•Use this Padlet link  to list the following:

•Identify one practice that your school does well

•Identify one practice that you do well

•Identify one practice that your school can improve

•Identify one practice that you can improve.

•Share your list with your breakout group.

Task 2: Post one Aha! and/or question regarding your reflection on how their school embodies that of an internationally-minded people as envisioned by the IB.

•Download/view the TSM unit.

•With your room group, quickly identify the content/topics covered in the unit and which MYP objective(s) are currently used for assessment purposes. 

•Are there other MYP objectives that could be used to assess this content/topic. Why or why not? 

•Reflect: With your room group, share how the example TSM unit embodies international-mindedness as “explained” through the exploratory study. 

•Think of all topics/skills you teach and assess in this unit.

•Write each skill and topic under the objective you believe is the best objective in terms of how you would assess that topic/skill. (Don’t be deterred by what objectives are already identified in your own unit)

https://drive.google.com/drive/folders/1eOU2ZbvcDl1UrEMYxgkLwuXP-E7tRnla?usp=drive_link

•Tell :

•Share the findings with the participants so that everyone better understands “what” being internationally-minded entails.

•Write an incredible comment on how your own written curriculum is currently embodies international-mindedness as “explained” through the exploratory study.

•Think: Look at the design aims in the guide. Decide with which aim(s) your unit aligns. Design guide Page 7

+ A Comment:

○  How will you ensure that all aims will be met in your subject group over the course of your programme (not each year)?

○  How will you ensure that international-mindedness will be embodied in every unit in your subject group over the course of your programme?

Pls. Click on the image to access the script

identify the global issue(s) associated with the story 

https://drive.google.com/file/d/1xAYRKDNF3gjky5RTtDjCEQMxQNTRFADm/view?usp=drive_link

Refrence: Fpip pg. 17

Step 2: Choose the global context exploration bullet point from that larger global context category.

Step 3: Why the global context AND the single exploration you selected best frames the case study?

Refrence: Fpip pg. 58-62

Look back at your own unit

Step 1: Write your conceptual understanding from session two on the shared folder.

Step 2: Choose an exploration that contextualizes your unit and makes it relevant to your students. 

Step 3: Drop the exploration into your conceptual understanding and create a statement of inquiry.

Step 4: Repeat until you have SIX different statements of inquiry—one for every global context using different exploration.

Step 6: Finally, choose your favorite!

Step 7: Share your Global & Exploration + SOI with the group in the Padlet

What makes this e-assessment authentic?

•What skills do the students need to have to accomplish this e-Assessment?

•How does the choice of topics taught throughout the year in your discipline prepare students for the eAssessment?

•How do summative assessment tasks in Years 1-4 in your discipline prepare students for eAssessments?

1. How is Zahed’s and Najah’s story an example of living in a nonviolent way?

2. What do you think the filmmaker is telling the world by filming Zahed and Najah's story?

Think about which summative assessment task gives more flexibility for students to demonstrate their understanding of the SOI? 

Think about how many times students encounter each type of summative assessment (traditional vs. authentic). 

•What is the risk?

•What could be the reward?

Step 2: Highlight the key, related concept(s) and the global context exploration in the assessment task. (see the GRASP Summative assessment task image above)

Step 3: Choose the MYP objectives and objective strands that you will use to assess the students’ performance on the summative assessment task.

Step 4: Write a brief statement that explains how your summative assessment task aligns with your statement of inquiry.

Use the ‘sharing’ column from Evaluating MYP unit plans to complete the prior-to- teaching section of your unit planner.

https://drive.google.com/file/d/1xAYRKDNF3gjky5RTtDjCEQMxQNTRFADm/view?usp=drive_link

•Find, in the information for the coordinator, the learning story: “An International Baccalaureate Education for All.”. 

•Read the learning story.

•Identify how it represents the four values of an IB education:

•centres on learners

•develops effective approaches to teaching and learning

•works within global contexts

•explores significant content.

• centre on learners?

• develop effective approaches to teaching and learning?

• work within global contexts?

• explore significant content?

https://drive.google.com/file/d/1xS9s3-hvJPC6hlGV-qjEUf9pP0UuW3g7/view?usp=drive_link

•Refer to appendix 1 of MYP: from principles into practice to align your chosen objective strand with a specific ATL skill. FPIP 107.

https://drive.google.com/drive/folders/19Uum_-mP3E7k2Hf-uE-YbYvHBGuucO4s?usp=drive_link

Fpip link

https://drive.google.com/file/d/1xAYRKDNF3gjky5RTtDjCEQMxQNTRFADm/view?usp=drive_link

Write the explicitlearning experience in the action section of the unit planner in the learning experiences column

•Write the implicit learning experience in the action section of the unit planner in the learning experiences column.

In order for me/my colleagues to better implement ATL skills (objective), I must……. (skill).

· How is this question inclusive? 

· How could they make this question exclude others? 

· How is this question open-ended? 

· How could they make this question closed? 

· How is prior knowledge an important piece regarding inclusivity? 

· What would this question allow them to explore in greater detail? 

· What type of question would limit exploration? 

· How could others develop their own questions in ways that satisfy curiosity and deepen understanding? 

•Does “this” question allow for further questions to be asked?

•What is the product when “this” type of question is asked?

•Which column of the chart on page 63 (factual/ conceptual/debatable) would “this” question fall into? Why?

•Would the original question we asked… What is the first thing that you see in the inquiry questions section on that page? meet the parameters from line 1 above? Why or why not?

•What does the statement of inquiry include that should be in this question?

•Would you classify this question as a big question or a small question? Why or why not?

•Discuss one new thing that you now know or understand better as a result of your close reading investigation, specifically reference something from that section on page 63 FPIP.

Reflect on the completed sections of your developing unit in terms of which category your work best matches:

•Beginning/Developing

•Using

•Sharing

I do

I will do... back at my school

•Make sure you have chosen the right MYP year for that criterion.

•Copy and paste the subject group guide descriptors for your criterion into a blank two-column table and add a third column. 

•In the third column, write task specific clarifications for each strand of the objective that you have already chosen. 

•Bolded words remain bold.

•Don’t forget to delete the middle column prior to giving this to students.

https://drive.google.com/drive/folders/1TKYXTdR5ZRd2h0g7OvwwiwL4SpHZSKFk?usp=drive_link

•These suggestions/clarifications are not aligned with achievement levels. 

•These sit apart from the rubric itself and are reference/clarification points.

These expectations should help students achieve at the 7 - 8 level should they wish.

Why the MYP expects this…(page ?)

How the MYP expects it to be accomplished…(page ?)

Why the MYP expects this…(page ?)

How the MYP expects it to be accomplished…(page ?)

At the end of their MYP journey (Year 3 or Year 5), an IB learner should…

•Know…

•Think….

•Do...

•Year 5 personal project supervisor

•Personal project coordinator

•Year 3 student

•Year 3 community project supervisor

•Community project coordinator

•What do I need to understand?

•What do I need to do?

•What shouldn't I do?

•Then, form two large groups (Personal and Community) to discuss what you learned from your viewpoints.

•Each large group creates a ‘must know’ list on poster paper to share with the other group.

• Become more aware of their own strengths and areas for growth.

• Undertake challenges that develop new skills.

• Discuss, evaluate and plan student-initiated activities.

• Persevere in action.

• Work collaboratively with others.

• Develop international-mindedness through global engagement, multilingualism and intercultural understanding.

• Consider the ethical implications of their actions.

•Think of opportunities for your students to take action, based on the service learning outcomes.

•Create a list of these opportunities in the prior-to-teaching reflection section of your unit based on the service learning outcomes.

•Share some of your opportunities with a partner at your table.

•a color and explanation of the color you chose as a group

•a symbol and explanation of the symbol you chose as a group

•an image and explanation of the image you chose as a group.

schools.

•What would be our next logical steps to make these connections stronger? 

Now merge your own key and related concepts into a short sentence that shows an active relationship between the concepts, is transferable amongst disciplines, and is free of content.

conceptual understanding should be written in the present tense (we learn in the present, not the past or the future) and avoiding the use of pronouns is encouraged

Compare it to what they wrote originally on your unit plan and answer any questions that may arise.

https://drive.google.com/file/d/1hEECajfdcHIivkjETr4TfKlBZIW32Z41/view?usp=drive_link

•I still need some CLARIFICATION about (inquirer)…

•I might SUGGEST (communicator)…..

What is the first thing that you see in the inquiry questions section?

https://drive.google.com/file/d/1xAYRKDNF3gjky5RTtDjCEQMxQNTRFADm/view?usp=drive_link

•Each break-out group shares their scenario and suggestions.

Why do we include and not differentiate?

When is it appropriate to do both...include and differentiate?

What do you value about this to education learning experience?

•Group2

•What do you feel needs further clarification to truly implement an IB education in your own classroom/school? (thinker)

•Group3

•What would you suggest to your own colleagues about an IB education? (reflective)

Reflective