# data[].attributes.body
Why MYP?

Reflect on why you are choosing a new way to think about learning

# data[].attributes.body
In order to explore the conceptual understandings of this workshop, in this session, participants will:

synthesize the purpose of an IB education with the attributes of an IB learner

explore why they have chosen an IB education for their students

consolidate their thinking on the concept of change

# data[].attributes.body
In order to explore the conceptual understandings of this workshop, in this session, participants will:

explore the significance of a concept-driven, contextualized curriculum

reflect upon written and unwritten rules that define how a school develops policies.

explore the fundamental principles of learning in an IB programme

# data[].attributes.body
In order to explore the conceptual understandings of this workshop, in this session, participants will:

analyse nano PD to interpret and reach conclusions

explore and connect current teaching to the contextual requirements of the MYP.

# data[].attributes.body
Participants will:

investigate the relationship between each subject group’s aims, objectives and summative assessment criteria

# data[].attributes.body
Participants will:

investigate the relationship between each subject group’s aims, objectives and summative assessment criteria

construct a collaborative plan for growth using set parameters in an open choice environment

reflect on other growth plans

# data[].attributes.body
In order to explore the conceptual understandings of this workshop, in this session, participants will:

Introduce key and related concepts.

Develop an understanding of MYP global contexts to ensure meaningful, relevant and engaging learning experiences.

# data[].attributes.body
In order to explore the conceptual understandings of this workshop, in this session, participants will:

develop an understanding of how concepts and context are synthesized into a statement of inquiry.

explore how the inquiry cycle can frame meaningful, relevant, and engaging classroom learning

# data[].attributes.body
Discuss ideas to create a GRASPS plan.

# data[].attributes.headline
Inquiry, assessment and the subject objectives

# data[].attributes.subject
Inquiry, assessment and the subject objectives

# data[].attributes.body
In order to explore the conceptual understandings of this workshop, in this session, participants will:

discuss the design principles of summative assessment task(s) in relation to requirements and objectives.

develop an understanding of the relationship between the statement of inquiry and the summative assessment task

# data[].attributes.body
create a GRASPS plan.

complete and upload your GRASPS, comment on and feedback to 2 other participants' plans.

# data[].attributes.body
Add your questions here!

# data[].attributes.body
Download the Action plan and populate it at the end of each session.

# data[].attributes.attachment_link.readable_text
Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

# data[].attributes.attachment_link.description
View the International Baccalaureate®(IB)'s learner profile. The learner profile is the IB's mission translated into a group of learning outcomes for today's pupil.

# data[].attributes.body
Add your group definition here!

# data[].attributes.body
What do you believe is the purpose of a school-based education for each of the individual stakeholders?

# data[].attributes.body
Discuss:   How will you explain the IB learner profile to your students?
Create: a way to communicate to your parent community about what you saw.
Post here to Padlet!

# data[].attributes.body
What do you believe is the purpose of a school-based education for each of the individual stakeholders?

# data[].attributes.body
What do you believe is the purpose of a school-based education for each of the individual stakeholders?

# data[].attributes.body
What do you believe is the purpose of a school-based education for each of the individual stakeholders?

# data[].attributes.body
What do you believe is the purpose of a school-based education for each of the individual stakeholders?

# data[].attributes.body
Open your subject group guide to the table of contents and turn to the page in the guide labeled “Aims.”

# data[].attributes.body
According to what you teach or where your interest
lies, what are some broad ideas that come to mind when you look at this photo?

# data[].attributes.body
In your group
Click on the link above and download the document.
Jot some notes for each aim in terms of how you currently meet this aim in a specific course that you teach.
Turn to the MYP objectives and use them to determine which objective(s) would they use to assess the learning that you’ve written about in each of the aims.
How will students demonstrate their learning in relation to what you jotted down?
Do the chosen MYP objective(s) still align?
Be ready to share your initial thoughts at the start of the next session.

# data[].attributes.body
“What” questions do you have now that you didn’t have earlier today?

Post on the Padlet on your way to lunch

# data[].attributes.headline
Part A 25 minutes Living and learning globally

# data[].attributes.subject
Part A 25 minutes Living and learning globally

# data[].attributes.body
Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.
Summarize your discussion and prepare a 5 minute presentation to the other groups.

# data[].attributes.body
Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

# data[].attributes.body
Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

# data[].attributes.headline
Part A 25 minutes Approaches to learning

# data[].attributes.subject
Part A 25 minutes Approaches to learning

# data[].attributes.body
Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

Click on the link here to access the Nano PD

# data[].attributes.body
In your group
Jot some notes for each aim in terms of how you currently meet this aim in a specific course that you teach.
Turn to the MYP objectives and use them to determine which objective(s) would they use to assess the learning that you’ve written about in each of the aims.
How will students demonstrate their learning in relation to what you jotted down?
Do the chosen MYP objective(s) still align?

# data[].attributes.body
Regroup into the four nano PD topics

Summarize your thoughts about your nano PD topic

Share out in less than 5 minutes to the other nano PD groups

# data[].attributes.body
Arrange yourselves by subject group
Use your subject group guide and any other MYP documentation to help you plan.
Collaborate and organize your thoughts using a graphic organizer of your choice

# data[].attributes.body
Think of a time when you did not plan for something.
•How did it you feel going into the situation?

•How did you solve any unforeseen problems that arose?

•What might have been different had you remembered to plan?
Individually, create a post reflecting on the questions above.

# data[].attributes.body
Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

# data[].attributes.headline
Your topic - Individually download the document and populate it!

# data[].attributes.subject
Your topic - Individually download the document and populate it!

# data[].attributes.body
What connections could you make to the following global contexts?
Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation
When you have finished, post it as a new tile below!

Globalization and sustainability

Fairness and development

# data[].attributes.body
Consider, how you did each of these areas in a project you completed recently
With a partner in your breakout room – share out and  explaining the stages you went through with their project

# data[].attributes.body
Use social media to express your thoughts!

How will you begin to develop an IB education in your classroom?

#IBeducation

# data[].attributes.body
Developing a collaborative action plan is a vital step to ensuring the continuity and ongoing development of the programme(s)

Initially, the action plan will be a skeleton, but even the exercise of reviewing the standards and practices may help in creating a vision for programme development. When leaders and teachers acquire more information from training, they begin to create a more developed action plan and, consequently, the programme may begin to flourish

Over time, the action plan may change as it reflects a more in-depth collaborative approach. It may be difficult to develop a thriving IB programme without a clear action plan to form the blueprint for growth

An action plan is a requirement at all stages of your IB programme. Your school’s appointed IB consultant will use it to further guide programme development

# data[].attributes.headline
Link to unit planning Padlet Dianne's group

# data[].attributes.subject
Link to unit planning Padlet Dianne's group

# data[].attributes.headline
Link to Unit Planning Padlet Lorraines group

# data[].attributes.subject
Link to Unit Planning Padlet Lorraines group

# data[].attributes.attachment_link.description
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 ...

# data[].attributes.attachment_link.readable_text
1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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

# data[].attributes.attachment_link.title
1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

# data[].attributes.headline
What can we do to build an environment that promotes inquiry?

# data[].attributes.subject
What can we do to build an environment that promotes inquiry?

# data[].attributes.body
1. Select at least one of the objective strands from your own unit to work with on your unit plan.

2. Break down the objective strand into several possible skills that you might have to teach in order to help students to master that strand.

3. Choose the most important skill that you feel your students will need to work on.

4. Write out the ATL skill as written on the previous slide.

5. Also consider your summative assessment task:

Are there any skills that may need to be taught explicitly in order for your students to be successful? (Those can be listed in the ATL box without an objective strand.)

# data[].attributes.body
What global issues can be identified in this case study?

# data[].attributes.attachment_link.readable_text
Known as "a land of snows," Tibet has the youngest and therefore some of the highest mountains on earth. Journeying there, I have found a landscape of awesome beauty with the average altitude being 14,000 feet, an extreme and savage climate. It strikes me that it takes a tough and resilient people to flourish in these conditions, and also that perhaps the vastness and solitude of the landscape has encouraged Tibetans' natural bent for visionary mysticism and unique brand of Buddhism.

I have been photographing Tibetans for a number of years—deeply inspired by a culture that places spirituality at the heart of life. I have been most moved by Tibet's Drokpa, or nomads, who until recently comprised an estimated 25 percent to 40 percent of the Tibetan population. Drokpa means, "people of the solitudes," and they are truly a mountain people, herding livestock on vast high-altitude pastures for millennia. Their way of life has remained unchanged for centuries, making them natural stewards of Tibet's grasslands and living examples of original Tibetan culture.

On trips to Tibet from 2000 to the present, I have been privileged to stay with nomad families in Amdo and Kham in eastern Tibet, and have found myself totally smitten by their wild earthiness and independent spirit as well as their friendliness, hospitality, and sense of fun. The nomad women, particularly, have impressed me, holding life together and doing most of the work. I have enjoyed spending time with them in the black, yak-hair tents, the warm heart of nomad life—the place for eating, sleeping, making butter, cheese, and curd, socialising, saying prayers, having babies, and dying.

Traditionally, the Tibetan nomads were very free, forming tribal communities to protect and support each other in their harsh environment where the major threats included weather, disease, bandits, wolves, or snow leopards. But this beautiful earth-based way of life is dying due to the Chinese policy of "resettling" nomad families. In many areas of Tibet, up to 80 percent of the Drokpa have been coaxed or forced into selling off their herds and moving to concrete houses in bleak villages, or in towns where they are often marginalized, with no education, and no skills aside from yak husbandry.

When I first travelled to Kham and Amdo in 2000, Tibet was still a horse culture and I travelled with my Tibetan friends to nomad camps, villages, picnics, horse races, monasteries, and festivals on horseback. By the time I returned in 2006, there was barely a horse rider to be seen, and Tibet seemed to have become a motorbike culture, as people discovered that a motorbike is much cheaper than a good horse. The horse culture now lives on in summer festivals and in some nomad camps, but I wonder how long this will last.

From 2006 on, I have seen fewer nomadic encampments and the land in many areas has an empty, abandoned feeling. Meanwhile, new roads, fencing, and pylons snake across the vast grasslands. The beautiful hand-woven black tents of the Drokpa are becoming obsolete, and more of the Tibetan people are adopting a modern Chinese lifestyle.

I sense that the loss of the Drokpa way of life will have impacts beyond what we can imagine. As rangeland ecologist, Daniel Miller, writes:

# data[].attributes.attachment_link.title
Drokpa: The Nomadic Mountain People of Tibet

# data[].attributes.attachment_link.description
Photographer Diane Barker captures the changes taking place for the nomadic mountain people of Tibet.

# data[].attributes.body
Factual = What
Conceptual = How, Why?
Debatable = Could, Should, Would, Are?

# data[].attributes.body
Share the most recent “thing” you learned to do and one skill you had to learn in order to be able to do it.

# data[].attributes.body
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

# data[].attributes.headline
Kath Murdoch ́s article “Busting some myths about ‘the inquiry cycle”

# data[].attributes.subject
Kath Murdoch ́s article “Busting some myths about ‘the inquiry cycle”

# data[].attributes.body
In breakout room groups, peruse the Kathy Murdoch article and choose a “myth” about inquiry that your group would like to explore.

As a group, decide why this misconception has occurred.

Share out your “inquiry myth” and why there seems to be a misconception.

# data[].attributes.headline
What can we do to build an environment that promotes inquiry?

# data[].attributes.subject
What can we do to build an environment that promotes inquiry?

# data[].attributes.body
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)

# data[].attributes.body
What does it feel like emotionally to try something new or different in terms of assessment?

What is the risk?

What could be the reward?

# data[].attributes.headline
The relationship between the statement of inquiry and summative assessment 

# data[].attributes.subject
The relationship between the statement of inquiry and summative assessment 

# data[].attributes.body
Write what you believe to be the relationship between your summative assessment task and your statement of inquiry in the box on the unit planner.

# data[].attributes.body
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.

# data[].attributes.body
Possible student roles and audience

Possible products and performances

# data[].attributes.body
Create a “golden rule” in order to remember how to select approaches to learning skills for your unit.

# data[].attributes.body
Continue with your work on GRASPS from session 8.

# data[].attributes.headline
Continue with your Developmental mindset and  GRASPS work from session 8 

# data[].attributes.subject
Continue with your Developmental mindset and  GRASPS work from session 8 