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First Breakout session

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What is your TOP or NUMBER 1 takeway or big ideas on the padlet - about inquiry? 

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What is your TOP or NUMBER 1 takeway or big ideas on the padlet - about inquiry? 

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Or Use your own google slides etc.

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1: Share your unit and statement of Inquiry with your breakout group.
2: Use the essentials guide to give feedback.

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You have chosen the concepts for your unit and written a conceptual statement.
Now it is time to choose a global context exploration.
The exploration is important, as it provides depth and context to your statement of inquiry.

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JAMBOARD FOR DAY ONE

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Concepts and Global Contexts - Day One 22

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Concepts and Global Contexts - Day One 22 - Google Jamboard

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Head to the Jamboard for our warm up.

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MYP Assessment & Subject Group Overviews @sjtylr LIVE Master

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Use these for reference

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https://docs.google.com/document/d/1J7iIVN0Z5FYiwbh5p-EJEGKlwP8RNkSxios4ieTE5to/edit#

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Humanities 2

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G: What is your goal?
R: What is your current situation - reality is sometimes different from what we want to change?
O: What are your options? What or who can help you?
W: what will you do now?

Good luck on your journey!

I have appreciated and valued all of your hard work and passion. You have made this an excellent and meaningful experience - online is difficult, but you have been positive and engaged! Thank you for the last three days - please email me at anytime with questions or if you need any help before your assessment.
Ｔｈａｎｋｓ　ＭＹＰ　ｒｏｃｋｓｔａｒｓ！
Monique

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1. MYP unit planning_ Key and related concepts, conceptual understanding

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Complete the PD Individually.
Our reflection from this morning should help you!
In case the video does not load, I have included it below.

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Reflect on your own teaching and how you use the inquiry cycle (Inquiry - Action & Reflection) in your practice.

1: What is something you want to STOP doing?

2: What is something you want to START doing?

3: What is something you want to CONTINUE doing or BUILD upon?

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Group works session.
Your groups are also on the jamboard:
Breakout 1: transfer
Breakout 2: Engage
Breakout 3: Focus
Breakout 4: Investigate
Breakout 5: Organise
Breakout 6: Generalise.

You will notice that each group on the jamboard has a + Reflect. Take a moment in your discussion to think about how students can reflect at each stage.

In your visual / summary / infographic / Slides:

1. Summarise the purpose of the phase.

2. Include key-words and terminology.

3. What happens in this phase?

4. What would students and teachers be doing?

Use images / examples to support your responses.

Use any medium or format that you want to present your information.

Present back to the group - No longer than 2 - 3 minutes.

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https://alisonyang.weebly.com/blog/grasps-assessment-design-and-student-metacognition

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GRASPS Assessment Design and Development of Student Metacognition 

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Anything I can do to improve or suggestions? 

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Anything I can do to improve or suggestions? 

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I want to make this a great experience for you.

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Please consider this reflection framework:
The four F’s are:

Facts: An objective account of what happened

Feelings: The emotional reactions to the situation

Findings: The concrete learning that you can take away from the situation

Future: Structuring your learning such that you can use it in the future

Here is the link: https://flipgrid.com/7b73bf2a

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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What is your biggest takeaway from the Day 2??? 

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What is your biggest takeaway from the Day 2??? 

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1: Write a "headline" to show your understanding (use the thinking routine to guide you)
2: What was your biggest challenge from the day?
3: What is one question you still have.
Don't forget to write your name!

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How does the global context you chose for your unit develop international mindedness and global engagement?

Add your reflection below in a post below.

Don't forget to write your name.

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Create a post below to discuss your thinking about conceptual teaching and learning.
I used to think conceptual teaching and learning was...
But now I think .... (how has your thinking changed)
I still wonder ... (questions you may have)

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MYP Unit Planning: Creating a statement of inquiry 2020

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Share your work!
Create a canva poster that so you can present your unit to the group and discuss your inquiry.

Learning engagement: Create a Canva Poster
On your poster display
- Title
- Key Concept
- Related Concepts
- Global Context & exploration
- Statement of Inquiry
- Factual, Conceptual and Debatable questions

Present a short summary explaining

Write a summary outlining and explaining the relationship between your content and inquiry.

The What: Conceptual Understanding, Content and Case Studies

The How: Strategies and assessment.

The Why:  Why is learning is meaningful to students and is connected to a real world context

Present!
Post your image below  YOUR UNIT!

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Read through and choose an exploration for your topic.

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MYP unit planning: Creating a conceptual understanding statement

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Under Covid, many people are troubled by the restriction of movement and eager to travel again. However, there are more people who are forced to suffer from economic difficulties.

This unit is aimed for students to read through the traveling literature contexts, analyze and feel the beauty of traveling experience and awareness from the author. Based on the mentioned learning outcomes, students will combine their travel experience and create a meaningful and interesting traveling proposal after the travel ban is repealed. By the end of the unit, students will understand that strong connections are built between context interpretation and self-expression.

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Readers can detect the connection and self-expression between human beings and natural and humane creatures through analyzing multimedia contexts.

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Here are two from other workshops

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Source: The Excited Educator: https://www.excitededucator.com/home/more-global-context-posters

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From Dianne Smith

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MYP unit planning: Choosing a global context and exploration

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Learning engagement
Concepts range from big to small, but all concepts meet the following criteria:
1.
2.
3.

Post your response on the Jamboard
(Don't forget your name)

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Concepts and Global Contexts - Day One 22

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Concepts and Global Contexts - Day One 22 - Google Jamboard

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Beatrice, Ellie, Sherry

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Understanding of proper patterns can facilitate communication in the context of exploring ways of life, ritual and play.

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An Excellent example of a completed planner

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An example of a maths planner

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Art and I&S

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WEBSITE

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My advice at the start of our journey:

Keep an open mind - Others may have different opinion than you, learn from it.

Be willing to share - No one person has all the answers

Understand difference - Each school has its own unique story and point of development

Contribute - Be a team player, supporting others makes us all stronger

Advocate - We can be powerful voices for our students

Some Diagrams to consider:

If you have any questions: https://padlet.com/marc_mesich/2c02ur7uh2jal7vk

Copy of Teaching and Learning in the MYP (IB)

Unit Planning Sign Up

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My advice at the start of our journey: Keep an open mind - Others may have different opinion than you, learn from it.

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

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1: What is something you want to STOP doing?
> Stop giving answers directly.

2: What is something you want to START doing?
> Start designing some activities for students to inquire deeper.

3: What is something you want to CONTINUE doing or BUILD upon?
> Continue asking questions to guide students to think.

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Individuals and societies guide (for use from September 2014_January 2015)

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Brainstorm

What “roles” outside of a school context could students assume to situate the context in the real world? What skills would you need to explicitly teach students? Documentary (Film / Interview techniques / editing)

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Day Three - Taiwan 2022

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Day Three - Taiwan 2022 - Google Jamboard

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Michael, Azy, Ginnie, Evelyn Tseng, Greta, Crystal

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Michael, Azy, Ginnie, Evelyn Tseng, Greta, Crystal

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Chinese Unit Planner

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Once you choose your groups add your names to the blank planners

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Once you choose your groups add your names to the blank planners

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Silvia, Kenji, Ivy, Cherry: Mathematics 

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I used to think conceptual teaching and learning was complicated and abstract.
But now I think it can be clear if I have a clear direction to follow.
I still wonder whether I am on the right track and whether my thought is correct.

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I used to think key concept was suitable for every subject
But now I think there are certain topics that one subject need to cover
I still wonder how we can put those into practice

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Jason : I used to think conceptual teaching and learning was learning the concept in the begining. But now I think the learning procedure shoud still start from the facts. I still wonder can we divide the terms of key concept?( eg. global interation-> ...global...interaction...)

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Jason : I used to think conceptual teaching and learning was learning the concept in the begining. But now I think the learning procedure shoud still start from the facts. I still wonder can we divide the terms of key concept?( eg. global interation-> ...global...interaction...)

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I used to think conceptual teaching and learning was confused.
But now I think it is structured.
I still wonder be familiar about it.

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I used to think conceptual teaching and learning was transfer of knowledge.
But now I think teaching and learning nurture of inquiry.
I still wonder more skills on Teaching and Learning.

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Lillian: I used to think conceptual  t & l was hard to design. Now I think it's not. Piece by piece we can construct a compete plan. I still wonder about some details in language and acquisition. Like if we teach culture, do we also need to focus on teaching grammar and vocabulary 

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Lillian: I used to think conceptual  t & l was hard to design. Now I think it's not. Piece by piece we can construct a compete plan. I still wonder about some details in language and acquisition. Like if we teach culture, do we also need to focus on teaching grammar and vocabulary 

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I used to think conceptual teaching and learning was to abstract to be conducted and ideal,
But now I think when the unit is designed, aligned with the key concept and generalization, it might work really well.
I still wonder how the rest of the unit plan could be accomplished, and the strategies that we could use in each session to stimulate ATLs!

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I used to think conceptual teaching and learning was a little bit vague and not deep enough for higher level students to learn.
But now I think conceptual teaching and learning is such an open tool for students to think without boundaries.
I still wonder if our Statement of Conceptual Understanding is good enough and deliver what we want to teach.

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Based on my understanding, conceptual teaching and learning is a good way for both teachers and students to catch up with the class. Teachers know what they want to bring to students and students know what they need to learn in class, and in this case, it is especially important to set clear learning goals (key concepts) for the class.

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I used to think every subject has the same key concept and related concept.
But now I know each concept connects different subject.

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I used to think conceptual teaching is hard to set up the learning objectives and it used to be hard for me to design a course without text.
Now I think that it will be easier for us to first set up concepts of our courses and then find related texts. It is also a great way to help students compare and contrast different texts.

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I used to think conceptual teaching and learning was abstract and hard to understand.
But now I think it's not so hard to make it, throughout leading by the teacher. The directions make me more clear to organize my ideas.
I still wonder what I wrote is correct or not and how to apply in my teaching.

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I used to think that concept and topic are two different things. Now I know that some keywords can be both concept and topic. I still wonder how to transfer my public school lessons from topic-based to concept-based.

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I used to think key concepts and related concepts are the same. But now I think the key concept is the core of the unit and the related concepts are for deepening the subject knowledge. I still wonder do we need to go through all the key concepts in every school year?

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I used to think each teaching unit should have only one specific focus on particular subject knowledge. Now I think using "concept" can connect a lot more than just one particular angle. I still wonder what I can do to make unit planner more conceptualized and generalization so that the concept students take away from the class are more enduring and can apply in different contexts.

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I was think all the key concept we can use.
But now I realized each subject only have 3~4 key concept can be used.

I still wonder is it OK or not to change the concept a little. For example if our SOI divided the key concept "global interaction" into "global in a diversity interaction way ", or if change noun into verb or adjective, or divid "Time, place and space" into three part is OK or not?

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I used to think conceptual teaching and learning was too idealistic and hard to achieve. Now I think it's about whether you know exactly what your final teaching image looks like, and the clearer the image, the clearer your direction becomes. I still wonder how you can make sure that students' thinking can keep up with the teacher's guidance, and then learn to take advantage of that way of thinking.

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－I used to think that concepts are about conceptual questions, and topics are related to factual questions.

－Now I think the questions we ask may lead to different discussion in different aspect.

－I still wonder how can we make sure that students have learned the “concept” instead of the knowledge and skill belongs to that topic within the task we assign?

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Bread: our unit helps students realize the things happening around the world as well as the consequences of human behaviors. It will encourage them to think and take actions to make this world a better place in the future.

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Bread: our unit helps students realize the things happening around the world as well as the consequences of human behaviors. It will encourage them to think and take actions to make this world a better place in the future.

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Students can understand the aesthetics of the body in the history and culture of various countries, and then explore the factors that affect their personal views. We realize that our thoughts are changing with the environment and people all the time.Students can also look at the formation of their own thinking from a more diverse perspective.

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Under the global context we chose, we consider the identities and relationships from our own and extending to people from different cultures and different countries. Therefore, the class will definitely touch upon global engagement and cultivate international mindedness unconsciously.

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The global context in the unit plan provides students opportunities to learn in an authentic scenario. And students can learn to value and include different cultures through diverse materials.

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In our unit plan, we consider the personal and cultural expression. Students can realize the expression in different culture and then step by step to form the aesthetics. Moreover, the class will cultivate international mindedness through diverse musical's work.

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The global context we chose is "identities and relationships". It develops international mindedness and global engagement by starting from ones own formation of identity toward his / her culture, and then find the role of himself/ herself in the society. "Reaching in" helps in "reaching out". Through interaction with other culture, one develops different perspectives and learn to respect different point of views.

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Our global context is the orientation in time and space. We think about documentary photography which exprexpresses feelings and opinions. The photos may be of different ages and countries. We can provide these intercultural materials for students.

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We choose "Fairness and development".
From this global context, I think students can learn more about the real situation in the world. Students can read the cases of the world and they can use these information to transfer to the new situation in other places.

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The global context we choose for our unit provide students with a chance to reflect when we purchase or choose products, how the ads affect us and cause the globalization of the products indirectly.