During the course I carefully observed and took notes on class behavior based on the various topics and teaching techniques I was using. The course started by emphasizing the values of observation, reasoning, perception, and prediction by allowing students to work in small groups and analyze each other's strengths and weaknesses and general behavior. The explanation of that rule to students was that they can learn more from people that are different from them. Analysis of cases took place in class or as take-home assignments. Students read material individually and met with group to agree on problem identification and propose alternative solutions and reasoning for them.
Good examples are the design of a newspaper or a news TV-program.
Criticisms and open evaluations of group work by the rest of the class also contributed to high levels of attainment and consequently high self-concept of ability among group members. Past research confirms these findings and has shown strong causality between future self-confidence and success of students and adults with high attainment at earlier years of their education. This also means that positive experiences during undergraduate work will positively affect the students' future levels of professional attainment and success. In summary, during the IBO course the various experiential exercises and group interaction aided in forming four distinct stages of student intellectual development. Students also became more confident in themselves, presented material and cases in a very professional way, and in general argued convincingly about their opinion on IM issues.