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. 

Refer to standard 0402 (“Students as lifelong learners”).

Each pair is to tackle one (or more) practice and link it to one or more aspects of the internal assessment to create an A4 poster.

Share your poster with the whole group by posting it on the wall and taking a gallery walk.

Please read the sections of the guide on international-mindedness (– page 11 & 12) and the collaborative sciences project (– page 20).

•Share with your group an investigation (lab, data base, learning engagement) that encourages awareness of international-mindedness.

•Derive an overall theme and starting point for the collaborative sciences project with an international context. 

the two questions:

•How does fostering lifelong learning naturally encourage international-mindedness?

•How can we use collaborative projects to integrate both?

What tools and inquiry skills can be used (Guide – pages 29-33)?

Design a learning engagement that integrates two ATL skills (Guide- pages 15,16).

Each pair of participants will tackle two scenarios. Please discuss the allocated scenarios and edit the document with your comments regarding ethics and safety.

Participants will share their comments in a discussion.

In pairs, please design a formative assessment research question as a learning engagement for the extraction of data from a database.

Try to link the learning engagement to an NOS statement in the guide.

Please share these plans in the folder on the google drive.

North (What else do you need to know or find out?)

East (What excites you about this?)

South (Suggest how might you move forward?)

West (What do you find worrisome about this?)

•IA criteria (in the guide)

•Unpacking the IA > information about

each criterion (in TSM)

•Each pair will tackle one criterion to answer the question:

  What are the ingredients for success in meeting the criteria?

•Please create a poster and present your findings.

When you apply the level descriptors to the script, they must be applied to derive the level which best describes the achievement of the candidate.

The script is marked holistically and should first be read in its entirety before applying level descriptors.

Please add in your marks to the GoogleDoc.

How can teachers guide students towards a sufficiently accurate and sophisticated investigation to fulfil the criteria while remaining within the time frame?

Choose one of the four corners that you feel best answers this question.

1. Scaffold the Process with Clear Milestones

2. Encourage Manageable and Focused Research Questions

3. Model and Discuss Data Quality Early On

4. Incorporate reflection check-ins throughout the process

Please write on a paper:

3 - Key takeaways from today’s sessions

2 – Burning questions that have been answered

1 – Challenge you still face

Working in pairs, consider one particular group of skills (T1, T2, T3, I1, I2 or I3) and derive an idea for a protocol to

share with the group that scaffolds those skills.

We will then share our thoughts.

On each one write an initial suggestion for an IA as if it had come from the student.

Exchange your cards with those written by other participants and, in pairs, take turns to do a role play to advise the “student”.

Write a brief synopsis of the advice on the card and display it in the gallery.

•Please change the previous ideas to RQs.

We will evaluate the research questions together.

https://www.menti.com/al7e3wnszq9e

Discuss the expectations and advice to be provided to students with regards to each of the following statistical tools in groups.

Group 1: Descriptive Statistics

Group 2: Correlation and Error Analysis

Group 3: Inferential Statistics

Share your advice in the sandbox.

•Where can the tool selected be addressed through formative assessment?

Please add in your answers as comments.

Compare your mark to the mark given by the senior examiner. Discuss with your group.

Participants who agree with the manner of management will discuss their method of management and then select a spokesperson to explain their choice of method of management to the other group to try to persuade them to “change sides”.

Please put your advice in the shared document titled Handling a draft.

Each pair should advise on one criterion. Select one spokesperson to share advice.

Discuss best practices in providing feedback.

Share the plans on the Google drive folder.

Please share a word, phrase and sentence that stands out to you.

Discuss how the criteria are applied equally to all the types of investigations.

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

What helped you get there?

•Which themes in the syllabus content do you think could be especially appropriate for group work?

•How do we prevent collusion in group work — how much collaboration is permissible?

Then, in pairs, compare your marking with the commentary given by the moderator.

In groups, discuss the advice you would give to students with the following EE topic suggestions:

1.Does the use of human subjects in pharmaceutical research demonstrate the validity of animal models?

2.Are the chemical interactions of substances used in the home dangerous?.

3. Do trauma surgeons develop PTSD?

Please present your advise to the group.

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

What went well with your previous cohorts and what could you change in the future?

What are the most important ideas that you will share with your colleagues?

Please explore the document to see some suggestions from the IB.

What limitations does this model have?

Explore the simulation suggested.

Please read TSM guidelines (pages 68-69) on using databases, models and simulations and explore the downloadable resources.

Please add to the shared google drive links to other simulation activities you use.