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IBSNC Roundtable Session Descriptions

 

PYP Sessions
 
Inquiry-based Teaching in the PYP Classroom Natosha Newton, Iredell-Statesville Schools
The presentation will focus on how to coach a Math Inquiry lesson through Guided Instruction, Student Inquiry, and Assessment. The process of inquiry will be explored as well as resources provided on how to conduct inquiry in math using the Unit Planner and NC standards.
 
Sharing the Planet: What on Earth is the problem? Abi Woodson, Speas Global Elementary School, Winston-Salem
Sharing the Planet is a transdisciplinary theme 4th grade students explore during 2nd quarter. This theme provides students an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.While working within this theme students focus on the central idea: Living things struggle to share the earth’s finite resources. Within this unit of inquiry, students complete a study of the Amazon rainforest, and the problems causing its demise. Students explore specific species of frogs which are at-risk, or endanger of becoming extinct. Students also develop an understanding of human impact on the precious bio-diversity indigenous to the rain forest, and make the connection of how the rainforest provides humans with many of things we use such as food and spices. The impact of this global connection (a problem in South America affects North America?) prompts students to come up with their own solutions. The IB summative was to select one problem affecting the rainforest and to offer a solution. Students had their choice of how to share their solution: 1) create a game board, 2) make a product, 3) create a video commercial, or 4) use an idea of their own.The presentation would explore: 1) instructional materials selected, and an explanation of why, 2) how this UOI connected to reading standards, 3) completed student projects and commentary.
 
MYP Sessions
 
Benefits of Standardization Grading within PLCs Andrew O’Neill, Piedmont Middle School, Charlotte
This presentation will engage practitioners with the practice of standardization grading. As a department or as a professional learning community (PLC) when planning common assessments and grading them, do you collaborate as a team? Standardization of grading and planning also allows for student feedback to be timely and relevant. Also, this practice will allow for instructors be consistent with grading and use of rubrics.
 
Community Project at Work: Facilitation, Expectations, and Insight Sarah Graboyes, Randolph Middle School, Charlotte
Maranda Thornburg, Piedmont Middle School, Charlotte
In this session, Community Project Leadership will see the variety of methods which the Community Project has taken in multiple schools. Presenters will share how the Community Project has been managed with both large and small cohorts of Year 3 MYP students as well as the variety of communication and meeting methods the IB Coordinators have used with the teaching staff.
 
Culturally-relevant MYP Unit Planners Josh Edwards, Wake County Public Schools
How can we use the IB/MYP framework to meet the needs of our increasingly diverse classrooms? How can we make sure that all of our students see themselves in our content and our teaching? How can we connect to meaningful issues and problems in the world around us and help our students see how they too fit into the “real world”? All of these questions can be answered using culturally-relevant unit planners.
 
Leadership Panel- Whole School Model, Initiatives from your District, & Marketing Your Program Sarah Graboyes, Charlotte-Mecklenburg Schools
This presentation will provide insight into how a large district supports IB, role of the coordinator, and marketing ideas for your school.
 
Teaching the NC Science Standards through Collaborative, Hands-On Inquiry Leslie Cosentine, J.M. Alexander Middle School
Our 6th grade science team will share their approach to teaching middle school science through MYP inquiry units that effectively address NC standards and MYP criteria. The presentation will showcase the Thermal House Energy Project, a 4-week unit that explores how scientific and technical innovation can help us transform and conserve energy. As a part of the unit, collaborative teams design, build, test, and improve their own energy efficient houses.
 
DP Sessions
 
Increasing Diploma Programme Cohort Loren Baron, Millbrook High School, Raleigh
The session will focus on strategies coordinators and administrators can consider to increase the size of their Diploma Programme cohort. We will exam barriers to the programme, both explicit and implicit, and we will look at outreach efforts directed at students and parents. We will discuss the notion of IB for all and how the culture and perception of a school’s Diploma Programme can impact its recruitment efforts and cohort size.
 
Introduction to the Diploma Programme David Brooks, Needham Broughton High School, Raleigh
This presentation is an introduction to the IB Diploma Programme for teachers or administrators who are either new to the DP or who have focused on their own subject areas and would benefit from a more holistic program overview. The presentation will focus on a variety of aspects of the program, including the mission, learner profile, approaches to teaching and learning, core, subject groups, curriculum, and assessment.
 
Lateral Planning in History and English A: Literature Heather Purvis, Parkland High School, Winston-Salem
Tripp Jeffers, Parkland High School, Winston-Salem
Literature and history are ideal subjects for lateral planning. When teachers choose topics and texts that build on one another, students are given opportunities to stretch their thinking and make connections throughout the year. It also allows teachers to maximize class time, especially in HL courses. In this workshop, we will talk a little bit about what we do and then spend time exploring options that would work for you.
 
Navigating the Madness of the Extended Essay Heather Purvis, Parkland High School, Winston-Salem
The Extended Essay is…extensive to manage. Most students have limited exposure to research synthesis and analysis, and simply the scale of the EE seems daunting for them. Providing students with the structure to make it through the whole process is essential to their ability to complete the EE and to be successful on their terms. This workshop is primarily for EE coordinators, but it may be useful to subject-area supervisors and TOK teachers as well.
 
Scaffolding History Internal Assessment Tripp Jeffers, Parkland High School, Winston-Salem
Ellen Cruz, Parkland High School, Winston-Salem
Explore how to prepare students for the History Internal Assessment in manageable bites. Discuss the changes in IA requirements as well as how to coordinate scheduling with Extended Essay demands as well.
 
Sneaking High-level Learning into your IB Psychology Course Leah Greene, Needham Broughton High School, Raleigh
This is a perfect session for a brand new psychology teacher or a seasoned veteran! Walk away with activities that you can use on Monday morning to increase critical thinking in students, the ability to conduct research, and to reduce the fear of statistics. The labs, activities, and replications support the new revision of the IB Psychology curriculum, focusing on the biological, cognitive, and socio-cultural approaches, developmental and abnormal psychology, qualitative and quantitative research, and statistics. Participants will interact with short labs, hands-on activities, and long-term research projects that are based upon authentic research and weave in statistical analysis.
 
The Philosophy of Superheroes, Aliens, and Robots: How To Successfully Offer IB Philosophy Course Tripp Jeffers, Parkland High School, Winston-Salem
The workshop will explore effective implementation of the IB Philosophy course curriculum and its application to “non-philosophical” stimuli such as superhero comics, science fiction, fantasy, and other examples of popular culture. Examine the possible structuring of a course to accommodate both HL and SL students as well as 1st year and 2nd year students simultaneously.
 
Understanding Language B changes Laurel Lokant, Parkland High School, Winston-Salem
The new Language B Guide has changed dramatically, and the session will be a roundtable discussion/sharing/collaboration session of information about the changes, and how to best implement them. All participants will engage with one another to share best practices for teaching the new curriculum and build a google doc to share ideas, websites, and activities.
 
Continuum Sessions
 
Chefs for Change: Incorporating Global Perspectives and Social Entrepreneurship into Spanish Classes Bethanie Drew, Needham Broughton High School, Raleigh
R.L. Andrews, Needham Broughton High School, Raleigh
Chefs might not be the first example people think of when they consider leaders in social change, but they are game changers who are at work in NC and abroad. We will demonstrate how we built a unit using authentic Spanish language resources and community involvement that explores social entrepreneurship and volunteering locally and internationally. Through this unit students demonstrate an increasing awareness of global issues–especially the UN Sustainable Development Goals–as well as creative approaches to addressing them. They use their developing language skills to examine and compare initiatives locally and globally, and take their knowledge with them as they apply their skills in a service project. Although this project was carried out in Spanish classes, it is easily adaptable to myriad other disciplines.
 
Closing the Feedback Loop Mark Hartman, Millbrook High School, Raleigh
We all know feedback to students is one of the most important things we can do. We ALSO know it can take a lot of time and sometimes does not seem to be taken on board by students in the way we would like.In my IB Physics classroom, we’ve tried to target feedback and develop a culture of revision based on a growth mindset. Come hear about several ideas we’ve tried and discuss new ideas from session participants to make feedback a useful tool for the amount of time you choose to spend on it.
 
 
Facilitating a Culture of Inquiry in IB Science Laura Chalfant, Smithfield-Selma High School, Johnston County
Discussion and examples of ways to prepare students to design experiments in MYP and DP science and foster curiosity and understanding of the nature of science in IB science.
 
Making Thinking Visible: Routines for Understanding Harriet Regen, North Mecklenburg High School, Huntersville
Amy Pasko, North Mecklenburg High School, Huntersville
The book Making Thinking Visible by Ritchhart, Church, and Morrison offers excellent strategies for IB classrooms. How do we turn activity into learning? How can we be sure, as Church asserts, that hands-on learning is “minds-on” learning? This session will unpack what it means to “understand” and will illustrate the ways Visible Thinking Routines can be used to deepen engagement and build students’ meta-cognitive awareness.
 
Preparing MYP students for DP mathematics courses Samantha Freiberg, East Mecklenburg High School, Charlotte
In this session, we will consider the skills that MYP students need to build in order to be successful in DP level mathematics courses. We will examine the syllabi for the DP math courses (in particular the new courses that will begin in 2019-2020) to discuss horizon content knowledge and vertical alignment of the curriculum. In addition to content, we will highlight mathematical skills and habits that teachers can help students develop in MYP Math 1, Math 2, and Math 3 in order to be prepared for advanced mathematics courses. Both MYP and DP math teachers will have the opportunity to contribute to the discussion and help shape the ideas of what skills are important for IB mathematicians and how teachers can help cultivate these skills.
 
Quality Teaching for English Learners (QTEL):  Approaches to Learning Sallie Davis, Marie G. Davis K-8 School, Charlotte
In this session, team members will learn a variety of strategies to enhance the learning environment of English Language Learners. Team members will experience pedagogical strategies that can be successfully used with English Language Learners and other students when reading texts beyond their individual ability to comprehend and understand misconceptions and processes in language learning while incorporating the Approaches to Learning. The workshop provides hands on learning experiences for team members to use in their classroom, boosting students ATL skills from novice to experts.
 
Reading Film as a Text Lorraine Romano, Millbrook High School, Raleigh
In my presentation I will demonstrate how I engage students to see film as a text, by taking a popular film and, using the socratic method, having them explain what they see and what it means. As we do so, students are introduced to the vocabulary of film, as well as the textual meaning found in cinema.
 
Supporting Whole School Diversity & Inclusion Shanniska Howard, Ranson Middle School, Charlotte
Kim Lynch, Albemarle Road Middle School, Charlotte
In today’s diverse academic environment, it is imperative to keep the student at the center of it all. As educators, we are committed to creating an environment in which all students can be successful. Sometimes, this may involve individual educational pathways and differentiation. In this session you and your team will reflect on your current practices as you continue to build an inclusive program for all.
 
Time and Relationships Tamara Coburn, Winston-Salem/Forsyth County Schools
This session presents a cultural framework for time and relationships in the classroom, with a focus on developing international-mindedness among teachers in response to diverse student populations. Participants will individually rate statements about time and relationships, collaboratively categorize expressions about time as flexible or precise time, and participate in a Micro-Lab Protocol in response to a brief excerpt about cultural mindfulness. By incorporating a perspective of cultural relativity into our classroom management styles, we model the concept of international-mindedness for all our students. After laying a foundation of cultural theories and anthropological models, we will consider classroom applications.
 
Twitter: Helping to Answer the Question, “What’s IB?” Katryna Jacober, Speas Global Elementary School, Winston-Salem
Cathy Smith, Speas Global Elementary School, Winston-Salem
What is IB? You mean there is IB in elementary school? So how is your school different? What makes your classroom IB? Are these the types of questions you get each year? Did you know you can help your #LearningCommunity “see” the answers for themselves through twitter? Come learn how simple everyday photos and descriptions have increased awareness about IB PYP at our school, learning community and throughout our district. Disclaimer: We are teachers with teaching degrees. Everything we’ve learned had been through research and trial and error, so you can do this too!
 
Using Improvement Science to Understand Issues and Solve Problems Mark Hartman, Millbrook High School, Raleigh
Learn to use the basics of Improvement Science to identify, understand and move toward effectively solving a problem that has arisen in your classroom or program. You’ll step through the process of unpacking a problem, referencing examples like “Students don’t persevere in a meaningful way with the activities presented,” “Most IB physics students are not demonstrating their thinking process for problem solving in a clear way,” and others.Ideally, you’ll come with a team interested in the same issue. The protocol and tools learned here will help groups identify, plan for and enact change with regards to student achievement, behavior or program-wide issues.