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My school follows both the IB curriculum as well as the Kazakh curriculum. The Kazakh curriculum has formal exams which we are expected to prepare students for, however we are not given access to past exams and are not involved in the administration of these exams. Preparing students with authentic learning experiences for exams that are (from what I hear) mostly knowledge based rather than skill based remains a challenge.
Additionally, students do not fail a grade at our school, and students are moved from Language B to Language A at the request of parents without any sort of entrance requirement. This means that the range of student abilities varies immensely, and the student population changes multiple times per term. It is challenging to catch students up mid-unit, especially when their language skills are lacking.
David Hagen

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I have made progress in my understanding of how to construct an effective unit plan. In particular the statement of inquiry and the inquiry questions are more meaningful. Using the assessment strands is also clearer. One challenge is overall planning to use the strands at least twice and to have effective vertical alignment. The IDU and Community Project remain considerable challenges as we are only just starting these. Duncan

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Biggest challenge continues to be how to take the concepts and principles of the program and create learning experiences in the classroom.  I have a better understanding of how the ATL skills, objectives, key and related concepts work, but at the end of the day I'm afraid that when this workshop is over, I will still have very little resources that I can take and use in my classroom.

Andrew Ward

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More Challenges
One of the things we have been speaking about a lot is ensuring students have a similar and great learning experience regardless of which teacher they have. We have up to 13 classes in a year group! In considering formative assessment it would be valuable for all students to do the same thing (this hasn't always occurred) and for staff to be able to collaborate on the outcomes of this. Then strategies could be shared between teachers about how to support students who haven't yet got it. The next challenge then is getting e very class pretty much in sync so the formative task is being done at the same/similar time!

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The biggest upcoming challenge

During this workshop I have overcome many challenges. Firstly it was Unit planner- how global, key and related concepts all fit together into an area of inquiry and now I can understand what I am including and why in each unit.

This academic year, I am  a  personal project supervisor. For me it is a really challenge , but now this work shop shows  me how I must  help the students to plan and make  correctly this project in accordance to the IB objectives.

Tamara

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There is a difference between how these courses are taught and the requirements. Our school does 1 summative per unit, assessing most of the criteria. There are many assignments with formative assessment before the summative. The other viewpoint is to have a summative task for each criteria, which would mean many more assignments for kids. I can see value to  both approaches . One would require more units or a unit with multiple summatives. The other requires multiple formatives and 1 summative that addresses most citerion. in my opinion, this is more authentic. 

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There is a difference between how these courses are taught and the requirements. Our school does 1 summative per unit, assessing most of the criteria. There are many assignments with formative assessment before the summative. The other viewpoint is to have a summative task for each criteria, which would mean many more assignments for kids. I can see value to  both approaches . One would require more units or a unit with multiple summatives. The other requires multiple formatives and 1 summative that addresses most citerion. in my opinion, this is more authentic. 

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Words- I am a specialist but the challenge for colleagues in other subjects is the way we express the connections- inquiry questions/ATL/Formative and Summative assessments to students is challenging for staff who are not native English speakers. If these connections are not expressed clearly, students will also find comprehension of tasks challenging as well.

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In my point of view, create  the unit very well is my challenge . In the unit we need  develop the students ATL skills , their own understanding. Unit planning process is a way that  leads students to their progress, promote their success. Choosing correctly a statement of inquiry , key and related concepts , ATL skills, because the students progress and success depend on the proper unit planning. It is very important also working with your colleagues in the department, share their ideas, suggestions.

Tamara

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My challenge is ensuring that the ATLs are at the root of my planning. I need to focus on applying the Y diagram in all unit plans to ensure skills are driven by  these ATLs. 

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My challenge is ensuring that the ATLs are at the root of my planning. I need to focus on applying the Y diagram in all unit plans to ensure skills are driven by  these ATLs. 

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Like so many bother people, our major challenge is making the time to collaborate of all aspects of the MYP UOI development and review.  In addition to this we are a non selective school so a large amount of time must be dedicated to differentiation and modification. Helping all staff to understand how to cater for the learning needs and level of some of our most challenged student is important.
Finally reporting - a new curriculum requires new reporting structures, whilst this is more of a logistic issue rather than one of pedagogy, we still have to consider how we communicate with our parents.
(Karen)

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This kind of planning takes so much time. We're making one unit for this course. If you teach 5 year groups, 5 units in a year. It adds up to 100s of hours.

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Our school needs to follow Alberta Curriculum as well as MYP as well as must write provincial exams. At times is challenging to meld MYP with the external exams required in an authentic manner. 

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Our school needs to follow Alberta Curriculum as well as MYP as well as must write provincial exams. At times is challenging to meld MYP with the external exams required in an authentic manner. 

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The biggest challenge at our school is that we have to deal with the constraints of an external standard examination model while incorporating more creative tasks.  Cathie 

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The biggest challenge at our school is that we have to deal with the constraints of an external standard examination model while incorporating more creative tasks.  Cathie 

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One difficulty we are facing is ensuring that all ATLs and Assessment Objectives are balanced. Also that all assessment allows open exploration of the statement of inquiry and inquiry questions. Ensuring all assessments are meaningful and reflect the students' learning in the unit is significant as I want to ensure that everything they do is valuable and helpful to their progression in English through the years.

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The major challenge that my school faces is finding enough time to devote to  doing the program.  Our students take so many different subjects each week, that not enough time is allotted for each one. Eassessment is a major focus, but the national curriculum requirements are so immense that meeting the objectives of the course are daunting.  It's also to prepare students for Eassessment when what is actually on the test has been hard to find.  Study materials and practice tests are few and far between.
Andrew Ward

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My challenge is learning how to use the MYP planner effectively and efficiently. I am new to MYP and that while I am enjoying the reflection involved in creating units in the MYP framework, I am finding it very time-consuming. 

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My challenge is learning how to use the MYP planner effectively and efficiently. I am new to MYP and that while I am enjoying the reflection involved in creating units in the MYP framework, I am finding it very time-consuming. 

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Lisa

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One of the biggest difficulties I am having this year is trying to get my year 10's (MYP 5), in particular, to buy into what we are trying to accomplish. For the most part, they do not seem accustomed to high expectations and the rigor inherent in the IB curriculum. Along with their parents, the majority of them are concerned with their term marks rather than viewing the course as a vehicle for academic growth.

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Challenges that my school could face....

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Challenges that my school could face....

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There are a few real life challenges that my school could face. One is that we are a small school with a group of MYP teacher that are 10 -15 in number. There is also a group of students who are new - taking them through PD in their subject groups and other aspects of MYP could be a challenge as many come with little IB experience as educators n the MYP. The school and students are quite engaged with acquiring action as Service but e are challenged to ensure that there is a progression of teaching and Learning across the MYP years. There should also be a clear chart of ATL skills that teachers are familiar with Interdisciplinary teaching and Learning is also slowly being introduced into the upper MYP years.
Professional development in the MYP is a challenge that has become a growing need. So for 2017 and 2018, teachers have done online workshops. The goal is to have face to face workshops in areas of the curriculum where the need is the greatest. In 2017-8, four teachers have done the latter while most have completed the online workshop fr subject specific groups.
Lauvili

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One difficulty we have at the moment is being clear about the assessment for each unit. This centres on the summative assessment tasks.  We clearly have to use the criteria given for A B C D. However, to what extent should this dictate the overall planning of a unit.  If we are looking at the concepts being addressed and the context of the unit, the requirement to assess using these criteria does not always seem to sit well with the wider aims suggested by the statements of inquiry.
Duncan

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During this period  I have really important challenge. Firstly it is  Unit planner- how global, key and related concepts all fit together into an area of inquiry and now I can understand what I am including and why in each unit-statement, factual, conceptual and debatable questions. Very important was  information and thinking process about assessment too.

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Using assessment to facilitate future learning is tricky because students are obsessed with grades and the final number. It is important to show students what the 'number' actually represents on the assessment criteria.
Sam Sheehy

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Create the unit very well is my challenge, in the unit we need reflect, inquire and develop skills (ATL and more), we planning process is a way that leads our students to their progress and success. Choosing correctly a statement of inquiry, key and related concepts, formative and summative assesssments, because the students progress depend on our unit planning. It is very important also working with your collegues in the departament, sshare ideas.

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Our challenge is to ensure that we are able to truly develop our students into globally minded citizens. Some of our concepts touch on subjects that not all our teachers feel equipped to handle, particularly in discussions, as they are worried about our local and national context. As a subject lead I have to find teaching activities and support my teachers to feel empowered to guide these conversations/discussions as they are vital.

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Planning and delivering inquiry based lessons

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Planning and delivering inquiry based lessons

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We are in the process of accreditation and we are all very busy collaborating, very effectively in my opinion, in the writing of units. My  challenge is in developing the classroom practice and pedagogical strategies to focus on bringing these concepts alive at grass root / classroom level - transferring the skills from unit planning to action, and giving enough time to explore these opportunities with the team.   Caroline

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What challenges do you and/or your school face with the MYP?

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What challenges do you and/or your school face with the MYP?

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Translating the Language of the Guides into Practice

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Translating the Language of the Guides into Practice

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I generally have an understanding of the concepts and the principles of MYP.. The challenge for me since I started teaching this year has been how best to structure lessons, activities, and assessment that fit the requirements and spirit of the program.
- Andrew Ward

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Our school is in the process of accreditation. The planning is difficult for many members of staff. I have a concern that once a set of IB appropriate plans is in place, nobody will want to change them ever again. I worry that the detail and time required will force teachers to stop taking risks or try out new units.
Sam Sheehy