IBEC Curriculum Planning & Instruction 4 — Questions and Answers
Question 1: In IB planning, 'approaches to learning' (ATL) skills are BEST described as:
- Subject-specific content knowledge requirements
- Transferable skills that support learning across all IB programs and subjects (Correct answer)
- Grading criteria for internal assessments
- A list of approved teaching methods from the IBO
Correct answer: Transferable skills that support learning across all IB programs and subjects
ATL skills (communication, thinking, research, self-management, and social skills) are transferable across all IB programs and designed to support lifelong learning.
Question 2: Which scenario BEST demonstrates differentiated instruction within an IB framework?
- Giving the same test to all students regardless of readiness
- Offering varied entry points, resources, and tasks based on students' readiness, interests, and learning profiles (Correct answer)
- Requiring advanced students to help struggling students exclusively
- Tracking students into separate classrooms by ability
Correct answer: Offering varied entry points, resources, and tasks based on students' readiness, interests, and learning profiles
Differentiated instruction in IB involves tailoring content, process, and products based on students' diverse readiness levels, interests, and learning profiles.
Question 3: A DP teacher is planning internal assessment (IA) tasks. Which consideration is MOST critical according to IB guidelines?
- Ensuring the IA is worth the most marks in the course
- Aligning the IA task to subject-specific criteria published in the IB subject guide (Correct answer)
- Designing the IA to be completed entirely in class
- Making the IA identical for all sections of the same course
Correct answer: Aligning the IA task to subject-specific criteria published in the IB subject guide
IB internal assessments must be aligned to the specific criteria outlined in the subject guide to ensure validity, reliability, and comparability of student work.
Question 4: When planning for EAL/D (English as an Additional Language) learners in an IB classroom, a teacher should FIRST:
- Exempt EAL/D students from all assessments
- Identify language demands of the curriculum and scaffold instruction accordingly (Correct answer)
- Refer all EAL/D students to a specialist teacher
- Simplify the curriculum by removing complex texts
Correct answer: Identify language demands of the curriculum and scaffold instruction accordingly
Effective planning for EAL/D learners begins with identifying the language demands of curriculum tasks and designing scaffolds that provide access while maintaining rigor.
Question 5: In IB curriculum planning, 'summative assessment' primarily serves to:
- Monitor student progress during the learning process
- Evaluate what students have learned at the end of a unit or course (Correct answer)
- Provide daily feedback to guide instructional adjustments
- Assess teacher performance and planning quality
Correct answer: Evaluate what students have learned at the end of a unit or course
Summative assessment evaluates student learning at the conclusion of a unit or course, measuring achievement against established criteria or standards.
Question 6: Which IB principle suggests that curriculum planning should help students see themselves as part of a global community?
- Academic honesty
- International-mindedness (Correct answer)
- Assessment for learning
- Interdisciplinary thinking
Correct answer: International-mindedness
International-mindedness is a core IB principle encouraging students to develop a sense of global citizenship and understanding of diverse cultures and perspectives.
Question 7: A teacher is designing a lesson using the 'inquiry cycle.' Which sequence CORRECTLY represents this approach?
- Assess → Teach → Review → Reteach
- Tune in → Find out → Sort out → Go further → Make connections → Take action → Reflect (Correct answer)
- Introduce → Practice → Test → Grade
- Read → Discuss → Write → Submit
Correct answer: Tune in → Find out → Sort out → Go further → Make connections → Take action → Reflect
The PYP inquiry cycle follows stages such as tuning in, finding out, sorting out, going further, making connections, taking action, and reflecting.
IBEC Curriculum Planning & Instruction 4
In IB planning, 'approaches to learning' (ATL) skills are BEST described as: