PD No.1

On the final workday before the new semester, all teaching and administrative staff gathered in the MFH to complete a full-day training programme.

开学前的最后一个工作日，我校全体教职员工齐聚MFH，完成教师发展日培训。

The session followed a three-phase “Question–Connect–Produce” model:
培训采用“问题—连接—产出”三阶模型：

01
Open-ended questions sparked student curiosity;
开放式提问激活学生好奇心；

02
A “thinking-map” visualised group ideas and generated project tasks;
“思维网”图表将小组观点可视化并生成项目任务；

03
Questioning scaffolds and formative assessment were combined to ensure feedback preceded grading.
提问脚手架与形成性评估并举，实现“反馈优先于评分”。

Three consecutive workshops covered the design principles of inquiry, questioning strategies and assessment tools. Participants first experienced the process as learners, then shifted to the role of instructional designers to fine-tune their courses. The event established an operational framework for implementing the IB Approaches to Teaching—“student-led, teacher-guided”—and set a “high-challenge, low-threat” classroom culture for the upcoming semester.

全天三场工作坊共覆盖探究底层设计、提问策略与评估工具，参训教师先以学习者身份体验流程，再转入教学设计者角色进行课程微调。活动最终为新学期落实IB Approaches to Teaching“学生主导、教师引导”的理念奠定操作框架，并确立“高挑战、低威胁”课堂文化基调。