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I have a clear understanding of appraoches to learning enhancements

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I can plan more flexibly and coherently with these changes

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I can better align how I design my unit plans with how they are delivered with these changes. 

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Please go to the sandbox and vote

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Please explain your answer in the comments to the poll.

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Choose a temperature that shows how you feel about planning the unit

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Feeling excited, energized or ready to plan. 

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Sample units from all the arts.

You can also find them in the PRC

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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The framework takes the image of an artist's palette as its central metaphor. Typically, a palette is made up of a relatively small number of basic colors which can be used and blended in a great variety of ways. The artful thinking palette is comprised of 6 thinking dispositions - 6 basic colors, or forms, of intellectual behavior - that have dual power: They are powerful ways of exploring works of art, and powerful ways of exploring subjects across the school curriculum.
Click here for a Spanish version of the Artful Thinking Palette.
The Artful Thinking palette comes alive through the use of "thinking routines." Each thinking disposition has several thinking routines connected to it. Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life. They are used flexibly and repeatedly - with art, and with a wide variety of topics in the curriculum.

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you’ll find rubrics for students to fill in for each of the 5 ATL skill categories. Mark the level you think you should…

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Image created with ChatGPT, 14/09/25

Please add here any questions, ideas, suggestions

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Visualize your learning journey as an educator through a sketch or a series of images. What significant changes have you experienced?

Post your answer as a comment to this post and then discuss with your group how the MYP is designed to be effective for learning and teaching in a constantly evolving world.

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Would you like the groups to be subject based, random, or switch between the two?

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Please add here any questions you might have.

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How do these ideas CONNECT with your current experience with unit planning?

What new ideas EXTEND or push your thinking in new directions?

What CHALLENGES your thinking? What leaves you confused? What questions do you have now?

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The Enhancing the MYP BETA trial explained

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Eligibility, expectations, and frequently asked questions

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Myp Unit planner. For the use from sept. 2014:january 2015

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What content, contexts, concepts and skills might feature in a unit focused on this topic?

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What content, contexts, concepts and skills might feature in a unit focused on this topic?

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Unlocking the Power of Concept-Based Inquiry

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Teachers,

This is not another one of those education "fads." You will not find yourself sitting in a faculty meeting, shoulders slumped, eyes rolling, wondering if this new initiative is actually going to be helpful.

Concept-Based Inquiry does what traditional curricula design cannot - it develops deeper thinking and promotes transferable understanding.

In this blog, we are going to look at the differences between a traditional two-dimensional model of instruction, and the three-dimensional Concept-Based approach (Erickson, Lanning and French, 2017).

What is Concept-Based Inquiry?

For those of you who are new to this idea, Concept-Based Inquiry brings together two distinct pedagogical practices; Inquiry-Based Learning and Concept-Based Learning.

[images style="0″ image="https%3A%2F%2Fcbimathematicsproject.com%2Fwp-content%2Fuploads%2F2020%2F04%2FScreen-Shot-2020-04-13-at-12.20.43-pm.png" width="682″ align="center" top_margin="0″ full_width="Y"]

Source: Marschall and French, 2017
Published by Corwin Press

Inquiry-based learning has a focus on the use of active questions to drive learning. Students are invited to take an active role in both posing and answering questions as they construct meaning.

When we pair this with Concept-Based Learning, those questions are designed to focus on transferable understandings that help students to make sense of their learning (Marschall and French, 2018). This approach helps students to see patterns, make connections, and ultimately, are able to apply their learning beyond the context of the unit. This is what we all want for our students at the end of the day!

Concept-Based Inquiry is an approach to teaching and learning that can be applied to any disciplinary or interdisciplinary curriculum K-12. By engaging students as thinkers, we foster student agency, build conceptual understanding, and promote learning transfer.

How is the Concept-Based Inquiry three-dimensional?

Two-Dimensional versus Three-Dimensional Curriculum/Instruction Models

[images style="0″ image="https%3A%2F%2Fcbimathematicsproject.com%2Fwp-content%2Fuploads%2F2020%2F04%2FScreen-Shot-2020-04-13-at-12.22.14-pm.png" width="960″ align="center" top_margin="0″ full_width="Y"]

Source: Used with permission H. Lynn Erickson, (2014).

In a traditional two-dimensional classroom, the focus is on the transmission of facts and skills. All too often teachers are doing so much of the thinking for their students!

The vast majority of educators do not even realize the impact their practice is having. More often than not they are simply modelling the way that they were taught when they were a student.

The two-dimensional model rests on a misguided assumption that knowing facts is evidence of deeper understanding. This approach promotes coverage of information and skills rather than transferable, conceptual understanding.

Concept-Based Inquiry honors the importance of fact as skills as a foundation for the third dimension concepts and conceptual relationships (Erickson, Lanning and French, 2017).

Conceptual understandings transfer through time, and across cultures and situations.

What are some other benefits of a Concept-Based Inquiry?

A Concept-Based unit builds conceptual schema in the brain to assist students in relating new knowledge to prior knowledge, and to transfer understanding from one context to another.

Concept-Based Inquiry educators are intentional and teach with clarity around the knowledge, skills and understandings of their unit. They use guiding questions and scaffold student thinking through a constructivist approach.

A Concept-Based teacher is just as concerned with intellectual development as they are with gaining knowledge and skills.

So, why does moving to a Concept-Based model of teaching just make sense?

Here are just a few reasons why:

The importance of building conceptual understanding is supported by research that looks at how the brain processes and learns information (Bransford, 2000 & Medina, 2014)

It creates deeper transferable learning inviting students to make connections to current events helping them see the relevance of their learning (Marschall and French, 2018).

It promotes student agency by inviting learners to construct meaning and articulate their own understanding.

This approach results in higher levels of engagement for both teachers and students.

How can I learn more about Concept-Based Curriculum and Inquiry?

If you're looking to deepen your understanding of Concept-Based Inquiry, and want more than just a snapshot of the reasons why Concept-Based Inquiry is so powerful, you can enrol in our next Concept-Based Curriculum online workshop here.

[images style="0″ image="https%3A%2F%2Fcbimathematicsproject.com%2Fwp-content%2Fuploads%2F2020%2F04%2FScreen-Shot-2020-04-13-at-12.27.31-pm.png" width="295″ align="left" top_margin="0″ full_width="Y"]

Rachel French

Concept-Based Consultant and Coach
Best selling Author
Director of Professional Learning International and Co-founder of Connect the Dots International

Twitter: https://twitter.com/ProLearnInt
Facebook Group: https://www.facebook.com/groups/conceptbasedinquiry
Linked In: https://www.linkedin.com/in/rachel-french-pli/

References

Bransford, J. (2000). How people learn. Washington, DC: National Acad. Press

Erickson, H., Lanning, L., & French, R. (2017) Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin.

Marschall, C., & French, R. (2018) Concept-Based Inquiry in Action.

Medina, J. (2014). Brain Rules. Seattle, WA: Pear Press. Thousand Oaks, CA: Corwin.

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Why moving to a Concept-Based Inquiry approach just makes sense

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Teachers, This is not another one of those education "fads." You will not find yourself sitting in a faculty meeting, shoulders slumped, eyes rolling, wondering if this new initiative is actually going to be helpful. Concept-Based Inquiry does what traditional curricula design cannot - it develops deeper thinking and promotes transferable understanding.

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Key and related concepts, conceptual understanding video

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Key and related concepts, conceptual understanding video

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pages. 23 to 28 from the arts guide

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In groups please discuss the following questions:

Which specific concepts are you required to teach, either from the IB curriculum or your own teaching context?

What pedagogical strategies are you using to promote conceptual understanding?

Once you are done, please go to the sandbox and add a slide with your answers.

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In groups, please find the document with the list on the padlet, then:

Select important concepts

Explore the specified concepts provided for each subject group

Identify additional concepts aligning with school identity, local requirements and student choice

Please share at least 3 opportunities to engage with concepts for deeper understanding that you have used during a class

Add your selection to the sandbox we are using for Inquiry 2.

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In the sandbox, please share a short reflection based on your experience with your unit and the discussion with your group. These are some strategies that you might find useful for your units.

Concept mapping

Using concepts to generate inquiry questions

Student-generated concepts

Compare and contrast

Case studies

Debates and classroom discussions

Simulations, modelling and demonstrations

Connecting concepts to other disciplines

Organizing concepts

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Pedagogical strategies supporting classroom strategies for conceptual understanding

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Pedagogical strategies supporting classroom strategies for conceptual understanding

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Pedagogical strategies explain why we teach in a certain way, while classroom strategies focus on how we teach a specific lesson or learning experience.

This resource is for your independent unit planning process.

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enhancing the myp beta. classroom strategies

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In your groups please discuss:

If you were developing an IDU (Inter disciplinary Unit), what strategies for conceptual understanding would you use, how and why.

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Triangle: What three pedagogical strategies are you the most interested in trying?

Square: What one pedagogical strategy squared easily with your current practices?

Circle: What one question is still circling around in your mind about the pedagogical strategies?

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Brainstorm as a group. (What does “global context” mean)

Share ideas and identify common ones.

Collaborate on a common definition of global contexts

Share examples of how to embed the GC in the unit of inquiry.

Discuss. Changes in your thinking and questions

Name a speaker to share your findings.

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Using three lenses to provide context for a unit

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Using three lenses to provide context for a unit

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Music course overview example. UWC Thailand

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Music course overview example. UWC Thailand

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Drama course overview example. UWC Thailand

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Drama course overview example. UWC Thailand

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Visual arts course overview example. UWC Thailand

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Visual arts course overview example. UWC Thailand

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Visual arts course overview example. Emirates International School 

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Visual arts course overview example. Emirates International School 

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Music course overview example. Emirates International School

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Music course overview example. Emirates International School

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Drama course overview example. Emirates International School

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Drama course overview example. Emirates International School

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Individually please make a list of content that based on your experience coincides with one of the four ways to hold relevance.

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With your group:

SELECT the approaches to learning skill(s) that best fit the unit described.

Describe how you might TEACH the relevant skill.

Identify a task for students to self-REFLECT on their skills development.

Consider how you would DOCUMENT your selected skills development.

Share with the larger group.

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Please add here any questions or considerations you have

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Content: This is America (Protest songs)

Context: American Racial Oppression

Concepts: Hip-hop, Comparisons with other genres of music (protests) (Bob Dylan, Sam Cooke)

Skills: Drum beats, DAWs, Rapping, Sampling.

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In groups select one topic to explore relevant content collections and consider how students might relate to and experience the content.

Does the content offer

Personal relevance

Power of big ideas

Universal reach

Unique moral dilemmas

Each group will select a speaker to share their findings with the group.

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Shared by Mr. Ashley.

Thank you so much!!

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In support of my Toddle Talks webinar of the same title, it is my belief that we can deliberately teach global citizenship by planning and teaching through the SDGs as well as teaching about them. It extends teachers' planning for SDGs beyond the simple transmission of SDG knowledge (of climate change, plastics in oceans etc) to the development of the necessary skills, attitudes and attributes required to initiate action and change at the local and global level. These include collaborative skills, problem-solving skills, and the development of compassion and empathy.

What are the SDGs?

The SDGs (Sustainable Development Goals) were developed over decades by many countries, through the UN. In 2015, the long process ended with the adoption of the 2030 Agenda for Sustainable Development, with 17 SDGs at its core (UN, 2020). Coincidentally the Paris Agreement on Climate Change was agreed upon and signed by most member states later in 2015.

The Division for Sustainable Development Goals at the UN supports work towards the SDGs and their related thematic issues, including water, energy, climate, oceans, urbanization, transport, science and technology. To make the 2030 SDG agenda a reality, SDGs must be seen to be owned broadly by individuals, communities, schools, countries, regions and multi-national bodies. There must be a strong commitment by everyone to implement these global goals.

The SDGs are a superb roadmap for the world to achieve a better and more sustainable future. They force us all to look at and act upon global challenges including poverty, inequality, climate change, environmental degradation, and peace and justice. The 17 Goals are all interconnected. It is hugely important that we achieve them all by 2030. The 17 SDGs are (UNDESA, 2020):

Are there examples of SDGs in classrooms?

There are many resources available that schools can use to teach students about the issues covered by the SDGs. We discuss several of them below. An important characteristic that emerges from looking at each site is that they do a great job in helping students learn about the importance of the SDGs and to learn about each SDG. One could argue that this is like covering global citizenship in schools through only the 5Fs - folklore, fashion, flags, festivals and food. While they hold some cultural value, the real value comes from embedding ideas into the curriculum.

Do the SDGs support MYP teaching and learning?

Let us dive deeper into the components of the programme model to explore potential practical examples of ways in which the MYP can be delivered through the SDGs. For example, can we use the key concepts in Sciences to launch action in support of Goal 14 Life under water? How can we use the global contexts in PHE to investigate Goal 6 Clean water and sanitation? Can we develop interdisciplinary units that dive deeper into Goal 13 Climate Action? Should the Community Project be framed around all SDGs or just one SDG?

Some examples here across MYP structures that focus on the environmental SDGs are:

GOAL 6: Clean Water and Sanitation

GOAL 7: Affordable and Clean Energy

GOAL 13: Climate Action

GOAL 14: Life Below Water

GOAL 15: Life on Land

The other 12 SDGs create great opportunities for inquiry too, but for sake of focus, this blog concentrates on the 5 environmental SDGs. MYP teachers can incorporate SDGs naturally and without forcing them by using the MYP structures such as key concepts. For example, systems or relationships can be conceptual focuses for inquiry into climate action or clean energy. Balance and change are a key concept that could be used to drive learning in life below water, and development and global interactions can also be used across any SDGs. The key concepts and hence the statement of inquiry can be used to ensure that units are taught through SDGs rather than about SDGs.

The MYP global contexts make great lenses for focusing inquiry into the SDGs. Each of the environmental SDGs (6, 7, 13, 14, 15) can align closely to one or more global contexts.

Summary

The connection between the SDG as content or global context and the MYP framework can be used in a full unit planner to develop inquiry from the statement of inquiry to inquiry questions, activities and formative assessments. This connection between SDG and content/context can drive conceptual understanding of the local-global dimensions of the issues being explored. While thinking about examples, ask yourself how you would use the concepts or contexts provided to explore an SDG target, or if you would use different ones. What kind of inquiry questions would you create? Would you create an action-related performance of understanding to align with the inquiry you design? Keeping these questions at the forefront can help you make strong connections consistently.

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Global Citizenship in the MYP - Caught or Taught? - Blog Post | Toddle Learn

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Explore how to teach global citizenship through the UN's Sustainable Development Goals (SDGs) by fostering skills like collaboration, empathy, and problem-solving to drive local and global change effectively.

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Inspired by the work of Ms. Alison Yang, IBEN

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formative assessment- sticky notes - post its

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Based on Project 0 from Harvard

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Formative assessment connected to the rubric

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Formative assessment connected to the rubric

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formative assessment- sticky notes - post its-2

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Appreciate: Name one thing you appreciate in your groups work.

Clarify: Ask questions where the unit plan feels unclear.

Consider: Provide recommendations for your everyone to consider.

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This might be helpful -

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KTP - Knowledge artefact reflection sheet

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Mandie

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its not fishied

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Made by Ms. Alison Yang, IBEN

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MYP Enhancement Guide: Empowering Educators with Practical Strategies - alisonyang.com

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Explore the MYP Enhancement Guide to empower educators with strategies for conceptual teaching, global contexts, ATL skills, and community engagement.