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The IB MYP publications we will use to support the workshops can be found at this link.

You should be familiar with your subject guide and MYP: From Principles into Practice, see below.

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1 MYP From Principles into practice_2017

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3 things you know about the MYP

2 (or more) questions you have

1 your priority for the next few weeks

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What skills and personal qualities should GESS graduates have to prepare them for life in the 21st Century?

List at least 5 key skills

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Open the document below and identify the attributes that are easily promoted in your subject area.  How could you change or adapt what is written for your subject area?

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MYP Unit Planner & Understanding by Design

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MYP Unit Planner & Understanding by Design

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Compare the MYP Unit Planner with the steps in UbD

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• Choose a topic you have taught (or recall well from school)

• Review the concepts and related concepts in your subject guide

• Choose one key & up to 3 related concepts

• Justify your choice to a partner/team

•Consider if the concepts:

–provide a powerful organising idea

–Are the best choice given the unit/topic  “content”

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Open the Global Contexts document below

1. Read through the statements on p.2.

2. Choose a “favourite” statement

3. Justify your choice

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How are the following questions similar and/or different:

1. What do cells look like?

2. How do cells change when they divide to create new cells?

3. Should governments have the power to create a DNA data base of all their citizens?

The attachment "Costa's Levels of Questioning" is not directly related to the MYP Inquiry Questions but is a good framework for thinking about the types of questions we can ask. Better still, use it with students so that they can learn how to formulate more sophisticated questions.

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backward planning (Written - Assessed - Taught)

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content is not specified

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Change - Relationship - Systems

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Reading
Please read through the attachment up to the Summative Assessment section.

Task
Post two new key understandings and any questions you have at this stage.

This is the best summary of the unit planning process and requirements.  The page numbers refer to the document MYP: From Principles into Practice (FPiPs).  Read this document and then refer to FPiPs for more detail.

Homework – Read through this document.  Review a unit plan on Managebac you teach to see if it follows the planning process or if improvements can be made.

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Consider your ‘Culture of Assessment’ by responding to the statements in the attachment.

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How did your school give you grades?

•A, B, C?

•100%, 90%, 75%?

Was it clear what you had to do to get an A or 80%?

What was the difference between:

A and B?  80% & 85%?

Do you recall just getting a grade or useful feedback as well?

What is most useful for learning, grades or clear feedback?

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When you choose a restaurant, what things do you consider to make your choice? For example, high standard of hygiene.

What would a ‘poor’ restaurant look like?

What does a good restaurant “look like”?

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What knowledge and skills do you use every day?

What is/are the best way(s) you could show you have such knowledge and skills?

What of skills are developed or demonstrated through written examinations?

What teaching/learning experiences and assessments are required for students to meet the MYP objectives/criteria in your subject?

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Grade 6 Science
The students study a unit on purification techniques. The GRASPS task is given below.

Example Task

In this task, your role is to be a water purification expert.  Your goal is to create an educational presentation or activity to inform members of the general public about our water supply and focus on one separation technique that is used to improve the quality of drinking water.  Your presentation/activity should describe the science behind how your chosen separation technique works.

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Review the attachment "The IB Says".  Add your thoughts about assessment practices to the prompts...

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Education - for living in the world
Statement of inquiry that guides the unit

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Factual -
Conceptual - process, big idea...
Debatable - HOTS -

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Very detailed - how closely do educators (have to) follow the unit planner?

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Similar to SAMR model
three story house example

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I used to think…

But now, I think…

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Depends on:

Preference for type of food
Occasion
Location:
- nearby
-
Costs

Next step: reviews

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- what kind of food (Japanese, Chinese, Italian...)
- recommendations/review (friends or internet)
- occasions
- location
- cost
- service
- atmosphere
- hygiene

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Cost only - budget
Recommendations
Google Maps Review

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hygiene
reviews
location/ convenience
taste
recommendation /ranking

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occasion (birthday ..)
atmosphere
cost
google reviews
location
recommendations
service/ costumer friendly/ staff

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smell of trash
insects, rats
sticky floor
TOILETS!
hair

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No running water

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Summarize
Describe
Explain

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clean plates and cutlery

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10% good
30% satisfactory
30% below standards
10% poor

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Norm reference (O-levels - bell curve) vs. criteria reference (MYP)

Criteria describe standards to be reached.

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similar to SAMR model in EdTEch or STAR interview technique

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Approaches to Teaching in the IB Programmes

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Approaches to Teaching in the IB Programmes

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The "Six Pillars "of IB Pedagogy are outlined below. As you read through them, think what each would look like in the classroom. What would the teacher be doing? What would the students be doing?

Teaching in IB programmes is:

inquiry-based—provoking curiosity in order to structure and sustain exploration

concept-driven—planning and teaching through concepts that are transferable to new contexts

contextualized—reaching beyond the scope of individual subjects to establish relevance

collaborative—promoting effective teamwork and purposeful/productive collaboration

differentiated—providing access to learning for a diversity of learners

informed by assessment—balancing assessment of, and for, learning.

Task:
1. What would a classroom look like that was doing the opposite of the "six pillars"?
2. Is you experience as a student closer the 'six pillars' view or its opposite?
3. Reflect on lessons where your teaching has been more aligned with the 'six pillars" (and lessons that have not).

Read more in MYP: From Principles into Practice, p.73-4.

This link has articles about inquiry learning

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This document is a tool that can be used for self-assessment, collaborative peer review and organizing feedback.  It has a set of rubrics with which to assess the quality of MYP Unit Plans.

Task
Evaluate a unit you will teach in quarter 2.  Make some suggestions for how the unit can be improved.  Share your evaluation and feedback with your subject team.

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This is a review activity from the Visible Thinking project.  You can use the Connect, Extend, Challenge prompts to reflect on the whole course or aspects of it (i.e. Written, Assessed, Taught):

• CONNECT: How are the ideas and information presented  CONNECTED to what you already knew?

• EXTEND:  What new ideas did you get that EXTENDED or pushed your thinking in new directions?

• CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions or thoughts do you now have?

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In the 2018-19 academic year, Managebac Gradebook will be used for recording and reporting.

Please see attached for the 2017-18 guidance for writing Semester 1 reports.

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The Secondary Teacher Manual is on Sharepoint here.

The section on Teaching and Learning has useful information and deadlines. Please scan through the manual so you are "familiar" with its contents.

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moving through strategies as appropriate

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moving through strategies as appropriate