Implementing the MYP Curriculum_MATH Woodland Hills Team by

Which Statement did you most Identify with?

jreneemccalllove1 — 2024-06-13 05:45:30 UTC

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How do I truly inspire a student who has such a negative image of math?

How can we improve student participation in class so that this can be successful?

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issues

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How do I motivate students in math who find math challenging, because they are kinesthetic learners and there is very little access to tools that present math as a tangible thing?

I noticed

rachellee2_1 — 2024-06-13 16:08:08 UTC

How do I inspire kids to be self-motivated?

I also feel held down to a certain way of teaching because of testing requirements.

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How do I make it more relevant for my students?

rachellee2_1 — 2024-06-13 16:09:13 UTC

ah ha's

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Setting challenging goals for student, so they are pushing themselves and better preparing themselves for the next level of mathematics.

Make it more fun? Positive? Differentiated?etc

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How do I inspire students working through that productive struggle?

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Do IB schools get to take a different assessment (maybe more like a portfolio), rather than the SBAC test at the end of the year?

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lifelong

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Teamwork!

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rachellee2_1 — 2024-06-13 16:51:47 UTC

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What do you think about giving us lots of planning time to help us prepare for this new model?

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Would it be possible for us to have more time for team collaboration?

I wonder if we can get some dedicated planning time to create great curriculum?

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I wonder if administration is clear about the IB program.

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What do you think about creating a year-long planning schedule for teachers?

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I wonder if we had opportunities to collaborate with both our subject matter teams (i.e. math) AND our grade level teams (i.e. 6th) in order to develop units

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I wonder how we can implement this when not all teachers are on board.

rachellee2_1 — 2024-06-13 18:36:05 UTC

connections

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Key (ONE) + Related (1-2) = Conceptual Understanding Statement

jreneemccalllove1 — 2024-06-13 20:21:55 UTC

Patterns of quantities can represent relationships in power and privilege.

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Patterns of quantities can represent relationships.

algebraic equations

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The relationship between numbers can be used to compare the impact money has on equitable distribution of resources throughout the global economy.

Change

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Graphs can show frequency of change in systems and global interactions.

Relationships can been discovered via models and representations to responsibly co-exist.

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Scale drawings measurements show changes and patterns.

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Identity can be modeled by patterns and transitions.

What concept do you see more teachers developing units with?

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I feel more confident about the idea of this model. I wonder how to fit it all in!

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I feel confident in accessing the guides to reference to while writing SOI's

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I feel confident in my understanding of IB as a concept.

How do I use IB to help design lessons to supports students with special needs?

Question

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What evidence will need to be provided for the implementation of the IB program?

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I feel confident that I can jig saw together an SOI but I feel like it is overly general. But maybe that's the point and it's supposed to be general to allow cross curricular implementation.

GRASPS Performance Task

jreneemccalllove1 — 2024-06-14 02:25:06 UTC

Data

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Summarizing large quantities of data into different forms can make them simpler to understand.

rachellee2_1 — 2024-06-14 15:14:56 UTC

So even though I taught PYP, this was really difficult as we always had stand-alone math units where we basically focused on the skills and learning experiences rather than doing a whole interdisciplinary unit. It's really cool to see the global context being brought into teaching math.

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Resources

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study.com

Great resource for a variety of subjects.

Study.com

rachellee2_1 — 2024-06-14 16:12:02 UTC

Authentic assessment involves performance tasks, and real-world problem solving that allows learners to demonstrate their knowledge in multiple ways. They are more meaningful to the learner because they can see the real-world application of the skills.

According to Grant Wiggins (1998), an assignment is authentic if it

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is realistic.

requires judgment and innovation.

asks the student to “do” the subject.

replicates or simulates the contexts in which adults are “tested” in the workplace or in civic or personal life.

assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.

allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.

Authentic assessment: Choice board example (https://chatgpt.com/)

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Math Authentic Assessment Toolbox

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https://jonfmueller.com/toolbox/examples/tasks_middle_math.htm

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Can't do one without the other

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Clear instructions

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golden rule for international baccalaureate

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inquiry!

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What perspectives contribute to the design of student chairs? (Advocate for one’s own rights and needs)

Which one doesn't belong?

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