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1. survey on their experience and expectation on this training

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1. survey on their experience and expectation on this training

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2. Set tiered tasks to give them choice
3. Assign the experienced participant work with the inexperienced one
3. Let the inexperienced participants to prepare before the training. For example, guide them to read fundamental documents on PRC ahead of time.

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As a non English native speaker, I found this challenge and problem. Sufficient communication and expression is a crucial factor that affects the motivation and engagement of the participant. 

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As a non English native speaker, I found this challenge and problem. Sufficient communication and expression is a crucial factor that affects the motivation and engagement of the participant. 

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My suggestions are:
1. Make the instruction and expectation clearly. It could be in written or visual format.
2. Allow participants respond in different ways that they could better express themselves. Give flexibility and variety.
3. For certain teamwork, if it requires a lot of communication or brainstorming, facilitator could consider to group the participants who have the same mother tongue, so they could communicate more thoroughly.

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Doing an online workshop is sometimes more challenging as teachers usually have a heavy work load in their daily life. So it is not unusual to have inactive participants. To deal with it properly, I would suggest the following:

1. It is important to inform the participants the requirement, especially the course completion requirements clearly at the beginning of the workshop. We can do that in the welcome email sent to their individual email.They should also be clear it is not self paced learning.

2. It is important to bringing everyone on-board within the first two days of the workshop.

3. It is important to track the participants’ activities. Contact those who have been inactive for a period of time in a caring way. Respect their workload and ask if there are issues preventing their participation.

4. Promptly notify and respond to participants via announcement forum and email. Recognize their good work and encourage them. Get them motivated with fun activities.

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Very experienced participants

It is not unusual to have one or two very experienced participants in IB workshops. I once led a face-to-face workshop for heads of school. In the workshop two participants were much more experienced than I. They both had over ten years experienced as an IB school principal. Reflecting on the workshop, I would suggest the following:
1. It is always a good idea making a survey to know every participant's background, such as subject area, years of teaching or leading, expectations of the workshop, etc. Luckily I did this before the workshop and prepared more challenging task for them.

2. Show respect to them. Get their advice in activities or even on the way organizing the workshop.

3. Experienced participants are usually very happy to share their ideas and experience. But you also cannot get them dominant the workshop too much. You should try to give chance to other participants as well.

4. Use differentiation strategies. You may provide tiered tasks to different group based on their experience.

5. While grouping, try to assign an experienced participant with some inexperienced participants. Encourage them to take a leading role in the group.

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To motivate the inactive participants, here are some strategies we may use:
1) Email communication with every participant (copying their coordinator) with the outline of the workshop, completion criteria, expectation, etc. Ensure everyones knows that the workshop is not a self-paced, individual online training.
2) Create an assignment tracker (the spreadsheet that Barbara shared with us) so that everyone knows their progress. It is also to transfer the ownership to the participants, by which they might be motived by peers achievements.
3) Make informal, friendly approaches to those who are inactive during the workshop. As facilitators, it is important to know why the participants are inactive (e.g., due to personality or lacks interest of certain topics, etc.) and use differentiation skills to support them.

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It is very common to have inexperienced participants in Cat 2 workshops. To make them work well together with the experienced ones, I would do the following things:
1) Make a survey to know every participant's background in terms of years of teaching a subject,  specific questions, expectations of the workshop, etc. By collecting data and knowing everyone's need, I will have a better plan on grouping and how to facilitate the workshop effectively.
2) Send an email to every participant with the IB documentation that they must read before attending the workshop. Give the newbies handy instructions on how to access specific documents, etc.
3) Use differentiation skills during the workshop, e.g., providing tiered tasks/activities, grouping based on the nature of the task/activity, etc.
4) Assign an experienced buddy to an inexperienced participant so that some simple questions can be answered by the experienced participants.
5) Regular check-in the new/inexperienced participants either online or offline to make sure they are on the right track, and also providing them with opportunities to ask more specific questions which they may feel insecure to ask in a more public environment.

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It's a very interesting and helpful topic. Thanks for all your positive and caring input. Language barrier exist everywhere, that's the reason when I leading the single school workshop in English, most of the Chinese teachers would keep silence not because of they don't want to contribute their ideas, is just sometimes it's hard to express themselves. This would be an obstacle especially for online studying.

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Procedural protocols are in place on how to approach inactive participants, and like for others, my big takeaway is also reaching out in the first instance to understand the context of the inactivity. This is pressingly relevant now more than before - many educators are in seriously challenging situations with online/virtual teaching, juggling professional and personal lives, locked into quarantine or otherwise having their access to what is deemed normal denied. Should circumstances be such, workshop timelines must consider include some latitude in deadlines, and workshop leaders must stay connected to such at-risk participants individually, perhaps via direct email. That way, participants will know that their success in the interest of the leader, and support is readily available for them in trying times. Such empathy and consistently transparent communication (cf. IBEN capabilities) will be the bedrock of any successful workshop.

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Having lived and taught in a range of multicultural contexts, the important of communicating clearly with the receiver in mind has been a key lesson. In the context of leading workshops, online or otherwise, it is important not only to communicate succinctly but also using multi-modal texts, with generous use of visuals and movement. As with DP students, I would attempt to communicate a concept or an instruction in four different ways, with a fifth as a spare.
Participants must also be given the options on how they wish to respond. This is informed by one of the core elements of UDL, and must be a consideration for facilitators in designing activities, or posting instructions.

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Easing new/inexperienced participants gently into the workshop, and then staying 'by their side' throughout the workshop would once again include understanding their contexts.

Often participants find themselves registered in the wrong category (Cat 2 or 3, when they should have been in Cat 1) This is a disservice to the candidate by their school leadership, for inexperienced participants will not have enough depth to draw from in order to contribute productively to discussions/activities.

In online Cat 1 workshops, newness or inexperience is sometimes an asset, particularity when they are genuinely keen to learn more about curriculum that is completely new to them. For them, the need for scaffolding will be far more than those with, perhaps, experience in some other DP subject. When grouping participants, workshop leaders must try to distribute these new/inexperienced teachers with those with experience, while keeping a watchful eye on them for any need for support. Participants in time will up to this support, growing in confidence and take risks as learners.

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When there are both new and experienced participants in a workshop, I normally create many collaborative opportunities and make sure both new and experienced participants are in each group. Adults learn from peers very effectively through interactions. Constructive feedback, positive reinforcement, and encouraging them to share their thinking and reflection. All these will improve or further improve their understanding and thinking skills.
A systematic approach could  include:
1. Identify participants' level of experience through 'meet and greet' or a pre-workshop survey.
2. Maximize both new and experienced participants' learning through designing and implementing individual and mixed-level team tasks, encouraging thinking skills.
3. encourage peer learning through setting tasks that allow them to share their thoughts and provide constructive feedback.
4. Require participants to reflect on each learning engagement and share their reflections and constructive comments in the forum.
5. Create a learning journal for participants' reflections.

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For the case of having inactive participants, I normally remind them of the requirements and ask if I could provide any support. This step for adult participants is an easy and effective one.
To address this tactfully, the facilitator must show timely communication skills, engaging, positive and empathetic attitude along with leadership skills. (affective) Providing support and guidance will be appreciated too.
The following could be steps to follow:

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In online scenario email seems to be the most effective way of communication. A facilitator should send email before starting the workshop to participant copying the coordinator as an alert.
If participant is not responding and other email keeping all stake holders in loop must be send clarifying module based nature of workshop and it is not self paced.
If no response situation continues then another email must be sent mentioning completion requirements for workshop and about learning that participant may not be able to catch up with.
If the participant is in active for two days and email should be sent expressing concern and explaining that participation is important for collaboration based activity in module.

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Documentation is an important part of the process the facilitator should quote the IB publications while making any recommendation or in case required to support any reply. this leads to clarity.

This also allows to display IB documents are alive documents if every module is summed up by using quotes from IB documents.

sharing extra IB resources will allow participants to look more into resources and reflector inquire further.
In all communication regarding IB resources specific page numbers should be communicated.

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Everyone will be coming to the workshop with different contexts. Even experienced participants may not know all the tools of the Moodle or tech savvy and new participants may easily understand the learning engagements and the Moodle tools. As a facilitator, we must provide differentiated activities for different levels of participants and recognize when extra scaffolding is needed. I also really appreciate when facilitators provide an exemplar using a current participant’s work. For both new or experienced participants, the facilitator needs to be available to provide support.

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The initial and suggested response is to email and copy the coordinators, which includes a welcome email and one to two follow-up emails reinforcing the workshop requirements. In the second follow-up email, the facilitator should ask if the participant needs additional support. I think that it is important to keep in mind that an inactive participant is not a personal reflection of your capabilities as a facilitator. In other words, do not take it personally and always assume good intentions. I witnessed where a participant was signed up for the wrong workshop and also where the participant’s teaching schedule changed and they were no longer teaching that course. Other life situations can occur as well that prevent the participant from being active. It is not our role to address these personal circumstances but to provide support and let the participant know that support is here. If the participant does reachout, then the facilitator can help make a plan and pending might have to contact their lead  facilitator to confirm this plan. 

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Plagiarism is often off-sight during (online) workshops but definitely should be taken more seriously. Information and media literacy as important research skills ask all learners to demonstrate academic integrity throughout all practices.Workshop leaders should address this to raise every one's awareness at the beginning of the workshop. IB should also provide specific guidance on how to proceed if such plagiarism happens during a workshop.

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Peer learning is always important, especially during online workshops where workshop leaders function more as e-coaches. Big and small groups can serve different learning needs which are norms for online learning. After getting a basic collective understanding of the participants' background, e-coaches can decide the size of the grouping which depends on:
1. objectives of learning engagements
2. the readiness, interests and learning profile of participants
3. the differentiated content, process and products of the learning journey It requires online workshop leaders to demonstrate a variety of IBEN capabilities to ensure effective group learning and collaboration such as communication, social, thinking, etc.

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I think back to my first IB workshop (it actually was in Vienna in 2001 Barbara) and at times I was overwhelmed with the new curriculum as well as some of the terminology used by the IB. A statement like "How would you use TOK in the ......" at the start of the workshop may be difficult for some participants who do not have any or little experience of the IB program.  I have also think about some of the face-to-face workshops that I have facilitated and in some cases, there are teachers who are relatively new to teaching, work at a school where they are the only IB History teachers, and the school has just started the IB program.  I realize that they will need a lot more guidance and help than experienced IB teachers who have perhaps taught another Group 3 subject and now is teaching History for the first time.

To do this it is crucial that I create activities that can stretch the more advanced participants, with having them look at TOK activities, or how they use some of the technology tools while ensuring that slowly help the less experienced participants.

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There are always some participants who have the intention to sit quietly and listen carefully during the workshop. They are easily recognized during the face-to-face workshop, and a quick check-up with them during the workshop is much easier than the online workshop. There are many reasons, such as the tech issues or unsteady WIFI, those participants can't contribute their perspective. Therefore, a few reminders through email or messages from WSLs to know their status may be helpful. An individual reflection such as a learning journal could add as a request, and WSL could provide individual support. If the participant is too shy or unconfident to share, switching group members for every activity could be a choice. It may push them to interact with different combinations, and they will practice the same format communicating with others although they have solid subject knowledge.

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1. Small groups could work on similar but various scenarios. It could be a case study or paper critique.  It provides more opportunities for everyone to contribute and can collect common questions from a group.
2. A big group could work on the Q and A about the informational parts and the common questions from the small group, or share the small group's working product. Strategies of 3-2-1 (What are the three things you are sure about this workshop? What two principles, why, and how will you use after this workshop? What one question do you still have about the workshop?) could be used as a format while recording an individual's learning experience before a big group meeting.

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1. Small group may be an opportunity to go into more depth in content. →survey their particular needs, interests.
2. Small group--may also generate opportunities for individual coaching.
3. Big group providing options in the product will help meet varied learning styles and interest
4. Module notes mentioned "tiered activities" for small groups. I wonder if it means multiple steps activities?  Clarification would be appreciated.

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Connectivity issues

In recent times of the pandemic, connectivity has been sturated in some cities.
1) The volume of activities must be moderate or possible to achieve in the time stipulated for each module to ensure compliance with them.
2) Each module should also be designed with a good balance between self-paced activities and activities that require group work, since if there are people who will not achieve the objectives, a whole group cannot meet the objective.

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 María Paula                              In particular, I myself understand perfect written and oral English, however I have difficulty writing or speaking it. However, it is important, as we saw earlier, to strengthen the idea of ​​community in the course.                                       1) In this IB community, I feel supported by my colleagues, who surely make a great effort to understand what I write or say.                                              2) Online translators are not perfect, but they allow communication and in general the interpretation of ideas is achieved.                                   3) It is important that those participants who take an online course in a language that is not their first language feel the support of the facilitator, who will give them confidence and empower them in each feedback, showing them that the message that was intended to be expressed was clear.   

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 María Paula                              In particular, I myself understand perfect written and oral English, however I have difficulty writing or speaking it. However, it is important, as we saw earlier, to strengthen the idea of ​​community in the course.                                       1) In this IB community, I feel supported by my colleagues, who surely make a great effort to understand what I write or say.                                              2) Online translators are not perfect, but they allow communication and in general the interpretation of ideas is achieved.                                   3) It is important that those participants who take an online course in a language that is not their first language feel the support of the facilitator, who will give them confidence and empower them in each feedback, showing them that the message that was intended to be expressed was clear.   

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María Paula                                A great challenge for the facilitator is that each participant can meet their own expectations. Participants in the same course with different levels of experience must achieve their own objectives. How to achieve it?                    1) When dividing into groups, take into account the level of experience and be able to combine them, in this way the less experienced participants will more easily sort the objectives, although making a greater effort                            2) Make constant and clear feedback after each activity to level the experiences               3) Provide documents to work on that have the same format. For example, when redesigning a study program, have the facilitator provide the basic design.                                       4) Suggest to participants the pre-course reading of all IB documents that will be used in the course.                                5) Frequently use the resource of sharing experiences tool. In this way those more experienced participants will be motivated to do so and those less experienced will acquire examples.

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María Paula                                A great challenge for the facilitator is that each participant can meet their own expectations. Participants in the same course with different levels of experience must achieve their own objectives. How to achieve it?                    1) When dividing into groups, take into account the level of experience and be able to combine them, in this way the less experienced participants will more easily sort the objectives, although making a greater effort                            2) Make constant and clear feedback after each activity to level the experiences               3) Provide documents to work on that have the same format. For example, when redesigning a study program, have the facilitator provide the basic design.                                       4) Suggest to participants the pre-course reading of all IB documents that will be used in the course.                                5) Frequently use the resource of sharing experiences tool. In this way those more experienced participants will be motivated to do so and those less experienced will acquire examples.

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Individuals are more likely to actively participate if they are not overwhelmed by the task, environment, or schedule.  To encourage participation...
1. At the outset, find ways for participants to connect and grow comfortable with one another.
2. Send a personal, individual email to each participant just prior to the start of the workshop, alerting them to the welcome email they will receive from the PD platform.  Sometimes the PD welcome email goes to spam.
3. Monitor participation and contact those who have been inactive for a period of time.  Approach them in a caring way, asking if there are issues preventing their participation.
4.  Respond quickly and in a respectful, helpful manner to their concerns.
5. Where needed and possible, allow additional time or opportunities to re-do a learning engagement.  The goal is for them to learn, not to catch them being reticent.
6. Provide meaningful individual and group feedback so the participants stay movitivated and make the workshop a priority. If they know their responses are valued, they are more likely to participate.

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This would be most common in the Cat 1 or Cat 2 courses (some people skip the Cat 1 course).  The IB is a very intensive and in my experience in the beginning, overwheliming.  So not only is the prospect of teaching a 2 year cohort often daunting but also learning how to use the IB course platform as well.  Therefore:
1.  A very clear outline of the IB course CAT 1 or 2requirements and the subject that they will teach (the curriculum to be covered, IAs, etc)
2.  A very clear and frequent space that is safe for participants to ask as many questions as possible (i.e. weekly BBB calls) and quick responses to their emails
3.  A variety of methods to hand in their work given different skills and comfort with technology (simple text post, flipgrid, padlet)
4.  Flexibility in handing in assignments given that each course has a lot of information and they may need more time or assistance in completing it.
5. Being sensitive to their apprehensions and reassuring that they will become competent in not only the material but also in their planning and delivery
6.  Allowing students to re-do an assignment if they have gotten off on the wrong path (yet still worked very hard).  This allows them to process what the initially did and then mold their plans in accordance to the IBDP course that they are taking.
7.  Working one-on-one with them in some areas (such as questions or further clarification in very specific areas such as IA marking) to help them understand the rubric and how to apply it.

Participants will have a wide range of comfort, fears and apprehension about a new curriculum or teaching model, but if we can meet them where they are at and then work with them to get them up to speed via understanding patience and always assuming that each participant wants to be the best IBDP as they are capable of being.

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Hopefully, this is an issue that does not appear very often, however, I assume it may.  This presents a very delicate situation.  If there is an suspected case of plagiarism, it should be handled very delicately and assume innocence until it is otherwise.  Therefore:
1.  Make a polite contact with the participant explaining your concerns (and evidence of why you suspect there may be an issue).
2.  Reassure the participant before they answer, that this is not. an accusation, but rather seeking clarity.
3. Fully listen to the explanation of the participant (and the circumstances) to understand what happened, any confusion and their current circumstances.

In the BBB, Barbera brought up a situation where a participant had accidentally uploaded the same video of another participant but it was not with ill intent, but rather a simple mistake.  This is understandable given the nature of online courses and often an overwhelming amount of information and resources.

Once this has been established (what happened and the circumstances), the course facilitator can then make a decision and/or collaborate with the head facilitator if there are still doubts.  But the idea is to go in gently, assume innocence or a mistake and then grow a better picture of what has happened and react from a place with all the facts.

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As a workshop leader, you will always  find some participants keep quite if it's face to face workshop, or late for submission work if it's online or reluctant to communicate with each other.
To solve this kind of problem, communication is the most strategy we need to use during the workshop.
1send messages by chat to remind them the deadline.
2 Ask them whether they need any help? Is it because of language problem or too busy for work or ICT issues?
3 Try to be more flexible to the deadlines if they got time problems or give extra time for them to finish.
4 Create more activities which can attract them to participate.
5 Create a warm workshop environment, let them feel that it's ok that if they can't do the work, they can always ask help from others.

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I think this is important as most of the online workshops are conducted in English, but we have lots of language teachers whose mother tongue is not English. To address this issue, I would like to propose a few strategies:
1Always show care and patient to our participants.
2Do the survey before we start the online workshop.
3Make instructions more clear and use simple and easy vocabulary to help them.
4 Try to use photos and more examples or guidelines for them to understand.
5 If participants are not clear or answer wrongly, don't blame them, but just communicate or suggest them a good way.
6 it's important that facilitator can show patient and create warm welcome environment during the online workshop, participants will ask questions when they  feel welcome.

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I think it is important to know the participants well before a workshop. Steps the workshop leader could take:
1-Conducting a survey to find out in which language they teach and are proficiency in is a must.
2- Search documentation and past papers in the language of your participants if they exist,
3- Download them and add them into Moodle resources library.
4- When working in group, pair teachers who speak the same language and could help each other, this is why is it essential to know your participants' background well.
5- Make sure they know you are available to help at any time.

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I think this is an important part of the process that should be addressed in the beginning of the workshop so that participants are clear on where to locate the required files, etc. Not all participants might be familiar with MyIB and locating the correct resources at the correct location. To address this issue, I would like to propose a few strategies:

1. Make a screencast of the basic navigation of MyIB and finding the relevant subject specific resources and also common spaces such as forums, groups, teacher support materials, etc.

2. To have a BBB session at the beginning of the course to show some basic navigation of moodles and MyIB.

3. Add direct pathway to the specific files i.e. Log on to MyIB/Program Resource Centre/View All DP Resources/The Arts/Music (first assessment 2022)/Music Teacher Support Material.

4. Download the require files and add it to moodle's resource library located in the Workshop Homepage.

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This is a common scenario that all of us teachers face in our daily interactions with students when we have new students joining through the year or teaching a class with different abilities. In an online workshop setting, to address this issue I would :
1. Conduct a preliminary survey or post-it wall activity on what participants' expectations from the workshop and address both new and experienced participants'expectations and goals.
2. Plan for activities that will cover the knowledge and skills requirements for the group and have extra bonus questions for the experienced participants to address.
3. I believe both new / experienced participants can learn from each others. To ask all participants to share what they know about the topic and also how they may choose to address the topic in their individual schools and to share if they have addressed the topic before in their own schools.
3. To use the knowledge and the experiences of the more experienced participants by inviting them to share their practices and resources.