Approaches to teaching and learning

in the Diploma Program

5 Jan 2024
Content
• Approaches to learning
• Approaches to teaching
• Unit planning (with ATL planning)
DP ATL resource

• The Approaches to teaching and learning in the Diploma Program

• MYIB🡪 Programme resource Centre🡪 DP Program🡪 guidelines🡪 The

Approaches to teaching and learning in the Diploma Program website
Approaches to learning (ATL)
• Thinking skills
• Communication skills
• Social skills
• Self-management skills
• Research skills
Thinking skills
Thinking Skills

• Which are Lower - order thinking skills?

• Which are higher- order thinking skills?

• Which skills do our students lack?

• lower-order thinking skills:
⮚knowledge acquisition,
⮚comprehension
⮚application
• higher-order thinking skills:
⮚analysis
⮚synthesis
⮚evaluation
Thinking skills are Essential
• Thinkers and Reflective are the IB Learner Profile attributes.
• DP subjects place a premium on the development of higher - order
thinking skills.
• Thinking skills are essential to developing conceptual understandings
and fostering critical inquiry.
Communication skills
• Listening
• Speaking
• Reading
• Writing
• Viewing
• Presenting
• Non-verbal communication
• Seeking feedback; reflects constructively on own work
 Strategies to develop communication skills
Mendler (2013) identifies eight simple tips for encouraging good communication in
the classroom:
1. Model a good conversation, particularly with students who struggle
conversationally.
2. Encourage physical cues.
3. Challenge put-downs or hurtful comments.
4. Ask open-ended questions.
5. Put thinking ahead of knowing.
6. Have informal conversations.
7. Make eye contact.
8. Encourage turn-taking.
提高交流技能的策略
鼓励学生在课堂上进行良好的交流的８种简单的技巧：
1. 示范一场好的会话，尤其是对那些在会话方面有困难的学生。
2. 鼓励以身体姿态、手势动作进行提示。
3. 挑战贬抑或中伤的言论。
4. 提出开放式问题。
5. 先思考后认知。
6. 进行非正式会话。
7. 交换目光传递信息。
8. 鼓励轮流发言。
Social Skills
• Accepting responsibility
• Respecting others
• Cooperating
• Resolving conflict
• Group decision-making
• Adopting a variety of group roles
• Engaging varying personalities and differing points of view
Social skills
• To function effectively in school environment, students need to be
adapted at
• both peer-related
• and teacher related
• social communication and behaviour
Collaboration
Collaborative learning has been found to
• improve understanding of facts (Fall et al. 1997),
• increase student motivation and engagement (Cumming 2010),
• improve academic performance for lower-ability students (Saner et al.
1994),
• and to produce higher satisfaction in learning (Klein 1992).
• improve students’ higher - order thinking skills
Plan effective collaborative tasks
The spider web discussion method can be used to help plan
effective collaborative tasks
The method is created by Alexis Wiggins (2011). The name is an acronym,
describing the specific aspects of the group task and its process.
• synergetic—a collaborative, group effort with a single group grade
• process—a process that must be practiced and honed
• independent—students work independently; teacher observes and gives feedback
• developed—a developed, sustained discussion that aims to “get somewhere”
• exploration—an exploration of ideas, texts or questions through discussion with a
…
• rubric—a clear, specific rubric against which the students can self-assess. (Wiggins,
2011)
蜘蛛网讨论法
• 有助于制定有效的协作作业的方法的一个范例是由阿列克西斯 · 威金斯（ Alexis Wiggins,
• 2011 ）创造的蜘蛛网讨论法。蜘蛛（ spider ）是一个英文首字母缩略词，它描述小组作业及
• 其过程的各个具体方面。
• “s” 代表“ synergetic” （协作的）——由小组协作努力完成工作，小组得到一个单一的成绩
• 馓级 ；
• “p” 代表“ process” （过程）——有一个必须实践和熟练的过程 ；
• “i” 代表“ independent” （独立的）——学生们独立开展工作 ；教师进行观察并给出意见反馈 ；
• “d” 代表“ developed” （得到展开的）——一场得到展开的、持续的讨论，旨在“取得进展”；
• “e” 代表“ exploration” （探索）———通过对 ...... 的讨论，对思想观点、文本或问题进
• 行探索 ；
• “r” 代表“ rubric” （评估细则表）——有一份清晰、具体的评估细则表，学生可以用它开展
• 自我评估。
Self management skills
• Organization
• Time management
• Safety
• Healthy lifestyle
• Codes of behaviour
• Informed choice
• Seek support when needed
Self-management skills

• This skill category breaks down into two separate areas.

• 1. Organization skills—managing time and tasks effectively, goal-
setting, etc.
• 组织技能——有效地管理时间和任务、设定目标等等。

• 2. Affective skills—managing state of mind, self-motivation, resilience,

mindfulness, etc.
• 情感掌控技能——掌控心态、自我激励、适应能力、专注等等。
Research skills
• Formulating questions
• Observing
• Planning
• Collecting data
• Organizing data
• Interpreting data
• Presenting research findings
Research skills in the 21st century
• Browsing (or surfing)—this is the skill that most students already
have in abundance, characterized by a general initial direction of
inquiry followed by a willingness to be distracted in almost any other
direction at all. The problem with browsing is that it often takes place
when more directed research needs to be carried out.
• Being aware—this is more of a critical-literacy skill, and essentially
means being aware of all the unsolicited information in our
environment, scanning it for relevance but not paying specific or
direct attention to it. As a part of DP language and literature courses,
students are encouraged to develop this skill.
• Searching—using Boolean operators and search limiters to refine
searches through search engines of the general type (Google, Yahoo)
and the more specific or scholarly type (university library, commercial
database, Google Scholar).
• Monitoring—employing RSS readers to collect together all internet
content (feeds) relevant to school subject lines of inquiry, scanning
through all collected feeds on a regular basis looking for topics of
value, finding the relevant information and downloading, sharing,
posting or filing the important data.
大多数学生需要接受训练的４项关键性互联网研究技能是 ：

• 浏览（或冲浪）——这是大多数学生已经大量运用的一项技能，其特点是先有一个大致的
初始探究方向，接下来却会随意偏离到任何其它方向去探索。浏览的问题是，当需要进行
方向性较强的研究时，偏离方向的情况却常常发生。
• 保持意识——这更多的是一项批判性素养技能，基本的意思是要能够意识到在我们的环境
中推送而来的所有信息，对其进行扫视，看其是否相关，但无需专门或直接关注它。大学
预科项目语言与文学课程的一部分任务，就是鼓励学生发展这一技能。
• 搜索——通过普通类型的搜索引擎（谷歌、雅虎）和更为专业或学术类型的搜索引擎（大
学图书馆、商业数据库、谷歌学术搜索），利用布尔运算符和搜索限制器来优化搜索。
• 观察监控——使用聚合阅读器收集所有与学校学科探究线索相关的互联网内容（馈源），
定期扫描收集到的馈源以寻找有价值的主题，找到相关的信息并下载，分享、张贴或归档
重要数据。
21 世纪的研究技能
• 马兰德于 1981 年将研究技能分成９个有顺序的步骤 ：
• 确切阐述和分析研究的诉求 ；
• 识别和鉴定可能的原始资料 ；
• 找到每一项资源 ；
• 考察、挑选和排除各种原始资料 ；
• 质疑原始资料 ；
• 记录和储存信息 ；
• 解读、分析、综合和评价
• 收集到的信息 ；
• 介绍和交流正在取得结果的工作 ；
• 评价所取得的成就。
Approaches to Teaching
Approaches to Teaching
• Based on an inquiry approach
• Focused on conceptual understanding
• Developed in local and global contexts
• Focused on effective teamwork and collaboration
• Removing barriers to learning
• Informed by assessment (formative and summative)

• six key pedagogical principles that underpin all IB programmes

六项支撑所有国际文凭项目的重要教学原则
Five key areas related to approaches to teaching in the DP

⮚Teaching with ATL in mind

⮚Pedagogy or andragogy?( 儿童教学法或成人教学法？ )
⮚Effectively using technology
⮚Every DP teacher is a language teacher
⮚Planning
Inquiry-based learning
• “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.”
(Approaches to teaching and learning in the Diploma Programme,
2015)
• Learning how to learn
The IB inquiry learning cycle

The inquiry learning cycle is

recommended as the basis for
both the design and the Action
Inquiry
implementation of classroom
teaching practice in the Diploma
Programme, and in IB
programmes more generally.
The IB does not subscribe to one
particular model, but the
approach is the same.
The process is student-centred. Reflection
Forms of inquiry
• Structured:
• Teachers provide questions for students - Students investigate in
prescribed way
• Guided
• Teachers provide questions for students - Students devise their own
problem-solving
• Open
• Students formulate and investigate questions - Students devise their
own problem-solving
Based on an inquiry approach

Inquiry learning cycle—action, reflection, sustained inquiry

➢Experiential and problem-based learning
➢Guide-on-the-side and meddler-in-the-middle
➢Placing students in role as researcher or detective
➢Helping students along in their process of discovering knowledge, not
giving knowledge
Factual, Conceptual and Debatable
Inquiry should allow factual,
conceptual and debatable
questions to emerge on the
part of the student and
teacher.
Factual Inquiry questions
Factual inquiry questions encourage recall and comprehension
and lead to answers that are supported by evidence.
These questions can be used to explore the meaning of the
concepts, context and other terminology used in the statement
of inquiry.
Most often, factual questions begin with 'What…'.
Conceptual inquiry questions
Conceptual inquiry questions encourage analysis and
application, and do not lead students to a particular viewpoint or
answer.
These questions can prompt deeper inquiry into the key and
related concepts, the relationships that exist between the
concepts, and between the concepts and the contextual
exploration.
Often, conceptual questions begin with 'How...' or 'Why…'.
Debatable inquiry questions
Debatable inquiry questions encourage synthesis and evaluation.
They require students to take a position and/or engage in
discussion or debate involving at least one of the concepts
included in the statement of inquiry and possibly the global context
exploration.
It is important that debatable questions are complex and have
more than one plausible answer.
These questions might begin with question starters such as
'Could...', 'Should…' or 'To what extent…'.
Focused on conceptual understanding

• Getting to the heart of learning with “big ideas”

• Allowing students to move from concrete to abstract thinking, and
facilitating the transfer of learning to new contexts
• Inter-relationship of concepts, content and skills
• Playing a crucial role in moving students from knowledge to
understanding
Concepts
• Concepts bring focus and depth to study and lead students to
enduring understanding.
• “A concept serves as an integrating lens” and encourages the transfer
of ideas within and across the disciplines “as students search for
patterns and connections in the creation of new knowledge.”(Erickson
2008)
Concepts
• CONCEPTS ARE: not skills, not topics
• Subject specific examples:
• Aesthetics, change, communication, communities,
• connections, culture, creativity, development,
• form, perspective, global interactions, identity,
• logic, relationships, time/space/place, systems
Characteristics of the concept
• Timeless, universal, abstract

• Represented by one or two words, or a short phrase

• Specific examples of the concept reflect common attributes

Interrelationship of skills, concepts and contents
DP courses are based on an
interrelationship of concepts,
content and skills. Concepts
The emphasis on this
interrelationship is important
because it helps to address
the concern that concept- Skills Content
based curriculums focus on
concepts at the expense of
content, rather than in
conjunction with content.
Focused on effective teamwork and collaboration

a) Teamwork and collaboration between students

b) Collaboration between students and teacher
● Encouraging effective dialogue and feedback on what students have,
and have not, understood during their lessons
● Encouraging students to give regular feedback on the things they
have not yet understood to inform teachers’ future planning
● Teacher playing the role of “meddler-in-the-middle“ (McWilliam
2008)
● Examples of collaborative learning activities: group projects,
debates, role plays, and other activities with shared goals
Teamwork and collaboration
Teamwork and collaboration does not always come naturally ⎯ we need
to foster it!
• Example of collaborative learning skills.
• Body language tips
• Sit so everyone can see each other.
• Sit in a circle so all members feel included.
• Sit up so everyone feels you are ready to contribute positively.
• Use examples for critiquing.
Teacher’s role
Guide

Set an inquiry question or topic.

Explain the process.
Set time.
Provide reminders about:
criteria
expectations.
Provide feedback.
Ensure full participation.
Effective teamwork and
collaboration
Shifting roles as a teacher
has led to furthering
effective collaboration
Developed in local and global contexts

• Emphasis on students processing new information by connecting it to

their own experience and to the world around them
• Making learning more authentic and more meaningful for students;
exploring real-life problems
• Helping students to see the “why”, and the applications, of what they
are learning
• Providing opportunities for sustained inquiry into a range of local and
global issues and ideas, and opportunities to explore global concerns
such as development, conflict, rights and the environment.
Experiential learning approach
—local and global contexts
• Learning is most significant and lasting when it is
connected to the world around the student.
• (Judith Fabian, IB Chief Academic Officer, in Walker 2010)
Removing barriers to learning

• Thoughtful and adaptive planning to develop, pursue and achieve

appropriate personal learning goals
• Four principles:
• affirm identity—build self-esteem 肯定身份——建立自尊
• value prior knowledge 重视已有的知识
• scaffold learning 为学习提供辅助支持
• extend learning 扩展学习
Removing barriers to learning

Thoughtful and adaptive planning to develop, pursue and achieve

appropriate personal learning goals
• Five ongoing professional inquiries:
• knowing your students as learners,
• knowing yourselves as teachers,
• knowing your curriculum,
• knowing your formative assessments,
• knowing your collegial relationships
• (Powell and Kusuma-Powell 2008)
Teaching the DP with ATL in mind
• Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills
and dispositions are trying to be developed.
• In general terms, the development of every ATL skill can follow the same seven basic steps.
• 1. Decide which particular and specific skills are going to be focused on in your classroom/subject/
department / school.
• 2. Make the skills to be focused on explicit by clear description of each skill and by using examples of
high and low skills proficiency.
• 3. Allow the students to self-assess their perceived competence in the skills in question.
• 4. Analyse the class results obtained, looking in particular for any general skills deficiencies across the
class.
• 5. Develop mini-lessons or tutorials, or find online exercises for students to complete to bring all
students up to the same skill level.
• 6. Build into subject lessons exercises that enable students to practise and improve the skills in focus.
• 7. Ask the students to continue to self-assess their proficiency.
• 笼统说来，发展每一种学习方法技能都可以遵循相同的７个基本步骤。
• 1. 决定在你的课堂上 / 学科 / 教研组 / 学校中，哪些特定的和具体的技能是要作为重
• 点发展的。
• 2. 通过清楚的描述，并提供能体现该技能不同掌握程度的案例来明晰地定义解释这
• 些技能。
• 3. 让学生自我评估他们已有的运用相关技能的能力。
• 4. 对从全班获得的结果进行分析，特别注意发现全班普遍欠缺哪种通用技能。
• 5. 开展一些微型课或辅导课，或在网上找到一些练习让学生完成，从而使所有学生
• 达到相同的水平。
• 6. 在本学科的课时中计划安排一些练习，使学生能够实践和改进该重点发展的技能。
• 7. 让学生继续自我评估他们对该技能的掌握程度。
The value of planning
• ll DP/CP teachers should engage in explicit planning.
• The IB programme standards and practices detail this in the Learning
category: Coherent curriculum 2.1: Teachers collaborate to plan and
design units that meet programme requirements and are in
accordance with programme documentation. (0401-02-0100)
Before using a planner, take a few moments for backwards design.
How might this research change our planning considerations?
How might we fill the gap?
• Do we overload the working memory?
• Consider focusing on:
• ten minutes chunks of lecture
• each chunk begins with a core concept or big
idea
• only one big idea per chunk delivered in one
minute or less.
• The remaining nine minutes spent elaborating
on details (can be done in reverse)
• At the end of the 10 minutes, engage students
emotionally and allow time for processing (for
example, think/pair/share)
• Repeat until time is up
• Based on John Medina, Brain Rules, 2009
Consider the inquiry cycle as a framework for planning

Inquiry Action

Reflection
DP Unit planning
• On the Approaches to teaching and learning website, there are
examples of DP unit planners. These DP unit planners are not
intended to mandate or restrict what DP teachers can or cannot do.
Rather, they are intended to inspire and support teachers to think
more about not only what they are teaching, but also how they are
teaching.
• Introduce “DP unit plan review tool. ATL in the DP”
• Review one unit plan( English A)
Group work
• Opening the door on unit planning and creating a culture of
collaboration with the goal to always improve is vital.
Use the questions below to self-assess your school's social skills reflected in the
physical
• environment.
• Does the physical space of the classroom illustrate student-centred learning?
• Can desks be easily moved into pods; is the teacher desk/table off to the side?
• Are there opportunities created for students to interact with one another in ways that build on
their learning in and out of the classroom?
• Are tasks oriented to allow for collaboration?
• Is there opportunity to model and practise refined social skills?
• Do you assign roles for the groups so they can meet an expectation?
• What skills does a student have when there is trouble reaching consensus?
• Do ATL skills get explicitly reinforced in the core(s)? In the Diploma Programme’s CAS, TOK, and
EE? In the Career-related Programme’s reflective project, service learning, PPS, and language
development?
• Do you connect ATL skills to co-curricular programming?
Make ATL learning visible
Please note:
• Common language of approaches to teaching and learning fosters
collaborative planning and facilitates meaningful conversations about teaching
and learning between colleagues and between teachers and students.
• Thinking skills are essential to developing conceptual understandings and
fostering critical inquiry.
• Research skills enable students to process and evaluate relevant information
appropriately, and play an important role in inquiry-based learning.
• Communication and social skills foster meaningful collaboration between
students and teachers, and create connections with the greater community.
• Self-management skills help teachers and students navigate the complex
demands of the Diploma Programme (DP)
The Aim of approaches to teaching and learning

The aim of the approaches to teaching and learning is

• to improve the quality of teaching and learning across the programme
to support key values and principles of IB educational philosophy.
• to support each school's context of the IB philosophy through
purpose, culture, environment and ultimately, learning.
• Because the same skills and approaches run across programmes and
across subjects, they also provide a shared language around teaching
and learning for all members of the school community.
How can we assess for learning?
Assessments should be:
• Consistent
• Accurate
• Meaningful
• Supportive of Learning

• (Ken O’Connor)
Informed by assessment (formative and summative)
• Formative assessment: “all those activities undertaken by teachers,
and/or by their students, which provide information to be used as
feedback to modify the teaching and learning activities in which they
are engaged” (Black and William 1998: 7)
• Formative assessment is a tool or process that teachers can use to
improve student learning; it is about assessment for learning, rather
than simply assessment of learning.
• Summative assessment is a summary assessment of learning at a
particular time after students have worked with concepts, content
and skill development, and have had sufficient feedback to make
improvements
Feedback
• As educators, is our feedback actually valuable?
• 1) Teacher: “go deeper”
• Student: “I don’t know what else to add”
• 2) Teacher: “too descriptive”
• Student: “I don’t know what he means….and I am NOT going to
ask”
• 3) Teacher: “analysis needed”
• Student: “I am no good at…..”
• 4) Teacher: “great work”
• Student: “not sure why it is great but ok”
• Read the article and conduct group discussion:
• Assessment: The Bridge between Teaching and Learning