Make a Copy and share it with me on pallavi.sharma@iamateacher.in or p.shr.rajaratnam@gmail.com

I used to think…

now I think…

Why do you think that it became a misconception?

Add your responses here as comments

3 Key takeaways about concepts

2 Questions you may have

1 analogy (Concept is like….)

You must:

• Post the following information

  • topic, MYP year

  • key concept

  • related concepts

  • 3 possible conceptual understanding

    
    

• You must give feedback to at least three of your peers using the Glow and Grow strategy

  • Glow: areas of achievement

  • Grow: Suggestions to improve

Take time out to introduce yourself here! Where are you joining us from, a brief about the wonderful work that you do and what you love to do besides enlightening young minds?

Write a statement of inquiry highlighting the key concept, the related concept(s) and the global context exploration.

Give 'Glow/ Grow' feedback to at least two of your peers!

“What students as lifelong learners would look like in the classroom?” 

Find an appropriate image/s and paste the image below along with the Web link!

Post your findings and citation (author, name of publication, year published)

Post as comments

I'm Elke, from Sydney, Australia.

I am in my first year of full-time teaching in MYP History and Geography. I love learning all about our wonderful world and seeking to understand how people create the beauty and chaos that they so often do. In my spare time, I like playing music and reading. Looking forward to meeting you all!

My name is Michelle, also from Sydney. I've been teaching History and Geography for over 20 years, but have never taught MYP, so I am looking forward to learning and collaborating with everyone. When I'm not working, I'm with my 3 beautiful children that also keep me busy. You will probably hear them in the background on the weekend ;) See you all tomorrow!

I'm Angela from Sydney and work in a girl's school here.

I have four children and they have each flown the nest so it's just me and my two cats at home (it's very peaceful!).

My main areas of teaching are Commerce, Economics, Business Studies and Geography and I have been teaching for a long time in 3 different states in Australia. I've not had formal training in the MYP yet so I'm looking forward to meeting you all and learning about the MYP for Individuals and Societies.

•Post your golden rule

Factual Questions :

• Open questions, which you might Google but find many variations in your answers. Drawn from the statement of inquiry.

• Example: What is Change?

Conceptual Questions :

• Open-ended question drawn from the statement of inquiry

• Example : Why is someone considered powerful?

Debatable Questions

•Debatable questions provoke discussion.  Set it up with two distinct sides of yes/no

• Example: Are revolutions inevitable?

Write: Conceptual question

Write: Debatable question

Find….two questions that are similar to yours and leave them a comment with your topic highlighted by their question

 What one thing will I stop doing?

My name is Adriana, and I’m a 6th grade MYP individuals and societies teacher in Los Angeles, Ca. 6th grade history here in California is Ancient history/early civilizations.

A little bit about me is that this is my first year as a teacher. I just graduated from my teaching credential program last spring (2024). So, I’m really looking forward to expanding my knowledge on all things really.

• Change

• Time, place and space

• Global Interactions

• Systems

Statement of Inq' currently is: Change brought about by innovation and revolution can have significant impacts on local, national and global interactions.

Interdependence Causality

1. systems are interdependent in ways that can cause positive or negative change

2. interdependence between systems causes change

3. change is caused by interdependence between systems

Key Concept: Systems

Related Concepts: Resources (Economics), Diversity (Geography), & Innovation and revolution (History)

Possible Conceptual Understandings:

1. Systems make innovations and revolutions in methods of gaining resources.

2. Resources bring diversity to systems with innovation and revolution.

3. Diversity in innovation and revolution helps in choosing appropriate systems for obtaining resources.

4. Innovation and revolution integrate resources and systems to produce diversity.

Key Concept: Systems

Related Concepts: Identity, Beliefs, Perspectives

Conceptual Understanding: Belief and cultural systems shape identity and influence perspectives on fairness and equality.

MYP Year: Year 8 students

Key Concept: Interdependence

Related Concepts: Change; Interrelationships

3 Possible Conceptual Understandings;

Global Citizenship, Globalisation, Processes

Possible SOI:
Interdependence between countries cultivates relationships through global citizenship and change.

Innovation and revolution brings about change in ways that bear significance for the progress of individuals and societies.

Key Concept:

Change

Related Concepts:

Innovation and revolution

Significance

Global Context (Scientific and Technical Innovation):

Progress

Global Context: Identities and Relationships

Key concept: Systems

Related Concepts: Culture, Identities

Global Context: Fairness and Development (Inequality)

Global context group: Identities and relationships

Key Concept: Systems

Related Concepts: Identities, Beliefs, Perspectives

Global Context: Fairness & Development (Inequality, difference and inclusion)

Statement of Inquiry: Systems of belief shape identities and perspectives, influencing how societies understand fairness, inequality, and inclusion.

Global Context: Orientation in Space and Time.

Explorations: Turning Points and Big History

Key Concept: Change

Related Concepts: Causality, Conflict

Statement: Conflicts arise due to a multitude of causes, resulting in permanent change to societies.

Related Concepts: Interdependence, Causality

Global Context: Globalization and Sustainability

Exploration: Diversity and Interconnectedness

Systems are interdependent, with diversity and interconnection causing change.

Key concept: System 

Related concept: Sustainability, disparity, and equity.

Global context Fairness and development 

Statement of inquiry:

Systems play a crucial role in shaping sustainability, disparity, and equity, influencing how societies achieve fairness and development.

Global Context: Scientific and Technological Innovation

Key Concept: Systems

Related Concept: Resources (Economics), Diversity (Geography), Innovation and Revolution (History)

Statement of Inquiry: Diversity in innovation and revolution helps in choosing appropriate systems for obtaining resources, and human makes progress with responsibility by caring about risks and consequences.

Key Concept: Global Interactions

Related Concepts: Significance and Conflict

Global Context: Orientation in Time and Space

Melbourne University.

Author: UNSW lecture notes

In my free time I'm an avid snacker, reader, and rock climber! A dream I have is seeing more women and girls in the world of bouldering so I am in my 4th year of running a climbing afterschool club.

Statement of Inquiry: Diversity in innovation and revolution helps in choosing appropriate systems for obtaining resources, and human makes progress with responsibility by caring about risks and consequences.

Factual— 

[More broad] What causes environmental issues? What ocean environmental issues have been caused by humans in history?

[More specific] What are the consequences of the ocean's environmental issues?

Conceptual—

How do systems prevent environmental issues? 

How [name of the organization] works to prevent [a specific environmental issue]?

Debatable— 

Do people put their efforts into conserving the oceans? 

Do middle school students do something good for the oceans every day?

Statement of Inquiry: Global interactions were shaped by shifting national identities, conflicts, and relationships.

Factual— What were the main causes of World War II?

Conceptual— How did shifting national identities, conflicts, and relationships justify global interactions during World War II?

Debatable—To what extent did shifting national identities and relationships contribute to conflicts?

▪Why do we celebrate them?

▪How do we celebrate them?

Pick your favorite and share THE WHAT, THE WHY and THE HOW

Post here

Conceptual question: How do social systems shape a civilization’s identity and culture?

Debatable question: Can a society ever be organized equitably?

Conceptual - How do we determine progress? (mid-unit)

Debatable - Did the Industrial Revolution benefit society in the long-term? (end of unit)

Factual - What changes happen when systems depend on each other?

Conceptual - Why/How do systems depend on each other? (what would happen if they were solo?)

Debatable - Are the changes positive or negative?

Statement of inquiry Conflict influences global interactions by shaping significant relationships and determining outcomes.

Related Concepts: Significance, Conflict

Global Context: Orientation in Time and Space.

Factual— What are some examples of conflicts that have affected global interactions?

Conceptual— How does conflict shape relationships and determine outcomes in global contexts?

Debatable— Is conflict necessary for global change?

Factual: What are the core beliefs and practices of major world religions?

Conceptual: In what ways do religious and cultural beliefs influence societal views on fairness and inclusion?

Debatable: Are belief systems more of a unifying or divisive force in society?

Factual- What were the causes of World War One?

Conceptual-What were the main changes that those on the homefront experienced during World War 1?

Debatable-Did the Naval Race between Britain and Germany make the outbreak of World War I inevitable?

Megacities 

Factual—  What percentage of the world's population resides in megacities?

Conceptual— How do megacities balance rapid urban growth with sustainability and equity?

 Debatable— Are megacities beneficial for human development, or do they create more problems than they solve?

One thing to stop doing - trying to get through everything in class, as I have the bigger picture of the unit content in mind.