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Understand the TOK course | This video is an introduction to Theory of Knowledge, covering assessments, themes, and strategies for planning effective lessons.

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How to Choose Objects for the TOK Exhibition

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How to Choose Objects for the TOK Exhibition

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How to Choose Objects for the TOK Exhibition

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Use the TOK Object Sampler flashcards to help your students pick three specific real-world objects for the TOK exhibition, linked to a single IA prompt.

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Decode the nature and requirements of TOK assessments, deep-diving into TOK essay and exhibition. It covers object selection, IA prompts and much more.

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Get your TOK lessons in action using this illustrated resource to design a TOK course that integrates TOK concepts, themes and real-world contexts seamlessly.

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Getting Started with TOK | Icebreakers and Activities

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Getting Started with TOK | Icebreakers and Activities

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As TOK educators, we've all stood in front of a new DP cohort at the first-ever TOK lesson, trying to explain to our students what TOK really is. As thought-provoking as the course is, it also requires that students clearly understand what they will be learning, and what is expected of them in order to successfully complete the course.

This introductory handbook will give you and your students a comprehensive understanding of the TOK course, covering everything from the knowledge framework to details of the TOK assessments. Designed to support you as you help students make meaningful progress, this resource includes icebreakers and exciting classroom activity ideas which can be readily used in your classrooms.

What you'll find inside:

Overview of the TOK course components

Techniques and ideas to facilitate TOK discussions

Strategies to teach the TOK themes and AOKs

Requirements for successfully completing TOK assessments

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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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Getting Started with TOK | Icebreakers and Activities

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Discover the Theory of Knowledge guidebook with creative tips, ice-breakers, activities and TOK assessments to make your TOK classes come to life.

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Imagine you’re in a dark room and you can’t see a thing. You only have a flashlight to guide you, so you turn it on and point it straight ahead of you. The light falls as a perfect circle on the wall where you see a painting. If that is the only thing that you […]

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20+ ChatGPT Prompts for Effective IBDP Lesson Planning

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20+ ChatGPT Prompts for Effective IBDP Lesson Planning

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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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Reimagining IBDP Assessments and Feedback with ChatGPT

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Reimagining IBDP Assessments and Feedback with ChatGPT

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Arnavaz Kollah, Camille Gautier and Corin Bone 11 min read

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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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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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The Ultimate DP Unit Planner | Create AI-powered DP unit plans

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The Ultimate DP Unit Planner | Create AI-powered DP unit plans

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The Ultimate DP Unit Planner | Create AI-powered DP unit plans

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Craft impactful AI-powered DP unit plans with strategies, templates, and examples to ensure student success and support effective teaching.

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Book a demo and see what magic can Toddle do for you! 

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Book a demo and see what magic can Toddle do for you! 

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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!

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¿Cuál es una buena razón para que aceptemos una afirmación de conocimiento? (What is a good reason to accept a knowledge claim?)

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¿Cuál es una buena razón para que aceptemos una afirmación de conocimiento? (What is a good reason to accept a knowledge claim?)

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Four Ways to Implement ATL Skills in the Classroom

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Four Ways to Implement ATL Skills in the Classroom

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It is essential for our students to become confident in the approaches to learning (ATL) skills, considering that they are a requirement for the IB Diploma Programme (DP). These skills can be learned, taught and improved during their time in the Middle Years Programme (MYP). It is vital that facilitators provide a common language that both students and teachers can use to reflect on, and articulate, the process of learning.

To a certain extent, teaching ATL skills does happen organically in our classroom. However, if we spend time teaching and coaching students how to best approach them, it allows them to push their own learning.

"Teaching ATL skills can significantly benefit students with different learning styles and needs."

In my experience, I have found that if I systematically go through related ATL skills with my students, they realize how these fit in and make a conscious effort to apply them to their studies. With firm understandings of what, how and when to use the ATL skills, students learn to push their own approaches to the assigned tasks.

Make connections

I spend time deciphering the different skills whenever I introduce them to my students. We differentiate and define them, as well as brainstorm exactly which ones are relevant to visual arts.

My aim at this early stage is to introduce the skills and encourage students to make connections with them and to think about how they will use them effectively to enhance their own learning. Students also begin to discover which skills are most effective in both independent and collaborative learning environments.

Create a learning toolkit

Teaching ATL skills can significantly benefit students with different learning styles and needs. Sometimes students suffer from inadequate preparation of a specific task or cannot organize their thoughts clearly. This is where ATL skills can really help students manage their own learning styles or patterns.

"As international educators, it's our duty to create a welcoming and rewarding learning environment."

ATL skills can be used as a toolkit to help students learn in different ways based on their individual needs. Different year groups grasp the skills in different ways, but I do notice a real difference in the way students approach their studies when they start learning about and using ATLs from the middle years.

Team them with the IB learner profile

One of the most important aspects of teaching the ATLs is making meaningful connections with the IB learner profile. ATLs complement the attributes if specifically taught in context with the topic or subject.

As international educators, it is our duty to create a welcoming, challenging and rewarding learning environment for our students and the teaching of ATL skills in relation to the IB learner profile enables students to further develop their skills, outlook and approaches to learning.

Reaching full potential

ATL skills are fundamental in helping students achieve their full potential in the already challenging and personal journey that is the DP. With these skills, students develop confidence, versatility and resilience when approaching demanding content.

My aim is to teach and develop strategies using specific ATL skills in my lessons, to best help students understand and achieve better results.

This article is part of a series of stories from IB World Magazine that bring to life the wonderful initiatives undertaken by IB students and educators from around the globe. Follow these stories on Twitter, LinkedIn and Instagram and feel free to email us your story.

If you enjoyed this story, consider reading more below:

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Four ways to implement ATL skills in the classroom

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It is essential for our students to become confident in the approaches to learning (ATL) skills, considering that they are a requirement for the IB Diploma Programme (DP). These skills can be learned, taught and improved during their time in the Middle Years Programme (MYP).

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Posts about ATL skills written by Lina Farrow

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The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning

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The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning

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The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning

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Planning Through the IB PYP Approaches to Learning Skills

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Planning Through the IB PYP Approaches to Learning Skills

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The IB PYP Approaches to Learning Skills are a BIG deal! We think of them as the tools that support independent learning, amplifying the journey as the children progress with their development of those 21st century skills. And it is so important to identify those skills and then acknowledge them. Transparency is key.

The functional language or action words help us when planning through the ATL skills with the children, to assist with recognising the skills in use, being able to transfer those skills authentically and connect the purpose to their learning meaningfully. Read on for practical ideas and tools for assisting with co-planning through the IB PYP Approaches to Learning Skills and watch the video where I share practical strategies for including the children in the planning process.
As you know, the PYP aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Having the ability to see as others see and to communicate understanding through globalised technology, lends itself to a hopeful future for our children and our planet. As you read that paragraph above, see if you can identify the Learner Profile attributes and the Approaches to Learning skills that might be required to accomplish this achievement that the IB PYP stands for.
The ATL skills identified by the IB PYP include:

Thinking skills - analysing, synthesising, evaluating, and applying information.

Communication skills - listening, speaking, reading, writing, and presenting information effectively.

Self-management skills - organisation, spatial awareness and personal reflection.

Research skills - formulating questions, locating, evaluating, and using information.

Social Skills - managing relationships, tolerance, perseverance etc.

Identify the Actions Within the Sub-Skills
What we want to do when planning our programme of inquiry, is to be able to identify the actions within those sub- skills and then to cross-reference which skills we can cover throughout the programme of inquiry. We also want the children to know which skills we are focusing upon and what those skills look-sound-act and feel like in action. For example: Think about the actions involved within analysing skills that fall under Critical Thinking within the Thinking Skills but also within Information Literacy under Research Skills:

observing

visualising

questioning

making connections

drawing conclusions etc.

This functional language, or the action words, help us when planning with the children, to assist with recognising the skills in use, being able to transfer those skills authentically and connect the purpose to their learning meaningfully.
You get the picture?
If you'd like to explore more about agency in assessment, I offer a professional development workshop here that you can download today!
It's important also that our students do too. 😊

Transparency is key within an agentic classroom.

Agency in Assessment PD Workshop

From my PD workshop - Agency in Assessment

I also created a set of posters for easy reference of the actions that lead to progressive development of the sub-skills. These posters align with the enhancements and provide a substantial list of actions that fall within each of the sub-skills. What we want to do when planning our programme of inquiry, is to be able to identify the actions within those sub- skills and then to cross-reference which skills we can cover throughout the programme of inquiry and with single subjects too. We also want the children to know which skills we are focusing upon and what those skills look-sound-act and feel like in action. Really, really handy for collaborative team planning, co-planning and co-constructing success criteria.

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Planning Through the IB PYP Approaches to Learning Skills

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Understanding how the IB PYP Approaches to Learning Skills connect within transdisciplinary learning will support your planning and co-planning of a student-led inquiry.

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Introduction to ATL Skills in the MYP: What is the ATL Framework and Why is it Important?

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Introduction to ATL Skills in the MYP: What is the ATL Framework and Why is it Important?

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Lisa McKeon Joassaint and Pallavi Dhody 4 min read

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Introduction to ATL Skills in the MYPWhat is the ATL framework and why is it important?

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Get started with understanding the ATL skills framework. Download interactive posters to introduce ATLs to your students!

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Un nuevo marco: inspirado en lasleyes de la robóticaUn nuevo marco

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Un nuevo marco: inspirado en lasleyes de la robóticaUn nuevo marco

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para la IA

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What I Think About When I Think About Technology

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What I Think About When I Think About Technology

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what I think about when I think about technology

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Creating Units of Study for TOK Using Already-Existing DP Resources

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Creating Units of Study for TOK Using Already-Existing DP Resources

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Creando unidades de estudio para la Teoría del Conocimiento... usando vuestros recursos ya existentes del PD.docx