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Mingle with teachers to find colleagues who match the statements on your card and have them sign the square they match.

The goal: Get five in a row (horizontally, vertically, or diagonally).

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Post your burning issues and inquiry questions for the workshop on the poster.

Please include your name, and remember

you can post more at any time during the workshop.

We will accumulate posts and address them in the last session.

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•In groups, please sort the mission-related statements and match them with related IB values or learner profile traits.

•Discuss your reasoning—Why did you make these connections?

•Share one match your group made. What made this connection meaningful or insightful for your group?

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Activity 4: The Learner Profile in my lab

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Activity 4: The Learner Profile in my lab

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Using a single learner profile attribute description and the corresponding description from the Biology guide section titled “Biology and the IB learner profile“ (pages 12-14), discuss the following questions in pairs.

•When do students in your classroom have opportunities to do this?

•What type of teaching or learning is happening in the classroom at this time?

•What do you have to do as teacher to facilitate these activities?

Take turns, share ideas, and produce a mini-poster, e.g. “Thinker in the bio lab”, “Communicator in the bio lab”, etc.

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draw students collaborating in a school lab

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One teacher from each pair stays with the poster to talk to visitors while
the other teacher walks around to see the other posters.

After 10 minutes, swap roles so that both teachers can see all the posters

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Activity 6: ATL Skills in the Biology Classroom

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Activity 6: ATL Skills in the Biology Classroom

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•Please read “The approaches to learning framework” in the Biology Guide (pages 15,16)

•Divide into 4 groups and discuss teaching strategies you already use, or could use, to develop that ATL in your biology classes. Share real examples if possible. Write out your answers in one box on the sandbox for that skill.

•Each group will rotate through 3 skills – 3 min each.

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Diploma Programme subject outline: Sciences

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Diploma Programme subject outline: Sciences

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Diploma Programme subject outline - Sciences

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Activity 1: Exploring the Biology RoadMap

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Activity 1: Exploring the Biology RoadMap

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Please study the roadmap.

Identify the four themes and the different levels of organization.

Scan through the range of biology topics in each row or each column.

Use the roadmap to solve the quiz about the guide.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Please collaborate in pairs to develop a rationale for a short sequence of topics​

•Write your topic titles on cards.

•Select (or write) a linking question on a card to connect two topics. ​

•Attach these three cards to a string to capture your ideas.

•Add a couple more topic titles until you have a sequence of three to five topics.

•Each connection should have a linking question and a short explanation of your link; for inquiry, to illustrate the theme, etc.

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Activity 3: Essential components of a teaching sequence 

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Activity 3: Essential components of a teaching sequence 

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Please unpack the value or the use of each component so that it can be thoughtfully incorporated into unit planning.

Discuss the relative importance of each component with a partner.
Position the cards to reflect your decisions, as shown.

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•In groups, please choose one topic from the syllabus and produce a list of all the “application of skills” statements in the topic(s).

•Identify the topic number, its level of organization, and the category of skill for each statement. Fill this out in the shared document.

•Discuss to what extent each of the application of skills could be used to prepare students for the IA or an exam question.

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There are many varied and useful resources on the My IB portal.

Can you find all of the places suggested on this slide?

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Choose whether to:​

•continue to complete your course outline ​

•plan some teaching in another format. ​

Alternatively:

•create your own inventory of useful pages on My IB, adding them to “my resources” for easy reference at a later date.

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Activity 1: Importance of practical work

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Activity 1: Importance of practical work

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Use the Mentimeter link to share why you think practical work is important.

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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In groups, please select two of the IA criteria.

Using the IA assessment criteria in the Biology guide (pages 120-123), brainstorm the skills required by students to succeed in that criterion of the IA. ​

Cross-reference these with the “application of skills" statements in the guide.

Identify as many skills as you can which may be useful for students in a scientific investigation.

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What is the benefit of interdisciplinary learning in the IB curriculum? 

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What is the benefit of interdisciplinary learning in the IB curriculum? 

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Please answer the question on the Mentimeter link.

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Activity 3: Collaborative Sciences Project Aims

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Activity 3: Collaborative Sciences Project Aims

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In groups, please consider and discuss which DP Biology course aims are achieved through the Collaborative Sciences Project.

On your sandbox, write the number of the DP course aim next to the Collaborative Sciences Project Aim.

How many of these aims are additional to the IA skills?

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Using the IA Assessment Criteria (Biology guide pages 119-123) and the TSM (pages 71-82), please work in groups to prepare a student help sheet or a checklist.

These details will also help with the preparation of a marking sheet.

Each group will tackle two of the four assessment criteria:

•research design

•data analysis

•conclusion

•evaluation.

Make a poster to share on the classroom wall.

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show biology students dissecting an animal in the lab

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Use your personalized document of the IA assessment criteria to assess a sample scientific investigation (IA).

Within a markband in any criterion:

-award the upper mark if the student’s work largely satisfies the qualities described

-award the lower marks if the student’s work demonstrates the qualities described to a lesser extent.

Note any questions you have on a sticky note to share with others.

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Reflection: Reflect on Examiner Commentary

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Reflection: Reflect on Examiner Commentary

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How do our marks align with those of the moderator?

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Activity 1: Matching command terms to assessment objectives 

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Activity 1: Matching command terms to assessment objectives 

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Play the matching game to match the command terms with the correct assessment objective.

•The game is timed, try to be quick!

•Make sure to keep a copy of the Assessment Objectives handy for reference. (Biology guide page22)

https://www.educaplay.com/learning-resources/15461760-command_terms.html

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Study a multiple-choice exam paper.

• Do all the theme A questions come first, or all of the molecules level of organization, or is there no pattern?

Try to find two exam questions which could be connected by a linking question.

•Can you find the linking question?

•Could you write the linking question?

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Try using a markscheme to grade a student response. The aim is to learn about the nature and layout of the markscheme.

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Using  the subject report, alongside the mark scheme, explore the styles of answers and the level of precision that is required. ​

Working in groups, please use this information to produce a resource to help students.

Ideally, this resource would include differentiation.

Consider learners working in a language that is not their first language and skills acquisition.

This will make a resource which can be taken back to school.​

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Activity 1: The importance of school context

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Activity 1: The importance of school context

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Consider how school contexts influence DP biology.

In groups, discuss two or three aspects of school context, using the guiding questions on the sandbox.

How can you tackle challenges in your school context? One volunteer from each group to share.

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Extended Essay Guide - First Assessment 2027

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Extended Essay Guide - First Assessment 2027

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Extended Essay Guide - First Assessment 2027

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Explore the Extended Essay Support Material guidance for supervisors.

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Extended Essay Support Material - First Assessment 2027

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Extended Essay Support Material - First Assessment 2027

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Extended Essay Support Material - First Assessment 2027

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Please complete the EE supervisor Quiz.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Consider the following two reflections:

Reflection A: “I did an experiment on enzyme activity. It was fun but hard. Next time I’ll try harder.”

Reflection B: “During the enzyme lab, I realized that I didn’t plan enough replicates, which limited the reliability of my data. Next time, I’ll include more replicates and check my timing more carefully. This will strengthen the validity of my results.”

In groups, please:

Identify the difference between Reflection A and B.

Highlight what makes Reflection B stronger (specificity, connection to skills/criteria, forward-looking).

Brainstorm one strategy they could use in their classroom to help students move from “A-style” to “B-style” reflections.

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Activity 4: Guiding students with extended essay reflection comments

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Activity 4: Guiding students with extended essay reflection comments

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Please, identify the level of reflection for each student in the reflective statements on the presentation.

Using the level descriptors (page 114 in EE Guide), think of a question which a student could ask themselves to help them improve these comments.

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Activity 1: Unpacking the elements of the DP Core

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Activity 1: Unpacking the elements of the DP Core

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(a) International Mindedness:

Discuss these two questions in your groups:

1. How can we link the role of International Mindedness to the IB Mission Statement?

2. What are some examples of qualities in students who show international mindedness?

(b) Action Learning in CAS:

Divide into groups to produce at least one “activity” CAS experience a student could design that connects to one of these topics:

Ecology

Human Physiology

Plants

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In groups, please choose one of the examples of TOK knowledge questions and try to find a good topic from the DP Biology guide which could illustrate this question.

Share your work on the Google Drive (Session 2 - Folder)

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Reflect on the learning which takes place in your school context.

Use the Programme Standards from the “Learning” section, which begin at 04, to identify examples illustrating the elements in your school context.

Each group will represent one standard.

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Activity 4: Reflection and Notes to self

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Activity 4: Reflection and Notes to self

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Reflect on the two sessions and record:

What information do you need to know?

What excites you?

What is your current stance and how might you move forward?

What are your concerns?

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Collaborate in pairs to explore the use of linking questions in the design of a sequence of lessons.

1.Look at the linking questions in a topic and try to imagine where the questions might extend the material from that topic.​

2.Choose a linking question.

3.Suggest a topic which could follow your linking question.​

​Using the new topic's linking questions, link another topic.

Prepare a poster to share with the group.

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Activity 3: Share your linking questions

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Activity 3: Share your linking questions

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Feedback to the group the linking question chosen and  strategies how you can use the linking question to link topics.

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Activity 4: Reflecting on the DP Biology Course

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Activity 4: Reflecting on the DP Biology Course

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Choose your activity

1.  Plan a sequence of lessons or topics using a unit planner format.

2. Share interesting practical protocols and

discuss how they could be used in skill acquisition and IAs.

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Consider the following points:

•The criteria of the IA

•Skills used in the IA

•Aims of the Collaborative Science Project

•Command Terms

•Structure of the external exams

•Using a mark scheme and subject reports

•Role of school context in course development

•Using linking questions to design course outline

What is one thing you understand now that you didn’t before today’s sessions? What helped you get there?

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Please write any remaining questions you have on sticky notes.

Take any burning issues you wrote and read them out to the group. We will discuss the answers.

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Activity 2: Reflect on Workshop Objectives

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Activity 2: Reflect on Workshop Objectives

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Try this future-focused method of reflecting that is suggested for use with students during their extended essay.

Consider your participation in the workshop as if it were an Extended essay.   In pairs, help each other to reflect and at the same time experience how this feels for students.

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Follow the Mentimeter link to write a few words describing what inclusion looks like in your classroom.

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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Activity 4: Considering Barriers to Learning 

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Activity 4: Considering Barriers to Learning 

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In groups, discuss helpful tools and approaches to teaching and learning to reduce different barriers to learning and increase access to the curriculum for all students.

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Activity 5: Adapt a resource and explore an inclusion method

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Activity 5: Adapt a resource and explore an inclusion method

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In order to make your classroom inclusive, consider a student in one of your classes and develop a suitable resource for them.

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Read the expert from the article "Neuro-collaboration": The neuroscience of successful collaboration" and share a word, phrase and sentence that stood out to you.

Create a Professional Learning Community of your own to support each other.

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Activity 7: Wrap up and Final Reflection 

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Activity 7: Wrap up and Final Reflection 

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Biology Specimen Papers (first assessment 2027)