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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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Add your questions here!

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Participants will:

investigate the relationship between each subject group’s aims, objectives and summative assessment criteria

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

synthesize the purpose of an IB education with the attributes of an IB learner

explore why they have chosen an IB education for their students

consolidate their thinking on the concept of change

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

analyse nano PD to interpret and reach conclusions

explore and connect current teaching to the contextual requirements of the MYP.

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

explore the significance of a concept-driven, contextualized curriculum

reflect upon written and unwritten rules that define how a school develops policies.

explore the fundamental principles of learning in an IB programme

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Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

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View the International Baccalaureate®(IB)'s learner profile. The learner profile is the IB's mission translated into a group of learning outcomes for today's pupil.

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

Introduce key and related concepts.

Develop an understanding of MYP global contexts to ensure meaningful, relevant and engaging learning experiences.

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Consider, how you did each of these areas in a project you completed recently
With a partner in your breakout room – share out and  explaining the stages you went through with their project

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Part A 25 minutes Beyond the disciplines

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Part A 25 minutes Beyond the disciplines

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

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Part A 25 minutes Living and learning globally

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Part A 25 minutes Living and learning globally

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.
Summarize your discussion and prepare a 5 minute presentation to the other groups.

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

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Part A 25 minutes Approaches to learning

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Part A 25 minutes Approaches to learning

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

Click on the link here to access the Nano PD

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Regroup into the four nano PD topics

Summarize your thoughts about your nano PD topic

Share out in less than 5 minutes to the other nano PD groups

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Add your group definition here!

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In your group
Jot some notes for each aim in terms of how you currently meet this aim in a specific course that you teach.
Turn to the MYP objectives and use them to determine which objective(s) would they use to assess the learning that you’ve written about in each of the aims.
How will students demonstrate their learning in relation to what you jotted down?
Do the chosen MYP objective(s) still align?

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Use social media to express your thoughts!

How will you begin to develop an IB education in your classroom?

#IBeducation

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According to what you teach or where your interest
lies, what are some broad ideas that come to mind when you look at this photo?

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Download the Action plan and populate it at the end of each session.

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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Open your subject group guide to the table of contents and turn to the page in the guide labeled “Aims.”

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In your group
Click on the link above and download the document.
Jot some notes for each aim in terms of how you currently meet this aim in a specific course that you teach.
Turn to the MYP objectives and use them to determine which objective(s) would they use to assess the learning that you’ve written about in each of the aims.
How will students demonstrate their learning in relation to what you jotted down?
Do the chosen MYP objective(s) still align?
Be ready to share your initial thoughts at the start of the next session.

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Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

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Your topic - Individually download the document and populate it!

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Your topic - Individually download the document and populate it!

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What connections could you make to the following global contexts?
Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation
When you have finished, post it as a new tile below!

Globalization and sustainability

Fairness and development

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Discuss:   How will you explain the IB learner profile to your students?
Create: a way to communicate to your parent community about what you saw.
Post here to Padlet!

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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Why MYP?

Reflect on why you are choosing a new way to think about learning

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“What” questions do you have now that you didn’t have earlier today?

Post on the Padlet on your way to lunch

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

develop an understanding of how concepts and context are synthesized into a statement of inquiry.

explore how the inquiry cycle can frame meaningful, relevant, and engaging classroom learning

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What can we do to build an environment that promotes inquiry?

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What can we do to build an environment that promotes inquiry?

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Use the statement of inquiry that you developed for your unit for the “G” (goal).

The goal of all MYP summative assessments is to allow students the opportunity to show their understanding of the statement of inquiry. (See explanation of the relationship in the box on the unit planner next to the description of the summative assessment task).

Students must TRANSFER their learning to new situations (think SOI) in order to be able to reach the high end of the criterion descriptors.

The teaching and learning throughout the unit assists students in this TRANSFER process.

Use the GRASPS starters to help you develop your authentic task.

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G = Goal “Your goal is…” (*the statement of inquiry)

R = Role “ You are a…”

A = Audience “Your audience is…”

S = Situation “The situation you find yourself in is...”

P = Product, Performance and Purpose

“You will create/design/write/produce, etc. a ___________...”

S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D…”

GRASPS is a possible structure to develop depth and complexity for the authentic assessment task

Reference: Wiggins and McTighe

Understanding by Design (2005)

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Possible student roles and audience

Possible products and performances

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Formulate 3 inquiry questions for the “inquiry” section of your own unit planner that will allow all students to access the learning that is informed by the statement of inquiry.

2-3 factual

2-3 conceptual

2-3 debatable

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Factual = What
Conceptual = How, Why?
Debatable = Could, Should, Would, Are?

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Kath Murdoch ́s article “Busting some myths about ‘the inquiry cycle”

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Kath Murdoch ́s article “Busting some myths about ‘the inquiry cycle”

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In breakout room groups, peruse the Kathy Murdoch article and choose a “myth” about inquiry that your group would like to explore.

As a group, decide why this misconception has occurred.

Share out your “inquiry myth” and why there seems to be a misconception.

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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1. Select at least one of the objective strands from your own unit to work with on your unit plan.

2. Break down the objective strand into several possible skills that you might have to teach in order to help students to master that strand.

3. Choose the most important skill that you feel your students will need to work on.

4. Write out the ATL skill as written on the previous slide.

5. Also consider your summative assessment task:

Are there any skills that may need to be taught explicitly in order for your students to be successful? (Those can be listed in the ATL box without an objective strand.)

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https://docs.google.com/document/d/1oCLztQWoJbv-Uym8S1n_uEP9wa0Fr57QbwMMEymMytU/edit

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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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Plants - Identities and relationships: traditions around flowers; Space and Time: evolution over time - periods; Fairness and development: ethics around farming practices; Sustainability: palm oil, bamboo, rainforest; Scientific innovation: medicine; Expression: religious expression.

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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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Topic - Verbatim Theatre
Identities and Relationships: Real life people to characters
Orientation in Time and Space: Interviews from different time periods
Fairness and Development: Perceptions of people and how they change.
Globalisation and Sustainability: Global Warming - use of facts and figures at script
Scientific and Technical Innovation: Use of projection and audio.
Personal and Cultural Expression: Creating verbatim using their interview and perception of the issue.