Innovation in the new BM programme

There are many favourable aspects of the new BM programme, due for first teaching in September; not least the introduction of a concept based learning. However, it is slightly disappointing that the programme, with a shelf life of 7 years, makes limited references to some potentially transformational changes in the external environment. In particular: The social media Nanotechnology 3D printing The ‘internet of things’ Big data Given the rate of technological change, it is understandable that a syllabus cannot include every ...

Making the Case

Case studies are an increasingly popular form of teaching and have an important role in developing skills and knowledge in students; bridging the gap between theory and practice. Case studies have always been central to Business Management with the pre-seen case study being the focus for Paper 1. However, their importance has grown further with the new syllabus and assessment. Paper 2, Section C, now requires students to use case studies as a vehicle for applying theoretical concepts learned in ...

Approaches to Teaching and Learning in the new BM programme

The Business Management programme guide for first examination in 2016, reflects the new emphasis in the Diploma Programme on approaches to teaching and learning, which has been adopted from the Middle Years Programme and is now core to the Diploma model. The BM programme guide includes the following statement, which explains the specific focus on content, concepts and context: The five approaches to learning (developing thinking skills, social skills, communication skills, self-management skills and research skills) along with the six approaches ...

Concept Based Teaching and Learning in Business Management

With the increasing emphasis on the IB Learner Profile and with the extension of approaches to teaching and learning to the DP programme model, DP teachers are being encouraged to develop their understanding of the transferable and universal nature of concepts and inquiry, so that they take a more constructivist approach to teaching in the DP classroom. Constructivist learning is a social theory about learning by constructing one’s own understanding and making connections with prior and new understandings. This is ...

Concept Checking

Concept Checking Concept checking is finding out if a learner has understood a new concept or insight introduced into a lesson. There are a variety of ways to do this, including asking concept questions as part of the classroom dialogue. this is an important aspect of all classroom learning, however, in a course such as TOK, where there is a lot of ‘conceptual connectedness’ or ‘concept networks’, it is very important to ensure that students are developing their understanding of individual ...