District Workshop Survey
At the DP Coordinator Roundtable on November 9 we worked on initial plans to put together a DP District Training
session for this summer. Dates are June 17-19 (following the 2 1/2 days format) and will be at one of two possible locations in Columbus. Could you help us out in our early planning stages by completing the following survey to the best of your knowledge at this time? As you know we need to have solid participation in all our courses in order to offer them. We would like to bring some of the most important topics to our teachers in Ohio. If you have any additional questions there will be a space for them below. We will discuss this further at our Annual General Meeting at the end of January.
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Would you be able to send teachers to DP Training in Columbus this summer if a District Workshop were held on June 17-19? (If you answer yes, please see below and indicate how many teachers you can send to each section. If you answer no, please comment at the bottom as to why you're unable to send staff members to the workshop.)
From the list of projected offerings below, please indicate the number of teachers you'd be able to send to each workshop.
How many Administrators would you enroll in: Administration (Category 2)?
How many teachers would you enroll in: Mathematics: Analysis and Approaches (Category 2)?
How many teachers would you enroll in: Mathematics: Applications and Interpretation (Category 2)?
How many teachers would you enroll in: Literature (Category 2)?
How many teachers would you enroll in: Language & Literature (Category 2)?
How many teachers would you enroll in: Living and Learning Globally (Category 3)? Description--How do we build school communities that develop the knowledge and competencies that are essential for living and learning in a globally connected world? Global engagement represents a commitment to address humanity’s greatest challenges in the classroom and beyond.● Discover key concepts for the design and implementation of learning engagements that support international- mindedness.● Explore how global issues and contexts expand and enhance perspectives and engage students in meaningful ways.● Embed global contexts into the written, taught and learned curriculum to provide opportunities for students to participate in a complex, dynamic and diverse society that is connected due to greater mobility and technology **Part of the IB Leadership Series and counts toward the IB Leadership Certificate.
How many teachers would you enroll in: Approaches to Teaching and Learning for DP/CP Classroom Teachers (Category 3)? Description--This workshop will explore the approaches to teaching and learning that are at the heart of an IB education. It will focus on developing an enhanced understanding of the educational philosophy underpinning IB programmes, as well as exploring practical strategies that can help prepare students to meet the challenges of an increasingly complex world. You will have the opportunity to draw on your own experiences and the experiences of other IB practitioners, as well as on insights from experts in the field, to develop a deliberate and dynamic approach to approaches to teaching and learning in the Diploma and Career-related Programmes.
How many teachers would you enroll in: TOK for Subject Teachers (Category 3)? Description--During the workshop, you will have an opportunity to discuss the nature of the TOK. Through workshop activities, you will model the TOK approach by reflecting on yourself—the teacher—as “knowers” and discuss the “ways of knowing” in TOK and their relevance with other IB subjects. The workshop will explore the link between TOK and inquiry so that you can incorporate a practical understanding of TOK in quality curriculum planning and classroom teaching.
How many teachers would you enroll in: The DP Core: Improving Student Engagement in and Performance in TOK, CAS, and the EE (Category 3)? Description--This workshop is intended to provide you with an opportunity to explore and apply the criteria and descriptors used for assessing work in TOK, CAS and the EE. The workshop revolves around sample student work in TOK to provide you with specific examples of work and how it is assessed. Sample extended essays are also used in this way. In addition, you can discuss possible CAS activities to help clarify the criteria used to assess student growth. In all instances, the workshop involves you in assessing work rather than merely listening to presentations about rubrics. The IB learner profile and the goal of international- mindedness will serve as the two overarching themes informing the discussion of these different assessments.
How many teachers would you enroll in: Visual Arts-From Easel to Screen, Assessment for a Digital Age (Category 3)? Description--Deepen your understanding of the new screen-based assessment of the IB DP visual arts course by focusing on the assessment and the e-submission process of the three components: comparative study, process portfolio and the exhibition. In this workshop, you will discuss the requirements and assessment criteria for each component, paying particular attention to the creation of the screens and to sharing good practice. You will be able to create screens and look at marked samples of candidates’ work in order to better understand what examiners are looking for when marking each of the components. You will also consider different ways of capturing visual arts work and different types of software that can be used to create the e-submission. Other key aspects of the workshop include approaches to teaching and learning visual arts in a digital era, the use of the DP unit planner for visual arts, and the use of checklists for teachers and candidates. This workshop also promotes and supports academic honesty within the DP visual arts.
How many teachers would you enroll in: History-A Focus on the Internal Assessment (Category 3)? Description--The areas covered in the workshop will include understanding the nature and requirements of the internally assessed component of history, the content, characteristics and presentation of the internal assessment reports written by candidates, understanding the assessment criteria for internal assessment reports in history and academic honesty in internal assessment. You will investigate and discuss ideas that assist students and teachers in meeting the requirements of history internal assessment and simulate assessing examples of internal assessment. Additionally, you will develop resources and strategies that can be used with students to encourage and guide them in meeting the requirements of internal assessment in history and the assessment of reports with a discussion of the marks awarded.
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