DP Sciences - Concept-Based Teaching
  • DP Sciences - Concept-Based Teaching and Learning
  • Faria Education Group
  • About the Authors
  • Introduction to Concept-Based Teaching in the DP Sciences
  • Concept-Based Teaching General Principles
  • CBT for Biology
    • Where are they Applied or Assessed?
    • How can Concepts for Teaching and Learning in IBDP Biology be Utilised?
    • Concept-Based Units or Lessons
    • Biology Concepts Poster
  • CBT for Chemistry
    • What are the Advantages of Teaching Conceptually?
    • Alternatives and Further Help
    • Example Concept-Based Lessons
    • Chemistry Concepts Poster
  • CBT for Physics
    • Where are the Concepts Applied or Assessed?
    • How can you Utilise Concepts for Teaching and Learning?
    • Practical Examples and Resources for Using CBT Within Your Classroom.
    • Physics Concepts Poster
  • Developing CBT Across the School
  • Conclusion
  • Further Reading/ Resources
  • Looking for more support in this area?
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Developing CBT Across the School

Concepts are well established within the PYP and MYP. Increasingly DP subjects are explicitly identifying the concepts that they wish to be explored within their curriculum.

As such there is an opportunity within concept-based teaching, to compare and contrast what concepts are being applied to which discipline. This is something that can be reviewed periodically during a school year, or within a TOK curriculum, to reinforce the students' understanding of the similarities and differences between their subjects. This will aid students' understanding of their entire diploma programme and improve their synthesis and evaluation skills. This can only occur if teachers take the time to discuss and apply themselves. The knowledge of what is being experienced in other classrooms can aid the teaching in others. This is sometimes referred to as horizontal articulation.

There is an opportunity within schools to vertically articulate concepts and sow the seeds for success at the DP. If the programme of inquiry at earlier ages is aware of what is the goal of the DP programme then they can introduce content, and concepts that prepare students for it.

Teacher awareness of the concepts that are being explored in other disciplines through horizontal articulation also helps to develop students' overall understanding of what they are learning and how it may apply to real-world challenges.

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Last updated 2 years ago