How did you do each stage (Inquire, Act, Reflect) of the inquiry cycle. Reflect on this 3-5 minutes, then in break out rooms, delineate the ways in which group participants exemplified these stages of the constructivist approach.

Write your group’s summary in the padlet.

Summarize your thoughts about your nano PD group and share out in the group and paste in the Padlet.

Consider the question of HOW you will begin to grow IB education in their classrooms. Then, create a social media post and posts to express your thoughts about how to begin your MYP.  You may post in the social media platform of your choice. Also, paste your post below:

Share out your group's choices in the Padlet.

In this session, we will design a GRASPS plan as a tool to shape authentic assessment tasks.

Goal: What is the goal/task?

Role: What is your role?

Audience: Who is your audience?

Situation: What is your situation/context?

Product/Performance: What products/performances will you prepare?

Standards: By what standards (criteria) will you be judged?

Consider one aspect of your teaching that will be affected by the processes of inquiry you have engaged in throughout the two days. Share in the padlet.

a) What did you see in the video?

b) How did you feel about what you saw?

c) Write a post-it note to explain the IB profile to your students.

Now, in your break-out rooms, decide on a sentence to communicate the IB profile to the parents.

Post this sentence to parents on the padlet and make comments for the sentences of two other groups.

• jot some notes for each aim in terms of how you currently meet this aim in a specific course that you teach.

• determine which MYP objective(s) you would use to assess the learning 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?

Now, locate your own school mission statement.

Identify ways in which your school's mission statement inspires growth.

Create a visual representation of the blended missions.

(a) choose a global context for the topic "Paint"

(b) fill out columns 2 and 3 with focus questions and example explorations.

(a) choose YOUR OWN topic as a GROUP and determine its global context

(b) fill out columns 2 and 3 with focus questions and example explorations.

Paste your global context document in the Padlet and comment on the work of one more group.

✓ Inclusion policy – How will all students be able to access the IB MYP curriculum framework?

✓ Assessment policy – How will all students be able to demonstrate the progression of their learning both conceptually and contextually?

✓ Language policy – Will all students have the opportunity to develop and acquire languages to show that the school recognizes multilingualism as a fact, a right and a resource for learning?

✓ Academic integrity policy – Will all stakeholders (students, teachers, parents and leaders) be able to articulate their responsibilities related to academic integrity, reflecting honesty, trust, fairness, respect and responsibility?

to prepare for SESSION 5 where you collaborate on a unit planner with colleagues from the same subject group.

b. Hope for our planet

c. If they want to be better person to our world, we’re here to do it with them.

What do you think about good education? And it should include.

Year by year to see the improvement of students

Principled students must be raised

good education = IB

Take the action

Annnnnddddd

Reflect

HERE YOU GO:)

experiences. They promote conceptual learning, create frameworks within which knowledge can be

acquired, and focus on powerful organizing ideas that are relevant across subject areas and that help to

integrate learning and add coherence to the curriculum.

Sentence: In the MYP, students explore six global contexts that are developed from, and extend, the PYP

transdisciplinary themes.

Word: students

curriculums undergoes regular review to help ensure that we are delivering the best possible education for

IB students, and this curriculum review process involves educators from many different cultures and

backgrounds.

Symbol: Infinity Symbol

Paragraph:

One of the most special features of the IB is that it gathers together a worldwide community of educators

who share a common belief that education can help to build a better world. Each of our IB programmes and

curriculums undergoes regular review to help ensure that we are delivering the best possible education for

IB students, and this curriculum review process involves educators from many different cultures and

backgrounds. This review process ensures that practising teachers play a critical role in the development of

each programme. It also means that our vision is constantly sharpened by research, both our own and that

of other respected academic bodies.