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how to best design assessments so that they reflect the concept

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A clear concept when a new unit starts; questions/discussions driven by that concept.

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It forces broader thinking; not narrow mindedness when looking at something 

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It forces broader thinking; not narrow mindedness when looking at something 

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It is broad enough to allow for connections to be made; students can carve out more specific interests within the concept. 

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It is broad enough to allow for connections to be made; students can carve out more specific interests within the concept. 

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a general idea for a unit that allows for connections and inquiry into specifics. 

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a general idea for a unit that allows for connections and inquiry into specifics. 

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Connection or relationship between MYP and DP concepts.

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How can we make CBL authentic while still having time to get through the content and skills?

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How to apply the Concept to various projects.

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How to apply the Concept to various projects.

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Is there educational research to support IB's move in this direction. Do AP students have less "success" than IB students in similar disciplines.

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How can we change the culture of assessment to support CBL

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How can I use this in the classroom?

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How to use concepts for interdisciplinary projects/overlap

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How to use concepts for interdisciplinary projects/overlap

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How to connect the big concepts to assignments/projects or other forms of assessment.

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- How to make CBL meaningful and authentic in my subject.
- How to make difficult or abstract concepts accessible to all students.
- How to make one word concepts useful to students.

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In class, students would be leading inquiry into the ideas highlighted in the unit planner.

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Using the Design Cycle to allow students to develop their own solutions to design problems.

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Using the Design Cycle to allow students to develop their own solutions to design problems.

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Asking questions which prompt more questions - building critical thinking skills

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Concept-based learning is important as it highlights a certain purpose in the process of learning.

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Allows for more discussion or debate, and less top down instruction. Allows for multiple interpretations, rather than a right and wrong answer

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Allows for more discussion or debate, and less top down instruction. Allows for multiple interpretations, rather than a right and wrong answer

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Students struggling with the big idea / concept . Or not grasping the key foundations to access the concept fully

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Classroom discussions about the concept, brainstorming, practicing a concept with a purpose, or explaining how and why we are engaged with our concept

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The "WHY" of your lessons

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Students following areas of personal interest

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Students struggling with questions that require more than superficial google searches to solve.

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Differentiation - different students can be studying different content they are interested in that are united around a central concept

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Differentiation - different students can be studying different content they are interested in that are united around a central concept

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making cross curricular connections allows all students to connect to a topic

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so that students make connections and develop the ability to apply knowledge in creative ways....👀

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Cementing knowledge and understanding

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Give students a context for practising problem solving.

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Give students a context for practising problem solving.

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Project based learning and interdisciplinary connections.

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It helps students to see their course content in a context outside of their classroom.

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Takes what you learn, and allows you to apply it other contexts, and not in the vacuum in which is was learned

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Takes what you learn, and allows you to apply it other contexts, and not in the vacuum in which is was learned

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To connect students to larger concepts they can take with them for the rest of their lives in whatever avenue(s) they wish to pursue

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For differentiation, allows students to study topics they are passionate about based on a given concept

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For differentiation, allows students to study topics they are passionate about based on a given concept

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Using concepts through the 'inquiry cycle' or the 'backwards design approach' to plan units and lessons.

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To allow students to make personal connections

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Mental constructs that are abstract, timeless and universal

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Makes students better thinkers as they can apply concepts in different contexts

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Makes students better thinkers as they can apply concepts in different contexts

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Learning stemmed from a larger idea that we then break down and lead by inquiry

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CBL creates thinkers rather than memorizers.

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CBL creates thinkers rather than memorizers.

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The big idea that is the driving force of what we learn

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Because it allows students to connect what they are learning in one area to other areas of their lives.

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An over arching thought that links facts or ideas together.

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An over arching thought that links facts or ideas together.

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It can lead to higher level thinking..

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Students can bring content they are interested in or passionate about to the concept being studied

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Students can bring content they are interested in or passionate about to the concept being studied

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Themes that are bigger than the facts, that link together the facts.

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A big idea.

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The big idea is a central node that provides a focus for content and a place to develop skills.

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Emphasises BIG IDEAS as being central to teaching and learning as opposed to single specific subjects.

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Some kind of abstract idea that can explain more than one thing.