Collaborative Planning

Approaches to Learning Across the Curriculum

In this activity staff read a summary of each approach to learning from the IBO website, which are shown in the `website summary` tab below.

Teachers then brainstorm ideas from their subject areas, looking at:

  • How each approach to learning is linked to the IB learner profile.
  • How they help students develop the skills from below expectations to exceeding expectations.
  • What each approach to learning looks like in their classroom (giving examples).
  • How they track students` progress against each approach to learning.
  • How they can help others develop their teaching of each approach to learning.

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Approaches to Learning IBO Website Activities

For these collaborative planning activities, which can be used in whole staff or departmental meetings, teachers use the IBO approaches to learning website to do the following activities:

1. Teachers, in groups, make a summary of each approach to teaching and learning, focusing on;

  • Theory
  • Research
  • Teaching ideas.
  • Importance / Links / Relevance to the DP
  • Explanation of a video from the website.
  • A staff activity.

2. Teachers, in groups watch one of the videos on the website and present on the important points and the good practice they have seen.

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Assessment Deadlines

I use this document to give an overview of the Internal and External Deadlines for each subject. throughout the Programme. This allows all staff to have an overview of the programme and to work together to make sure the assessment dates take into account both the workload of the students and the design of each course.

I go through this document in whole staff and departmental meetings throughout the year.

This document is shared with students and parents, through the Programmes Guidebook, DP Core lessons and parent workshops.

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Command Terms

This staff workshop activity, which can be used in a whole staff or departmental meeting.

The document is set out in a similar fashion to the Command Term Glossary in that it gives a definition of the command term and the subjects where the command term may turn up in the final exams (and visual arts, a non-exam subject).

The activity allows teachers to comment on the following for the command terms that are used in their subject`s assessments, as well as discussing them with teachers from other subjects:

  • How is the term applied in your subject?

The paper with each command term on also shows the subject where the command term applies. Teachers are asked to write their subject next to their comment so other teachers know who to talk to for any follow up information. This activity can be used to start cross curricular peer observations, as well as build a bank of command terms activities.

The activity is set up with a variety of command terms spread around the room. Teachers from different subjects are put into groups.

Each group goes round the room in timed intervals discussing, comparing and contrasting how the command term is used in their subject and the different teaching and learning activities that they use to teach students how to use the command term and best prepare them for the exams and assessments.

This gives staff the opportunity to learn from each other and pick up new teaching and learning strategies.

It will hopefully lead to teachers gaining a more in-depth idea about the experiences students face in different subjects, as well as building their knowledge of the different ways each command term can be approached.

This activity also allows staff to see that although Biology and English A, for example, are different subjects in different groups, they both ask students to use the same skill of `explain`. It is worthwhile for the English A and Biology teacher to get together to discuss how they get students to use the skill, both in the classroom and in preparation for the exams.

This activity can lead to a greater understanding of what is involved in both subjects and lead to teachers finding similarities, which can result in closer collaboration in future. It helps staff understand that students are not only assessed in knowledge recall but a variety of different skills, many of which overlap into subjects, which on the face of it look like they don`t have much in common.

As the groups move around the room, the documents asks them to write the name of their subject next to each comment they write, this is so teachers in different groups know who to approach if they see a comment that they would like to discuss further with the teacher.

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Command Terms Backward Planning

I created these documents to support departments in backward planning how they use each command term from the end of the Diploma Programme to the beginning of the Middle Years Programme(MYP) / other pre-IBDP course that is offered in the School. The aim is for each department to plan how they prepare students for the command terms that will be used in the Diploma Programme assessments.

The documents are, where applicable, split into the command terms that apply for each subject`s assessment objectives–taken from information in the subject guide.

Each backward planning document asks each department to map out how their curriculum matches the requirements of the command term. It focuses on the following:

  • How the command term is applied in the subject.
  • The part(s) of the curriculum that cover the command term.
  • The assessment(s) that test the students against the command term.
  • The teaching resources that are in place to support students in using the command term.
  • The different approaches to teaching that are used to support students` understanding of the requirements of the command term.

It is important to work with the MYP Coordinator / other pre-IBDP course leaders and teachers when introducing this document as the aim is to see how the MYP curriculum / other pre IBDP course is building the skills the students will need when they get to the Diploma Programme.

I introduced the document at a whole staff meeting, giving an example of how History meets the bullet points above for a command term. I then worked with each department focusing on the different part of the document providing a good opportunity for departments to reflect on how much exposure they give the command terms from years 7-13 and to find any gaps in the curriculum. As coordinator is important to lead each department in the mapping of the command terms, this gives a valuable insight into what is required for each subject.

This document can also be used for whole staff training. I have held meetings where staff bring in examples of lesson resources, homework and assessment tasks from their subjects.

In teacher trios the teachers discuss how to edit the documents to make them more command term friendly and better prepare the students for the language of the DP exams. This document has led to departments in both the MYP and DP adapt their resources and incorporate command terms into assessments.

This give students practice in using them both in the Middle Year Programme, to prepare them for the Diploma Programme, and throughout the Diploma Programme to help prepare them, not only for the types of questions that come up in exams but also to ensure that they are answering exam questions in the correct way.

This also helps to make sure that students are not losing marks through a lack of understanding of what the question is asking them to do.

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Cross Curricular DP

Information on this document can also be found here.

I have created this document from the analytics part of Managebac.

From looking at Managebac I give an overview of which subject is currently focusing on the following areas each month:

to use the information to build communication and collaboration with different teachers and subjects in one or more of the areas shown above.

This could lead to cross curricular collaboration, and can be used in conjunction with the Departmental and Cross Curricular Peer Observations document shown on this website.

It also gives staff more information about what is being taught across the programme and the learning experiences that the students are having.

  • Approaches to Learning
  • Connections to Language, CAS and TOK
  • Language Differentiation
  • Learning experiences
  • Learning process.

The aim is to get teachersHere is an example of the document created and shared with staff.

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Data Tracking

I created this document to track the progress of students throughout the course.

The document can be used in whole staff and departmental meetings to:

  • Give teachers an overview of the students’ progress across the whole course.
  • Look for underachieving students, which may lead to intervention, such as the student mentor programme which can be found here.
  • Map students’ progress in individual subjects, which can lead to departmental intervention.
  • Log students’ report and assessment grades, which can be analysed by staff.
  • Give long term data such as how students’ MYP / IGCSE grades relate to their performance in the Diploma Programme.

The summary page of the document gives the following information.

  • End of term grades for each department, as well as a summary of scores out of 42 (core points are not included until the final summary).
  • Grades split into HL and SL points.
  • The difference in grades from one report to another
  • Predicted grades based on Standard Level and Higher Level points, core bonus points and whether or not the student is predicted to pass the Diploma or not.
  • Students’ names can be colour coded into green, amber and red, depending on their progress / possibility of passing the Diploma.

The document below is blank—I have not included any student information to respect student privacy. The student summary page gives MYP as the exam pre Diploma Programme as this is what we used in my previous school.

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Departmental and Cross Curricular Peer Observations

I introduced the Diploma Programme Department and Cross-curricular peer observation initiative to support the Diploma Programme Focus on curriculum.

It allows teachers to arrange observations with peers both within their own departments, and across different subjects within the Diploma Programme.

Observations are based on a wide range of curriculum areas set out in the International Baccalaureate Standards and practices in section C2, Curriculum, as well as pedagogical areas based on individual needs.

The aim of the initiative is for teachers to share their expertise, and coach and support each other in a wide range of curriculum and pedagogical areas.

I gather information from current unit plans via Managebac to inform staff on who is presently teaching which approaches to learning, as well as highlighting the connections to the core, language differentiation, learning experiences and the learning processes that are presently occurring across the programme– an example of this is shown in the 'Cross curricular DP May 2018' tab, underneath the 'Departmental and cross curricular peer observation' tab below.

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Departmental Meetings

This document is the meeting agenda document I use for Diploma Programme Departmental meetings.

Subject Department meetings are an important way of ensuring collaboration with teachers in each department, allowing for both horizontal and vertical planning.

The subject department meetings are a good chance to find out how a variety of areas of the course are progressing and to exchange ideas and information on the students progress.

The meetings provide opportunities to discuss and respond to any issues with the teaching and learning within the course. pacing of the course, especially if there are teachers who have taught the course before who can advise newer staff members.

The meetings are held every three weeks (it was previously every two weeks). I create an agenda the week before and email it out to teachers, inviting them to add agenda items.

To give meetings a firm focus on curriculum matters I have created a DP meeting agenda handout which is emailed to staff at the start of the DP meeting week, giving them a chance to add any items they would like to discuss.

The document includes the following areas which commonly occur during departmental meetings, depending on the time of year:

  • Approaches to Teaching and Learning
  • CAS
  • Course Pacing
  • Peer observations
  • Evaluation
  • Exams
  • Homework
  • Internal Assessments
  • Internal Assessment dates and forms
  • International Mindedness
  • Lesson Observations
  • Moderation
  • Reports
  • Resources
  • Sharing good practice
  • Student concerns
  • Teacher Observations
  • TOK

Here is an overview of how each agenda item can be build into the meetings:

Approaches to Teaching and Learning: An opportunity to share ideas on the approaches to teaching and learning that are being focused on as a whole staff.

It is a good idea to put the approach to teaching and learning into each subject`s context and allow the teachers to discuss their strengths and weaknesses within each subject, which allows them to learn from each other and to enable future planning.

CAS: Meetings provide a chance to discuss potential CAS activities that can evolve from the present curriculum being studied in the subject. The Possible CAS Links handout here is used so staff can build a list of CAS activities, which can be shared with the students during lessons, both during lessons and through the CAS guidebook.

Meetings are also a good time to reflect on previous CAS activities that have been used from the subject.

Course Pacing: At the start of meetings I go over the yearly overviews which can be found here https://www.ibcoordinator.com/yearly-overviews/ to see where departments are regarding the pacing of their courses. Meeting time can be given to making any necessary updates and changes to the pacing.

The Evaluation: Departmental meetings are a good chance for the department to go through part C of the self-study. Teachers can use the time to collect evidence and give the department a grade for each sub section of parts C1-C4. Please see the Evaluation Visit folder in this website for more information.

Exams: Meetings provide a good time for the department to both plan for, and reflect on end of term / year exams. Reflecting on exam results gives the department the chance to identify and areas where students have struggled and then review their teaching and curriculum. Exam results also allow staff to form focus groups of students who have under performed in the exams or are on the borderline between grades.

Analysing mock exam results allows the teachers to plan the final months of teaching and the revision timetable in order to meet the needs of the students based on their performance. More on exam analysis can be found here. https://www.ibcoordinator.com/exam-analysis/

Homework: Types of homework which have and haven`t worked well can be discussed at meetings. The meetings provide a good opportunity to share student responses to homework, allowing other staff members to see the student progress and gain an idea of their understanding of the task.

Teachers can share experiences on the types of homework that work for certain parts of the course. A homework activity for meetings can be found here. https://www.ibcoordinator.com/homework-1/

Internal Assessments: Planning the date of internal assessments can be done at meetings. It is a good chance for teachers to pass on their experience of the best time in the course to give the assessments, which also allows the coordinator to have an overview of the assessments going on throughout the programme. The Assessment Deadlines document here https://www.ibcoordinator.com/assessment-deadlines/ on this website is an Internal Assessment timetable document that can be created as a result of discussion within meetings. I have shared the document with parents and students so that all are aware of important deadline.

The Coordinator can also use the document to make sure that the assessments are spread out fairly and there aren`t times when students are overburdened. It is important to allow departments to work together to plan for assessments (It is a good ideas to go over the whole picture at whole staff meetings to see how many assessments are coming up in the next month or so).

International Mindedness: Meetings are a good time to discuss upcoming international events and issues and how they can be build into each subject`s units of work). It is also a good idea to see if any work can be put on the International Mindedness display board, if your school has one.

Lesson Observations: Department meetings allow the staff to go prepare for upcoming observations, as there can be times when it is beneficial to the teachers to have an agreed focus throughout the department. This can be done through agreeing a focus of the observation that will be beneficial for not only the subject for the department as a whole.

Observation focuses include differentiation, Approaches to Teaching and Learning and links to TOK. The lesson observation handout is discuss in more detail in here. https://www.ibcoordinator.com/lesson-observation-booklet/

Moderation: The meetings allow teachers to moderate work. It is a good idea to agree which work is going to be moderated in the previous meeting to allow teachers to moderate in their own time (following the moderation process document here https://www.ibcoordinator.com/moderation-standardisation/ ) and come to the meeting ready to share grades and give their justifications.

Reports: While advice on writing reports is usually done in whole staff meetings, analyzing report data in departmental meetings is beneficial to get an overview of the students` performance and progress within the subject. This is particularly useful when discussing whether further intervention is needed for the student in the subject.

The writing reports support document can be found here. https://www.ibcoordinator.com/writing-reports-1/

Resources: Meetings are a good chance for teachers to share resources that are working well in lessons. I have also used meetings as a chance to improve resources such as feedback handouts, editing them based on the skills of the teachers and needs of the students.

Sharing good practice: Sharing good practice in meetings gives teachers the opportunity to teach, coach and learn from each other. It allows teachers to share what is working well in their classes, which can then be shared in whole staff meetings, allowing the resources to be used in other subjects where appropriate. It works well to allow teachers to say parts of their lessons or curriculum where they feel they need support and for the rest of the department to bring resources / good practice to the next meeting, which can then be discussed.

Student concerns: Meetings are a good chance to talk about students who are causing concern, through either their academic performance, behaviour, or a non-curricular issue. Student concerns that have been raised at whole staff meetings can be discussed in more detail in department meetings, with teachers and the coordinator creating subject specific action plans if required. If a teacher is having difficulties with a student in the subject, other teachers can lend their experiences on how to make the learning more accessible for the student, or if it`s a behaviour issue, different strategies can be discussed. The Classroom Management strategies document, which can be found here https://www.ibcoordinator.com/booklet/ , can be put into the subject`s context as a further support for students.

Teacher Observations: It is beneficial to have an Approach to Teaching and Learning focus for formal lesson observations. This focus can be a departmental focus based on assessment results, previous observations or teacher suggestions. Departmental meetings are a good chance to talk through the lesson observation process with teachers and to decide whether a departmental focus is appropriate. Other focuses can include CAS, TOK or Learner profile or International Mindedness links to the lessons.

TOK: Similar to student concerns, cross-curricular TOK session are given at whole staff meetings. Department meetings give each department more time to work through the cross-curricular TOK document, which can be found here https://www.ibcoordinator.com/cross-curricular-tok/ Teachers can share ideas of how to make TOK links within their department and to put them on their unit plans. The Coordinator can amalgamate these ideas and share the ones that can be transferred to other subjects with the appropriate teachers. Department meetings can also be used for teachers to go through the prescribed titles and discuss how they could be applied to their subject.

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Exam Questions Staff Activity

This staff activity is designed to get teachers from different departments to work together to look at similarities in exam skills across the curriculum and to start collaborating with the aim of best preparing students for the exams.

The activity looks at a range of issues such as the skills the exam is asking students to show, ATLs, similarities between subjects, language issues, cultural issues, how to prepare for different types of questions, potential problems for students on the exam.

Before the activity I get a range of exam questions from each subject and put them on different tables in the room. Next to each exam question are A3 pieces of paper, with the following questions on:

  • What is the exam / a particular question asking the student to do? Are there similar instructions in your subject?
  • What Approaches to Learning skills does the student need to answer the question? Give reasons. (thinking, research, communication, social, self-management)
  • What Approaches to Teaching would best prepare the student for this paper / question? Give reasons (inquiry, conceptual understanding, local and social concepts, effective teamwork and collaboration, differentiation, informed by assessment)
  • Does your subject have similar skills that the student needs in this exam?—please explain.
  • What potential language issues are there for our students as a whole (give specific examples if you can)?
  • What potential cultural issues are there for our students as a whole?
  • How would you prepare a student for this type of exam / question? Look at the revision techniques handout and add your own ideas.
  • Make links between the requirements for this subject and yours (remember to write your name on your comments!)
  • What potential problems are there on this exam?

Staff work around the room looking at exam questions from different subject areas and adding their ideas. I ask teachers to write their name and subject area next to each comment so the subject area can make connections at a later date.

The activity focuses on IB philosophy as well as the students in the school and is aimed to give teacher to analyse how we can better prepare our students for the types of questions they will be facing in the exams.

The questions in the activity are designed to initiate collaboration between departments.

As Coordinator, I amalgamate the responses and share with staff. It is a good idea to have a reflection meeting on this activity where staff can discuss the issues that have arisen.

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Find Someone Who: Approaches to Learning

In this activity, which can be used in whole staff or departmental meetings, staff question as many other teachers as they can in the time available, finding out who does each part of the approach to learning the meeting is focusing on, and how it is tackled in each subject that does it.

The handout also gives teachers the chance to write down information they would like to follow up with the teacher(s) they have spoken to after the meeting.

This activity opens up discussions between teachers in different subject areas, allowing them to learn from peers and reflect on their practice.

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Form Tutor staff workshops

Below are two documents that I have used for staff training on the role of the Form Tutor.

In both training sessions I split staff up into teams: I have done this as year group teams and also for form tutors working in different year groups, so that they can get an idea of the role at different stages within the school. After the meetings I collate the information and share with the whole staff.

The “Initial Ideas” document is useful to use with new form tutors. I also used it to kick start a new drive on the role of the form tutor in my present school, which I led. In this meeting form tutors discuss what make a good form tutor, how it is a rewarding role, needs of the students in a the school context that form tutors can support them with, form activities that work well (at their present school, previous schools and within an IB context), creating a community spirit, building relationships with students, supporting student welfare and IB assemblies. I also ask staff to write initial questions, points and concerns.

In the “Responding to Possible Scenarios” session I get form tutors to work in groups to share good practice on a range of issues that may come up in the school. The topics they discuss include activities that work well and their impact on students, activities that do not yet occur at the school that the teachers would like to implement, how to raise IB Philosophy within the form, how to best use the classroom walls, issues students are facing at the school and how the form could address them, students with different language issues, a student who doesn’t mix well with peers and a student whose behaviour has changed.

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Google Calendar Help Booklet

Before my programme switched all collaboration to Managebac, we used the Google Calendar to show assessment due dates.

The Google Calendar allowed the staff, students and I to gain an overview of the upcoming assessments.

The calendar was shared with students during DP Core classes where it was used to help students plan the weeks ahead, and with parents at workshops to help keep them informed with what was happening across the Progamme and the work their child has due.

I created this help booklet to aid staff who were new to using the calendar.

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Homework

This homework based activity, which can be used in whole staff and departmental meetings, allows staff to brainstorm ideas on homework within the Diploma Programme. The activity allows staff to comment on homework within the school`s context. The ideas from staff are helpful in creating homework policies and reviewing present practice.

The handouts ask staff to consider:

  • What are the types of homework that work well in each subject? How does it consolidate and reinforce skills / understanding? How does it link prior and future learning?
  • What is the amount of homework you give per week?
  • What are your concerns re homework?
  • Do you have any concerns with student self-management? How have you tried to overcome them?
  • What types of feedback do you give for homework?
  • What do you think the parent / carers` role is regarding homework? What actions have you put into place to support this?
  • What do you think the teachers` responsibilities are regarding homework?

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Language Issues

This activity, which can be used in a whole staff or departmental staff activity, allows staff to share information on the language issues that students face in their subjects, with the aim of finding strategies that work for the student and implementing them across the programme.

Information from this activity can be used to create the student targets and, if applicable, can be shared with the students` special needs coordinator and language coordinator.

The activity gets teachers to consider:

  • the language issues the student is facing, such as writing; speaking; listening; reading; subject specific vocabulary, understanding instructions; exam language;
  • use of command terms; explaining themselves.
  • the difficulties the student is having with each issue.
  • strategies and resources that have worked well with the student in helping them tackle the issue.

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Maximum Assessments

As a Diploma Programme Coordinator, it is important to work with staff to make sure that they take into account the wide range of subjects the students are undertaking and do not over burden them with assessments. Each school with have its own assessment policy. In my school in Japan we agreed that the students needed to be given at least one summative assessment per criteria per half-term, to satisfy our school’s reporting policy.

I worked closely with the whole staff and individual departments to plan the maximum amount of assessments per subject per academic year. This helps departments understand the amount of assessments that students have across the programme and allows them to consider the students` workload as they plan both formative and summative assessments.

It is important to listen to the different views and needs of each department while creating a maximum amount of assessments, as well as the times of year they would like to assess students. I worked with each department in departmental meetings to go through their needs and then created a programme wide overview, which was presented to all staff.

Here is an example of the maximum assessments that I have agreed with each department.

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Policy Quiz

This quiz, which can be used in whole staff and departmental meetings, is a good way to refresh the teachers knowledge on the school policies as well as a starter for the yearly policy review (the quiz is based on the policies I created for my school–which can be found in the policy folder in this site - and can be adapted for your school).

For the policy review, each one can be put on a Google Doc, with teachers in groups making suggestions for updates and / or changes.

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Preparation for the New Acdemic Year

The following documents are examples of the instructions I give my subject teachers for the preparation of the new academic year. Departmental planning time is given at the end of the academic year and the first department meetings of the new year are used to go over the requirements.

The documents cover:

  • Yearly overviews
  • Internal Assessment timetable
  • Assessment calendar
  • Command terms
  • Syllabus
  • Unit planning
  • Internal staff share (called the Link Station at my school)
  • Lesson and revision resources
  • Student guide and support materials
  • Internal Assessment criteria

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Strategies for Borderline Students

This staff activity gives ideas on how to intervene to help students who are on the borderline of getting a 3 or 4 in a subject(s) within the Diploma Programme.

The aims of the activity are:

  • To identify borderline students in the Diploma as a whole and then in our own subjects.
  • To find students who face similar issues with assessments.
  • To know what is meant by intervention and when it should take place
  • To know what form successful written and oral feedback should take and how it works as an intervention strategy.
  • To know how to utilise target setting to improve student performance.
  • The activity includes four tasks for teachers to undertake in groups.

This activity has been adapted into my school`s context and into the Diploma Programme from one based on the UK National Curriculum, created by Jacqui1974 on the TES resources website.

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Teacher Trios

I set up a teacher trios initiative with the aim for teachers to coach and support each other in a wide range of pedagogical areas, focusing on the Approaches to Teaching and Learning in the MYP and DP. The initiative puts teachers in groups of three, including teachers from different subject areas in different programmes, giving them the chance to observe each others lessons with common and individual goals.

Teacher trios ensures teachers get a wider understanding of the experiences students have in different parts of the Diploma Programme as well as the Middle Years Programme (or any other pre-Diploma Programme course offered at your school). It encourages teachers to coach and support each other in a wide range of pedagogical areas, focusing on the Approaches to Teaching and Learning across both programmes offered at our school.

The Teaching Trios Programme gives teachers the opportunity to gain an understanding of aims, objectives and teaching styles in different subject areas from years 7 to 12. It allows staff to share good practice with their teaching partners without the stress that observations can sometime cause.

The programme requires teachers to share the different teaching and learning strategies they implement in their teaching practice with the others in their trio. It is hoped that when teachers are exposed to new teaching and learning strategies they will implement them into their own teaching and learning when necessary.

Teacher trios is also a useful tool for teachers to liaise with each other and share ideas on how they support the language development of our students.

As well as sharing good practice, the teacher trios allows staff to discuss the content and learning experiences of their subject group. Teachers will benefit from seeing how their students respond to different experiences and different teaching styles.

Teachers are encouraged to pick up new ideas from each other, not just in the form of teaching activities but also in communicating with students, setting up assessment tasks, differentiating learning activities and grading student work.

The Teaching Trios Programme gives teachers the opportunity to:

  • Gain an overview of different student learning experiences students come across.
  • Gain an understanding of aims, objectives and teaching styles in different subject areas.
  • Share good practice with teaching partners.
  • Share different teaching and learning strategies you implement in your teaching practice.
  • Be exposed to new teaching and learning strategies used implement the Approaches to Teaching and Learning.
  • Liaise with teaching partners on supporting the language development of students.

The booklet is designed to inform and support staff throughout the process.

It gives a detailed overview of the whole process and includes all the information teachers need to work in their trios, including:

  • The aims and objectives,
  • An overview of the process,
  • Goal setting,
  • How to set and log goals and meetings
  • The ATL checklist from the IB website to help teachers their goals.

The contents of the teacher trios booklet are:

  • Overview.
  • Aims.
  • Process.
  • Goal Setting.
  • Round One handouts.
  • Round Two handouts.
  • Meeting log.
  • Approaches to Teaching.
  • Approaches to Learning.

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Teacher Goals

I introduced the Diploma Programme Teacher Goals as an initiative that runs alongside the Diploma Programme Focus. Each teacher will create up to three goals which, in collaboration with the DP Coordinator will give them individual plans for the academic year.

At least one of the goals will be directly linked to the Diploma Programme Focus of the school year, which in the example shown, is `curriculum`. Teachers are free to create one or two other personal goals based on their individual needs and interests.

The goal(s) are be kept between the teacher and the Diploma Programme Coordinator and will be discussed in the one-to-one meetings throughout the school year.

The goals are not designed to be passed or failed. They are intended to be an ongoing process of teacher development, focusing directly on the yearly focus of curriculum as well as other areas of pedagogical interest for each teacher.

An aim is to establish a collaborative and supportive environment between each teacher and the Diploma Programme Coordinator as well as allow teachers to reflect upon their teaching and learning practice, and approaches to pedagogy.

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Yearly Overviews

I use this yearly overview with each department to allow them to plan when to teach the content of the course.

I refer to the overview in Departmental meetings to check with departments what they are currently teaching how the pace of the course is going. The yearly overviews can be changed as the course is being taught, depending on the progress of the class.

It is a good idea to give the overviews to each department a few months before the start of the course so that they can plan for the course and take into account the pacing of previous years.

The example yearly overview below is taken from the DP Biology course 2017-2018.

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Whole Staff Meetings

Depending on your school context whole staff meetings can occur every few weeks as an hourly meeting or at the start / end of every term as a longer meeting.

In my school in Japan I would have a whole staff Diploma Programme Meeting every three weeks and for a whole day at the start of each term.

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About The DP Library

To help with collaborative planning and in order to give staff a central place to find the documents I have created, as well as important documents from the International Baccalaureate, I have made a DP Library on the school`s staff share area which is available to all staff.

The DP library is regularly referred to in meetings, especially when I make updates to it, showing staff where to find everything they need for the running of the Programme within the school.

This library is shown to new staff as part of their initiation training.

The folders in the DP library are:

  • Academic Honesty
  • Academic Literacy
  • Approaches to Teaching and Learning
  • Assessment overview
  • Assessment Principles into Practice
  • Borderline students
  • Candidate numbers
  • CAS
  • CEM
  • Citing and Referencing
  • Class lists
  • Command terms
  • Coordinator`s Notes
  • Core Handbook
  • Course overviews
  • Diploma results
  • DP department and cross-curricular observations
  • DP focus
  • DP student mentor scheme
  • Enquiry Upon Results
  • Evaluation report
  • Exam analysis
  • Examinations
  • Extended Essay
  • Feedback handout
  • General Regulations
  • Grade Descriptors
  • Handbook of Procedures
  • Induction documents
  • International mindedness
  • Intervention strategies for borderline students
  • Language and Learning
  • Learner Profile
  • Learning Diversity in the IB
  • Learning walks
  • Lesson Observations
  • Maximum assessments
  • Meeting minutes
  • Meeting Template
  • Online Courses
  • Parent communication
  • Pass Requirements
  • Pedagogical leadership workshop
  • Points Matrix
  • Policies
  • Principles into Practice
  • Reports
  • Revision
  • Role of the DP Coordinator
  • Rules for IB Schools
  • Special Educational Needs
  • Standards and Practices
  • Statistical bulletin
  • Student extra curricular activities
  • Student profile
  • Student report data tracking
  • Student targets
  • Subject assessment overviews
  • Subject briefs
  • Subject guides
  • Teacher goals
  • Teacher Trios
  • TOK
  • Unit planner.
  • University
  • What is an IB education?

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✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

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Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
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Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
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