•On a sticky note, list the following:

•a practice that your school does well

•a practice that you do well

•a practice that your school can improve

•a practice that you can improve.

•Share your list with your team.

•Evaluate your own practices on the Emerging through Leading chart.

•the capacity and the inclination to place people, objects, situations with which [they] come into contact ... within the broader matrix of our contemporary world ... [to be] attuned to daily encounters with world cultures, landscapes and products; [to] place such encounters in a broader narrative or explanatory framework of contemporary global processes; and [to] perceive [themselves] as an actor in such a global context. “

   (Boix-Mansilla and Gardner 2007,Fpip pg.18)

Tie the quote to your own teaching. What connection do you see and what would be our next logical steps to make the connection stronger?

•Tell: Share how your own written curriculum in your group currently embodies international-mindedness as “explained” through the exploratory study.

Part 1: Using an example TSM unit

•Download/view the TSM unit.

•With your table group colleagues, 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? 

•Tell: With a partner, share how the example TSM unit embodies international-mindedness as “explained” through the exploratory study. 

Part 2: Identifying key and related concepts

•Create four boxes labeled with each objective letter and name from Individual and Society guide. 

•Look at your own unit. 

•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)

•Concepts represent the vehicle for students’ inquiry into the issues and ideas of personal, local and global significance, providing the means by which they can explore the essence of a subject. FPIP pg.14

○  Concepts require students to demonstrate levels of thinking that reach beyond facts or topics. Concepts are used to formulate the understandings that students should retain in the future; they become principles and generalizations that students can use to understand the world and to succeed in further study and in life beyond school. 

○  The concept-driven curriculum frameworks of the MYP help learners to co-construct meaning as they become increasingly competent critical and creative thinkers, able to transfer knowledge and take responsibility for their own learning. 

○  Teaching through concepts encourages teachers to work across national and cultural boundaries.

•Think: Look at subject group aims in I&S guide. Decide with which aim/s your unit aligns?

•Write:

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

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

www.globalonenessproject.org

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Read the case study, “River at the Heart of the World"

•

What global issues can be identified in this case study?

-orientation in space and time

-personal and cultural expression

-scientific and technical innovation

-globalization and sustainability

-fairness and development

See section Inquiry: Establishing the purpose of the unit - Fpip

•Step 1: Discuss possible global context explorations in the specific global context that aligns with the case study global issue. 

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

•Step 3: Choose only ONE of the explorations that you feel best puts the global issue into context.

Step 2: Hold your paper up to each global context on the wall with the corresponding explorations with goal of “6” by the end.

Step 3: Choose an exploration that would contextualize your unit and make it relevant to your students. 

Step 4: Drop the exploration into your conceptual understanding and create a statement of inquiry.

Step 5: Repeat until you have SIX different statements of inquiry – one for every global context.

Step 6: Go back to your seat and now choose your favorite!

In your own unit:

What concepts and/or global context exploration have the potential to bring your subject group and another together in order to create the possibility of an interdisciplinary unit?

•What is the risk?

•What could be the reward?

•What makes this eAssessment authentic?

•What skills do the students need to have in order to accomplish this eAssessment?

•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?

•Consider and:

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

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

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

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Informed by these values, an IB education:

•centres on learners

•develops effective approaches to teaching and learning

•works within global contexts

•explores significant content.

Working together, these four characteristics define an IB education. (What is an IB Education? pg.1)

Discuss:

•What you identified in terms of the 4 values of an IB education.

•How the story contributes to the growth of the learner profile attributes.

•Why the story reflects international- mindedness.

Then In your turn:How does your new or revised unit:

-centre on learners?

-develop effective approaches to teaching and learning?

-work within global contexts?

-explore significant content?

Create four sticky notes for your wall unit justifying how your unit represents the four values of an IB education

Place on your wall unit!

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

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

•

•Example: In order for students to (C iv) communicate complete, coherent and concise mathematical lines of reasoning, students must (skill) organize and depict information logically.

•

•Example: The teacher gives students a cartoon or other visual that exemplifies a series, with the sequence cut into pieces. Students place the cartoon or story in the order they think is most logical.

•

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

•

•Example:

  Part 1: After completing a mathematical problem as a class,   the teacher will guide students in listing the steps, in order, that they took to complete the problem. Then, the teacher will   model how to communicate these steps in a paragraph, with a   logical sequence.

  Part 2: After reviewing a peer’s workings on a mathematical   problem, students will write, in logical order, how they believe   their partner worked through the problem.

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

•

Peer feedback:

•I really VALUE (open-minded) …..

•I still need some CLARIFICATION about (inquirer)…

•I might SUGGEST (communicator)…..

Write a skill you can use to communicate and improve the teaching of ATL skills back at your school.

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

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

•Is “this” question open-ended or closed?

•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?

1.Inquiry: Establishing the Purpose section

2.Action: Teaching and learning through inquiry section  While these both specifically include and are dependent upon questions from teachers and students,

3.Reflection: Considering the planning, process and impact of the inquiry may also include questions that teachers would like to consider next time or during the course of teaching/learning.

However, this session will focus on the first two sections of the unit planner using MYP: from principles into practice page 63 for reference.

•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.

•Each table group shares their scenario and suggestions.

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

Scenario #4: Physical Health Education: Student on crutches

•Beginning/developing

•Using

•Sharing

•An oral discussion of expectations (command terms). (Part 2)

•A task sheet that explains expectations. (Part 3)

•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.

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

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

Write one thing that is surprising to you in terms of recording and/or reporting?

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

•Know…

•Think….

•Do...

•

Table groups share out their sentences

•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.