IB DP Course

Credits

1. Teaching & Learning in the IB Programmes

All IB programmes strive to develop the ‘Approaches To Learning’ (ATL) skills in the daily activities of learners in the areas of: thinking skills, communication skills, social skills, self-management skills, and research skills. Furthermore, teachers need to reflect upon their experience in the classroom with their ‘Approaches to Teaching’ that consists of: teaching through inquiry, teaching through concepts, teaching developed in local & global contexts, teaching focused on effective teamwork and collaboration, teaching differentiated to meet the needs of all learners, and teaching informed by assessment.

To help students acquire and apply the ATL skills to learning in the Diploma Program, this course will review contemporary research on learning theories and styles, as well as IB’s six approaches to teaching that can be applied in the classroom practices of ‘Teaching and Learning’ in the IBDP. Students will reflect on the importance of developing cognitive, affective and meta-cognitive skills in learners and how it can increase their capacity to become self-regulated and intrinsically motivated.    

 3

2. Building Professional Learning Communities

Collaboration, inquiry, and reflection on instructional practice is a way to improve the quality of teaching and student learning in schools. Reflection, in particular, is an important process of reviewing, and consequently improving practice for educators in achieving appropriate student learning outcomes. Teachers who reflect individually and collaboratively model good learning strategies to their students and also enhance their own understanding of best practices. Through the process of self and collaborative reflection, teachers can develop and articulate a personal, independent and critical stance in gaining diverse perspectives on various issues, policies and developments in the IB programmes and thus able to contribute to a lasting impact on learning.    

3

3. DP Curriculum Design & Delivery

International educators recognize that to develop knowledge, understanding, skills and attitudes in their students, the focus must be on the learner and learning. Designing and delivering curriculum with these elements in mind is integral to the IB World School setting. This course focuses on the approaches, strategies and structures used for designing written and assessed curriculum and for delivering taught curriculum in IB World Schools, including curricula which are responsive to learners’ diverse learning needs, cultural values and backgrounds, and linguistic competencies. This course will focus on developing practical knowledge of how the IB Diploma Programme (IBDP) is designed, interpreted, and implemented in IB World Schools and how it can be assessed to support student learning.  

 3

4. Assessment for Learning in the DP

This course prepares educators to assess, evaluate, and reflect on teaching and learning within the IB Diploma Programme (IBDP). Through a focus on developing an understanding of the relationship between teaching, learning, and assessment, this course provides an overview of the many and varied approaches to assessment that can be used in the IBDP. Consideration will also be given to assessment practices that support various student learning needs. An examination of the process of reflective practice for both students and educators, and its role in enhancing teaching and learning, in international educational contexts is also a major component of this course.

 3

Total

12

IB PYP Course

Credits

1. Teaching & Learning in the IB Programmes

All IB programmes strive to develop the ‘Approaches To Learning’ (ATL) skills in the daily activities of learners in the areas of: thinking skills, communication skills, social skills, self-management skills, and research skills. Furthermore, teachers need to reflect upon their experience in the classroom with their ‘Approaches to Teaching’ that consists of: teaching through inquiry, teaching through concepts, teaching developed in local & global contexts, teaching focused on effective teamwork and collaboration, teaching differentiated to meet the needs of all learners, and teaching informed by assessment.

To help students acquire and apply the ATL skills to learning in the Diploma Program, this course will review contemporary research on learning theories and styles, as well as IB’s six approaches to teaching that can be applied in the classroom practices of ‘Teaching and Learning’ in the IBDP. Students will reflect on the importance of developing cognitive, affective and meta-cognitive skills in learners and how it can increase their capacity to become self-regulated and intrinsically motivated.    

 3

2. Building Professional Learning Communities

Collaboration, inquiry, and reflection on instructional practice is a way to improve the quality of teaching and student learning in schools. Reflection, in particular, is an important process of reviewing, and consequently improving practice for educators in achieving appropriate student learning outcomes. Teachers who reflect individually and collaboratively model good learning strategies to their students and also enhance their own understanding of best practices. Through the process of self and collaborative reflection, teachers can develop and articulate a personal, independent and critical stance in gaining diverse perspectives on various issues, policies and developments in the IB programmes and thus able to contribute to a lasting impact on learning.    

3

3. PYP Curriculum processes

International educators recognize that to develop knowledge, understanding, skills and attitudes in their students, the focus must be on the learner and learning. Designing and delivering curriculum with these elements in mind is integral to the IB World School setting. This course focuses on the approaches, strategies and structures used for designing written and assessed curriculum and for delivering taught curriculum in IB World Schools, including curricula which are responsive to learners’ diverse learning needs, cultural values and backgrounds, and linguistic competencies. This course will focus on developing practical knowledge of how the IB Primary Years Programme (IB PYP) is designed, interpreted, and implemented in IB World Schools and how it can be assessed to support student learning.  

 3

4. Assessment & Learning in the PYP

This course prepares educators to assess, evaluate, and reflect on teaching and learning within the IB Primary Years Programme (IB PYP). Through a focus on developing an understanding of the relationship between teaching, learning, and assessment, this course provides an overview of the many and varied approaches to assessment that can be used in the IB PYP. Consideration will also be given to assessment practices that support various student learning needs. An examination of the process of reflective practice for both students and educators, and its role in enhancing teaching and learning, in international educational contexts is also a major component of this course.

 3

Total

12