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Each group is to use any of their Internet connected devices to do the following:

•Individually, you are to do a brief search of what authentic assessment “is”

•Debrief as a whole group about what you think this means for summative assessment practices

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Formulate 3 inquiry questions for the “inquiry” section of your own unit planner that will allow all students to access the learning that is informed by the statement of inquiry.

2-3 factual

2-3 conceptual

2-3 debatable

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•G = Goal “Your goal is…”        (write your Statement of inquiry)

•

•R = Role “ You are a…”                                (not a student)

•

•A = Audience “Your audience is…”        (not a teacher)

•

•S = Situation “The situation you find yourself in is...”

•

•P = Product, Performance and Purpose

•“You will create/design/write/produce etc. a ___________...”

•

•S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D...”

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Factual = What
Conceptual = How, Why?
Debatable = Could, Should, Would, Are?

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G = Goal “Your goal is…” (*the statement of inquiry)

R = Role “ You are a…”

A = Audience “Your audience is…”

S = Situation “The situation you find yourself in is...”

P = Product, Performance and Purpose

“You will create/design/write/produce, etc. a ___________...”

S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D…”

GRASPS is a possible structure to develop depth and complexity for the authentic assessment task

Reference: Wiggins and McTighe

Understanding by Design (2005)

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Use the statement of inquiry that you developed for your unit for the “G” (goal).

The goal of all MYP summative assessments is to allow students the opportunity to show their understanding of the statement of inquiry. (See explanation of the relationship in the box on the unit planner next to the description of the summative assessment task).

Students must TRANSFER their learning to new situations (think SOI) in order to be able to reach the high end of the criterion descriptors.

The teaching and learning throughout the unit assists students in this TRANSFER process.

Use the GRASPS starters to help you develop your authentic task.

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In pairs

•Formulate 3 inquiry questions for the “inquiry” section of your own unit planner that will allow all students to access the learning that is informed by the concepts found in the statement of inquiry.

•1 factual (What)

•1 conceptual (How or Why)

•1 debatable (Is, Should, Could, Does...)

•Share your inquiry questions with the your partner and explain how

each question is grounded by a concept.

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Please make a copy

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•In pairs I’d like you access the ATL Skills list.

•Decide upon an everyday activity you would like to demonstrate e.g. Tie a tie

•With your partner consider the skills and their indicators needed to learn and accomplish that skill.

•Share out with the main room in the form of a mime with a narrative of ATL Skills.

•Your fellow participants must try to guess what you have learnt to do!

•5 minutes

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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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Unit planner videos
MYP Unit planner

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Definition groups – come up with a definition for a concept by merging multiple descriptions/definitions

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Step 1: With your team, list the important ideas that need to be communicated to your team/administration when you return to school.
Step 2: Considering your own context, how would you effectively communicate these ideas to your school?
Add to your reflection journal

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The statement of inquiry:

•Try not use proper or personal nouns, or pronouns.

•Try to use the present tense.

•Try to make this transferable amongst disciplines.

•May need a qualifier (often, may, can) if it is not true in all situations.

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Characteristic groups – come up with the characteristics of a concept

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Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

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Scenario #1: Individuals and Societies: Student who has dyslexia and whose learning plan specifies that they are to have a reader who reads the information to them orally, either through a recording or live.

Scenario #2: Math: Student that is a language acquisition learner (low – intermediate level)

Scenario #3: Language and Literature: Student with attention deficit disorder (ADD)

Scenario #4: Physical Health Education: Student on crutches

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2. MYP unit planning_ Global context and exploration (1).mp4

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1. MYP unit planning_ Key and related concepts, conceptual understanding (1).mp4

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Introductions: I want to learn more about…

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Introductions: I want to learn more about…

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•Take a moment of quiet thought and write down what you hope to learn more about during the workshop.

•With your group, make a list of your “top 3” items that people want to learn”

•Share your “top 3” with the whole group.

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•Filbert Abercrombie was, and perhaps still is, a biologist from Oxford. His research was on the distribution of flora and fauna within the Amazon River Basin. The part that he loved most about his work was that he needed to spend months each year exploring and mapping some of the most remote parts of the Basin, following some of the smallest of tributaries. The remoteness of the area and the exploration really appealed to him, satisfying his sense of adventure and curiosity and at the same time giving him a certain sense of peace. There was only one thing that drove him up the wall...the masses of tiny flies that would forever pester him, getting into his eyes, nose and mouth. It drove him crazy!

•

•One day, Filbert was at his work and suddenly noticed that he was no longer swatting away at the pesky little flies. There were no flies around! He was, of course, delighted, but he also wondered why. He was really curious. So he sat down and looked around, looked at his notes, and tried to think of all the possible explanations for the lack of flies in this area.

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3. MYP unit planning_ Statement of inquiry (1).mp4

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Your turn! Generate at least 3 possible conceptual understandings with your own unit

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Your turn! Generate at least 3 possible conceptual understandings with your own unit

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•Networks are complex systems that are scaled.

•Scale and networks are used to explore systems.

•Systems vary according to networks and scale.

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It has been such a pleasure to work with you all. Thanks :)

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What do you see?
What do you think?
What do you wonder?

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•In your groups discuss

the possibilities.

Why were there no flies?

•Generate at least 3 possibilities.

•You can use any research method!

•Share your possibilities with the main group and let’s agree on a cause!

•10 minutes!

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See the table extract here from FPIP p60

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See the table extract here from FPIP p60

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Global context explorations

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Unfinished but this is where we got :)

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MYP unit planner - Year 7 - Pop Art.docx

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Unit planner videos
Arts guide

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Students as lifelong learners  Choose one of the "students as lifelong learners" indicators and discuss how it could be further developed:What would developing each indicator look like?How could you identify development?Why should this development process matter?

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Students as lifelong learners  Choose one of the "students as lifelong learners" indicators and discuss how it could be further developed:What would developing each indicator look like?How could you identify development?Why should this development process matter?

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Students actively develop thinking, research, communication, social and self-management skills.
Students demonstrate and reflect on their continued development of the IB learner profile attributes.
Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.
Students grow in their ability to make informed, reasoned, ethical judgments.
Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond.
Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.
Students pursue opportunities to explore and develop their personal and cultural identities.

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Reflect on where you are in facilitating students to be lifelong learners using the previous slide and the following level descriptors:
Beginning/developing: emergent implementation that may require substantial revision.
Using: capable implementation that demonstrates confidence.
Sharing: exemplary implementation that provides a model of good practice that can inform and inspire.

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Two stars and a wish!

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Create a “golden rule” in order to remember how to select  ‘Approaches to learning’ skills for your unit

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Reflection journal

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•In pairs,  briefly peruse the blogpost “Busting some myths about the inquiry cycle” by Kath Murdoch just long enough to pick a myth to explore further.

•In pairs select an inquiry myth that you believe is one that your own teachers may have misconceptions about

•Discuss why you think the misconception may have occurred in the first place.

Individually, participants reflect on what they can do to build an environment that promotes inquiry

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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.