an embedded concept in our school’s mission and beliefs as it is mentioned in it that “we measure success one happy learner at a time”.

3)    For the following approach to teaching “Teaching based on inquiry” I would use problem-based learning to actively engage students in learning the new concepts the curriculum offers. I would put them in pairs for example, rotate on the groups, discuss with them their answers and guide them through any addition questions they have. Also, I would suggest using “essential questions” since it targets the learner’s curiosity and opens exciting debates between the learners thus creating an interacting class.

# data[].attributes.body
1) I think that in my classroom I have a good focus on infusing technology into my lessons. Using a GDC or a website like desmos.com to quickly get a visual of a graph is hugely beneficial to the lesson and can save time from having students have to tediously graph functions by hand (not to say that isn't important). Also the use of the statistics features of the GDC within the statistics part of the curriculum saves a lot of time from having to do calculations such as finding the variance or standard deviation by hand. By using the GDC in class this can help save time so that more time in class can be spent on developing conceptual understanding.
2) I also try to differentiate my instruction to best meet the needs of the various learning styles I have in my class. I try to group students often in class and pair students up in different ways. Also, I like to try to present examples through the use of videos, GDC and through questioning and exploration. I find that students respond best when I use different approaches.
3) Teamwork and collaboration is essential in the IB classroom. Students learn best when they are working together to solve challenging problems and discussing them among themselves and with me. It is so much more effective than me just standing at the board all class going over notes.

# data[].attributes.headline
1. Based on inquiry: Teaching should occur by posing questions, problems or scenarios for the students to research, think, analyse and form solutions. This is in contrast to the traditional presentation of facts and ‘spoon feeding’ of children. Students should also be able to pose questions, problems or scenarios to their peers.     2. Developed in local and global contexts: Students will be provided scenarios to enable them to o learn through the actual, practical experience using both local and global examples rather than just studying the theoretical components of the course. One such example could be using algebra and the concept of variables to understand the difference in price of a cup of coffee from a Vietnamese street vendor compared to Starbucks which is just around the corner of the vendor.                                    3. Informed by assessment (formative and summative).Ongoing assessment is vital to understand the progress or lack of the students. This can be done by both the teacher and student themselves. This will allow the teacher to understand which areas need to be consolidated and also for the teacher to reflect on strategies previously used in order to adjust these strategies for the benefit of the students. It is important that this reflection and analyse of assessment also occurs prior to planning the unit for the next cohort, so adjustments to the unit plan and lesson plan can be made. 

# data[].attributes.subject
1. Based on inquiry: Teaching should occur by posing questions, problems or scenarios for the students to research, think, analyse and form solutions. This is in contrast to the traditional presentation of facts and ‘spoon feeding’ of children. Students should also be able to pose questions, problems or scenarios to their peers.     2. Developed in local and global contexts: Students will be provided scenarios to enable them to o learn through the actual, practical experience using both local and global examples rather than just studying the theoretical components of the course. One such example could be using algebra and the concept of variables to understand the difference in price of a cup of coffee from a Vietnamese street vendor compared to Starbucks which is just around the corner of the vendor.                                    3. Informed by assessment (formative and summative).Ongoing assessment is vital to understand the progress or lack of the students. This can be done by both the teacher and student themselves. This will allow the teacher to understand which areas need to be consolidated and also for the teacher to reflect on strategies previously used in order to adjust these strategies for the benefit of the students. It is important that this reflection and analyse of assessment also occurs prior to planning the unit for the next cohort, so adjustments to the unit plan and lesson plan can be made. 

# data[].attributes.body
By Stephen Zahra

# data[].attributes.headline
Inquiry based approach works well in many situations when teaching the concept of geometry. Problem based learning can be introduced to the students by assigning them the objective of constructing a ramp to the Multi-Purpose Hall in the school. This project will be based on effective teamwork and collaboration, where students work collaboratively to propose a design which is cost – effective to the school management. To differentiate teaching to meet the needs of all learners in this project, guided questions regarding the objective will be provided by the teacher.

# data[].attributes.subject
Inquiry based approach works well in many situations when teaching the concept of geometry. Problem based learning can be introduced to the students by assigning them the objective of constructing a ramp to the Multi-Purpose Hall in the school. This project will be based on effective teamwork and collaboration, where students work collaboratively to propose a design which is cost – effective to the school management. To differentiate teaching to meet the needs of all learners in this project, guided questions regarding the objective will be provided by the teacher.

# data[].attributes.body
Conceptual understanding

In today’s world, technology in particular mobile Internet, has made access to information so easy that in order to keep learners engaged and interested us teachers have to make the learning relevant to our students. It is crucial to allow students to see maths in different contexts. I always ensure that my students see real life examples of what they are learning.

Teaching informed by formative assessment

To assess prior learning I always have a starter activity( 10 quick questions, quiz, matching exercises…) which usually check prerequisite needed for the lesson  as well as the plenary activities which summarise the progress made at the end of each lesson. Often it is about asking students to express what they have learned.

Team work and collaboration

In life you have to work with other people, so as educators we have the responsibility to use every opportunity for our students to develop these interpersonal skills. I will create tasks to encourage team work. Group work allows students to see multiple perspectives and develop a more complete understanding of topics and concept. This also allows leaners to develop other skills such as communication, social….skills.