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I think we need to start to use andragogical approaches from the MYP. if the students have not started to build the skills of responsibility of their learning from a younger age, it might be hard to tell them at DP. I think that is the reason IB has learner profile attributes like reflective, principled, etc. which makes the students ready for life.

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if you take the students' attention to a problem or interesting situation it is always helpful to move on details from that start point. if you trigger students` curiosity, they try to find out their own questions' answers. However, starting a lesson with an interesting situation is not easy always. As a teacher, we really need to understand the students` expectation and arrange our lesson plans according to their needs.

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Teaching differentiated to meet the needs of all learners.

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Teaching differentiated to meet the needs of all learners.

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Differentiation is a very essential element in learning.  There are lots of ways for differentiation. You can alter the content of the topic according to students' level. Also, arrange different leveled worksheets so students can be challenged with the questions on their own level. On the other hand, group work can help to differentiate. In the group, students can explain the content to their peers, sometimes they can explain to each other in their mother tongue.

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Teaching differentiated to meet the needs of all learners.

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Teaching differentiated to meet the needs of all learners.

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Differentiation is a very essential element in learning.  There are lots of ways for differentiation. You can alter the content of the topic according to students' level. Also, arrange different leveled worksheets so students can be challenged with the questions on their own level. On the other hand, group work can help to differentiate. In the group, students can explain the content to their peers, sometimes they can explain to each other in their mother tongue.

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Teaching differentiated to meet the needs of all learners

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Teaching differentiated to meet the needs of all learners

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This was the hardest challenge for me. However, after a journey of searching we as a school found a strategy that tackles this challenge and really appropriate with our situation under covid-19. The idea is to record videos for all topics in each unit and let the students watch the videos and then solving the given assignments and while students watching the videos and going to the next lessons the teacher will have a free time to set with the students who need more support.

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Teaching focused on effective teamwork and collaboration

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Teaching focused on effective teamwork and collaboration

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I Think that there is an intersecting area between teamwork and collaboration, students in some sessions worked as groups to achieve main targets; they shared information and explained the material to each member in the team.

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For me, I prefer to start with students the new topics with opening problems, Their curiosity will help them to go with more concentration through the contents rather than the traditional way which ask of just memorizing rules.

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The reflection on the shared teacher regulation links with the dicotomy between pedagogy and adragogy and in a way I think that the importance of reaching and promoting a shared teacher regulation typifies the shift in the growth if students during their late teenage years into young adults. The features that are typical of a pedagogical approach (teacher control and total direction of the learning process / extrinsic motivation / limited real life experience relevant to the topic studied) shift towards a adrogogical approach where students take ownership of the learning process and are at least involved in the process of deciding how to organise their learning experience. In hindsight, when I think about my late year at High Shool, I recognise quite clearly a shift in the motivation besides my efforts, from an externally driven one based on the idea of pleasing family and teachers to a personal one and I definitely have experienced this with my students over the last seven years of teaching. I think that in the DP years, empowering them to become independent learners is really a life skill that would benefit them in future careers.

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I believe that in a successful Mathematics class, the teacher should aim at reaching a point where students are able to be independent enough for the teacher to act as a facilitator of learning rather than being a traditional "content deliverer".
Having said that, I also acknowledge the difficulties that this objective entails, namely the need to build a learning environment where students feel empowered and confident in assuming (most of) the initiative in their own learning process. The role of the teacher becomes in this sense more pedagogical in a way that it is aimed at fostering skills (communication, resilience, curiosity) that go beyond the content of the particular subject being taught. Reaching a shared teaching regulation can therefore be interpreted as the final goal of an education journey that it is broader than the subject at hand and that links primarily to the general approach towards learning that should be promoted among students

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Teaching differentiated to meet the needs of all learners.

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Teaching differentiated to meet the needs of all learners.

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Differentiation is key to make sure that teaching is delivered in a way that suits every student's needs and should be based on a careful evaluation of individuals abilities and predispositions. Especially if teaching a mixed ability class, differentiation is even more crucial to make sure that students can proceed at their own pace and that the presence of other students is not perceived as intimidatory or as something can could slow learning. Several differentiation approaches can be followed, i.e. differentiation by outcome rather than a more classic differentiation by task.
Differentiation could also be embedded in group work where different group roles can be swapped to develop different skills in students.

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Teaching informed by assessment (Formative and Summative)

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Teaching informed by assessment (Formative and Summative)

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Assessment is a word that is capable of making everyone under pressure; What if it is Mathematics assessments!!!!
Students usually fear assessments and here comes our role as educators to change this impression.
As we are aiming to prepare the students to be productive citizens in the community, they are working and developing variety of the required skills while transferring the concepts needed to face real life. Our assessments should be application to what we aim to. Doing connections with different subjects and making projects applying their knowledge and showing their progression in the concepts transferred as well as their skills will allow us to assess them practically the same way they will face later in their careers ; the continues reflection will improve their learning skills and enhance their knowledge while focusing on being independent learner. The positive constructive feedback from their peers as well as their educators will help them to improve in different aspects.
When students face real situation and being able to assess themselves in this helps them to be able to creative while doing their final assessments and exams.

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Teaching focused on effective team work and collaboration 

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Teaching focused on effective team work and collaboration 

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Team work and collaboration is mandatory for any organization not only on the level of teaching. The teachers need to do collaborative work and work as team as this saves time; makes brain storming; enlighten new ideas; exchange experience and be able to do proper reflections.
For the mathematics class working as a team is a very effective way; as peer learning is one of the approaches that causes a lot of discussions, communication and concept exchange through better understanding to one another being the same age and sharing same interest.
Group work in projects shows diversity of thinking and usage of different skills while developing others; It creates a motivating environment for students and ends with happiness and success which is by itself a goal.

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I believe in mathematics being inquirer is not an option. Starting a lesson with a question that teases the students' minds, grasping their attention and let them think about the learning objective we are about to explore is sort of brain storming that will lead to the elaboration of many elaborate depending on the students levels and their way of thinking.
These questions are going to be the way they; themselves;  will dig to reach the objective recalling all their previous knowledge and skills required.
The Inquiry based learning shouldn't be only by posting questions it may be by doing practical activity; which will lead to let them ask the questions and search for answers either using their research skills or while communicating with their peers. This will create an independent; long life learner with strong fundamentals and high thinking skills.