Mastering IB Exams and Supporting Students

Mastering IB exams and  Supporting Students
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Slide 1: Slide

This lesson contains 20 slides, with interactive quizzes and text slides.

Items in this lesson

Mastering IB exams and  Supporting Students

Slide 1 - Slide

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why??


To understand how  effectively we can support our students 

Slide 2 - Slide

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You will need ...
Exam Guide and/or Syllabus (IB)
Mock analysis document 
The most recent examiner report of your exam board
Grade boundaries for the exam used 
Markscheme
Students' papers – Mock; KC1 and previous year ideally

Slide 3 - Slide

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What do you already know about the structure of your subject exam?

Slide 4 - Mind map

Understanding the IB Exam Structure
The IB exam structure consists of various components, including written papers, oral exams, and coursework assessments, all meticulously designed to evaluate students' knowledge and understanding in a holistic manner. These components are intended to provide a comprehensive assessment of the students' abilities across different subject areas.
Accountability 
Revision is crucial for exam success. It helps students reinforce their understanding and retain information effectively.
Have you provided the students with a self-audit list of topics that they need to master for the exam? Bonus points if you have created a traffic lights system.

Slide 5 - Slide

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Structured study schedule.
Allocating specific time slots for each topic and sticking to it consistently. How many lessons until Y13 go to study leave?
By following a schedule, students can manage their time effectively and avoid last-minute cramming, which can lead to stress and hinder retention.

Slide 6 - Slide

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Subject guide and syllabus
Subject-specific study resources and recommendations. These resources provide students with a targeted approach to their studies, allowing them to focus on the specific content and skills required for each subject. 

              Each student must have a copy that is used as a working document, in conjunction with the textbook. 

Slide 7 - Slide

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Good Sample Answers 
Provide  "pictures" of the end product 

Slide 8 - Slide

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Text
Scaffolding
Differentiation
clear instructions 
feedback on students' work
Offering hints and prompts 
Breaking down tasks into smaller, more manageable steps
Providing students with different levels of support
Varying the content, process, or product of instruction to meet the needs of different learners


to provide different options for demonstrating their learning

Slide 9 - Drag question

Providing students with clear instructions and examples
Breaking down tasks into smaller, more manageable steps
Offering hints and prompts when students are struggling
Providing feedback on students' work
Differentiation 
Varying the content, process, or product of instruction to meet the needs of different learners
Providing students with different levels of support
Offering students different options for demonstrating their learning
Understanding Students' Needs

Tailoring support to individual needs is important but knowing the potential of our students is essential.


Slide 10 - Slide

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What is your student's Allis prediction for your subject? Provide the name of the student and the subject

Slide 11 - Open question

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Exam Performance (Metacognition)
  1. ask the students to make a list of the number of questions missed.
  2. ask them to go back through their notes and find out the correct answers
  3. ask them to verbalise what they did wrong
  4. ask them to verbalise what they are going to do next time to avoid it
  5. ask them to keep records of their achievements in percentage values
  6. ask them to summarise what they learned each lesson
  7. REPEAT
  

Slide 12 - Slide

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Bank of Resources
Offer students access to past papers, study guides, and additional learning materials such as subject reports in an organised manner.                
                                      Example: By skill
                                                         by question type
                                                         by topic 

multiple-choice, 
short answer, 
extended response 

reading 
writing
listening

the house
holidays
future

Slide 13 - Slide

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Feed up: what do they need to succeed?
Mock
Analysis 
Alis targets 
Grade samples
Scaffolded plan of action

Slide 14 - Slide

By recognizing areas where they excelled or struggled, students can focus on developing gaps in knowledge. 
KC2 - Mock
Kognity structured practice

Slide 15 - Slide

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Write down 3 things you learned in this lesson.

Slide 16 - Open question

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

I believe I will achieve this grade  
  for the work I have submitted.

Slide 17 - Poll

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  Why did you specifically 
  select that grade?

Slide 18 - Open question

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Write down 2 things you want to know more about.

Slide 19 - Open question

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.
Ask 1 question about something you haven't quite understood yet.

Slide 20 - Open question

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.