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Stories and lessons for growing minds

We are a free multimedia platform for educators and students. Through our immersive storytelling and curricula, we aim to plant seeds of empathy, interconnectedness, and a sacred relationship with our planet. Use our award-winning films, photo essays, and essays to learn about social, cultural, and environmental issues from individuals and communities worldwide. For grades 3-12, our stories and lessons encourage students to broaden their perspectives and worldviews while fostering universal human values and respect for the living world. We aim to bring universal values into the lives of educators and students.

Experience Our Storytelling

Watch this short video to learn more about the stories we tell.

Student Winners and Finalists: The Environment Is in You

In what ways is climate change impacting the place where you live?

In this contest, students documented the fragility, hope, and future of our planet's ecosystem due to climate change. Inspired by four environmental writers-Linda Hogan, Robert Hass, Wendell Berry, and Dara McAnulty-students explored changes to local systems, how the environment shapes our identity, and how our actions and awareness today can impact the future.

View Winners and Finalists

Feature

These five shorts films follows five Native American communities who are restoring their traditional land management practices.

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Essay

How might stories act as keys allowing us access to challenge, examine, uproot, and illumine our habits and fears?

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Feature

This feature shares the stories of four Indigenous communities in California who are working to revitalize their languages and cultures in order to pass them on to the next generation.

Learn More

"This film has historic relevancy. I can see myself using it to encourage students to think about the value of the space program and how it speaks to the American Spirit and how we are often looking forward in our progress. This film begs to be used as an exploration of what it means to be a global citizen, how students can learn from people not like themselves, and what actions students can take in their everyday lives to make the world a better place."

Michael Dunn, Director of College Counseling at Eagle Rock School & Professional Development Center

Stories Exploring Climate Change

Celebrating Student Artwork: New Student Gallery

Encourage thoughtful and meaningful conversations in the classroom with our student gallery. Use the gallery as a tool to foster curiosity, observation skills, and perspective-taking.

The gallery encourages students to learn from each other's perspectives. How are students witnessing and engaging with the world in new ways since the start of Covid-19? Search by theme, previous Global Oneness Project contests, or from locations around the world. The gallery is accompanied by an image analysis activity, including a Visible Thinking Routine from Project Zero, Harvard Graduate School of Education.

View Student Gallery

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Who Is Using Our Materials

Our materials provide opportunities for an interdisciplinary approach to learning across disciplines from social sciences and humanities to environmental sciences. Education stakeholders, including K-12 educators, university professors, librarians, tech/media specialists, parents, and students are using our materials in multiple learning environments.

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Parameters of formative assessment

Formative assessment that supports summative assessment

Formative strategies

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Basic principles of MYP differentiation

Differentiation when designing summative assessment tasks

Implications of differentiated assessment

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Practice 3.5 page 11

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Objectives

Achievement levels

Using standardization

The impact of formative and summative assessment, differentiation, and standardization

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Assessment in context

MYP criteria

Command terms in learning and teaching

Commit to change

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Assessment in context

The IB “culture”, “purpose,” “environment” and “learning” of assessment

The aims of MYP assessment

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Objectives: In order to reach the aims of the workshop, in this session, participants

should be able to:

● inquire into how achievement levels are used

● investigate the process of standardization using student work

● Consider the impact of formative and summative assessment,

differentiation and standardization within the school’s

assessment policy.

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Horizontal and vertical planning

Components of the subject group overview

The summative task and planning

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Activity: Discuss criteria based assessment 

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Activity: Discuss criteria based assessment 

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Participants in your groups, please take a look at the GRASP examples and discuss if they are or are not authentic assessments. Go back to the research points and share your opinion.

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Activator: How does your school currently

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Activator: How does your school currently

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At your table, discuss the following questions.

To what do you assign a “grade”, in your classroom?

Why do you do it?

Do you only report MYP “grades”?

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Create a visual

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https://docs.google.com/document/d/1THoL4dScYguQFNiQ_-9tYg7QobSEy7ux/edit

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Activity: a) Read p 8 from this guide in a round table reading until all the practices are read.

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Activity: a) Read p 8 from this guide in a round table reading until all the practices are read.

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IB inclusion guide: "How do we use the IB standards and practices to demonstrate inclusion?p 4 onwards 

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IB inclusion guide: "How do we use the IB standards and practices to demonstrate inclusion?p 4 onwards 

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Each person reads one of the practices. ● Continue to read around the table until all practices have been read. ● As a table, copy the mandala onto chart paper and “define” how each of the standards approaches inclusion. ● As a table, decide which of the standards speak best to inclusion from a student’s perspective

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How does criteria marking works-important for standardization - common understanding amongst the team

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How does criteria marking works-important for standardization - common understanding amongst the team

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Individually, make a list of key ideas about the concept of authenticity.

● Compare their lists with a partner and define authenticity. What does it mean when something is authentic?

● Use their collective key words about authenticity to define authentic assessment with their partner.

● Write their definition on this padlet.

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Learning engagement: MYP assessment in my own context 

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Learning engagement: MYP assessment in my own context 

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Read the description for each category (purpose, environment, culture, learning)

Using chart paper, list possible connection between each category and assessment

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Using the summative assessment task example you were assigned:

fill in the columns on a blank subject group overview based on the task (building backwards)

consider the relationship between the task design and the other unit components.

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b) Now that you have read the practices, copy the graph onto paper and "define" how each of the standards approaches inclusion - as a table decide, which of the standards speaks best to inclusion from a students perspective. 

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b) Now that you have read the practices, copy the graph onto paper and "define" how each of the standards approaches inclusion - as a table decide, which of the standards speaks best to inclusion from a students perspective. 

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Do a quick search for a video on the internet that showcases authentic assessment.

Watch the video and add to their definition.

Share their video on this padlet to contribute to a bank of examples that can be used in their own context when supporting teachers.

As a whole-group, discuss the difference between traditional assessment and authentic assessment.

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Learning engagement: Reading between the lines • Take out their school Assessment Policy! • Briefly read through it and search for any definition of MYP assessment • Is anything like what their table group just did communicated in their own policy? • What similarities and/or differences can they see between their own assessment policy definition of assessment and the one they created withtheir group? • What would they add? Or change (to their policy and/or the definition)?

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Learning engagement: explaining the criteria to the audience 

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Learning engagement: explaining the criteria to the audience 

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1)Participants will be split in 4 groups

2)The objectives will be read, discussed and standardized (all participants should have the same understanding)

3)Prepare a presentation for with the following topics in mind: What task option would be appropriate? What could teachers ask students to do? What ATLs might be used? What implications do the descriptors have?

4) Gallery walk or presentation

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Meaningful learning with MYP eAssessment (PRC)

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Alongside the eight strategies to successfully implement eAssessment in your school, what aspects of those listed above:

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FPIP- reference: starting at p34 - assessment! for further reading 

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FPIP- reference: starting at p34 - assessment! for further reading 

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You can create a new one or work on an assessment that you are already using in your practices.

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The IB uses both internal and optional external assessment (eAssessment) in the MYP.

School-based assessment

MYP assessment focuses on tasks created and marked by classroom teachers who are well-equipped to make judgments about student achievement. These tasks are rigorous and embrace a variety of assessment strategies.

MYP teachers assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme.

External assessment

In the final year of the programme, each MYP student must develop a personal project independently, which is externally validated by the IB. Producing a truly personal and creative piece of work over an extended period stands as a summative review of their ability to conduct independent work.

At the same time, schools can register for optional external assessment (eAssessment) in all other elements of the programme. It offers students the chance to earn a formal, internationally recognised certificate if they meet the success criteria.

Once a school registers for eAssessment in the MYP, students can participate in any of these two types of examinations:

The graphic below outlines how the two types of assessment - on-screen examinations and ePortfolios - are divided across the MYP's various subject groups. The Language acquisition assessment comprises one on-screen examination and one internally assessed individual speaking assessment.

The mandatory personal project and the optional ePortfolio course works are subject to external moderation of teacher's internal marking. On-screen examinations are externally marked by trained IB examiners.

IB assessment principles and practices

The IB takes great care in ensuring assessment of candidates is meaningful and fair.

The following guides provide an overview of the assessment process across our programmes. Read assessment guide for:

Learn more about the principles of MYP assessment here.

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Learn about the assessment and exams involved during the International Baccalaureate® Middle Years Programme.

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e Assessment: good advice from a student 

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e Assessment: good advice from a student 

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Taking the eAssessment? Here's everything you need to know!

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Demo video: Teachers and Administrators 

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Demo video: Teachers and Administrators 

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Please divide in 3 groups and observe the 3 different dimension:

Context

Concepts

Content

in the onscreen exam

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I love using GRASPS for creating authentic assessment. I made this handout for my colleagues, which shows what GRASPS stands for, and gives an example for every MYP subject group. Enjoy! Link here .

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•How do the learning experiences you’ve just created build to the summative assessment task?

•What role does formative assessment play in the assessment process?

•Write each of these learning experiences on a piece of chart paper and post around the room for a “photo shoot”.

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Analyze

Break down in order to bring out the essential elements or structure. (To identify parts, relationships and interpret information to reach conclusions.)

*Communicate

To give messages or information to others through speech, writing, body movements or signals.

When assessing criterion C, this refers to giving messages or information to others through speech.

*“To be able to communicate” is an overarching aim in language acquisition.

Demonstrate

Make clear by reasoning or evidence, illustrating with examples or practical application.

Describe

Give a detailed account or picture of a situation, event, pattern or process.

Discuss

Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate

Make an appraisal by weighing up the strengths and limitations.

Examine

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain

Give a detailed account including reasons or causes.

Find

Obtain an answer showing relevant stages in the working.

Identify

Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

Interpret

Use knowledge and understanding to recognize trends and draw conclusions from given information.

Justify

Give valid reasons or evidence to support an answer or conclusion.

Organize

Put ideas and information into a proper or systematic order; give structure to a text.

Outline

Give a brief account or summary.

Present

Offer for display, observation, examination or consideration.

State

Give a specific name, value or other brief answer without explanation.

Summarize

Abstract a general theme or major point(s).

Synthesize

Combine different ideas in order to create new understanding.

Use

Apply knowledge or rules to put theory into practice

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This is a speaking assessment where students take on the role of ethics committee members and debate sending civilians to Mars.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Living dictionary - shared document

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UDL & Design Thinking - School Community - ISC Nov 2023 (1)