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ACTIVATOR 1- PUTTING CONTEXT TO OUR LEARNING

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ACTIVATOR 1- PUTTING CONTEXT TO OUR LEARNING

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Remember a circumstance where you learned something that you will never forget…

•Why is it memorable?

•What context was it in?

•Would it have been as memorable in a different context?

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MYP_DESIGN I_S4_Activator - Google Jamboard

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Word Unit Planner to download and work on

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Please fill in

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D1_S1_Stages + Programme of participant´s school 

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MYP Design 1 S1_Group 1 - Google Jamboard

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JamboardJamboard is G Suite’s digital whiteboard that offers a rich collaborative experience for teams and classrooms. Watch your creativity unfold: you can create a Jam, edit it from your device, and share it with others. Everybody can collaborate on the Jam anytime, anywhere. For businesses and schools that use Jamboard hardware, you can use your iPhone or iPad to join or open a Jam on a nearby board. * Draw with various pens and colors to bring your ideas to life.
* Share Jams and work together with others in the same Jam in real time.
* Add sticky notes to brainstorm ideas together.
* Bring your Jams to life by inserting photos and stickers.
* Import Drive files from G Suite to annotate documents together.
* Highlight objects with the laser pointer tool. Permissions Notice Camera: Take photos to insert into jams.
Photos: This is used to let users pick images to insert into Jams and to save Jams as PNGs.

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REFLECTION-individual

DEVELOPMENT OF AN INDICATOR- pairs discussion

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•Discuss if you believe the objectives in  DESIGN allow the students to reach the aims? How?

•Would there be another aim that you might consider adding to those already in your subject group guide?

•Make an infographic to summarize your group findings

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MYP_Design 1_S2 Activating the aims - Google Jamboard

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Aims and the IB learner profile: DESIGN 

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Aims and the IB learner profile: DESIGN 

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Upload just below- any application allowed

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Aligning the Design Objectives with National or School Curriculum

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Aligning the Design Objectives with National or School Curriculum

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Upload in folder below- any application is allowed- 20 minutes

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FOLDER- National/School curriculum merge with IB Objectives

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FOLDER- National/School curriculum merge with IB Objectives

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D1_S2_ National Curriculum align with IB Ojetctives

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D1_S2_ DESIGN WORKSHOP- SESSION TWO- UNPACKING THE OBJECTIVES - PAGES 10 + 11

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CLICK HERE AND UPLOAD SOME POSSIBLE IDEAS FOR INTERDISCIPLINARY UNITS- ADD

1. Subject

2. Possible Year group

3. Short explanation

4. Possible title for the unit

THEN COMMENT OR EXPAND ON SOMEONE ELSE´S IDEA

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LE1:BRAINSTORMING CONCEPTS FOR DESIGN SUBJECT

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LE1:BRAINSTORMING CONCEPTS FOR DESIGN SUBJECT

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MYP_DESIGN_S3_ Brainstormm Concepts for Design - Google Jamboard

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In pairs find a scene in a movie and determine whether or not it is plausible.

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MYP_DESIGN 1_S5 AUTHENTIC ASSESSMENT - Google Jamboard

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Here is an example of a GRASP format

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Following similar format as shown develop your own GRASP unit and post link below to share with rest of group

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CREATE OUTLINE OF A RUBRICA

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•Think of something you would like to learn or make as an objective

•Look at the approaches to learning categories, clusters and skills and identify at least two skills that you would need to learn or better learn in order to master your objective.

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MYP_DESIGN_S6_ATL + Objective learning - Google Jamboard

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ADD HERE LINKS TO YOUR GRASPS + RUBRICAS

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ADD HERE LINKS TO YOUR GRASPS + RUBRICAS

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LE 02: Designing learning experiences for ATL Skills

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LE 02: Designing learning experiences for ATL Skills

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GO TO UNIT PLANNER IN PAIRED GROUPS 15 MINUTES

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MYP_DESIGN 1_S6_ATL in your unit planner

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15 minutes

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I once read an interview with a hero of my early teaching days - Donald Graves. He was asked about the way people had misinterpreted his 'process writing' model and replied that sometimes he wished he'd never written it down! Years later I understand the frustration behind that sentiment. It's hard to do justice to the complexities and nuances of inquiry in writing. So much gets lost. Something that is rich, layered and multidimensional can come across as flat, linear and recipe-like. Over the years, I have published several books that share a 'cycle of inquiry' and the kinds of learning engagements that we might design within a cycle. I have seen hundreds of interpretations of this idea in classrooms. Many have been gratifying and exciting. Teachers who really 'get' the intention, understand the complexity and invite their students into the learning have blown me away with what they have done. And I have also seen (and heard) many bewildering versions or iterations of the cycle that are such a long way off the original conceptualization and intent! Ironically, I have seen slavish adherence to a cycle actually impede rather than enhance inquiry.
So why even 'have' such a cycle?
Articulating a model or framework for the process of inquiry is a helpful way to support and guide our practice. The intention of the 'cycle' is to guide the teacher's (and learner's ) thinking beyond simply coming up with 'activities' and towards a more thoughtful process that assists students to move from the known to the new. The need to 'name' some kind of process was first revealed to me as a young teacher by my fabulous mentors Marilyn Woolley and Keith Pigdon. They helped me move beyond thematic planning and into a more rigorous way of thinking about how to guide learning. Once I understood constructivism - it made sense to me to describe what was such a natural process of building understanding over time. My job as a teacher was to help design experiences for learners that would support the brain's best inclinations to wonder, look for patterns, seek new information, link to prior learning and transfer. While it has changed over time, the cycle I now use owes much to Woolley and Pigdon's visionary work.

Here are some of the more common misconceptions about 'the cycle' and my response to them. I hope it is as useful to read as it has been to write!!
Misconception 1: Inquiry is all about 'the cycle'. We DO the cycle....therefore, we DO inquiry.
Simply using an inquiry cycle does not make us inquiry teachers. As I have written before, inquiry is a 'way of being' in the classroom. Yes, there are planning frameworks that can support the ways in which we design learning experiences for and with students but this is only part of the inquiry story. An inquiry teacher knows how to question students in ways that enhance and deepen thinking, how to offer choice and honour voice, how to seize an unexpected moment for investigation and how to embed learning in purposeful context It's a pedagogy - not just a planning framework.
Misconception 2: The cycle is a recipe. We need to follow the stages in sequence for it to 'work out' in the end.
Nope. It's a flexible framework. Not a recipe. Essentially, inquiry cycles provide labels for a process that is common to many disciplines. Most people agree that inquiry : involves time to establish your current thinking, your needs and questions, some 'hunting and gathering' of information/ideas/ data, some sorting organizing and meaning making and some kind of creation/application/transfer/use. And most agree that this process is cyclical in nature. New discoveries lead to new questions and so on. But this process is much neater on paper than it is in practice. True inquiry is often messy and recursive. We gather and sort then realize we have new questions so we return to some more gathering. In the cycle I use, I place great emphasis on the role of 'tuning in' to students' thinking to establish pathways for investigation. While it often sits at the 'start' of the process - I return to 'tuning in' regularly. These are phases more than they are stages, elements more than they are steps. There is nothing contained, neat or particularly orderly about a lot of inquiry BUT having a relatively simple iteration of it in the form of this cycle can help us think more clearly and actually better manage the messiness without getting overwhelmed!
#Misconception 3: All inquiries go through the same phases over a similar time frame.
Much as it would be convenient, no two inquiries are the same. Although most journeys will contain elements of this cycle, starting points, emphases and time frames vary from context to context and depend on the group of students, their age level and what they bring to the journey in the first place. I have seen some beautiful inquiry journeys travelled within an hour. I have seen some that last a year. I have seen some that really don't involve much 'action' but are highly worthwhile and engaging and others that are really all about the action.
# Misconception 4: Using a 'cycle' as a guide, we can plan a complete unit of inquiry for students
I think this is the most troubling use of the cycle I see. The cycle should INFORM planning, guide it but it doesn't mean we can create the whole thing before we start. When I use a planner with the elements of the cycle in it - I see that planner as a guide throughout the process - not as a template to be filled in one sitting. The cycle is emergent....how kids 'sort out' the ideas information depends on what they gather - and that is not something we can determine in detail. The cycle unfolds.
#Misconception 5: The cycle is for teachers.
Students benefit from having some 'meta-language' to attach to processes they use as inquirers. Some kind of framework should be developed for and WITH students that helps everyone gain a shared language. Making this visible to students helps them think about how journeys of inquiry are both similar and different. It is really useful to display the cycle but only if it is referred to, analysed, played with and critiqued!
#Misconception 6: The cycle only applies to 'units of inquiry' in disciplines like science and social studies.
I see many examples of this cycle in action in a range of disciplines and contexts. Some 'tweaking' is needed at times to best fit the nature of the discipline but it is interesting to explore this kind of transfer. Check out for example - the great work done on http://www.iphys-ed.com about inquiry based PE or Bruce Ferrington's application of the cycle to math inquiry - http://authenticinquirymaths.blogspot.co.at/
# Misconception 7: It's my way or the highway or 'there is only one cycle'....
There are many versions of a 'cycle of inquiry'. The fact that there ARE many versions is healthy and affirming. I love the different emphases, language and uses of these cycles and think that, together, they help offer us lots to consider as we continue to clarify this intriguing process in our own minds . Explore various cycles. Look for patterns...where do they all agree? Find one that works for you and your students. Create your own - but be consistent. Shared language across a school has great benefits.

A cycle of inquiry helps us plan and teach with intention. When it is understood, it pushes us beyond simply coming up with 'activities' and challenges us to think about how skills and concepts can be developed and deepened over time. It gives us some shared 'meta' language to use with students and colleagues

How do YOU use a cycle of inquiry to inform your work as an inquiry teacher?
...Just wondering....

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Busting some myths about 'the inquiry cycle'.... - KATH MURDOCH

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I once read an interview with a hero of my early teaching days - Donald Graves. He was asked about the way people had misinterpreted his 'process writing' model and replied that sometimes he wished he'd never written it down! Years later I understand the frustration behind that sentiment.

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GROUPS IN RANDOM PAIRS!

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LE1: DESIGNING INQUIRY BASED LEARNING EXPERIENCES

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LE1: DESIGNING INQUIRY BASED LEARNING EXPERIENCES

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LE2:CREATING MEANINGFUL FORMATIVE TASKS RELATED TO ATLS

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LE2:CREATING MEANINGFUL FORMATIVE TASKS RELATED TO ATLS

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LE 2 FROM INQUIRY QUESTION TO ACTION QUESTION

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LE 2 FROM INQUIRY QUESTION TO ACTION QUESTION

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MYP_DESIGN I_S7_REFLECTION - Google Jamboard

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Place below this post which one you would choose + why.

Go to MYP From Principles into Practice P.60 -63

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Create a poster PER GROUP describe the process so far to create a Inquiry Unit Planner, taking into account AIMS + OBJECTIVES of the subject.

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MYP_DESIGN_S4_ END OF DAY REFLECTION - Google Jamboard

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Place an image + a resource if you have to share and answer:

•How does what I learned affect my classroom?

•What resources does this session call for that I need to look into (personnel, media, readings . . .)?

•What processes/learning engagements have we used that I might use with my students?

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Eaxh Group to place comment on TWO Grasp Models and Two Rubricas

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Edutopia.org

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Learning Centers in the Secondary Classroom

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Learning centers diversify student experience, encourage student voice, leverage available resources, and give teachers built-in opportunities for formative assessment and critical one-on-one conversations.

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MYP Design. EdTech resources for IB MYP Design and ICT teachers and students. Cool Education Technology stuff - unit planners, class tasks, tech tips, tech tools. Digital Design, Product Design, ICT and Computer Science subjects. Mr Luke Cameron Watson.

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Hi, my name is Rich (or Mr. D., as my students call me). My VistaThink blog is a way to reflect on what and how I teach, and to share my thinking with other educators.

Currently, most of my focus is on low-budget, interdisciplinary STEAM projects of high interest and appropriate challenge for upper elementary and middle school students. My experience with STEAM has come through teaching MYP Design to mostly sixth-grade students.

I have been working in education for about 30 years, and for 20 years I have been a teacher! As an undergraduate, I studied engineering and upon graduation, joined the U.S. Peace Corps where my love for teaching took hold. I have been fortunate to teach elementary, middle, and high school in two U.S. states and in three South American countries.

Content

All efforts were made to use free stock photos and free vector websites for media. Some images were created by me, usually with Adobe Photoshop and sometimes with Adobe Illustrator. Media of people were screened to eliminate any PII.

Unless otherwise stated, this content is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This means adaptations of the content can be shared, and other folks may create and distribute derivative works, but only under the same or a compatible license. No commercial use of this work is allowed. A link back to VistaThink is always appreciated!

Contact Me

You can contact me via this online form or through email:

Media Credits

Clipart - openclipart.org, publicdomainvectors.org

Icons - svgrepo.com, thenounproject.com

Photos - pexels.com, unsplash.com

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The current focus of VistaThink is on low-budget, interdisciplinary STEAM projects of high interest and appropriate challenge for upper elementary and middle school students.

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Anyone can learn computer science. Make games, apps and art with code.

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COMMAND TERMS

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I've been doing a lot with trying to strengthen my students understanding of the Command Terms for design this term - mainly because it really helps them understand what it required of them, but also it helps me emphasis the importance of being detailed and providing evidence.
I've mainly done this through some games, but also through using ClassCraft Boss Battles and Quizlet.
Here are some links that to some games: On Friday I attended the MYP Design TeachMeet (which was rad). Obviously I took a lot away from presentations I attended, but also just from seeing the space. One thing I loved was the MYP Design Command Terms Bunting! Simple, but super effective!

Ignore the terrible photo....I have a 'vintage phone' (according to my students)

This morning I quickly put together a slide deck, so I can pinch this idea from the design team at BIS. I've made a copy with only text, and one with icons. Some of the command terms were hard to find icons for, so if you have any suggestions for swapping any out - please let me know. The link to the sources are in the 'speakers notes' below each slide.

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LEARNING EXPERIENCE WHERE IN THE UNIT PLANNER

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LEARNING EXPERIENCE WHERE IN THE UNIT PLANNER

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RELATIONSHIP BETWEEN LEARNING EXPERIENCE AND FORMATIVE TASK

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RELATIONSHIP BETWEEN LEARNING EXPERIENCE AND FORMATIVE TASK

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Learning diversity and inclusion in IB Programmes

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Learning diversity and inclusion in IB Programmes

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Lower Middle- School

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MYP5 (Final year of Secondary School)

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Implementing the Personal Project at school

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Implementing the Personal Project at school

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MYP_DESIGN_S10_why we celebrate - Google Jamboard

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MYP_DESIGN_S10_Personal + Community Project - Google Jamboard

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