• Agenda

    Agenda

    This agenda is subject to change.

    1 JUNE 2018, FRIDAY
    08:30 - 09:00 Welcome coffee and introduction
    09:00 - 10:30

    Session 1-IB IBO, situation of Global Politics in the continuum, Learner Profile and ATLs in Schools

    • To explore the IB mission, and the evolution and philosophy of the DP
    • To utilize IB programme standards and practices as a guide for decisions regarding the implementation of the programme
    • To situate and understand Global politics within the context of the IB continuum
    • To consider ways in which the Learner Profile attributes and the emerging ATL principles might support the development of teaching and learning in DP global politics

     

    10:30 - 11:00 Coffee break
    11:00 - 12:30

    Session 2-Background & location of IB Global Politics in Group 3 subjects, TOK, EE, CAS

    • to explore the background, pilot, and process of moving DP Global Politics to mainstream offer
    • to examine the DP Glopo guide, with special attention paid to the approaches to teaching and learning (ATL) for the course
    • to identify connections between the core areas of the diploma and the DP Glopo course description

    12:30 - 13:30 Lunch 
    13:30 - 15:00

    Session 3-How ‘key concepts’, ‘theoretical foundations’, ‘levels of analysis’ and ‘individual and group perspectives’ in DP glopo are at the heart of effective teaching and learning in the course

    • to interrogate and construct an understanding of the general principles of DP global politics, and consider how they might be supported by specific teaching and learning strategies
    • to consider the importance of international mindedness in DP global politics To consider the hierarchy of levels of analysis (global, international, regional, national, local and community) with specific reference to the core content, the IA and the HL modules
    • to examine the role of individual and group perspectives in understanding glopo
    15:00 - 15:15 Coffee break
    15:15 - 16:45

    Session 4-The core units of Global Politics: Foundations, Human Rights, Development, Peace & Conflict

    • rationale for the four core units
    • the key concepts rationale in each
    • learning outcomes
    • prescribed content
    • possible examples
    • drafting a course outline for teaching in your school context

     

    2 JUNE 2018, SATURDAY
    09:00 - 10:30 Session 5-In light of key concepts: necessary skill sets to use, exemplary material, prescribed content, assessment objectives
    • review the structure of each unit, including learning outcomes and prescribed content
    • brainstorm ways in which exemplary material from current events, case studies, experiential learning can be constructed towards meeting the assessment objectives
    • discuss ways of determining when ‘enough’ has been covered, and signals students have built a rich and balanced understanding of the key concepts
    • appreciate the mechanics and expectations of Paper 1 and Paper 2, and student use of exemplary materials in support of their responses 
    10:30 - 11:00 Coffee break
    11:00 - 12:30

    Session 6-Assessment Models

    • to understand the assessment models of the core units
    • to practice marking and assessing
    • to link the assessment models back to the standards and practices of the IB, and key concepts of the course
    • mechanics and objectives of Paper 1
    • marking a Paper 1
    • ‘setting’ a Paper 1 

    12:30 - 13:30 Lunch 
    13:30 - 15:00

    Session 7-Assessment Models

    • to understand the assessment models of the core units
    • to practice marking and assessing
    • to link the assessment models back to the standards and practices of the IB, and key concepts of the course
    • marking a Paper 2
    • ‘setting’ a Paper 2
    15:00 - 15:15 Coffee break
    15:15 - 16:45

    Session 8-EA: The Engagement Activity

    • to understand the ‘spirit’ of the EA, scope and depth
    • EA concept, instructions, guidance, value
    • examples of quality EAs
    • marking EAs
    • Homework: 
    • set one good Paper 1 question
    • set two good Paper 2 questions
    • develop one good Engagement Activity

    Student engagement and enrichment through GloPo inside and outside the classroom

    • sensitivity when teaching contemporary events
    • balance between instruction and constructivist models of teaching and learning
    • sharing: ways in which students can collaborate and support one another
    • sharing: practices from other DP subjects and TOK to inform planning for learning in GloPo
    • sharing: community engagement opportunities

    3 JUNE 2018, SUNDAY
    09:00 - 10:30

    Session 9-Higher Level Extension Case Study

    • to understand the ‘spirit’ of the HL extension case study, scope and depth
    • choice of HL extension case study
    • course instructions and guidance for the HL extension case study
    • understanding the marking rubric
    • examples of HL extension case study topics
    • examples of HL extension case study presentations
    • marking HL extension case study presentations
    • ‘setting’ and HL extension case study

     

    10:30 - 11:00 Coffee break
    11:00 - 12:30

    Session 10-Range of content and resources

    • the lifetime rule **
    • teacher and student networking
    • resources networking
    • Twitter and other social media
    • community resources
    • print resources
    • online resources
    • news resources
    • social constructivist approaches


    Alternative:

    Expansion for areas of interest to the participants / sharing and input

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