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

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. 

•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?

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

•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. 

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.

•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.

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

•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.

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

•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.

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.

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?

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.

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.

•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

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.​

• 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?

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.

• 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.

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.

•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.

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

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

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.

• 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?

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.

  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.

•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?

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

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.

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