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This digital toolkit provides authorized International Baccalaureate® (IB) World Schools with a wide range of communications materials. These can be used to present the IB and its programmes to stakeholders such as students, parents, teachers and school boards, as well as universities and government bodies.

The IB's brand guidelines [3.3 MB] give examples of how to use the materials in the toolkit. There is also guidance on how to apply the IB brand alongside your own marketing materials.

If you have a question about the digital toolkit, please email IB Communications.

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This digital toolkit provides authorized International Baccalaureate® (IB) World Schools with a wide range of communications materials. These can be used to present the IB and its programmes to stakeholders such as students, parents, teachers and school boards, as well as universities and government bodies.

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Conceptual learning in a thinking classroom - teaching for transfer

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I was recently fortunate enough to co-lead a workshop on conceptual driven curriculum in the PYP. During the workshop participants constructed meaning about the nature of concepts, why they are the driving force behind the pedagogy of inquiry and why concepts are so fundamental in teaching children about international mindedness.

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Opening Classroom Doors

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A class of 6-7 year olds in the United States inquires into the central idea, "A community is impacted by the involvement of its members" under the transdisciplinary theme of How We Organize Ourselves.

A class of 7-8 years olds in Germany inquires into the central idea, "The properties of construction materials influence the design of buildings and structures" under the transdisciplinary theme of How the World Works.

Signs and Symbols

A class of 5-6 year olds in Australia inquires into the central idea, "signs and symbols can be used to communicate a message" under the transdisciplinary theme of How We Express Ourselves.

Language and Race/Ethnicity

A Theory of Knowledge class in the United States explores language as a way of knowing by reflecting on the question, "How does the language we use shape the way we think and understand race and ethnicity? Does language construct reality or describe reality?"

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A class of 6-7 year olds in the United States inquires into the central idea, "A community is impacted by the involvement of its members" under the transdisciplinary theme of How We Organize Ourselves.

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We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.

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What is differentiated instruction?
Carol Tomlinson provides a concise explanation of what it means to differentiate instruction.

Two misconceptions about DI - that there is a disconnect with standards and that DI is only for certain students
Carol Tomlinson explains how learning standards and differentiation are aligned with one another and that DI is not a restrictive approach designed for certain types of students.

A misconception about DI - that it is an 'add-on' activity
Carol Tomlinson addresses a common misconception about DI by clarifying that it is not an extra thing to do in the classroom.

A misconception teachers sometimes have - "I already differentiate."
Carol Tomlinson discusses a common misconception of teachers who lack a clear understanding of DI - they often believe they already differentiate.

Four common misconceptions about DI
Kristina Doubet discusses some misconceptions about DI, clarifying that whole-class instruction occurs in a differentiated classroom, that DI is not a case of high-level versus low-level students, that it is a proactive approach to meeting the varied learning needs of students, and addresses students' differing interests and learning preferences as well as readiness.

Engaging resource specialists in planning differentiated lessons
Kelly A. Hedrick explains the important role resource specialists can play in collaboratively planning differentiated lessons with classroom teachers.
Barriers that teachers may encounter when implementing DI
Catherine Brighton describes barriers that elementary and secondary teachers often encounter as they begin to differentiate instruction in their classes.
Cindy Strickland describes a way to differentiate professional development for teachers using tiered activities designed for different readiness levels.

These experts on differentiated instruction appear in our video clips.
Video Archive
Catherine Brighton - Associate Professor, UVA School of Education and Human Development, University of Virginia

Marcia Imbeau - Associate Professor, Curriculum & Instruction, University of Arkansas

Kristina Doubet - Assistant Professor in Middle, Secondary, & Mathematics Education, James Madison University

Jay McTighe - Author and educational consultant

Monica Harrold - Principal, Northside Elementary School, Ann Arbor, MI

Cindy Strickland - Educational consultant and ASCD faculty member

Kelly A. Hedrick - Director of Gifted Education & Academy Programs, Virginia Beach City Public Schools, VA

Carol Tomlinson - William Clay Parrish Jr. Professor Emeritus, UVA School of Education and Human Development, University of Virginia

Jessica Hockett - Educational consultant

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Sugata Mitra: The child-driven education

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Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

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The diamond ranking strategy is an excellent means of encouraging collaboration in the classroom. It also helps students understand text content better and guides teachers in planning based on level of student understanding.