Has anyone had experience using modeling in an International Baccalaureate (IB) setting? I do not have experience or training in IB but may have to teach in that setting next year. I can’t imagine not using modeling…
Thanks in advance, and sorry if I missed an existing thread, search came up empty.
A year later, I am also wondering whether anyone out there is teaching an IB science course with modeling. I’m an experienced IB physics teacher, thinking of trying modeling instruction at least for some units.
I have taught Physics using Modeling since 2008, and I taught 3/4 (long story) of the IB Physics HL course once. Given the breadth of material in DP Physics, I don’t think Modeling is a good fit. For example, Topic 2.2 includes all three of Newton’s Laws plus momentum and impulse, and is only allotted 6 hours. In the standard Modeling timeline, that would take 6-9 weeks. That being said, I found the Modeling approach to designing labs to be extremely well-aligned with the IB Internal Assessment rubrics, and my students did very well, even if they didn’t do well on the Papers.
An Interactive Engagement technique like Peer Instruction could work well, though. I tried to use PI, but didn’t really do it well or often enough.
Viewing 3 posts - 1 through 3 (of 3 total)
You must be logged in to reply to this topic.
You must be an AMTA member to access the full set of curriculum resources. Click the button below to enter.
Non-members can join or renew by clicking on the button below.
AMTA is a 501(c)3 organization; your donations are always welcome and tax deductible.