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•R = Role “ You are a…”                                (not a student)

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•A = Audience “Your audience is…”        (not a teacher)

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•S = Situation “The situation you find yourself in is...” 

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•P = Product, Performance and Purpose 

•“You will create/design/write/produce etc. a ___________...” 

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•S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D...”

•Individually, you are to do a brief search of what authentic assessment “is”

•Decide on the one finding that most resonates with the group as a whole

•Choose a speaker to READ a few of the most important lines from your “chosen” publication to the rest of the group, making sure to begin with who wrote it (author(s)), the name of the publication and the year that it was written.

•Debrief as a whole group about what you think this means for summative assessment practices

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•Where does authentic assessment figure into the mix?

•Why does the MYP have this expectation and what led you to that conclusion?

•Ideas about how you can begin this process back at your school?

•Why does the MYP have this expectation and what led you to that conclusion?

•Ideas about how you can begin this process back at your school?

South:  What are you SURE you know now that you didn’t know before this workshop?

East:  What do you find EXCITING?

West: What are you still WORRIED about?

•What might we have to do differently as a HOS? Coordinator? Teacher? to meet and stay within the candidate school or evaluation timeline?

Number of hours it will take for completion

Who guides the student

How the student is assessed

What one thing you just NEED to share about your “project”
Projects guides

•what learning environments will allow for successful implementation

•what learning environments will allow all students access

•what are the suggested resources and role for the library/media center and counselor? 

•what possible timetables (school schedule) would meet the MYP subject group requirements? 

•Scale and networks are used to explore systems. 

•Systems vary according to networks and scale.

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

•Try not use proper or personal nouns, or pronouns.

•Try to use the present tense.

•Try to make this transferable amongst disciplines.

•May need a qualifier (often, may, can) if it is not true in all situations.

•Decide upon an everyday activity you would like to demonstrate e.g. Tie a tie

•With your partner consider the skills and their indicators needed to learn and accomplish that skill.

•Share out with the main room in the form of a mime with a narrative of ATL Skills.

•Your fellow participants must try to guess what you have learnt to do! 

•5 minutes

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•One day, Filbert was at his work and suddenly noticed that he was no longer swatting away at the pesky little flies. There were no flies around! He was, of course, delighted, but he also wondered why. He was really curious. So he sat down and looked around, looked at his notes, and tried to think of all the possible explanations for the lack of flies in this area.

the possibilities. 

Why were there no flies?

•Generate at least 3 possibilities.

•You can use any research method!

•Share your possibilities with the main group and let’s agree on a cause!

•10 minutes!

•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 concepts found in the statement of inquiry. 

•1 factual (What) 

•1 conceptual (How or Why)

•1 debatable (Is, Should, Could, Does...)

•Share your inquiry questions with the your partner and explain how 

each question is grounded by a concept.

•In pairs select an inquiry myth that you believe is one that your own teachers may have misconceptions about 

•Discuss why you think the misconception may have occurred in the first place.

Individually, participants reflect on what they can do to build an environment that promotes inquiry

As leaders of our schools, how can we ensure this environment will exist for our students?

•What makes leaders effective?

Discuss and illustrate…

•What is the relationship between an effective leader and the mission of his/her organization?

•Create a visual to represent this relationship

•What things do we have to consider when we choose to be a teacher in the 21st century?   

•What do we, as teachers, believe that students need in order to be successful when they leave secondary school?

•Note your thoughts down on some paper or digitally.

 Draw a Venn diagram with question #1 on the left and question #2 on the right.  

•Where do the group findings intersect?  

•What conclusions can we draw regarding teaching and learning? 

Debrief: Share one thought from questions #1 and #2, as well as what you think this means for teaching and learning. 

Scenario #2: Math: Student that is a language acquisition learner (low – intermediate level)

Scenario #3: Language and Literature: Student with attention deficit disorder (ADD)

Scenario #4: Physical Health Education: Student on crutches

As an individual….

Decide upon three practices you don’t do well and create three questions about those practices…