Approaches To Teaching and Learning in the IB

Approaches To Teaching and Learning in the IB Diploma Programme

Approaches to Teaching and Learning Embedded within the core of the IB DP Programme Teaching Learning

Approaches to Teaching and Learning Why? The aims of approaches to teaching and learning in the Diploma Programme are to: • empower teachers as teachers of learners as well as teachers of content • empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking • promote both the aims of individual subjects (making them more than course aspirations) and linking previously isolated knowledge (concurrency of learning) • encourage students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, and to help them not only obtain university admission through better grades but also prepare for success during tertiary education and beyond • enhance further the coherence and relevance of the students’ Diploma Programme experience • allow schools to identify the distinctive nature of an IB Diploma Programme education, with its blend of idealism and practicality

Approaches to Teaching How? • There are 6 key pedagogical principles that underpin all IB programmes. Teaching in IB programmes should be: übased on inquiry üfocused on conceptual understanding üdeveloped in local and global contexts üfocused on effective teamwork and collaboration üdifferentiated to meet the needs of all learners üinformed by assessment (formative and summative).

Approaches to Learning How? In all IB Programmes cognitive, metacognitive and affective skills are grouped into 5 categories: üThinking skills üCommunication skills üSocial skills üSelf-management skills üResearch skills

Approaches to Learning

Approaches to Teaching and Learning What? Using the ATL Reflection Tool document: • Choose one element from the Approaches to Learning section and consider how often you have provided each of the opportunities listed. • Choose one element from the Approaches to Teaching section and consider how often you have provided each of the opportunities listed. • Share one of your strengths with the group, but also choose an element you can improve on. How will you do this?

Teaching based on inquiry • • • Set an inquiry question or topic. Explain the process. Set time. Provide reminders about: o criteria o expectations. Provide feedback. Ensure full participation. “In an inquiry-based learning environment the teacher’s job is not to provide knowledge but to help students along in their process of discovering knowledge. ”

Teacher’s role in inquiry - Finding a balance • Too much involvement? Too little? Do you…. • always give the answer? • control the process too much? • take over? • stand at the front of class directing the show? Do you…. • avoid setting time constraints? • allow students to define their own roles? • sit at your desk while the student centred-process is on? • leave? • avoid providing formative feedback and wait for a final product?

Teaching focused on conceptual understanding Example Skill: Research—gathering evidence Content: Geography—urban renewal Concept: Change over time concepts skills content Interrelationship of skills, concepts and content

Teaching developed in local and global contexts If possible, make use of real-life case studies. This can help students to see things from multiple perspectives and relate learning to real-life contexts. “Learning is most significant and lasting when it is connected to the world around the student. ” (Judith Fabian, IB Chief Academic Officer)

Teaching focused on effective teamwork and collaboration If possible, organise students into small working groups for particular tasks. Mix up the groups! Consider the layout of the classroom: Sit so everyone can see each other maybe in a circle so all members feel included.

Teaching differentiated to meet the needs of all learners Affirm identity—build self-esteem Be welcoming and encouraging with the variety of learning preferences and interests. o Value prior knowledge o Identify prior knowledge and build new knowledge onto it. Scaffold learning o Scaffold each task: practise grouping together what needs to be done first, second, and so on. o Use concept mapping, writing frames, visual aids, demonstrations, and so on. Extend learning o o Provide opportunities for authentic engagement with the learning. Use assistive technology to level the opportunities for all.

Teaching informed by assessment (formative and summative) Diagnostic • Identify prior and current understanding with assessment(s) as learning. Formative • Provide opportunity to complete assessment(s) for learning with feedback to improve. Summative • Assessment of learning should still provide opportunity to receive feedback for the next unit of study to apply similar skills.