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What have you found in your classrooms?

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What have you found in your classrooms?

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Has anyone got any methods which they have found worked well?

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Has anyone got any methods which they have found worked well?

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Has anyone got any tools, digital or non-digital which they have found worked well?

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Has anyone got any tools, digital or non-digital which they have found worked well?

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Self Regulation and how it affects the brain

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Self Regulation and how it affects the brain

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What does this show you about what our students have to manage when self-regulating?

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The effect of the pandemic and AI on self-regulation

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The effect of the pandemic and AI on self-regulation

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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10410081/#:~:text=A%20large%20body%20of%20research,.%2C%202020%3B%20Duan%20et%20al

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8995397/

https://link.springer.com/article/10.1007/s00787-022-02106-3

What effects have you seen in your classrooms?

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Self-Regulation Tools for Embedding in to Classroom Practice_ 1 Goal Setting Template

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Self-Regulation Tools for Embedding in to Classroom Practice_ 2 Time Blocking Template

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Self-Regulation Tools for Embedding in to Classroom Practice_ 3 (1)

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Self-Regulation Tools for Embedding in to Classroom Practice_ 4 Peer Accountability

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https://www.youtube.com/watch?v=F7PxEy5IyV4&list=PLMGwIfwOltDQJgYt9JGU1EsaJBDQ4wOxN&index=3

https://www.youtube.com/watch?v=uxayUBd6T7M&list=PLMGwIfwOltDQJgYt9JGU1EsaJBDQ4wOxN&index=2

https://www.youtube.com/watch?v=H0O4HqaR17s&list=PLMGwIfwOltDQJgYt9JGU1EsaJBDQ4wOxN&index=5

https://www.youtube.com/watch?v=aNXKjGFUlMs&list=PLMGwIfwOltDQJgYt9JGU1EsaJBDQ4wOxN&index=9

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5, 4, 3, 2, 1: A Simple, Grounding Exercise to Calm Anxiety

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Self-Regulation Tools for Embedding in to Classroom Practice_ 5 Chunking and Task Breakdown

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Example: Strategies for Introducing Metacognitive Prompts

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Example: Strategies for Introducing Metacognitive Prompts

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Self-Regulation Tools for Embedding in to Classroom Practice_ 6 Metacognitive Stratiegies

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Great examples of self-regulation strategies from your classrooms

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Great examples of self-regulation strategies from your classrooms

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Tools for Supporting Self-Regulation and Metacognition

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Tools for Supporting Self-Regulation and Metacognition

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Have you got any more tried and tested tools that you have used?

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Tools for Supporting Self-Regulation and Metacognition

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Examples of warm-up or warm-down activities

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Examples of warm-up or warm-down activities

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Examples of warm-up or warm down activities_

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Navigating the New IBDP Guides: ESS, Global Politics and SEHS

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Navigating the New IBDP Guides: ESS, Global Politics and SEHS

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The thought of teaching a newly updated syllabus for the first time brings a barrage of questions: What are the updates and changes? Is there anything that remains the same from the previous syllabus? What is the best way to structure this new course?

We hear you, ESS, Global Politics, and SEHS educators!

Join us on August 31 to unpack the new subject guides for Environmental Systems and Societies, Global Politics, and Sports, Exercise and Health Science, set for first teaching in August 2024.

These hands-on sessions, led by subject-specific educators with extensive experience, are designed to ensure you step into your classroom with confidence, having mastered the latest updates in your subject.
Note: The ESS, Global Politics and SEHS sessions will run in parallel, each in different Zoom meetings. In the session for your subject, you will:

Meet our speakers:

Add event to your calendar

You may opt out anytime. Terms of Service and Privacy Policy.

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Navigating the new DP guides: ESS, Global Politics and SEHS

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Join our expert-led workshops to master curriculum & assessment changes, and get resources for the new ESS, global politics and SEHS guides.

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Whether it's harnessing AI for research or exploring the ethics of social media, the DP core pushes learning beyond traditional limits. Join us for a two-day event to discover how CAS, EE, and TOK offer the perfect opportunity to cultivate critical thinkers in our classrooms and beyond. With insights from six experienced DP core educators, be part of the conversation to shape the leaders of tomorrow.

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DP Core Roundtable | Shaping critical thinkers through the DP core

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Join 6 IBDP leaders at this two-day event to explore how to develop your students' critical thinking and reflective skills through TOK, CAS and the EE.

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20+ ChatGPT Prompts for Effective IBDP Lesson Planning

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Get 20+ tried and tested prompts to seamlessly integrate the DP core, ATLs, and learner profile attributes into your IBDP lesson planning

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Creating an Inclusive IBDP Classroom with ChatGPT

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Creating an Inclusive IBDP Classroom with ChatGPT

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Excellence in education is when we do everything we can to make sure they become everything they can.
Carol Ann Tomlinson

Meeting the needs of every student in the DP can be a challenge, especially given the rigorous academic demands of the programme and the diverse language profiles of students. This task is further complicated by the fact that all DP students, each with their unique strengths and weaknesses, are required to sit the same final exams.

To address these challenges, we have compiled a resource featuring 25+ prompts, fine-tuned for crafting personalised learning experiences that support you in meeting each of your students' needs.

Here's what you'll find inside:

ChatGPT prompts for inclusive learning: Explore 25+ prompts designed to meet the learning and language needs of all your students.

Strategies to manage classroom diversity: Learn how to understand and address your students' specific needs and strengths, fostering a learning environment where diversity is not just acknowledged but celebrated and integrated.

Keep an eye out for the '💡' icon as you navigate through this resource as it highlights insights about the prompt or how to use it in your classrooms.

Let's embrace the power of AI and enhance the way you approach inclusion in your DP classroom. We hope this resource becomes your ally on your journey towards more personalised and effective teaching.

ChatGPT for differentiation

Differentiation is altering teaching methods and learning activities to meet the diverse needs and learning styles of individual students. With ChatGPT, it's never been easier to shift from a one-size-fits-all approach to meeting each student where they are in their learning journey! In this section, let's unpack the essential components of an effective differentiation prompt to create tailored learning opportunities for your students.

Here are the key elements for constructing a differentiation prompt:

1. Persona: Define the role you want ChatGPT to assume. This helps the AI generate content aligned with the pedagogical standards of the IBDP.

2. Timeframe: Indicate the duration of the activity/lesson.

3. Level: Specify whether your students are SL or HL to ensure that the content, depth, and approach match the rigour and expectations of the chosen level.

4. Topic: Pinpoint the exact topic/subtopic you're addressing to ensure that the resources, strategies, or insights provided by ChatGPT are directly applicable to your lesson and resonate with the IBDP's comprehensive approach.

5. (Optional) Prior knowledge: Identify existing knowledge to refine the output.

6. Student profiles: Inform ChatGPT about your students' needs so it can make tailored suggestions to help you meet them.

Here is a template that incorporates all key elements in one prompt:

You are an experienced IBDP <subject> educator. Design a <timeframe> lesson for <SL/HL> students on <topic/subtopic>. The students are already familiar with <prior learning>. The lesson should meet the needs of all the students in the class: <detail student profiles here>.
The lesson must ensure every student is engaged, but the tasks may be different depending on students' needs.

Using the above template, you can seamlessly input the desired persona, timeframe, level, topic, prior knowledge and student profiles to generate a differentiated lesson that meets the needs of all your students.
A few important points to keep in mind:

The output quality is influenced by the version of ChatGPT you use. For instance, ChatGPT 4 typically provides more refined results compared to 3.5.

Even if you specify a timeframe, it may not always meet your requirements. Don't hesitate to correct the bot!

For Group 2 subjects, be specific in your prompt. ChatGPT may not always equate Language B with a foreign language. Mention the proficiency level (e.g., A2 to B1 for ab initio, B1 or B2 for SL, and B2 or C1 for HL) to ensure the most accurate lesson plans.

The beauty of ChatGPT lies in its interactive nature. Don't hesitate to ask follow-up questions to refine the responses or request additional resources.

You can also feed excerpts of the content you want it to focus on to get even more focused and tailored outputs.

ChatGPT for adaptive teaching

Traditional differentiation caters to students at an individual level, while adaptive teaching includes actively responding to student feedback and performance to tailor the educational experience. This approach addresses the class as a whole, fostering high expectations, self-reliance, and challenging all students equally, without segregating them into predetermined groups.

Adaptive teaching involves a three-step approach:

1. Gauging where your students are at every point of their learning journey so you can adapt your planning.

2. Using the insights gained from quick formative assessments to course-correct your lesson planning in real-time.

3. Knowing your students and their unique needs so you can engage them at the level that best suits them.

Prompts to track student learning

Below are four prompts to quickly assess where your students are in their learning journeys.
Exit ticket
You are an experienced IBDP <subject> educator. Create a 5-minute exit ticket activity to assess students' understanding of <topic>.
Misconception checks activities
You are an experienced IBDP <subject> educator. Create an assessment activity based on <number> misconceptions to check students' understanding of <topic>.
Assignment analysis to adapt the following lesson
You are an experienced IBDP <subject> educator. Analyse the following student's response and bring out the student's specific weaknesses and strengths. Then, suggest 5 activities to kickstart the next lesson which will specifically target any areas of weakness.
Here is the task: <paste instructions here>
Here is the student's response: <paste student's work here>
Personalised follow-up activities based on student's work
You are an experienced IBDP <subject> educator. Analyse the following student's <response>. Identify one area of improvement and suggest an independent and personalised activity to address this area.
Here is the task: <paste instructions here>
Here is the student's response: <paste student's work here>

Prompts to implement adaptive teaching in your classroom

Here are five prompts to make sure your lessons are flexible and adaptive so you can easily incorporate the information you have gathered using the previous prompts.
Adaptive lesson based on Bloom's taxonomy
You are an experienced IBDP <subject> educator. You are teaching <topic> to <SL/HL> students. Design a <timeframe> lesson that incorporates Bloom's taxonomy and will allow every student to progress at their own pace. The learning objectives must be the same for everyone.
Adaptive lesson based on Vygotsky's zone of proximal development
You are an experienced IBDP <subject> educator, teaching <topic> to <SL/HL> students. This is a mixed-ability class. Design a <timeframe> lesson that considers Vygotsky's zone of proximal development so all students are appropriately challenged.
Grouping students according to their performance
You are an experienced IBDP <subject> educator, teaching <topic> to <SL/HL> students. I will upload my students' responses to <exam questions/essay/component>. Wait until all student responses have been uploaded. <upload student work>
I am going to upload the next student's work. Wait for the next prompt.
<upload student work one by one>
Analyse their work and suggest groupings for the next class based on their performance, along with a focus for each group and suggested activities to improve their area of focus.
Grouping students to maximise learning
You are an experienced IBDP <subject> educator teaching <topic> to <SL/HL> students. I will upload my students' responses to <exam questions/essay/component>.
<upload student work>
I am going to upload the next student's work. Wait for the next prompt.
<upload student work one by one>
Analyse their work and suggest (maximum <number> groups) where stronger students can support weaker students. Provide specific guidance for each of the groups, along with activities that will benefit both the stronger students, by strengthening their skills, and the weaker students, by addressing their weaknesses.
Dynamic lesson plan
You are an experienced IBDP <subject> teacher. Create a <timeframe> dynamic lesson for <SL/HL> students on <topic>. The lesson must be based on the principles of adaptive teaching and include:

A starter activity that allows for recall of previous learning

Activities to gather insights on students' learning progress

Flexible activities that adapt to students' learning paces

Demonstrations of exemplary work

Flexible groupings

An exit ticket to help the educator identify any gaps in learning

Prompts to meet your students' unique needs

Adaptive teaching requires that you know your students well. Here are five adaptive teaching prompts to help you understand their unique needs, ensuring everyone makes progress.
Ideas for supporting students with specific learning difficulties
You are an experienced IBDP <subject> educator. One student in your class has <identify learning need here>. Provide strategies to ensure the student can access the content.

💡This prompt can be generic if you want general guidance in your subject but you can also make it topic-specific and ask ChatGPT to create tailored resources and activities for you. Click here to see how to interact with ChatGPT to tailor a lesson in History on the Suez Canal Crisis of 1956 for a student with ADHD.
Revision activities tailored to students' needs
You are an experienced IBDP <subject> educator. You are teaching <topic> to <SL/HL> students. One student has <identify learning need here>. Rewrite the following handout to consider this student's needs and include 2 or 3 activities to help them test their understanding.
Stretching through questioning
You are an experienced IBDP <subject> educator. You are teaching <topic> to <SL/HL> students. Suggest a list of questions that will elicit higher-order thinking and provide an extension to more able students.
Creating extension tasks
You are an experienced IBDP <subject> educator, teaching <topic> to <SL/HL> students. Suggest a <timeframe> extension task that will elicit critical thinking and challenge students' understanding of this topic.
Critiquing sample responses
You are an experienced IBDP <subject> educator. Provide a sample response to the prompt/question <question> but include 3 subtle errors which students will need to find.

💡This prompt is multifaceted. You can adapt it so students have to compare 2 sample responses, comment on the style and quality of the argument, the appropriate use of terminology, the accuracy of the information, find bias, etc.

ChatGPT to empower students

Incorporating adaptive teaching not only involves educators guiding the learning journey but also empowering students to take control of it. This can be achieved by developing self-management skills through effective AI prompt crafting and fostering a culture of choice in the classroom, enabling personalised and engaged learning experiences.

Prompts to develop self-management skills

Understanding the art of crafting a prompt empowers your students to use AI tools like ChatGPT meaningfully, enhancing their learning experience through independent exploration and thoughtful application.

To get the most out of their prompt, here are different elements your students should incorporate:

1. Persona: Clearly define your role as a student of an IBDP subject.

2. Level: Specify whether you are an SL or an HL student to ensure the information has the right degree of depth and difficulty.

3. Topic: Identify the exact topic/subtopic you're studying to ensure that the responses provided by ChatGPT are directly applicable to your lesson and resonate with the IBDP's comprehensive approach.

4. (Optional) Lesson material: Share your lesson material so ChatGPT can tailor its output precisely to what you are learning in class.

5. Command term: Let ChatGPT know the exact kind of help you need. Is it to explain? Rephrase? Simplify? Debate? Summarise?

Here is a template that incorporates all key elements in one prompt:

I am an IBDP <subject> <SL/HL> student, currently studying <topic>.
Explain why...

💡Ask students to share an answer to one of their prompts with a partner/with you at the end of the lesson as a plenary task.
Further practice
I am an IBDP <subject> <HL/SL> student. Can you create <number> <practice questions/essay questions/MCQs> to help me practise <topic>?
Immediate feedback on a response
I am an IBDP <subject> <HL/SL> student. Can you check my response to <task/question> and provide me with feedback on how I can improve it?
<paste response here>
<If there is a rubric, paste the rubric here>

Prompts to foster a culture of choice

"When students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given."
Patall, Cooper, & Wynn, 2010

Here are two prompts to give your students a choice of how they want to showcase their learning followed by a case study to demonstrate how these prompts can be incorporated in a Math AA class.
Homework menus
You are an experienced IBDP <subject> educator. Suggest <number> independent and generic homework tasks that could be applied to any topic so students can choose to evidence their learning in different ways.
Empowering students through assessments
You are an experienced IBDP <subject> educator. Suggest <number> assessment tasks that could be applied to any topic so students can choose to evidence their learning in different ways. with each task containing linked components leading from lower levels to higher levels so students can understand how lower-order knowledge can be developed and used in higher-order thinking.

Case study: Fostering student agency in the DP classroom

Background: You are a DP2 Mathematics AA SL educator, teaching a mixed-ability class of 20 students.

Challenge: Some students find it difficult to engage with abstract concepts and apply them to problem-solving. Some students see themselves as poor mathematicians. The class is big and the teacher isn't able to respond to every students' needs in every lesson. With the amount of content to cover for the final exams, the teacher doesn't always have time to re-teach material.

Implementation:

You spend a lesson teaching students how to query ChatGPT for clarifications, step-by-step problem-solving guides, and extra exercises.
Purpose: With ChatGPT, your students are less reliant on you for immediate assistance.

You have introduced a homework menu, created by ChatGPT, at the start of the academic year. Each week, your students select one of the generic homework tasks and tailor it to the unit or concepts taught.
Purpose: Your students are more likely to complete the homework as they can choose how to demonstrate their learning. They are more engaged and more confident.

Assessment choices: At the end of a unit, you conduct an assessment. With the help of ChatGPT, you present students with 3 or 4 different options. Each assessment task represents a different level of difficulty, linked to the grade descriptors.
Purpose: Your students choose their own level of challenge and their own assessment modality. This helps those with assessment anxiety to feel more in control and the process is more authentic. This strategy not only builds confidence and engagement but also proves beneficial as you all move towards final exam preparation.

Outcome: This fosters a growth mindset in your mathematics classroom. You have buy-in and your students are more engaged.
Key takeaways: Creating the homework menu took less than 20 minutes. Creating different assessment modalities is efficient with the help of ChatGPT.

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Creating an Inclusive IBDP Classroom with ChatGPT

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With 25+ prompts, use ChatGPT to implement adaptive teaching, meet diverse student needs and enhance learning outcomes in the IBDP.

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Reimagining IBDP Assessments & Feedback with ChatGPT

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Reimagining IBDP Assessments & Feedback with ChatGPT

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In the IBDP, AI is redefining traditional assessment and feedback methods for both educators and students. Educators can leverage AI to create robust exam-style assessments and to provide immediate, personalised feedback, a boon in larger classes. AI's data-driven insights can also help educators tailor their teaching strategies and curriculum based on student learning patterns and performance.

On the student side, AI can significantly boost engagement and learning through interactive tools like adaptive quizzes, enhancing motivation and participation. It can provide instant, constructive feedback, aiding in the quick correction of their mistakes, and support the development of personalised learning pathways, aligning with each student's unique pace and learning style.

This resource explores and demonstrates the possibilities of AI in creating assessments, offering feedback, and engaging your students.

Here's what you'll find inside:

ChatGPT prompts for assessment and learning: Discover 20+ tried and tested prompts to create assessments, provide students with valuable feedback, and empower them to drive their learning. The prompts are tailored for both educators and students, making them a versatile tool for enhancing the educational experience.

Assessment strategies and ethical guidance: Discover strategies and creative ideas for differentiating assessments, delivering effective feedback, engaging students with ChatGPT in meaningful ways, and ensuring the ethical use of AI in education.

As you navigate through this resource, keep an eye out for the '💡' icon as it highlights helpful tips and insights about the prompt or its implementation. Lastly, you can dive into this resource at your own pace, or head straight to the prompt templates, designed to streamline your assessment strategies. We hope this guide helps you and your students reimagine IBDP assessments and feedback!💕

ChatGPT for assessment design

Crafting AI-driven exam-style assessments

If you're struggling to find exam papers that students haven't already solved and are spending hours creating exam papers from scratch, this section has you covered! We will focus here on how to design assessments that mirror the rigour and format of IBDP exams.

Let's start by unpacking the key elements for constructing an assessment prompt:

1. Persona: Define the role you want ChatGPT to assume. This helps the AI generate content aligned with the pedagogical standards of the IBDP.

2. Level: Indicate whether your students are SL or HL to ensure the assessment has the right degree of depth and difficulty.

3. Topic: Decide which topic or topics you want the assessment to focus on.

4. Question format: State the desired format for the questions, such as multiple-choice, short answer, essay, data analysis, etc.

5. Sample questions: Include sample questions from a past paper to guide ChatGPT in getting the format, question style, and length right.

6. Markscheme: If you prompt it, ChatGPT will provide you with a markscheme!

Here is a template that incorporates all key elements in one prompt:

"You are an experienced IBDP < subject> educator. Create an assessment for < SL/HL>< subject> students focussing on < topic>. Here is a challenging sample < question format> question for you to understand the format and level of difficulty: < sample question>.
Create an assessment with < number> similar questions and make sure that you follow the standard format for IBDP < subject> < question format> questions. Provide a detailed markscheme for each of the questions."

Using the above template, you can seamlessly input the desired persona, level, sample questions, and topic to generate an assessment task for your students.

A few important points to keep in mind:

The quality of output is influenced by the version of ChatGPT you use. For instance, ChatGPT 4 typically provides more refined results compared to its predecessor, 3.5.

When working with ChatGPT 3.5, introduce marking rubrics or students' work one at a time to obtain the most cohesive and detailed outputs.

Even when you specify a word count for an assessment, it may not always meet your requirements. Don't hesitate to correct the bot!

For Group 2 subjects, be specific in your prompt. ChatGPT may not always equate Language B with a foreign language. Mention the proficiency level (e.g., A2 to B1 for ab initio, B1 or B2 for SL, and B2 or C1 for HL) to get the most accurate lesson plans.

Assessment formats vary among DP subjects. When creating prompts for IBDP-style assessments, you might need to adjust the elements - not all elements are necessary for every subject.

You may find it challenging to create papers where supplementary material is required (like maps in geography, graphs in economics or diagrams in science).

The beauty of ChatGPT lies in its interactive nature. Don't hesitate to ask follow-up questions to refine your assessments.

Creating in-class assessments

As assessment always begins in the classroom, let's focus on how to use AI to design meaningful in-class assessment tasks. Whether you are evaluating student understanding of a topic or honing the vital skills necessary to ace the DP exams, this section provides insights and actionable prompts for incorporating AI seamlessly into your teaching approach.

Prompts to check for understanding

This section offers prompts to design a variety of engaging tasks to gauge your students' understanding of key concepts, providing you with unique approaches to quick formative assessments.

Here are five prompts to create:
Cloze exercises
You are an experienced IBDP <subject> educator. Create a cloze exercise to assess students' understanding of <topic>.
Exit ticket activities
You are an experienced IBDP <subject> educator. Create a 5-minute exit ticket activity to assess students' understanding of <topic>.
Escape room assessments
You are an experienced IBDP <subject> educator. Create an escape room assessment task on <topic> to test students' understanding of the topic.
Misconception checks activities
You are an experienced IBDP <subject> educator. Create an assessment activity based on <number> misconceptions to check students' understanding of <topic>.
Other assessment methods
You are an experienced IBDP <subject> educator. Brainstorm five alternative assessment methods to assess students' understanding of <topic>.

Prompts to assess subject-specific skills

Each IBDP subject formally assesses a distinct set of skills, as detailed in the subject guides. Tailoring assessments to develop these specific skills - such as critical thinking, scientific knowledge, and research skills - not only aligns with curriculum standards but also aids in developing ATL-focused assessments.

Here are two prompts to get you started:

Prompt to assess subject-specific skill s

You are an experienced IBDP <subject> educator. Create a <number>-minute activity to test students' application of <skill> in the context of the topic <topic>.
Prompt to create stimulus-based activities
You are an experienced IBDP <subject> educator. Suggest an assessment task for <SL/HL> students based on a stimulus that will assess their application of <topic>.

Prompts to create differentiated assessments

Differentiating assessments is crucial because it acknowledges and caters to the individual needs of students, thereby enhancing learning by addressing diverse abilities. AI is particularly effective in customising assessments, ensuring that each student receives support specifically tailored to their unique learning requirements. In this section, we have created five prompts to ensure that your students receive tailored support.
Prompt to scaffold age-appropriate reading (ESL)
You are an experienced IBDP <subject> educator. Rewrite the following resource for a student with a reading age of <age> years old. Produce a list of keywords with simple definitions to go with the text as well as a simple summary of the resource.
<insert material here>
Prompt to support reading skills (ESL)
You are an experienced IBDP <subject> educator. Generate a set of vocabulary exercises and comprehension questions based on the following resource to help students with a low level of English to further their understanding of the topic.
<insert material here>
Prompt to create differentiated tasks
You are an experienced IBDP <subject> educator. Create three differentiated tasks (one easy, one medium and one hard) for <SL/HL> students to assess their understanding of the <topic>.
Prompt to create scaffolding templates for IAs/EE
You are an experienced IBDP <subject> educator. Write a scaffolding template with instructions on sections of the IB <extended essay/subject internal assessment>, with explicit instructions on language choices and argumentation, for an <extended essay/internal assessment> in <subject>.

💡 For the EE, ChatGPT may provide a section for the abstract which is no longer a requirement. Don't hesitate to correct it! It may also advise students to include their names and candidate numbers, which should not be the case: IA and EE submissions must be anonymous!

ChatGPT for feedback

Here, we'll guide you on developing prompts that lead to insightful and constructive feedback from ChatGPT, fostering your students' development. While ChatGPT doesn't replace your expert judgement, it can significantly ease your workload!

Below are the key elements for constructing a feedback prompt:

1. Persona: Define the role you want ChatGPT to assume. This helps the AI generate content aligned with the pedagogical standards of the IBDP.

2. Task instructions: Include details of the task your students have completed, providing context for the assessment.

3. Student work: Paste the student work you wish to evaluate. For better accuracy, it's recommended to paste student responses individually.

4. Rubric: Provide the details of your marking rubric to guide ChatGPT in aligning its feedback with your assessment criteria.

💡Remember to anonymise the students' work! Do not include any personal details of the students (names, etc.).

Here is a template that incorporates all key elements in one prompt:

"You are an experienced IBDP < subject> educator. You have assigned the following assessment task to your students: < paste instructions here>.
Below is the work submitted by a student:
< paste student work here>
Can you provide feedback that identifies how the student has met the requirements of the marking rubric?
Below is the marking rubric:
<paste marking rubric here> "

💡 For more accuracy, you can paste a marked example to provide ChatGPT with a clear marking standard.

Here are two additional templates illustrating various methods of providing feedback and feedforward to your students, helping them grow and improve in their learning journey.
Prompt to give feedback: 3 stars and a wish
You are an experienced IBDP <subject> educator. You have given your students this assessment task: <paste instructions here>.
Below is the work submitted by a student. Can you analyse this piece of work and provide formative feedback in the format of '3 stars and a wish'?
<paste student response here>
Prompt to share feedforward strategies
You are an experienced IBDP <subject> educator. You have assigned the following assessment task to your students: <paste instructions here>.
Below is the work submitted by a student. Can you analyse this piece of work and provide feedforward to this student?
<paste student response here>

ChatGPT for student engagment

Our students are using ChatGPT, whether we like it or not. In this section, let's explore how they can use AI as a meaningful tool to support their learning while fostering self-management and reflection skills.

💡 The following are student-facing prompts that you can share with your class for revision or as homework tasks

ChatGPT: Every student's study buddy

ChatGPT can facilitate a self-directed, personalised learning experience, empowering students to take charge of their study path. Encourage your students to use these prompts to engage with ChatGPT for creating efficient revision materials and adaptive quizzes across various subjects.
Prompt to create revision flashcards
I am an IBDP <subject> <HL/SL> student. Create <number> revision flashcards to support my revision of <topic> based on the following information.
<copy paste lesson information>
Prompt to create information summaries
I am an IBDP <subject> <HL/SL> student. Create a summary of the key information I need to remember using the information provided below.
<copy paste lesson information>

Prompt to generate adaptive MCQs
You are an IBDP <subject> educator and I am an IBDP <subject> <HL/SL> student. Create an adaptive and interactive quiz that increases or decreases in difficulty based on my responses, on <topic>. The quiz should be <number> questions in total and once the quiz is over, please provide me with a list of my strengths and weaknesses.
Prompt to generate adaptive short-answer questions
You are an IBDP <subject> educator and I am an IBDP <subject> <HL/SL> student. Create an adaptive and interactive set of short-answer questions that increase or decrease in difficulty based on my responses on <topic>. There should be <number> questions in total and once they are over, please provide me with a list of my strengths and weaknesses.

ChatGPT: A student's dialogue partner

ChatGPT can mimic a wide range of personalities, from book characters to scientists, offering a unique and interactive learning tool for DP students. Below are some group-specific examples you can share with your students.

Group 1 (Language and literature): ChatGPT can assume the roles of various authors or characters, enabling students to delve deeper into literary texts through interactive discussions.

Group 2 (Language acquisition): As a conversational partner in the target language, ChatGPT offers students valuable speaking practice, acting as a native speaker to enhance language fluency.

Group 3 (Individuals and societies): In subjects like History, ChatGPT can role-play as historical figures or experts, fostering critical engagement and a deeper understanding of historical events and perspectives.

Group 4 (Sciences): ChatGPT can be a virtual lab assistant or any famous scientist, guiding students through experiment protocols, and data analysis, and offering support in scientific inquiries.

Group 6 (The Arts): For creative projects, ChatGPT helps as a research assistant, suggesting creative ideas and materials, and aiding in the planning of artistic endeavours.

Core (TOK): In TOK, ChatGPT becomes a partner in Socratic dialogue, challenging students' thinking and helping them construct and refine their arguments.

ChatGPT: A student's quick feedback tool

While ChatGPT will help educators generate insightful feedback, it can also be used by students to get immediate feedback on their work and learning before they submit it to the teacher.
Prompt to check for grammatical errors
Assess the spelling and grammar of this piece of work. Make suggestions wherever you find the grammar and spelling to be inadequate.
<copy and paste work here>
Prompt to get targeted feedback
I am an IBDP <subject> <SL/HL> student. I have recently written a <response/essay/IA, etc.>. Below is my work. Can you provide me with feedback on <the accuracy of my facts/the structure of my response/the quality of my language, etc.>?
<paste work here>

Ethical use of ChatGPT

The ethical and responsible use of ChatGPT in the classroom requires understanding and adherence to certain guidelines. Schools may have different policies regarding the use of AI tools for both teachers and students. Students must be aware of the ethical limits of using AI to support their work. When submitting work to the IB, using AI tools is permissible, but students must reference these tools just as they would any other source in their work. This section provides direction for educators and students to responsibly navigate the use of ChatGPT.

Academic malpractice

Failing to mention the use of ChatGPT in an IB submission could be construed as academic malpractice, potentially leading to the student losing their Diploma. While tools like Turnitin are available to detect academic misconduct, teachers are often best equipped to identify it. Here is some basic guidance to avoid the unreferenced use of ChatGPT:

Ensure the submitted work aligns in quality with the student's other submissions.

Regularly monitor and discuss the progress of the work with students.

Conduct viva voces: if a student can articulate the content of their work, they are likely the author.

Citing and referencing AI

Similar to any other resource, AI tools must be appropriately referenced by students when used. Here is how students can appropriately reference the use of AI (using Harvard referencing):

In text: (NAME OF AI TOOL, year)

Example: (OpenAI ChatGPT, 2023) in brackets after the sentence/paragraph in which it was used.

Reference list: NAME OF AI TOOL, year."[Title of the response or question]". In ChatGPT. Retrieved on [date] from [URL]

Example: OpenAI, 2023. "Harvard Referencing for ChatGPT". In ChatGPT. Retrieved on 22 November 2023, from https://chat.openai.com/share/202c452c-3993-4765-981d-45f358989b14

AI-generated pictures or graphs must be referenced similarly!

Recognising AI's boundaries

It is crucial for educators to clearly articulate the limitations of AI to students:

AI can be biased. At the end of the day, it relies on information gathered from the Internet, where certain communities or languages are underrepresented.

AI can be wrong. While it is continually improving, it sometimes generates inaccurate information and has been known to invent facts and people.

The quality of information generated by ChatGPT is only as good as the prompt provided by the user. It is therefore important to teach students the art of crafting good prompts.

AI's writing style can often seem unnatural. Although this can be mitigated with careful prompting, it may not fully capture the authenticity of students' voices.

AI, especially ChatGPT, may struggle to maintain output quality with excessively long prompts. It works better with shorter chunks of text.

Now that we've explored AI's role in assessments and feedback, let's not forget that AI can also be a valuable tool for creating inquiry-based lesson plans. If you're looking for practical prompts to integrate the core, ATLs, and more into your lesson planning process, be sure to check out our resource 20+ ChatGPT prompts for effective IBDP lesson planning. Like any other learning tool, AI should be used selectively and critically, and this resource can guide you in doing so.

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Reimagining IBDP Assessments and Feedback with ChatGPT

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Learn how to use ChatGPT to create IBDP formative and summative assessments & meaningfully engage your students with our ChatGPT handbook.

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Get insights on DP assessments, how to predict grades, differences between formative and summative assessments, exam strategies, & more!

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A Visual Guide to the IB Diploma Programme

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A Visual Guide to the IB Diploma Programme

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The IB Diploma Programme (DP) is an incredible framework for supporting concept-driven, multidisciplinary, and inquiry-based education. There are several integral elements that come together to make the DP holistic and developing a sound understanding of these can help you to build strong learning cultures within your school.

This visual guide is designed to help you familiarize yourself with the programme and all that it entails. From building a quality curriculum to understanding how to use assessment tools, this guide will help bring crucial tenets of the DP to life and give teachers the necessary tools to understand the DP framework. All this, in a visually engaging and interactive format, packed with downloadables and templates, for teachers and teams to explore!

Related resource

Liked this resource? Here are a few more you might like to explore:

Disclaimer- This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

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DP in a Nutshell | A Visual Introduction

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Simplify the DP and its elements through a Visual Playbook packed with engaging illustrations, crisp pointers and analogies to bring the DP to life!

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Every IBDP assessment you set for students offers a chance to identify their specific strengths and weaknesses and provide meaningful, actionable, and personalised feedback. What if you could get a snapshot of where your entire class, or individual students, need targeted support after every assessment?

Our analysing your IBDP assessments tool is designed to facilitate assessment for learning at its most powerful. It can be used by teachers across any IBDP subject and customised for any type of assessment. This tool allows teachers to analyse student performance in detail, pinpointing the exact topics or skills that require further attention. This enables teachers to fine-tune their teaching strategies, effectively closing gaps and enhancing student learning outcomes.

What's more, students can also engage with this tool! It empowers them to reflect on their performance and create personalised study plans based on detailed feedback. The tool facilitates students' understanding of their strengths and weaknesses, highlights necessary focus areas, and demonstrates how specific command terms impacted their scores. This self-analysis fosters a deeper understanding of their learning process and helps them identify strategies to improve.

With this tool, you'll be able to:

Identify topics, skills, or command terms that need to be revisited with the whole class

Create targeted revision groups based on student performance across different topics

Help students conduct a personal analysis of their performance to identify strengths and weaknesses and plan their next steps

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

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Analysing your IBDP Assessments | A tool for students & teachers

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With these tool, discover how to analyse student performance, identify areas for improvement, and enhance personalised learning effortlessly.

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Activity 1: Planning an inquiry based activity for the topic you are teaching now

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Activity 1: Planning an inquiry based activity for the topic you are teaching now

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Edutopia: https://www.edutopia.org/article/blog-what-heck-inquiry-based-learning-heather-wolpert-gawron/

University of Reading: https://www.reading.ac.uk/cetl-aurs/linking-teaching-and-research/what-is-enquiry-based-learning

Aus govt: https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/inquiry-based-learning

Queen's university: https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning

U Manchester free resources: http://www.ceebl.manchester.ac.uk/resources/

Stages of inquiry: https://www.facultyfocus.com/articles/course-design-ideas/phases-inquiry-based-teaching/

Central Michigan U resources: https://www.cmich.edu/offices-departments/curriculum-instructional-support/explore-instructional-methods/inquiry-based-learning

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Inquiry based teaching - research papers with links

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Inquiry based teaching - research papers with links

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1. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.

Link: https://inspirasifoundation.org/wp-content/uploads/2020/05/John-Hattie-Visible-Learning_-A-synthesis-of-over-800-meta-analyses-relating-to-achievement-2008.pdf

Findings: Hattie’s comprehensive meta-analysis found that inquiry-based learning has a significant positive impact on student achievement. The study highlights that inquiry-based approaches, when implemented effectively, promote deep learning and critical thinking, leading to better academic outcomes.

2. Prince, M. (2004). Does Active Learning Work? A Review of the Research.

Link: https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.2004.tb00809.x

Findings: This review found that active learning strategies, including inquiry-based learning, consistently outperform traditional teaching methods. The research concluded that inquiry-based learning enhances problem-solving skills and conceptual understanding, particularly in science and engineering disciplines.

3. Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis.

Link: https://psycnet.apa.org/record/2012-23293-003

Findings: This meta-analysis examined the effects of inquiry-based science instruction and found that students in inquiry-based classrooms outperformed their peers in traditional classrooms on measures of both content knowledge and critical thinking skills.

4. Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? A meta-analysis.

Link: https://psycnet.apa.org/record/2010-23599-001

Findings: This meta-analysis found that guided discovery learning, a form of inquiry-based instruction, was particularly effective in enhancing students’ understanding and retention of material compared to direct instruction.

5. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002.

Link: https://onlinelibrary.wiley.com/doi/10.1002/tea.20347

Findings: This research synthesis revealed that inquiry-based science instruction has a positive impact on student outcomes, particularly in the development of scientific reasoning and problem-solving skills.

6. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.

Link: https://eric.ed.gov/?id=ED450096

Findings: Marzano’s work highlights that strategies involving active engagement, which are central to inquiry-based learning, contribute significantly to improved student achievement and higher-order thinking skills.

7. Schneider, R. M., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement.

Link: https://experts.arizona.edu/en/publications/performance-of-students-in-project-based-science-classrooms-on-a-

Findings: This study showed that students engaged in inquiry-based, project-based science learning performed better on national science assessments than students in traditional science classrooms.

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Concept based teaching - research papers with links

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Concept based teaching - research papers with links

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1.    Marzano, R. J. (2003). What Works in Schools: Translating Research into Action.

Link: https://www.amazon.com/What-Works-Schools-Translating-Research/dp/0871207176

Findings: Marzano's research supports the effectiveness of concept-based teaching by highlighting that focusing on key concepts and skills helps students organize information more effectively, leading to better retention and application of knowledge.

2.    Brooks, J. G., & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms.

Link: https://ocw.metu.edu.tr/pluginfile.php/9173/mod_resource/content/1/In%20Search%20of%20Understanding.pdf

Findings: This book supports the idea that concept-based teaching, aligned with constructivist principles, helps students build deeper understanding. The research shows that when students actively engage with concepts, they are more likely to develop critical thinking skills and achieve higher academic outcomes.

3.     Erickson, H. L. (2007). Concept-Based Curriculum and Instruction for the Thinking Classroom.

Link: https://www.amazon.com/Concept-Based-Curriculum-Instruction-Thinking-Classroom/dp/141291700X

Findings: Erickson's work highlights that concept-based teaching helps students develop higher-order thinking skills by focusing on the "big ideas" that transcend specific content. This approach encourages deeper understanding and retention of material by allowing students to make connections between different subject areas and real-world contexts.

4.    Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.

Link: https://inspirasifoundation.org/wp-content/uploads/2020/05/John-Hattie-Visible-Learning_-A-synthesis-of-over-800-meta-analyses-relating-to-achievement-2008.pdf

Findings: Hattie’s meta-analysis found that teaching approaches focusing on deep learning, which includes concept-based teaching, have a significant impact on student achievement. The emphasis on understanding key concepts rather than just memorizing facts leads to better learning outcomes.

3.    Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School.

Link: https://www.csun.edu/~SB4310/How%20People%20Learn.pdf

Findings: This research emphasizes the importance of helping students develop a deep understanding of concepts rather than just factual recall. The findings suggest that concept-based teaching helps students transfer knowledge to new situations, promoting lifelong learning.

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Minnesota centre for social studies: https://www.mncsse.org/instruction/concepts

IB: https://www.ibo.org/research/curriculum-research/cross-programme/concept-based-teaching-and-learning-integration-and-alignment-across-international-baccalaureate-programmes-2019/

CERN: https://indico.cern.ch/event/861876/contributions/4798936/attachments/2436037/4172067/SASEP%202%20Session%201%20Slides%20Concepts%20Labelle.pdf

Pike school county resources: https://pike.k12.ga.us/wp-content/uploads/2021/07/Concept-Based-Learning.pdf

CASIE: https://www.casieonline.org/post/concept-based-learning-part-1-three-dimensional-curriculum-for-lifelong-learning/

https://www.casieonline.org/post/concept-based-learning-part-2-the-how-to-s-of-creating-learning-experiences-for-lifelong-learning/

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See what magic can Toddle do for your DP! 

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See what magic can Toddle do for your DP! 

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Let's talk about how Toddle can support your school with streamlining planning, portfolios, assessments, family communication & more. Book your free demo now!