定義
專題導向學習（Project-Based Learning, PBL）是一種以學生為中心、重視真實情境與問題解決的教學方法。Krajcik、Blumenfeld、Marx 與 Soloway（1994）進一步指出，PBL 應具備五項特性：（1）以真實問題為核心；（2）完成具體學習成果；（3）學生能主動參與；（4）強調合作學習與社會互動；（5）善用認知工具以深化理解。
Mahanal 等人（2010）指出，PBL 有助於學生在具真實性與複雜性的任務中，培養實作技能與社會情緒能力（Social Emotional Learning, SEL），並透過合作與互動，提升其對學習內容的投入程度與學習成效。此觀點也凸顯出 PBL 在支持學生培養解決問題、規劃協作與自我反思等二十一世紀核心能力上的潛力。
Takeda（2015）將 PBL 定義為以挑戰性問題為基礎的複雜任務，學生需在探究過程中發展設計、解決問題與決策能力。PBL 所營造的真實學習情境，不僅提供學生有意義的學習經驗，也有助於促進其學習態度與認知能力的提升。
Diamond ranking isa thinking skills tool designed to facilitate talk and encourage people to consider their values on a given topic.
依國際文憑組織規定，學程生完成學分學程取得證明書後，須至國際學校進行2個月以上之教育實習。
原則上每學年度上學期結束(約每年1~2月左右)時，將辦理下一學年度IB教育實習之甄選。
例如：108學年度上學期期末(109年1~2月左右)，將甄選109學年度上學期或下學期欲進行IB教育實習之學生。
IB 如何將 ATL 融入語言與文學：從語言理解走向文化與心靈的深度學習
Nelson Mandela 曾說：「If you speak to a man in a language he understands, that goes to the head. If you talk to him in his language, that goes to the heart.」語言不僅是符號的組合，更是抵達人心的一條道路。
在 IB 語言與文學（Language and Literature）課程中，Approaches to Learning（ATL）技能便是那條讓學生從「理解語言」走向「以語言理解世界與他人」的重要橋樑。ATL 不是額外的補充教材，而是嵌入在每一次閱讀、每一次討論、每一次寫作與每一次探究中的「學習方式」。以下將從 ATL 的五大技能面向，說明 IB 如何將其系統性融入語言與文學課程。
語言與文學課程的核心不只是閱讀文本，而是 透過文本進行思考。
Nelson Mandela said, "If you speak to a man in a language he understands,that goes to the head. If you talk to him in his language, that goes to the heart."
In the International Baccalaureate (IB) framework, **ATL** stands for **Approaches to Learning**.
It refers to a set of skills that IB students develop to support their learning across all subject areas. The IB identifies five core ATL skill categories:**self-directed, lifelong learners**: how to learn effectively.
1. **Thinking Skills**: Developing critical, creative, and reflective thinking.
2. **Social Skills**: Working effectively with others, understanding social contexts, and developing empathy.
The international-mindedness journey: School practices for developing and assessing international-mindedness across the IB continuum
Barratt Hacking, E., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M., & Martin, S. (2017). The international-mindedness journey: School practices for developing and assessing international-mindedness across the IB continuum (Summary developed by the IB Research department). University of Bath, Department of Education.
1. strategies to forster international-mindedness, helping students develop empathy and understanding diverse perspective
The MYP ”global contexts” were considered an important part of developing international-mindedness at the Tigris school. The school supports teachers in connecting global contexts into their lessons in the following ways.
Analysis and reflection on inquiry
1. Introduction 4 levels of Inquiry
To shift away from an exam-oriented educational environment, Taiwan introduced the 108 Curriculum in 2020. This curriculum aims to inspire students' learning motivation, cultivate curiosity, enhance exploratory abilities, foster critical thinking and judgment, and develop their capacity for action (Edu Bureau, 2014). According to Berghoff et al. (2000), inquiry-based learning is an approach that involves discovering and solving problems, emphasizing students' proactive engagement in their education. Consequently, inquiry-based learning has been integrated into various subjects, such as science and computer science in Taiwan.
IBDP 或是 IBMYP 都是只在暑假開課，因為要配合國外的老師線上教學。大概就是16週的課程擠壓在星期六日或是星期三下午上完；雖然是暑期線上課程，但是上課內容跟評量方式都是維持一定水準，不會讓你划水安全過關的。
1. 16週的課程，包含兩次的工作坊及兩到三次的OFFICE HOUR 。非常充實。
2. 個人作業 (30+ 30% )
個人作業其實沒有想像中難，因為老師會提供詳細的RUBRICS 給你，告訴你清楚的項目，跟大概分區塊，跟你說哪個段落大約幾個字，所以按部就班，其實很快就寫完了。
比較花時間的其實是在文獻搜尋，這邊我會利用師大圖書館既有的論文配網路上找的文獻等等。
Student completion of CAS is based on the achievement of the seven CAS learning outcomes realized through the student’s commitment to his or her CAS programme over a period of 18 months. These learning outcomes articulate what a CAS student is able to do at some point during his or her CAS programme. Through meaningful and purposeful CAS experiences, students develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes.
LO 1 Identify own strengths and develop areas for growth
Descriptor: Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.
LO 2 Demonstrate that challenges have been undertaken, developing new skills in the process
Descriptor: A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area.
main learning objectives
Ss can create lyrics by using different frameworks of patterns in literature works
Ss can realize social issues with holistic view
big questions：
how people in the past create lierature work that related to social problem or real word problem?
