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I am having difficult with the template, but here are my reflections.

Circle One: Approaches to Teaching

1. I am thinking about the new stratified skills framework from the point of view of approaches to teaching, the removal of barriers to learning and inquiry based learning.

2. I think having more clearly defined content in MYP 1 -3 will allow for more success for all students while still providing enrichment and extension. By having more clear guidelines it allows for true inquiry in MYP 4-5 by potentially reducing student exposure to the topics in previous years. It also will allow teachers to focus on a topic longer increasing the depth of conceptual understanding.

3. A question/concern I have from this viewpoint is how to encourage student inquiry and curiosity about mathematics while “saving” some topics for future meaningful inquiry. How to implement this in an already diverse classroom.

Circle Two: IB Programs (Vertical Alignment)

1. I am thinking about the new related concepts (Validity and Approximation)  and Prior Learning from the point of view of IB programmes and vertical alignment.

2. I think having the same concepts in MYP and DP will allow students to have increased preparedness when transitioning to DP. I appreciate keeping the concepts consistent for our student. It is good to have a list of prior skills for students entering MYP1 especially for schools that do not follow a national curriculum.

3. A question/concern I have from this viewpoint is how to effectively can we use the prior learning especially when entering from a non-PYP school. The language is difficult and may need to be adapted/revised before sharing with parents. I don’t have any concerns with the aligned related concepts.

Circle Three: IB Learner Profile

1. I am thinking about the new focus on reasoning from the point of view of the IB learner profile, Inquirers and communicators.

2. I think having reasoning more explicated stated will help us guide student towards both inquiry and communicating their reasoning well. I like the thinking with models.

3. A question/concern I have is how to think with models in MYP 1-3 where the topic is “not concerned age appropriate” - we currently teach may simple introductions to functions and models in MYP2-3 like function machines and linear equations. I am concerned about the large number of changes our school might need to make.

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New focus on reasoning/conceptual understanding -- get kids to apply reasoning in rich cross-curriculum discussion

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CIRCLE ONE - Supportive Community of Learners.
1. I am thinking of enrichment from the point of view of maintaining inclusive community of learners and eliminating learning barriers.

2.   I think of enrichment and extensions because it will definitely put a pressure on teachers in terms knowing their content and having sufficient resources to differentiate and to adjust their classroom management. It will also change dynamics within the community of students.

3.   A question I have from this viewpoint is how will schools deal with providing enrichment? Will they establish separate classes apart from std/ext? How will the school deal with this as a community? How will students and parents react? Questions about assessments can also be raised.

CIRCLE TWO - Inquiry based Learner

1. I am thinking of reasoning from the point of view of providing students with relevant inquiry based experiences.

2.   I think of reasoning because it should impact specific instructional practices in the classroom. Students should be allowed to make deep connections within mathematics and other subjects. The attempt of providing students with reasoning opportunities should go hand in hand with rigor and retainment of knowledge and skills.

3.   Questions I have: How will students be exposed to opportunities which will intensify their reasoning and how will teachers recognize or measure that their students reasoning has improved after they began using and applying changes from the new Curriculum Development MYP mathematics report?

CIRCLE THREE - Transition from the PYP

1. I am thinking of introducing a prior learning list for entry into MYP from the point of view of planning units emphasizing conceptual understanding of mathematics and from the point of view of teachers' vertical planning.

2.   I think of continuity and flow of curriculum and how that will be impacted by choices school will make about their mathematics curriculum. I think of that because knowledge and skills in mathematics build on each other and since building on previous knowledge is emphasized in the Curriculum Development MYP mathematics report, teachers and schools will have to effectively collaborate across grade sections and grade levels and they will also have to put emphasis on conceptual teaching of mathematics.

3.   My question is:  How will the aim for increased flow and continuity   impact teaching practices of teachers in the school and how  is it going to impact planning and collaboration? Ho is it going to impact structuring of key and related concepts and global contexts, statements of inquiry and inquiry questions?