How do we provide teaching and learning opportunities that reflect the unity of knowledge within, between and across disciplines? Learning beyond the disciplines highlights the interrelatedness of knowledge that gives students opportunities to construct, internalize and transfer meaning and understanding.

■Explore the relationships and shared concepts of disciplinary, multidisciplinary, interdisciplinary and transdisciplinary learning.

■  Engage in activities that synthesize concepts related to ways of knowing while learning how to develop central understandings that encourage learning to know, learning to do, learning to live together and learning to be.

We have many of the inquiry workshops already in the past. This workshop identifies what “inquiry” is and how it naturally differentiates for all learners. Our teacher inquired into how to adapt the teaching and learning environment to reflect the idea that human beings are naturally curious and capable of constructing new understandings in a variety of ways.

A transdisciplinary, concept-driven curriculum supports the development of students’ understanding of complex ideas. Build our capability to design and evidence or assess concept-based learning that leads to depth and rigour in student thinking within and across subjects. Our teachers investigated how the programme of inquiry promotes a school-wide vision for concept-driven learning, and, with the planning process, creates opportunities for students to make connections and transfer understanding from one context to another.

Information and communication technology (ICT) is a vital resource that Primary Years Programme (PYP) schools must use to help students and staff develop the learner profile, apply the understanding, knowledge, skills and attitudes of the PYP curriculum, become lifelong learners and take positive action as members of our information and technology- driven global society. This workshop will assist you in developing a deep understanding of how ICT can be used to transform teaching and learning practices rather than as a stand-alone subject area. This workshop also aims to be a truly paperless face-to-face IB workshop that engages you in active use of internet and electronic resources to support teaching and learning over the course of the entire workshop.

This workshop engages the teachers in an inquiry into the varied purposes and practices of ISNS exhibition. Develop understanding of the agentic role students have in leading and taking action on their learning. Explore, create and share a range of tools and strategies which help optimize the experience for students in the PYP and that set the scene for a collaborative inquiry into issues of local, national and global significance.

How might school communities design and structure learning experiences and environments to support the development and demonstration of student agency through action and engagement beyond the classroom?

■Inspire and support learners to engage in purposeful, authentic, critical and mindful action, in its various forms in response to local and global challenges and opportunities.

■Have deeper conversations with students about how to engage with local and global communities.

■ Explore the concepts of agency and action and their manifestations across the programmes (action, service as action, creativity activity service, service learning).

■ Evaluate approaches to learning and teaching that aim to support understanding of and engagement with complex issues in a way that honors personal and community needs and aspirations.

■ Identify opportunities for institutional growth, enhanced curriculum design and deeper and responsive community engagement.

In this workshop leaders explore how to lead and manage a multitude of teams and team structures in their context. Leaders inquire into how to maximize team learning that results in positive outcomes throughout the IB World School.

■  Professional inquiry and team learning are at the very core of the IB approach to programme development.

■ Effective team leaders use a variety of leadership and management strategies to focus their teams on learning.

■ IB leaders sustain and grow teams by focusing on the needs of the learning community.

■ Dialogic teams engage in discussion about pedagogy within their own school and their extended IB network.

我们如何提供反映学科内、学科间和跨学科知识统一的教学和学习机会？跨学科学习强调知识的相互关联性，让学生有机会建构、内化和传递意义和理解。

■探索学科、多学科、跨学科和跨学科学习的关系和共享概念。

■  参与综合与认知方式相关的概念的活动，同时学习如何发展核心理解，鼓励学习认知、学习做事、学习共处和学习做人。

我们过去已经举办过多次调查研讨会。该研讨会确定了什么是“探究”，以及它对于所有学习者来说是如何自然地区分的。我们的老师探究了如何调整教学环境，以反映人类天生好奇并能够以各种方式建构新理解的想法。

一个跨学科的、概念驱动的课程支持学生对复杂观念的理解的发展。培养我们设计和证明或评估基于概念的学习的能力，这些学习会帮助学生在学科内和跨学科的思维中更深入严谨。我们的教师调查了探究课程如何在全校范围内促进概念驱动学习，并通过规划过程为学生创造机会，帮助建立联系和自由转换理解。

信息和通信技术 (ICT) 是小学项目（PYP）必须使用的重要资源，可帮助学生和教职员工发展学习者培养目标，应用 PYP 课程的理解、知识、技能和态度，成为终身学习者并作为我们信息和技术驱动的全球社会成员，采取积极行动。本次研讨会将帮助您深入了解如何使用 ICT 来转化教学和学习实践，而不是将其作为一个独立的学科领域。该研讨会还旨在倡导真正无纸化的面对面 IB 研讨会，让您积极使用互联网和电子资源，以支持整个研讨会过程中的教学和学习。

本次研讨会让教师参与调查 ISNS 展览的各种目的和实践，加深对学生在领导和采取学习行动方面的主导作用的理解。探索、创建和分享一系列工具和策略，这些工具和策略有助于优化学生在小学项目中的体验，并为协作探究具有地方、国家和全球意义的问题奠定基础。

学校社区如何设计和构建学习体验和环境，以通过课堂以外的行动和参与来支持学生能动性的发展和示范？

■激励和支持学习者以各种形式参与有目的性的、真实的、批判的和正念的行动，以应对当地和全球的挑战和机遇。

■与学生就如何融入当地和全球社区进行更深入的对话。

■ 探索主导和行动的概念及其在整个项目中的表现（行动、服务即行动、创造性活动服务、服务学习）。

■ 评估旨在以尊重个人和社区需求和愿望的方式支持对复杂问题的理解和参与的学习和教学方法。

■ 确定机构发展、加强课程设计和更深入和有响应性的社区参与。

在本次研讨会中，领导者探索如何在他们的环境中领导和管理大量团队。领导者探讨了如何最优化团队学习，从而在整个IB世界学校产生积极影响。

■  专业探究和团队学习是国际文凭课程开发方法的核心。

■ 有效的团队领导者使用各种领导和管理策略来让他们的团队专注于学习。

■ IB领导者通过关注学习社区的需求来维持和发展团队。

■ 对话小组在他们自己的学校和扩展的IB 网络中参与关于教学法的讨论。