The IB Approaches to Teaching consist of six interconnected strategies that guide how educators design and deliver learning experiences. These approaches are not just theoretical concepts—they have practical implications that shape the way students engage with knowledge, think critically, and apply their learning to real-world contexts.

1. Inquiry-based learning: Empowering student agency

At the core of IB pedagogy is inquiry-based learning, where students take charge of their education by asking questions, exploring ideas, and taking initiative. This approach builds curiosity and ownership—essential for lifelong learning.

We discussed how to make inquiry work in practice. A key focus was creating safe spaces for students to ask questions while ensuring they have the academic tools to do so. We reflected on how we introduce subjects—comparing it to starting a jigsaw puzzle. Do we start with corners, colours, or edges? And how do we ensure students have a clear “box lid”—a route map to navigate the curriculum from start to finish?

Links: Teaching is based on inquiry | Mini PD: Teaching based on inquiry | WHAT is inquiry-based learning? | Models of inquiry based learning | HOW do we nurture inquiry? | WHICH inquiry strategies to use - role of questions 

2. Conceptual learning: Going beyond facts

IB teaching emphasizes understanding key concepts over memorizing facts. Instead of simply learning events, students are taught to “think like historians” by analysing evidence, spotting patterns, and understanding cause and effect.

We discussed signature pedagogies—discipline-specific approaches that help students think like experts in a field, whether historian, scientist, or artist. The focus is on applying learning across contexts, not just absorbing content. This shift demands a rethink of lesson planning: Are we making core concepts clear from the start? Do students see these concepts as “coat hangers” to organize and connect their knowledge throughout the course? We explored the role of knowledge organisers as an effective teaching strategy for making the curriculum scheme visible.

Links: Teaching is focused on conceptual understanding  Mini PD: Teaching through concepts 

3. Contextual learning: Making learning relevant

Contextual learning provides the “why” behind what students are learning by rooting knowledge in real-world experiences. IB pedagogy emphasises the importance of both local and global contexts—helping students connect classroom learning to their immediate surroundings as well as broader global issues.

We discussed strategies for making learning more relevant. How can we bring students' lived experiences into the classroom? How can we ensure that their learning has a tangible impact on their understanding of the world? These questions are essential for creating meaningful, engaging learning experiences.

Links: Teaching is developed in local and global context  Mini PD: Teaching in (local and global) contexts 

4. Collaborative learning: Building knowledge together

IB teaching is grounded in social constructivism—the belief that knowledge is built through collaboration and dialogue. This shifts away from the “sage on the stage” model, where the teacher is the sole expert.

We explored creating environments where students work together to inquire, discover, and build knowledge. Group projects, peer reviews, and problem-solving activities help foster collaboration. The teacher’s role is to facilitate, not dominate. Julia Roberts’ character in Mona Lisa Smiles embodies this shift from “sage on the stage” to “meddler in the middle,” guiding student learning.

Links: Teaching is focused on effective teamwork and collaboration | Research - the HOW TO collaborate 

5. Differentiated learning: Embracing learner variability

One size does not fit all when it comes to education. Differentiated learning acknowledges that students have diverse learning needs, preferences, and abilities. The IB encourages educators to use frameworks such as Universal Design for Learning (UDL) to plan and structure lessons that are accessible and inclusive.

We discussed practical ways to differentiate instruction and assessment. Differentiation involves flexible teaching strategies to meet students where they are in their learning journeys.

Links: Teaching is differentiated | How do we differentiate? | Mini PD: Teaching is differentiated | Are we inclusive? 

6. Assessment as Learning: Making Assessment a Friend of Learning

Assessment is often viewed as a necessary evil—a means of ranking and grading students. However, the IB views assessment as an integral part of the learning process. Formative assessments provide valuable feedback that helps students and teachers adjust learning goals and strategies.

We explored how to make assessment more reflective and less punitive. We discussed ways to shift the focus from grades to growth, encouraging students to see assessment as a tool for learning rather than a measure of success or failure.

Links: Teaching is informed by assessment | Assessment - what is its purpose? 

Adopting the IB framework is not without its challenges. For many educators, it involves unlearning deeply ingrained teaching practices and embracing new ways of thinking about education. This shift requires a significant mindset change—moving away from traditional, content-driven methods towards a more holistic, student-centred approach.

One of the biggest challenges is assessment. In traditional systems, grades are often the primary focus for students and parents. Transitioning to an assessment model that prioritizes formative feedback can be difficult. It requires educators to communicate the value of this approach and help students and parents understand the long-term benefits.

Another challenge is building a collaborative culture. The IB philosophy emphasizes shared learning and collective knowledge-building, which requires time and effort to cultivate. Teachers need opportunities to collaborate with their peers, share best practices, and reflect on their teaching.

Final reflections

For educators new to the IB, the journey can be challenging but also incredibly rewarding. Ultimately, the transition to the IB framework is about more than adopting new teaching methods. It’s about embracing a philosophy of education that values curiosity, critical thinking, and lifelong learning.