AGIS Conference 2024 Potsdam

Attachment theory explores our fundamental relations between people, based on our relationships with our primary caregivers. In this session we will learn about attachment styles and how they impact children’s behaviour. We will explore why this is so important for human survival, what behaviours to look out for in classrooms and provide participants with practical skills teachers can use in class.

What challenges do IBDP students face when it comes to accessing the curriculum? Do they feel supported in the pursuit of their individual academic goals?

At BBIS, our Grade 11 and 12 academic support model, known to students as the 'Academic Center for Excellence', was born from our efforts to reflect on these questions.

The ACE programme gives all Grade 11 and 12 students access to:
- One-on-one academic coaching with subject and inclusion specialists
- Workshops designed to help students fill skills gaps
- A growing collection of resources
- Leadership opportunities (student-led study groups)
- Enhanced teaching and learning through co-teaching.

We connected with educators from around the world, including the AGIS community, in the design and implementation of the ACE programme. We think AGIS is the perfect place to share what we have learned along the way— successes, lessons learned, and ongoing refinements.

In this session, I aim to share and discuss activities to foster students' internalisation of musical literacy elements encompassing reading, writing, and performance aspects of music. We will explore effective strategies for crafting a new learning goal, investigate methods to reinforce these objectives through kinesthetic and visual activities, and then introduce notation elements. While the primary focus is on strategies applicable to primary education, these approaches can be seamlessly adapted for secondary education or choir practice. This session caters to music and choir teachers and extends its relevance to homeroom teachers involved in teaching musical literacy skills.

This session will demonstrate how Student Support Team at Berlin Metropolitan School operationalizes the strength based model, composed of four components: theory of multiple intelligence, positive psychology, positive psychiatry and vectors of development based on the Stanford Neurodiversity Project (Fung, 2023) as a model applied in educational settings.

The Language B course in the Diploma Programme allows for a broad scope of potential
approaches in terms of course design, learning experiences and assessment, with no single best practice as such. The presenters of this workshop have spent numerous hours discussing how to structure and teach the course, and they have identified certain strategies that they believe are integral to an effective Language B course. The aim of this workshop is to share these “best practices” with participants, along with the thought processes that went into identifying them. These are of course suggestions only, and we are keen to hear interesting ideas that have worked well for others, so participants are encouraged to bring their own resources and suggestions along to share.

Our learning spaces provide great opportunities to extend learning, develop relationships, and create safe and secure feelings for our youngest learners. How these spaces are created has a big impact on student engagement and interactions. We will be looking at what goes into creating the best environments for our early years (any beyond) spaces.