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Based on prior knowledge.

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Based on prior knowledge.

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Based on prior knowledge.

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Based on prior knowledge.

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Based on prior knowledge.

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Based on prior knowledge.

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Read page 21 of this document. Use it to re-define your understanding of this ATT by explaining its content in your own words.

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Approaches to Teaching and Learning IB DP 

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Read pages 22 of this document. Use it to re-define your understanding of this ATT by explaining its content in your own words.

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Approaches to Teaching and Learning IB DP 

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Read pages 19 of this document. Use it to re-define your understanding of this ATT by explaining its content in your own words.

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Approaches to Teaching and Learning IB DP 

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Read pages 15, 16 and 17 of this document. Use it to re-define your understanding of this ATT by explaining its content in your own words.

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Approaches to Teaching and Learning IB DP 

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Read page 20 of this document. Use it to re-define your understanding of this ATT by explaining its content in your own words.

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Approaches to Teaching and Learning IB DP 

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Read page 18 of this document. Use it to re-define your understanding of this ATT by explaining its content in your own words.

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Approaches to Teaching and Learning IB DP 

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Watch this video and write down ideas it gave you about this ATT. Try to answer this question, "How did this video challenge or stretch my previous understanding of this ATT?"

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IB professional development (PD) helps educators develop a deeper understanding of what it means to be an internationally minded and effective teacher.

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Watch this video and write down ideas it gave you about this ATT. Try to answer this question, "How did this video challenge or stretch my previous understanding of this ATT?"

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Watch this video and write down ideas it gave you about this ATT. Try to answer this question, "How did this video challenge or stretch my previous understanding of this ATT?"

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Teaching through inquiry: Experiential learning (Ho Chi Minh City)

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Teaching through inquiry: Experiential learning (Ho Chi Minh City)

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Watch this video and write down ideas it gave you about this ATT. Try to answer this question, "How did this video challenge or stretch my previous understanding of this ATT?"

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Inquiry based and conceptually focused mathematics teaching (Toulouse)

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During/ after watching and evaluating your colleagues' lessons - please post any ideas that you might find useful to use in your future teaching.

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During/ after watching and evaluating your colleagues' lessons - please post any ideas that you might find useful to use in your future teaching.

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During/ after watching and evaluating your colleagues' lessons - please post any ideas that you might find useful to use in your future teaching.

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During/ after watching and evaluating your colleagues' lessons - please post any ideas that you might find useful to use in your future teaching.

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During/ after watching and evaluating your colleagues' lessons - please post any ideas that you might find useful to use in your future teaching.

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During/ after watching and evaluating your colleagues' lessons - please post any ideas that you might find useful to use in your future teaching.

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Using the information we have collected the past few days try to sum it all up in a few simple sentences. Make it understandable by colleagues - both those with a lot of experience and future colleagues who might be new to the IB. Try to answer these questions: What is this ATT? What does it bring to the classroom? And what does it look like in the classroom?

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Using the information we have collected the past few days try to sum it all up in a few simple sentences. Make it understandable by colleagues - both those with a lot of experience and future colleagues who might be new to the IB. Try to answer these questions: What is this ATT? What does it bring to the classroom? And what does it look like in the classroom?

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Using the information we have collected the past few days try to sum it all up in a few simple sentences. Make it understandable by colleagues - both those with a lot of experience and future colleagues who might be new to the IB. Try to answer these questions: What is this ATT? What does it bring to the classroom? And what does it look like in the classroom?

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Using the information we have collected the past few days try to sum it all up in a few simple sentences. Make it understandable by colleagues - both those with a lot of experience and future colleagues who might be new to the IB. Try to answer these questions: What is this ATT? What does it bring to the classroom? And what does it look like in the classroom?

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Using the information we have collected the past few days try to sum it all up in a few simple sentences. Make it understandable by colleagues - both those with a lot of experience and future colleagues who might be new to the IB. Try to answer these questions: What is this ATT? What does it bring to the classroom? And what does it look like in the classroom?

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Using the information we have collected the past few days try to sum it all up in a few simple sentences. Make it understandable by colleagues - both those with a lot of experience and future colleagues who might be new to the IB. Try to answer these questions: What is this ATT? What does it bring to the classroom? And what does it look like in the classroom?

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-provide meaningful feedback(short and specific)
-assessment for learning

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Differentiation is not only about students' needs; it's about teachers' needs: feeling at ease with situations you create for students and with students. We are restricted by the variety in formats =products=exam tasks but paths to goals should vary

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Assessment should be :)
It can be not as boring as it is supposed to be.
It would be great to have Sample Papers assesed by the IB.

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Previously thought there should be a product which helps local or global community. Now i have better understanding of how to implement subject content into local and global context.