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Learning about what expectations are and how MYP terminology fits together for planning purposes.

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Learning about what expectations are and how MYP terminology fits together for planning purposes.

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It's always nice to have a reminder of how to correctly satisfy IB expectations for specific things such as unit plans and statements of inquiry. What can often feel unwieldly feels more simple and manageable now!

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I value having the opportunity to revise my existing units with input from others.

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Construction of Statement of Inquiry and link to Assessment

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Construction of Statement of Inquiry and link to Assessment

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The clarification on what MYP Assessment should look like, and how the Key Concepts, Related Concepts and Global Contexts fit together.

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I think it has really helped me to better understand how to frame a Statement of Inquiry and be more considered in how it fits into the scope and sequence of my units.

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I am sometimes confused about the difference between different terms. More clear definitions.

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I am sometimes confused about the difference between different terms. More clear definitions.

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Not sure yet. Questions I didn't have were answered today.

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I have to share highlight from these sessions and will be focusing on how to level up our unit plans according to the guidance I have received.

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Holistic and multifaceted, with a strong component of agency within a loose framework.

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Holistic and multifaceted, with a strong component of agency within a loose framework.

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Not so much clarification but would love to see more exemplar unit planners.

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I'm still a little fuzzy on the difference between a conceptual statement and a SoI.

I would like a firmer understanding of the extent or definition of IB 'Inquiry learning'.

For concept-based learning, are we limited to the I&S concepts in the guide, or can we narrow them to more specific concepts such as 'Revolution'?

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I would like to see lists of what specifically needs to be included in unit planners and vertical plans

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I would like to see lists of what specifically needs to be included in unit planners and vertical plans

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The IB is big on reflecting - what are the expectations on the timing of these, and what role should they play...

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Are examples in lesson of transferable concepts sufficient, or does it need to be part of the assessment?  If the unit is French Revolution, should students be assessed with another revolution?

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Are examples in lesson of transferable concepts sufficient, or does it need to be part of the assessment?  If the unit is French Revolution, should students be assessed with another revolution?

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There are many elements of the IB that can be used for student growth outside of academics. With more guidance and time in the curriculum, these could provide valuable experiences for students

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The GRASPS template was new to me and is a very useful way to think about assessment planning.

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A focus on student-agency and transferrable skills; designed to teach students how to be global citizens rather than just rote learners.

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Inquiry based, authentic assessments, preparing for success in DP in MYP years 4 & 5 both inside and outside of school

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Inquiry based, authentic assessments, preparing for success in DP in MYP years 4 & 5 both inside and outside of school

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Finding out what to expect from the IB visit!

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Learning objectives vs. Inquiry statements 

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Learning objectives vs. Inquiry statements 

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Stating the lesson objective is considered good practice (Students will be able to OR By the end of the lesson, I can), but this is not well aligned with an inquiry based approach. How can we set clear goals and targets for our students while operating within an inquiry based framework?