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Teacher Mental Health and Well-being February 7, 2025 MYP Breakout

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How to raise kids to identify misinformation — The Integrity Project

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Last summer, 7-year-old Zusha came home from day camp frightened by a scary story. According to his mother, Yael Shy, he said: ’My friend George told me about a milkshake that you drink, and then somebody comes and murders you. There’s videos of it, and it’s real, and the counselors know about it to

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The Golden Hour: climate, children, mental health

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When you feel a big feeling, stop and check yourself

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December MYP Breakout - Inquiry-based Instruction - Space

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Trevor MacKenzie - Inquiry Mindset Questions Edition: Cultivating Curiosity and Creating Question Competence

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Trevor MacKenzie - Inquiry Mindset Questions Edition: Cultivating Curiosity and Creating Question Competence

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Inquiry Mindset Questions Edition - Trevor MacKenzie

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This description displays on search engine result pages.

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Thanks to Sharon!

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MYP deep dive - Washington DC IBGC - July 2024

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MYP deep dive - Washington DC IBGC - July 2024

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MYP deep dive - Washington DC IBGC - July 2024 (1)

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IB Nano resources (includes Personal project, service as learning, and interdisciplinary

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IB Nano resources (includes Personal project, service as learning, and interdisciplinary

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These resources provide support and understanding about key characteristics of the Middle Year’s Programme (MYP).

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IBWS Manager for Public Schools: Kelsey Day - kelsey.day@ibo.org

IBWS Manager for Private Schools: Chloe Suberville - chloe.suberville@ibo.org

Program Development Manager: Lindsay Cooper

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Support the role of the IB Coordinator.

Facilitate continuing program development, curriculum improvement, and curriculum implementation.

Provide a network for collaboration among professional staff of IB Programs.

Serve as a clearinghouse for ideas and materials relating to IB curriculum.

Provide publicity of IB Programs and achievements of IB students within the region.

Support programs that encourage interaction between IB students from the region.

Provide support for developing IB Programs within the region.

Foster recognition and understanding of the IB by North American Universities and Colleges.

Act as liaison between IB and state boards of education within the region.

Promote support of IB Programs and IB students from state, local, public and private agencies.

Provide education of IB Programs for schools, districts, universities, and state agencies.

Serve as a collective voice and liaison with IBO.

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Approaches to Learning Resource Locator Tool (2022)

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Personal Project Teacher Support Material

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Personal Project Teacher Support Material

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Go to PRC
MYP
MYP Projects
Teaching material
Personal project teacher support material

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https://drive.google.com/drive/folders/1xXjm-7x9en_m1s3f1SYil4OQ_wdppq9A?usp=sharing

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We are a community of IB practitioners who learn from and with one another about the details and nuances of implementing the MYP. We share our achievements and challenges openly as part of the learning experience, choosing to support, rather than judge, each other during this ongoing process. Together we practice empathy, respect, inclusion to make our community strong. We give and receive during conversations, exchange of resources, and the sharing of our time and talents.

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I've shared a few posts about Approaches to Learning (ATL Skills) before: and I haven't posted a link to my ATL Toolkit, but have not explicitly talked about it here.

My ATL toolkit has every ATL Skill, Cluster and Indicator...but then with each indicator, it gives resources, including thinking routines, videos and strategies, to help you support students in developing those skills.

Some examples:
Communication - Give and Receive Meaningful Feedback
The spreadsheet has resources for most indicators, but not all, and it is mostly full of things that I have found and used. ​​ My request is that people share the resources they use, so that I can add it to the ATL Toolkit - many heads are better than one right?

Please share links in the comments, or you can comment directly on theATL TOOLKIT!

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Further guidance for developing ATL in the MYP

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Further guidance for developing ATL in the MYP

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Further Guidance for Developing ATL in the MYP

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Includes many resources including explicit teaching strategies and ATL Alignment

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This diagram was inspired by the blog post, The agile learner in a VUCA world, written by @alohalavina. VUCA is an acronym used to describe volatility , uncertainty , complexity , and . Put simply, we live in a fast-changing world and in such unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and to take uncertain actions that are outside of our expertise. We need to rethink education and build students' capacity for the VUCA world.

Developing becomes more important than ever through the schooling process. Learners must equipped with skills and strategies that allow them to be thinkers, communicators, risk-takers, inquirers, reflective, caring, open-minded, balanced, principled and knowledgable. If we can truly follow the framework of the IB curriculums and develop a continuum, I am hopeful that we can develop students who strive for understanding, nurture passion in self and others, as well as take actions ethically. ​

Having this big picture in mind, we help students to develop these skills and stretch their learnability. One way to do this is to align the objective (learning target), skill indicator, and strategy. Most importantly, we also need to take an evidence-based approach to monitor their progress and provide cognitive coaching conversation. The process of practicing and developing skills must be deliberate in order for students reach mastery. The use of the strategy must be practiced several times as repetition of learning is the key to mastery. We can relate this teaching approach to the concept of apprenticeship. When teaching approaches to learning skills, think about Mr. Miyagi in the the movie, Karate Kid!

Here are some strategies that can help to build the skills. The skill indicators are merely suggestions by the IB. These skills are not the definitive or exhaustive list of ATL skills. Schools are not required to cover them all. Instead, I think the important point is for schools to consider their own contexts, reflect on their school missions and develop own continuum of approaches to learning skills that can prepare students for the future.

Strategies must be used intentionally and practice deliberately. When choosing the strategy to explicitly teach specific skills, we need to consider our subject specific objectives, the complexity of of summative assessment, desired learning outcomes, and the age appropriateness. This document is named "ATL Smörgåsbord". Just like you are going to a buffet, there is a wide variety of food, and you will take only what you need.

ATL Toolkit by Excited Educator Lenny Dutton: Lenny has created many amazing resources to help teachers teach ATL skills. She inspired me to create the ATL Smörgåsbord and collect explicit teaching strategies. Check out her website for more ideas.

The Art of Learning by Lance King: Lance emphasized the importance of helping students develop approaches to learning skills way before the IB made it a required component. He has shared and collected many amazing resources to support teachers in explicitly teaching ATL skills.

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This diagram was inspired by the blog post, The agile learner in a VUCA world , written by @alohalavina. VUCA is an acronym used to describe volatility , uncertainty , complexity...

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Overview of Enhanced MYP Beta trial for Heads of School.

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The Enhancing the MYP BETA trial explained