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Disclaimer:
InThinking Virtual Think-Ins do NOT constitute official
IB-approved workshops and therefore do not count towards IB
authorisation.
Virtual Think-Ins
Short, Sharp, Specific
Think-In: a meeting or conference for thoughtful discussion.
We offer a range of non-IB certified virtual seminars all of which are
branded as "Think-Ins". As the name suggests they are designed to
promote thoughtful discussion on, and deeper understanding of,
topics that complement official IB workshops. Our Think-Ins
—all of which are led by expert practitioners—
last 3, 4, or 6 hours over 1 or 2 days.
Click on any title below for further information - and check back regularly as new Think-Ins are being added every week!
Find my Think-In
Subject
Date
Length & Price
Mastering concept-based language strategies for the thinking classroom Facilitator: Kate Beatty
17 - 18 May 2021 09:00 CEST
6 hours over 2 days 270 EUR / 240 GBP / 330 USD
17 - 18 May 2021 09:00 CESTMastering concept-based language strategies for the thinking classroom
This Think-In is designed for Language Acquisition, Language and Literature and Language Arts educators who already have developed some understanding of the value and power of a concept-based pedagogy. The seminar will continue educators’ exploration of the value and power of a concept-based pedagogy focusing on the Structure of Process and its role in enabling and supporting students to build their capacity to understand, respond, critique and produce language whilst critically engaging with complex ideas and creating new understandings. During the seminar you will explore examples, create a language focused conceptual lens and a language unit web, create higher-order Generalizations to scaffold students’ deep thinking and develop a unit plan. This Think-In include approaches to concept-based teaching and learning in the Language Acquisition, Language and Literature and Language Arts classrooms.
Session 1 The Power of Conceptual Lenses and Unit Webs. Scaffolding Thinking through writing higher-order Generalizations for deep thinking.
Session 2 Investigating assessment in language classes as a performance of understanding.
Session 3 Let´s put it all together and develop a Language CBCI unit plan!
Session 4 Concept-Based Curriculum and Instruction teaching and learning strategies for the language classroom.
The maximum number of participants per seminar is 15 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions using Zoom over two days: 1st day: 17 May, 9:00 AM CEST 2nd day: 18 May, 9:00 AM CEST
The price of this Think-In includes a free annual subscription to Chris Wright's acclaimed School Leadership site.
This Think-in is for all teachers who have, or are looking to achieve, a leadership role within their school (pastoral leader, subject leaders, grade leader, senior leader). This interactive seminar will provide you with collaborative tools and a rich source of resources to help you in your leadership role in school.
Session 1 What are the marks of a leader? In this session you are invited to think critically about the nature of leadership and its role in schools. Using a rich resource toolbox, you will be introduced to the various forms and styles of leadership and provided with strategies for leading in your own school.
Session 2 What are the marks of effective school leadership? International literature confirms the centrality of leadership to school improvement and student outcomes, and that it most effectively influences school outcomes indirectly through multiple variables. In this session we draw on research to identify the marks of effective school leadership – be it at grade and subject level or at senior leadership.
Website pages: Leadership resources Leadership styles
The price of this Think-In includes a free annual subscription to Chris Wright's acclaimed School Leadership site - www.thinkib.net/leadership. Existing subscribers to the site can register for this Think-In for a special price of only 50 EUR / 45 GBP / 60 USD Just add existing subscriber in the comment field.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 18 May, 2:00 PM CEST
This Think-In is designed for Language Acquisition, Language and Literature and Language Arts educators who already have developed some understanding of the value and power of a concept-based pedagogy. The seminar will continue educators’ exploration of the value and power of a concept-based pedagogy focusing on the Structure of Process and its role in enabling and supporting students to build their capacity to understand, respond, critique and produce language whilst critically engaging with complex ideas and creating new understandings. During the seminar you will explore examples, create a language focused conceptual lens and a language unit web, create higher-order Generalizations to scaffold students’ deep thinking and develop a unit plan. This Think-In include approaches to concept-based teaching and learning in the Language Acquisition, Language and Literature and Language Arts classrooms.
Session 1 The Power of Conceptual Lenses and Unit Webs. Scaffolding Thinking through writing higher-order Generalizations for deep thinking.
Session 2 Investigating assessment in language classes as a performance of understanding.
Session 3 Let´s put it all together and develop a Language CBCI unit plan!
Session 4 Concept-Based Curriculum and Instruction teaching and learning strategies for the language classroom.
The maximum number of participants per seminar is 15 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions using Zoom over two days: 1st day: 31 May, 2:00 PM CEST 2nd day: 1 June, 2:00 PM CEST
This Think-In is designed to support educators in the creation of inclusive learning engagements using UDL (Universal Design for Learning) strategies, through interactive digital tools. Using current teaching practice, the seminar will explore opportunities to create inclusive multi-media planners that engage and excite the learner.
Session 1 Introduction to Universal Design for Learning as an approach for inclusive practice.
Why should we change what we are currently doing? Transforming inclusive education. Consider human diversity and connect to design in our everyday lives.
Session 2 Variability of a student and barriers to learning. How are students variable, what should we consider? Identify barriers and explore strategies to remove these barriers.
Session 3 Working SMART. Consider vocabulary in UDL. Creating a resource to consider variability and removing barriers. Consider the impact of this on teaching and learning and the planning process.
Session 4 Create a qualitative SMART learning goal. Creating your UDL strategy. Collaborative planning.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions via Zoom over two days: 1st day: 2 June, 2:00 PM CEST 2nd day: 3 June, 2:00 PM CEST
This Think-in will explore how supervisors can support students in all phases of their EE from initial development of a research question, through the research, onto the writing and reflecting. We will consider theoretical, experimental and secondary data Physics EEs. We will explore the assessment criteria to examine what makes an excellent EE. We will consider carefully the role of the supervisor in supporting students and helping them avoid typical pitfalls.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 2 June, 2:00 PM CEST
The goal of this workshop is to discuss how to better prepare our students for the IA as well as how to plan the process better before students begin their assessment.
Session 1 How to run mock IAs in class without a lot of marking. In addition, we discuss student proposals. Finally, we will discuss how to apply statistics when looking at data.
Session 2 The second session will focus on feedback and assessment. We will look at some IAs of varying quality and have a discussion of what advice to give students and how to best assess our students’ work.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 2 June 2:00 PM CEST
This Think-In is full. Contact us for more information.
Keys to success: The extended essay in IBDP Language A Facilitator: Kate Beatty
3 June 2021 14:00 CEST
3 hours over 1 day 150 EUR / 135 GBP / 185 USD
3 June 2021 14:00 CESTDP Keys to success: The extended essay in IBDP Language A
This Think-in will explore how supervisors can support students in all phases of their Language A EE from initial choice of a topic, development of the research question, through the research phase, to writing the EE and reflecting on it. We will consider the three categories of Language and Literature EE´s and we will explore the assessment criteria to examine what makes an excellent EE. We will consider carefully the role of the supervisor in supporting students and helping them avoid typical pitfalls.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 3 June, 2:00 PM CEST
This Think-In is designed to explore the various reflection options and online tools CAS coordinators and CAS advisors can introduce so student reflections are more authentic and engaging, and less of a chore.
Session 1 Reflection options as part of the CAS portfolio, exploring online tools for more authentic reflections, sample student reflections.
Session 2 Tracking CAS progress: CAS rubric and sample CAS interview analysis.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 3 June 2:00 PM CEST
This Think-in will explore how supervisors can support students in developing a successful research question, for both experimental and secondary data chemistry EEs, that will allow the students to meet the assessment criteria. We will also explore the assessment criteria itself and examine what makes an excellent EE, including considering the differences between IA and EE. We will consider the role of the supervisor in supporting students in the writing of their reflections and how we can encourage the students to avoid descriptive, and focus on reflective, statements.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 4 June, 2:00 PM CEST
This Think-In is designed to support teachers (and students) with planning for inquiry-based learning for conceptual understanding, enabling students to better apply their knowledge and understanding of illustrative material to new information, circumstances, and challenges, as well as to meet the assessment component demands of the DP Language A: Language & Literature course.
Session1 The first session will work through the generic cycles of learning through guided inquiry, and how a unit of work should be structured. There will be collaborative opportunities to write such a unit (for any subject or topic from Groups 1, 2 or 3 of the IB Diploma).
Session 2 The second session will move from the generic to the specifics of the Language A: Language & Literature course (though could be applied to other Group 1, Group 2, or Group 3 subjects), and will involve practical, collaborative planning of units designed to develop the skills and understandings required for the assessment components and Approaches to Learning competencies.
Two 90-minute sessions + a 15-minute break, via Zoom 8 June 2:00 PM CEST
Este Think-In está diseñado para profesores de Historia del PD del IB que deseen ampliar sus habilidades para apoyar y supervisar a los alumnos, así como desarrollar su experiencia para proporcionar consejos y comentarios útiles a los alumnos en su Investigación histórica. El objetivo principal de este seminario es compartir las estrategias y consejos que permitirán a sus estudiantes obtener las mejores calificaciones en este componente. También se les invita a traer sus muestras de IA actuales para que el grupo modere y reciba comentarios sobre los trabajos.
En las sesiones 2, 3 y 4 hay actividad grupal de moderación de trabajos reales. Esto significa que entre los participantes del seminario y el instructor se corregirán, discutirán y moderarán distintos ejemplos de trabajos. Estos trabajos pueden ser trabajos reales de sus estudiantes, permitiendo así un feedback colectivo que puede ser muy útil.
Sesión 1 Elementos para el éxito Cómo guiar a sus estudiantes en la elección de los temas correctos, cómo formular las mejores preguntas de investigación. Logística de IA (tiempos, plazos, sesiones de preparación). Consejos de investigación.
Sesión 2 La Sección A Selección de fuentes. Cómo escribir una evaluación OPCVL para un nivel de Evaluación Interna. Cómo obtener un 5-6 en la Sección A. Moderación y discusión de secciones A reales.
Sesión 3 La Sección B: La investigación ¿Cómo pueden los estudiantes obtener un 13-15 en la Sección B. Cómo estructurar un argumento. Cómo incorporar y evaluar perspectivas. Qué es una perspectiva en la IA. Moderación y discusión de secciones B reales.
Sesión 4 La sección C: La Reflexió Cómo escribir reflexiones ejemplares y obtener las mejores calificaciones en la Sección C. Moderación y discusión de secciones C reales.
El número máximo de participantes para este seminario es de 25. Al final del seminario los participantes recibirán un certificado de participación.
Cuatro sesiones de 60 minutos + pausas, via Zoom durante 2 días: Primer día 9 junio, 2:00 PM CEST y segundo día: 10 junio, 2:00 PM CEST.
This Think-In is designed to support students and teachers in achieving success in the IB DP History exam.
Session 1 Focus on Paper 1, looking at the assessment criteria and examples of marked work, as well as strategies for helping students develop source work skills
Session 2 Focus on essay writing for Papers 2 and 3. Again, we will look at the assessment criteria, the different demands of the two papers and teaching ideas for developing essay skills.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 9 June 2:00 PM CEST
This Think-In is designed for educators to explore the challenges of assessment in distance learning. We will consider the development of strategies in formative and summative assessment. Using digital tools, assessment can be developed to encourage student engagement and authenticity whilst creating exciting and diverse activities.
Session 1 Establishing the challenges and barriers to assessment in remote learning. Understanding the barriers to accepting feedback.
Session 2 Strategies to provide differentiated instruction and assessment.
Session 3 Reimaging communication through digital tools for formative assessment.
Session 4 Summative assessment - the challenges and strategies to effectively assess in a remote environment.
The maximum number of participants per seminar is 25 and a certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions using Zoom over two days: 1st day: 9 June, 2:00 PM CEST 2nd day: 10 June, 2:00 PM CEST
An upskilling Think-In for teachers supervising an Extended Essay in Business Management this year. Although the training is designed for those relatively new to the EE and IB, the workshop is open to anyone who may be interested. The webinar will cover advice on practical strategies to manage the EE process and to successfully guide and supervise students who choose to write an EE in Business Management.
Session 1 Formulating good EE title in Business Management , Understanding the assessment criteria, Subject-specific advice, Managing the EE process effectively, Advice on citation and referencing in the EE.
Session 2 Effective strategies for the reflection sessions, Essential skills for success, Marking exercises, Q&A session.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 10 June 1:00 PM CEST
This Think-In is designed to explore the various structures CAS coordinators and CAS advisors can apply in their schools for a successful CAS program. We will discuss the orientation of students to CAS, the importance of a CAS handbook and its contents, and various tools that can be used for tracking CAS experiences so students can generate an impressive CAS portfolio.
Session 1 Roles and responsibilities in CAS clarified, “plug and play” CAS orientation presentation and activities.
Session 2 The CAS Handbook and the CAS portfolio.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 10 June 2:00 PM CEST
Keys to Success: the Extended Essay in DP Economics (new syllabus)
Fri 11th June 2021
1PM - 4PM CEST
An upskilling Think-In for teachers supervising an Extended Essay in Economics this year. Although the training is designed for those relatively new to the EE and IB, the workshop is open to anyone who may be interested. The webinar will cover advice on practical strategies to manage the EE process and to successfully guide and supervise students who choose to write an EE in Economics.
Session 1 Formulating good EE title in Economics, Understanding the assessment criteria, Subject-specific advice, Managing the EE process effectively, Advice on citation and referencing in the EE.
Session 2 Effective strategies for the reflection sessions, Essential skills for success, Marking exercises, Q&A session.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 11 June 1:00 PM CEST
This Think-in will explore how supervisors can support students in all phases of their Extended Essays from initial development of a research question, through the research, onto the writing and reflecting. We will explore the assessment criteria to examine what makes an excellent and how to avoid typical pitfalls. Finally, we will look at sections of extended essays with the goal of developing better feedback strategies.
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + 15-minute break, via Zoom 11 June 2:00 PM CEST
In this collaborative Think-In, participants will have the opportunity to share hands-on examples of good practices. Participants will have the chance to discuss their teaching successes after this first year with the new DP music curriculum model. There will also be an opportunity to get feedback and have an opportunity to modify / discuss designs for one’s own unit / lesson development within each of the components. Participants are expected to bring their “works in progress” which include successful strategies along with those needing attention. These could include refined products as well as initial concepts and ideas.
Session 1 How can one build a healthy and successful culture of inquiry for each of the four components? Opportunity to share: what are examples of successful teaching strategies one has encountered while developing their new music DP curriculum?
Session 2 Opportunity for feedback and development: how might one further develop their own unit / topic / lesson plans within the components? How does one know the intended concepts in one’s teaching strategy are being addressed? How might one proceed to further deepen student understanding of concepts?
The maximum number of participants per seminar is 25 and an In Thinking certificate of participation will be awarded at the end of the seminar.
Two 90-minute sessions + a 15-minute break, via Zoom 25 June 2:00 PM CEST
Este seminario está diseñado para profesores de Matemáticas, tanto de Análisis y Enfoques como de Aplicaciones e Interpretación. Se desarrollarán la comprensión, el motivo y el objetivo de la evaluación interna. Se propondrán métodos para entender y aplicar de mejor forma los criterios de evaluación. Se afianzará la relación entre la evaluación interna y el resto del curso. Además, se explicarán las distintas estrategias para la gestión de la evaluación interna. Se corregirán trabajos reales tanto del NM como del NS y se verán las diferencias que hay entre los distintos niveles
Sesión 1: Panorámica de la evaluación interna Tareas formativas para crear un esquema que sea de utilidad para favorecer el aprendizaje y el desarrollo de habilidades. Explicación al alumnado, tanto de la exploración como del desarrollo de la misma.
Sesión 2: Elección del tema Proceso de la evaluación interna. Analizar la manera más eficaz de ayudar a nuestros alumnos con nuestra retroalimentación.
Sesión 3: Profundización en los criterios de evaluación Detalles para el Nivel Superior. Métodos de verificación de la autoría.
Sesión 4: Corrección en tiempo real de ejemplos de exploraciones Diferencias entre NM y NS.
Cuatro sesiones de 60 minutos + breaks, via Zoom durante 2 días: Primer día 28 junio, 3:00 PM CEST y segundo día: 29 junio, 3:00 PM CEST.
This Think-In is designed for ToK teachers who are looking to develop their approach to the preparation of the essay assessment component. Participants will be encouraged to think carefully about the skills that are needed in the different stages of the processes of building an essay and how these skills can be nurtured in the ToK classroom. At the end of the seminar participants can expect to have a clearer idea of what is required in the essay task and how these requirements can be nurtured and scaffolded.
Session 1 What makes a good ToK essay?
This session introduces the essay task and takes a long hard look at the features that mark out a good ToK essay from the crowd. We shall discuss a number of approaches to the structure of the essay paying special attention to an example-driven strategy.
Session 2 Exemplification, generalisation, and evaluation
This session examines the roles these processes play in the construction of the essay through a set of hands-on tasks.
Session 3 Assessment
This session aims to refine participants’ appreciation of the subtleties of the assessment process by taking an in-depth look at a student essay through the eyes of a senior examiner.
Session 4 Scaffolding writing skills
Finally, we look at the craft of writing the ToK essay and develop strategies for scaffolding clear, purposeful writing, with particular reference to EAL students.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 60-minute sessions using Zoom over two days: 1st day: 26 August, 14:00 PM CEST 2nd day: 27 August, 14:00 PM CEST
This Think-In is designed for all educators. We will explore the concept that every teacher is a language and literacy teacher, the role of language and literacy in learning across the curriculum and the value and power of the practice of translanguaging for multilingual and EAL students.
During the seminar we will consider the role of language and literacy in the delivery of subject content and how to effectively support and develop all students‘ language and literacy skills in your subject area through the use of a number of accessible learning and teaching strategies.
We will also consider how to harness the power of translanguaging; i e the process whereby multilingual speakers use their languages as integrated communication systems.
Session 1 Introducing the concept that every teacher is a language and literacy teacher; connections to the development of Approaches To Learning skills and the power of translanguaging for multilingual and EAL students.
Session 2 Exploring language and literacy strategies for developing student writing across the curriculum.
Session 3 Exploring language and literacy strategies for developing student reading across the curriculum.
Session 4 Exploring language and literacy strategies for developing student speaking and listening and translanguaging across the curriculum.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 90-minute sessions+ a 15-minute break each day, via Zoom. 1st day: 26 August, 2:00 PM CEST 2nd day 27 August 2:00 PM CEST
Este seminario está diseñado para profesores de Matemáticas, tanto de Análisis y Enfoques como de Aplicaciones e Interpretación. Se desarrollarán la comprensión, el motivo y el objetivo de la evaluación interna. Se propondrán métodos para entender y aplicar de mejor forma los criterios de evaluación. Se afianzará la relación entre la evaluación interna y el resto del curso. Además, se explicarán las distintas estrategias para la gestión de la evaluación interna. Se corregirán trabajos reales tanto del NM como del NS y se verán las diferencias que hay entre los distintos niveles
Sesión 1: Panorámica de la evaluación interna Tareas formativas para crear un esquema que sea de utilidad para favorecer el aprendizaje y el desarrollo de habilidades. Explicación al alumnado, tanto de la exploración como del desarrollo de la misma.
Sesión 2: Elección del tema Proceso de la evaluación interna. Analizar la manera más eficaz de ayudar a nuestros alumnos con nuestra retroalimentación.
Sesión 3: Profundización en los criterios de evaluación Detalles para el Nivel Superior. Métodos de verificación de la autoría.
Sesión 4: Corrección en tiempo real de ejemplos de exploraciones Diferencias entre NM y NS.
Cuatro sesiones de 60 minutos + breaks, via Zoom durante 2 días: Primer día 2 septiembre, 3:00 PM CEST y segundo día: septiembre, 3:00 PM CEST.
This Think-In is designed for ToK teachers who are looking to develop their approach to the preparation of the exhibition assessment component. Participants will be encouraged to think carefully about the skills that are needed in the different stages of the processes of building an exhibition and how these skills can be nurtured in the ToK classroom. At the end of the seminar participants can expect to have a clearer idea of what is required in the exhibition task and how these requirements can be nurtured and scaffolded.
Session 1 The ToK Exhibition task
This session introduces the exhibition task and situates it within the ethos of the new ToK programme: specifically, that knowledge can involve material objects, that knowledge is predominantly social, and that knowledge involves performance. We shall discuss what makes a good exhibition and how to scaffold the choice of objects.
Session 2 Exemplification and forging connections
This session examines the roles these processes play in the construction of the exhibition through a set of hands-on tasks. Strategies for focusing on salient aspects of the prompt will be examined.
Session 3 Assessment
This session aims to refine participants’ appreciation of the subtleties of the assessment process by taking an in-depth look at a number of exhibition samples through the eyes of a senior examiner.
Session 4 Further refinements to the process of curating an exhibition
Finally, we examine how teachers can further support students in the curation process by guiding participants toward producing an action plan for generating the exhibition sensitive to the specific school context.
The maximum number of participants per seminar is 25 and an InThinking certificate of participation will be awarded at the end of the seminar.
Four 60-minute sessions using Zoom over two days: 1st day: 2 September, 2:00 PM CET 2nd day: 3 September, 2:00 PM CEST
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