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In P3 there is/are: a higher expectation in specific content knowledge; three questions instead of two; topics are more prescribed

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In P3 there is/are: a higher expectation in specific content knowledge; three questions instead of two; topics are more prescribed

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What are some teaching activities that teachers have found particularly successful in this course which help students to remember the chronology of events, and not have too much heavy reading?

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Super-useful resource. Primarily for language learning but easily adaptable to History terminology and content.

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We'll filter videos to your level or teach you words you don't even know.

We'll filter videos to your level or teach you words you don't even know.

We'll filter videos to your level or teach you words you don't even know.

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Learn a language. Memrise is authentic, useful & personalised.

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Learn a language as it's used now. Immerse yourself in lessons that feature videos of native speakers, so you start speaking real life language, fast.

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The sessions on marking and grading Paper 1 & 2 was really useful to understand how to interpret the marking rubrics and it gave us ideas on how we can guide students to achieve grades in the higher bands. It was timely that Bill pointed out that we should avoid comparison when grading and instead just focus on the particular essay against the rubrics to determine the grade.

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Thinking and Communication Skills - I really enjoy reading the two assessments as well as the criteria in detail to get a sense of what is expected. I also learned a lot from my colleagues in the breakout rooms as we discussed the different ways in which we were interpreting the rubric.

Self-Management - As usual I had to juggle some personal and family obligations alongside the workshop so I had to manage a few things in order to ensure that I was on top of everything.

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Any advice on pacing? How do you guys split your units between the two years? When do you start reviewing? 

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Any advice on pacing? How do you guys split your units between the two years? When do you start reviewing? 

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Bill's Day 2 ATL Reflection: Self-Management & Social Skills

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Bill's Day 2 ATL Reflection: Self-Management & Social Skills

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Self-management

Today I made a rookie mistake in not double-checking a file downloaded from the PRC - and I am in no way a rookie. I don't like wasting even a little of busy professionals' time. But it was a good experience reminding me to be reflective in my practice no matter how long I have been doing it: "Don't get cocky, kid" isn't just for kids.

Social Skills

I saw all the participants deeply engaging with each other in their discussions of assessment. Cat 2 workshop more than other are about professional sharing of ideas and resources among peers, so I was happy to see everyone thriving in that environment. I also was happy to see all of the tangential conversation that were happening. In face to face workshops we have coffee breaks and drinks and dinner at the end of the day for making those connections, but in virtual workshops we all log off during break. It was great to see those interactions still taking place organically in the virtual space.

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Thinking Skills: As we looked at the samples, we were required to think critically to evaluate and analyze the papers. One of the challenges as a DP teacher is to accurately understand and interpret the rubric given by IB. We must understand the expectations because we are required to be aligned with the IB examiners. I think today we have used our critical thinking skills to accomplish that.

Communication Skills: After evaluating, we were required to communicate and share our thoughts with our group members. Good ideas can be wasted if they are not shared effectively and efficiently. So, I think it was a good practice to share our thoughts and how we understand to each other in small groups and also in one large group.

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Social skills: negotiating different interpretations and perspectives on the various assessments
Thinking skills: considering a range of criteria and sources to come to a balanced evaluation and overall conclusion

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The value of these workshops lies a lot within the discussion happening in the breakout rooms and the follow up discussions. To work towards a shared goal with clearly stated objectives is such an effective way to achieve results! I also appreciated the WL checking in on us and joining the discussions. All of this is the result of good social and communication skills from all involved! 

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The value of these workshops lies a lot within the discussion happening in the breakout rooms and the follow up discussions. To work towards a shared goal with clearly stated objectives is such an effective way to achieve results! I also appreciated the WL checking in on us and joining the discussions. All of this is the result of good social and communication skills from all involved! 

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Communication skills: Discussing and working through our thoughts on the scores for different papers and providing justifications for why we think something should be scored the way it was. I think this was really valuable especially hearing others perspectives when I am new to DP.

Critical Thinking: Making sure that we truly read and looked at rubrics to best analyze and evaluate student responses. I think this required a lot of critical thinking in order to find lines of best fit.

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I found the breakout room sessions useful and interesting. We were able to collaborate, share ideas and gain feedback on how each of us teach both HL and SL History.  We managed to discuss some of the common challenges we face for our subject. I enjoyed the session.

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Collaboration:  I appreciated that there were tasks to complete in breakout rooms that encouraged collaborative discussion and design.

Inquiry-based: Tasks were grounded in questions that encouraged deep thinking and inspired more questions.

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- I found discussions around AI very productive, especially as it consisted of developing practical activities that could be used in the classrooms
- Breakout rooms always makes conversations much easier than one large group and with the individuals in the groups being shuffled from each activity it gave me an opportunity to talk and learn from most of the other teachers.

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I enjoyed the modelled inquiry approach in terms of chunking information, allowing time for us to consider and then collaborate with peers. I enjoyed the discussions with my colleagues and seeing their approaches to teaching and learning.

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The topics covered today were very useful and it further reinforced why l like the IB approach to teaching. Being new to the IB (and a first time History teacher), l feel today has given me a good introduction and framework to continue expanding on. I liked the inquiry - action - reflection process of discussing the topics of concepts, course design and the IA. I also gained a lot by listening to more experienced IB/History teachers.

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Inquiry-based: we were given time to inquire and share as groups. We were guided and directed, but not limited to what we can investigate. I think that allowed us to be more creative and efficient in what we learned and shared.

Collaboration: As mentioned above, a lot of our activities were based on small group discussions and working together to form bigger ideas. This allowed us, not only to contribute but also to see different perspectives, which helped broaden my understanding of the curriculum.

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1) Inquiry-based: I really enjoyed the small group breakout rooms where you had us grapple with specific questions and generate our own solutions and ideas to the topics being posed. This modelled good teaching practice and enabled us to learn from each other effectively.

2) Informed by summative assessment: It was very helpful to break apart the sections of the IA and reflect on the guiding questions. This extra scaffold provided deeper understanding before jumping into the marking. It is a step I will try to take with my students when introducing the IA.

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I think today's session reflected the IB's approach to teaching really well. We were given a lot of freedom to inquire and explore on our own as well as working together and collaborating with team members to help us all achieve. I think also that it achieved almost all of the ATTs that we could during the session.

In each activity we were able to work together with a team and collaborate effectively. We were able to discuss how we each individually teach our courses and get some feedback from peers on what they are doing as well.

On the IA analysis we are able to get a solid grasp on the conceptual understanding of the IA for those of us that are somewhat new to DP, by breaking down each section and talking about the key points that will be necessary for our students and ourselves. Truly understanding the concepts and how we can apply them is really important.

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- Inquiry-based: enabled small group investigations and then whole group sharing
- Differentiated: adapted tasks based on learner needs and interests; for example, individuals could read through the IA information or focus on making the IA activity
- Internationally-minded: invited different perspectives
- Learning community: allowed for organic conversations for peers to share expertise and best practices

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Hallyu has achieved victory.

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Here are some BRILLIANT reflections on ATTs in Day 1.

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Book: Any book about psychology and TOK. :)
Historian: None in particular yet very immensely interested with discussion of Fareed Zakaria and Kishore Mahbubani.
Song: Bach's music, alongside songs way back 80's
dish: has so much love for Asian dishes

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Novel: Prisoners of Geography
Historians to Debate: Thuycidides, Stephen Ambrose, and James Loewen
Song: Sea Stories: Sturgill Simpson
Food: Pepperoni Pizza
Album: Cuttin' Grass

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I would bring:

- Historians to debate:  Odd Arne Westad, Vijay Prashad, John Lewis Gaddis

- Song:  "Says," Nils Frahm

- Album: Moderat 2

-Book: Frantz Fanon, The Wretched of the Earth

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- Book: One Hundred Years of Solitude
- Album: Alt J - An Awesome Wave
- Historian: Patrick Keefe, Carl Marx, Theodore Roosevelt
- Song: David Bowie - Heroes
- Food: Homemade Irish stew

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Book: The Spy and Traitor, Ben Macintyre
Historians: Tony Judt, Arthur M. Schlesinger, and Christopher Hitchens
Album: TRST by Trust (TR/ST) or Graceland by Paul Simon
Food: Mom's strawberry rhubarb pie

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What is the difference? Write a few thoughts. 

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What is the difference? Write a few thoughts. 

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Some things I would want for comfort on a desert island:

Novel: War and Peace

Historians to Debate: Timothy Snyder, Jawaharlal Nehru, & Niall Ferguson

Song: Bach’s Chaconne

Food: Grandma’s eggplant parmigiana

Album: Radiohead, OK Computer but right now, New Jeans, Get Up