Developing the MYP 2 day- KAUNAS JURGIS DOBKEVICIUS PROGYMNASIUM, LITHUANIA by Aslı Çelik

Final reflections

aslicelikby — 2022-01-17 17:18:05 UTC

2 things that you really liked in this workshop:

1 thing you want to know more about…

Inquiry, assessment and the subject objectives

aslicelikby — 2022-01-17 17:18:05 UTC

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

discuss the design principles of summative assessment task(s) in relation to requirements and objectives.
develop an understanding of the relationship between the statement of inquiry and the summative assessment task

The inquiry cycle and the classroom

aslicelikby — 2022-01-17 17:18:05 UTC

Individually: read your assigned section of the inquiry cycle.

Consider:
what this might look like in the classroom.
share descriptions of your findings on the Padlet.

Reflection: If you walked into a classroom, how would you know if inquiry is taking place?

aslicelikby — 2022-01-17 17:18:05 UTC

Inquiry questions

aslicelikby — 2022-01-17 17:18:05 UTC

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.

1 factual
1 conceptual
1 debatable

Developmental mindset

aslicelikby — 2022-01-17 17:18:05 UTC

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

IB learner profile

aslicelikby — 2022-01-17 17:18:05 UTC

What did you see?

aslicelikby — 2022-01-17 17:18:05 UTC

What do you feel about what you saw?

aslicelikby — 2022-01-17 17:18:05 UTC

Governing body

aslicelikby — 2022-01-17 17:18:05 UTC

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

In your groups

aslicelikby — 2022-01-17 17:18:05 UTC

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!

Parents

aslicelikby — 2022-01-17 17:18:05 UTC

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

Students

aslicelikby — 2022-01-17 17:18:05 UTC

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

Leadership

aslicelikby — 2022-01-17 17:18:05 UTC

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

Teachers

aslicelikby — 2022-01-17 17:18:05 UTC

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

Top three - why do we educate

aslicelikby — 2022-01-17 17:18:05 UTC

Reflection

aslicelikby — 2022-01-17 17:18:05 UTC

Why MYP?

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

The inquiry cycle

aslicelikby — 2022-01-17 17:18:05 UTC

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

Developmental mindset

aslicelikby — 2022-01-17 17:18:05 UTC

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.

Part A 25 minutes Approaches to learning

aslicelikby — 2022-01-17 17:18:05 UTC

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

Part A 25 minutes Living and learning globally

aslicelikby — 2022-01-17 17:18:05 UTC

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.

Part A 25 minutes Investigating inquiry

aslicelikby — 2022-01-17 17:18:05 UTC

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.

Part A 25 minutes Beyond the diciplines

aslicelikby — 2022-01-17 17:18:05 UTC

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.

Part B 20 minutes

aslicelikby — 2022-01-17 17:18:05 UTC

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

Reflect

aslicelikby — 2022-01-17 17:18:05 UTC

Use social media to express your thoughts!

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

#IBeducation

Developmental mindset

aslicelikby — 2022-01-17 17:18:05 UTC

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

Your subject group guide!

aslicelikby — 2022-01-17 17:18:05 UTC

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

Aims to objectives - subject groups

aslicelikby — 2022-01-17 17:18:05 UTC

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.

Concepts

aslicelikby — 2022-01-17 17:18:05 UTC

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?

Global contexts

aslicelikby — 2022-01-17 17:18:05 UTC

Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

Reflection

aslicelikby — 2022-01-17 17:18:05 UTC

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

Post on the Padlet on your way to lunch

Unit planning

aslicelikby — 2022-01-17 17:18:05 UTC

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.

Creating a conceptual understanding

aslicelikby — 2022-01-17 17:18:05 UTC

Examples of conceptual understanding

aslicelikby — 2022-01-17 17:18:05 UTC

Developing a conceptual understanding

aslicelikby — 2022-01-17 17:18:05 UTC

As a subject group (not individually):

Decide on an MYP year level (1,2,3,4,5) or

MYP language acquisition phase level (1,2,3,4,5,6)

Think of a topic for a unit of work that would span

20-24 hours of teaching and learning time.

Global context explorations

aslicelikby — 2022-01-17 17:18:05 UTC

Reflection

aslicelikby — 2022-01-17 17:18:05 UTC

How might the Global context allow students to connect with the real-world through their curriculum?

Developmental mindset Design, predict personal/subject group/school-wide growth areas

aslicelikby — 2022-01-17 17:18:05 UTC

Discuss ideas to create a GRASPS plan.

Think of a time when you did not plan for something

aslicelikby — 2022-01-17 17:18:05 UTC

How did you feel going into the situation?
How did you solve any unforeseen problems that arose?
What might have been different had you remembered to plan?
Add your thoughts here as a comment

Design

aslicelikby — 2022-01-17 17:18:05 UTC

Arrange yourselves by subject group
Use your subject group guide and any other MYP documentation to help you plan.
Collaborate and organize your thoughts using a graphic organizer of your choice
Using the + button below. crate a new tile with your development plan.

Kath murdoch - inquiry learning

aslicelikby — 2022-01-17 17:18:05 UTC

THE ART OF INQUIRY: 10 PRACTICES FOR THE INQUIRY TEACHER

aslicelikby — 2022-01-17 17:18:05 UTC

How might inquiry change your classroom?

BURNING QUESTIONS

aslicelikby — 2022-01-17 17:18:05 UTC

Add your questions here!

Subject guides

aslicelikby — 2022-01-17 17:18:05 UTC

MYP Unit planner

aslicelikby — 2022-01-17 17:18:05 UTC

Agenda

aslicelikby — 2022-01-17 17:18:05 UTC

Action plan

aslicelikby — 2022-01-17 17:18:05 UTC

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

MYP unit planning

aslicelikby — 2022-01-17 17:18:05 UTC

Inquiry

aslicelikby — 2022-01-17 17:18:05 UTC

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

Creating the statement of inquiry

aslicelikby — 2022-01-17 17:18:05 UTC

Construct your statement of inquiry

aslicelikby — 2022-01-17 17:18:05 UTC

Please continue your unit planning step with creating a statement of inquiry. Add below a new tile by pressing the + ( 20 min.)

Reflect on other Statements of Inquiry. Provide feedback on at least two. ( 10 min.)

Reflection

aslicelikby — 2022-01-17 17:18:05 UTC

I used to think....
Now I think.......

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

aslicelikby — 2022-01-17 17:18:05 UTC

Investigating the subject group objectives and their strands

aslicelikby — 2022-01-17 17:18:05 UTC

Find the objectives and their strands in your subject group guides.
Next to each objective strand write the letters K, U, S, or A.
Choose at least one that you feel best identifies the strand.

Knowledge = K
Conceptual understanding = U
Skills = S
Attitudes = A

Types of assessment

aslicelikby — 2022-01-17 17:18:05 UTC

group 5

motila2 — 2022-01-19 13:10:19 UTC

Group1 Meeting individual learning needs

2022-01-19 14:48:04 UTC

1. Assess the student's individual learning needs.
2. Assessment is performed by collecting information from: teachers, special pedagogue, speech therapist, social pedagogue, psychologist, parents, student.
3. As soon as possible depending on the circumstances.
4. Social, emotional, learning, communication competencies.
5. Educational achievement, student involvement, personal progress and well-being are measured every six months in tripartite interviews.
6. Budget - human resources.

ramutegrinkeviciute — 2022-01-19 17:21:16 UTC

Group 2 plan.

Math

linasadbaraite — 2022-01-20 09:20:38 UTC

1 group

Group 2

2022-01-20 09:26:05 UTC

Group 4

2022-01-20 09:28:01 UTC

Group 2

2022-01-20 09:29:28 UTC

gediminascapkauskas — 2022-01-20 09:29:56 UTC

Summative assessment

aslicelikby — 2022-01-20 10:40:37 UTC

Making assessment authentic

aslicelikby — 2022-01-20 10:46:39 UTC

In groups: Subject group exploration:
Review the statement of inquiry you have developed.
Choose a MYP year level/phase criterion from your subject group guide.
Think about different authentic summative assessment tasks (minimum of three) that may allow your students to:

show their understanding of the concepts and global context exploration as stated in your statement of inquiry (transfer their understanding)
demonstrate achievement against at least one of the strands of the chosen criterion.

Write the criterion name (A: Knowing and understanding) and list the three summative assessment tasks on your unit.
Create a new Padlet post below!!!

Feedback

aslicelikby — 2022-01-20 10:50:58 UTC

I like how you decided to....
I wonder....
Another idea could be.....

MYP Summative assessment criteria

aslicelikby — 2022-01-20 11:04:32 UTC

In your groups: discuss the following questions:
• What do these criteria mean for your practice?
• What do you see that is similar to how you currently
assess student learning?

Example of a unit

aslicelikby — 2022-01-20 11:13:07 UTC

Example 2

aslicelikby — 2022-01-20 11:13:16 UTC

Creating a grasps task

aslicelikby — 2022-01-20 11:13:28 UTC

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)

GRASPS Examples

aslicelikby — 2022-01-20 11:13:37 UTC

When developing your GRASPS consider:

aslicelikby — 2022-01-20 11:13:46 UTC

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.

Group 4 GRASPS

2022-01-20 12:23:36 UTC

Goal: Students will show they understand that Development of Industrialization and engineering lead to innovation and perspective
Role: You are an engineering programmer hired to develop educational prototypes for children in grades 5-8.
Audience: Your audience is 5-8 grade children.
Situation:
In the face of distance learning, where new research shows that children in grades 5-8 need to better understand the problem of lack of physical activity and shape their ability to develop new engineering solutions.
Product: To design, code and test a prototype of a wearable device to remind people to exercise using the BBC micro:bit
Specifications(Requirements) and MYP Criteria:
Your work will be assessed using MYP Year 1 Criteria Ai, ii, iii, iv; Bi, ii, iii, iv; Ci, ii, iii, iv, v; Di, ii, iii, iv.
Specifications(Requirements):
Write an algorithm to create ‘Fitness friend’ device using the micro:bit. When finished, share and debug your algorithms.

The algorithm consists of:

● The event block is used when the button is pressed

● Count 25 minutes

● Make audio sound

● Display visual message

● Repeat until stop

Math

linasadbaraite — 2022-01-20 12:57:10 UTC

group 2

2022-01-20 13:00:53 UTC

gediminascapkauskas — 2022-01-20 13:02:35 UTC

Group 4

2022-01-20 13:04:27 UTC

https://dobkevicius-my.sharepoint.com/:w:/g/personal/rimante_grumadaite_dobkevicius_lt/ETwYq59iIwZEoqyDPzJbnEQBrT19o2zslFa4OYFbMEZuhA?e=VXmU4T

Group 2

2022-01-20 13:47:36 UTC

Group 4

2022-01-20 13:52:25 UTC

https://dobkevicius-my.sharepoint.com/:w:/g/personal/rimante_grumadaite_dobkevicius_lt/ETwYq59iIwZEoqyDPzJbnEQBrT19o2zslFa4OYFbMEZuhA?e=uw8WAD

ramutegrinkeviciute — 2022-01-20 13:52:27 UTC

gediminascapkauskas — 2022-01-20 13:56:50 UTC

sedenchouseinoglou — 2022-02-19 07:59:11 UTC