3 WORKSHOP LEADERS Benjamin Bateman email@example.com Senn HS Ann Marie RyanLoyola UniversityCharlie TocciLoyola University
4 Introductions If I were…I would be… I would be… An animalA movieA bookA colorA famous personA plantA place in the worldA metaphor or sentenceA countryA song A productA carAn artistA poemA foodA cartoonA super heroA musical instrumentAn actorParticipants to place their name on a card/piece of paper etc…E.g. Ben “The Sting” Bateman
5 Time to move Find others like you!!!!! Go around the room and find people with the same category as yourself.Introduce your alter ego.
6 Ah-ha’s Comments Concerns Questions? Issues bin – WSL puts up chart paper that invites participants to continually communicate throughout the workshop through: Comments, Questions, Concerns and Ah-Ha’sConcernsQuestions?
7 Aims: Individual and Society The aims of any MYP subject state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn.In addition, they suggest how the student may be changed by the learning experience.
8 The aims of MYP Individuals and Societies are to encourage and enable students to: • appreciate human and environmental commonalities and diversity • understand the interactions and interdependence of individuals, societies and the environment • understand how both environmental and human systems operate and evolve • identify and develop concern for the well-being of human communities and the natural environment • act as responsible citizens of local and global communities • develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.
9 Aims and IB PhilosphyIn what ways do you see the IB Mission and/or Learner Profile supported by the aims of your subject? Discuss at your table. Share with the whole group.WSL facilitates discussion
11 MYP Mix and MatchKey Concepts Related Concepts Conceptual Questions Global Context Objectives Approaches to Learning Statement of Inquiry Assessment Criteria Factual Questions Debatable QuestionsWSL gives instructions: Match the elements above with the definitions of each element. WSL should give participants a list of definitions with no descriptors; (envelopes with the elements and the definitions cut out will be provided to each room)WSL should ask which matches were more difficult/confusing, etc.
12 WSL: We will begin by exploring Concepts in the MYP WSL: We will begin by exploring Concepts in the MYP. As we look at the curriculum model, we began with the IB Learner in the center, and we’ll now work our way around the next circle to see how the framework helps students approach the disciplines in the outer ring.
13 MYP Conceptual Framework According to Erickson (2008), concepts range from macro to micro in terms of scope, but all concepts meet the following criteria:TimelessUniversalAbstractRepresented by 1 or 2 words, or a short phrase
14 Seeing is believing I used to think… Now I think… Watch the video clip by Lynn EricksonWhile you watch, do the following visible thinking routine:I used to think…Now I think…Segment 5:19-8:57 -
15 Key concepts are: Broad, organising, powerful ideas “A mental construct that is timeless, universal and abstract” (Erickson 2008)A big idea that can be described in two ways: as involving an enduring conception or principle that transcends its origins, subject matter, or place in time; and as a linchpin idea-one crucial to students’ ability to understand a subject.” (Wiggins and McTighe 1998)
16 Key concepts Transcend the subject groups Subject groups do not have to use all of the key concepts listed in MYP: From principles into practiceSubject guides will provide the prescribed key conceptsTeachers are not limited to the prescribed key conceptsThey facilitate disciplinary, intra-disciplinary and interdisciplinary learning, and connections with other subjects
17 Key concepts across subject groups (definitions on p Key concepts across subject groups (definitions on p. 4 of Developing MYP Units)AestheticsChangeFormCommunitiesConnectionsCreativityCultureDevelopmentGlobal interactionsTime, Place and spaceIdentityRelationshipsPerspectiveSystemsLogicCommunicationIf you could pick 2-4 that were integral to the development of the subject area, which would you choose? why?
18 Key concepts in Individuals & Societies (details on p.16 of I&S subject guide)AestheticsChangeFormCommunitiesConnectionsCreativityCultureDevelopmentGlobal InteractionsTime, Place & SpaceIdentityRelationshipsPerspectiveSystemsLogicCommunicationINSTRUCTION TO WSL: HIGHLIGHT THE FOUR PRESCRIBED CONCEPTS FOR YOUR SUBJECT, fill in page #
19 Related conceptsWhile the key concepts provide breadth, the related concepts provide depth to the programme.Related concepts emerge from the discipline and provide conceptual focus and depth to understanding related to disciplinary content.They can be viewed through any of the key concepts, though some might be more clearly related to specific onesRelated concepts can be found on p (organized by discipline/major topic)Definitions of related concepts can be found on p.17.WSL provide page numbers from subject guide;MENTION: Suggested # of concepts per unit: 1 key related
20 Concepts: Stand your ground! Which key concept does the related concept align to best?Power (econ, geography, business)Citizenship (poli sci/civics/gov)Sustainability (geography)Make a choice and be prepared to stand your ground:Why did you move there?What made you make that choice?WSL to post the four Key concepts around the room and facilitates a discussion; WSL chooses 2-3 related concepts in the discipline for 2-3 rounds of the activity;Point of exercise: there are multiple ways to combine key and related concepts – not simply one correct choice
21 Stage 1 of the unit planner Key ConceptRelated ConceptContextStatement of inquiryWSL: Distribute Unit Planner templates to participantsInquiry questions
22 Key and Related Concepts Key ConceptRelated ConceptContextStatement of inquiryInquiry questions
23 Working backwardsUsing the Statement of Inquiry (SoI) that has been shown to your group:Identify the Related concepts from this Statement of InquirySelect which Key concept provides the strongest framework for the unit.Choose three possible areas of teaching content that would allow students to explore the SoI.WSL to provide/identify one of the sample SoI’s from the Subject Guide.
24 Topic # 3 – Written Curriculum: Global contexts and International Mindedness
26 Introducing context Key Concept Related Concept Context Statement of inquiryInquiry questions
27 Global contextsGlobal contexts make learning relevant and enable students to develop competencies and personal values necessary for global engagement.Students will do this through exploring personal, local, national and/or international issues and ideas of global significance.
28 Global contextsallow for relevance, engagement and a direct route for inquiry into next millennium perspectives. All effective learning is contextual. Help answer the question: Why are we learning this?celebrate our common humanity and encourage responsibility for our shared guardianship of the planet.comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant
29 The MYP contexts identities and relationships orientation in time and spacepersonal and cultural expressionscientific and technical innovationglobalization and sustainabilityfairness and development
30 Global contexts further develop global learning from PYP transdisciplinary themes WSL can mention one of the purposes of The Next Chapter changes was to better align the MYP with the full IB continuum.
31 Identities and relationships Who am I? Who are we?STRANDS: Students will exploreidentity;beliefs and values;personal, physical, mental, social and spiritual health;human relationships including families, friends, communities and cultures;what it means to be human.Possible explorations to develop:• competition and cooperation; teams, affiliation and leadership• identity formation, self-esteem, status, roles and role models• personal efficacy and agency; attitudes, motivations, independence; happiness and the good life• physical, psychological and social development, transitions, health and well-being, lifestyle choices• human nature and human dignity, moral reasoning and ethical judgement, consciousness and mind
32 Orientation in space and time What is the meaning of “when” and “where”?STRANDS: Students will explorepersonal histories;homes and journeys;turning points in humankind;discoveries;explorations and migrations of humankind;the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.Possible explorations to develop:• civilizations and social histories, heritage; pilgrimage, migration, displacement and exchange• epochs, eras, turning points and ‘big history’• scale, duration, frequency and variability• peoples, boundaries, exchange and interaction• natural and human landscapes and resources• evolution, constraints and adaptation
33 Personal and cultural expression What is the nature and purpose of creative expression?STRANDS: Students will explorethe ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;the ways in which we reflect on, extend and enjoy our creativity;our appreciation of the aesthetic.Possible explorations to develop:• artistry, craft, creation, beauty• products, systems and institutions• social constructions of reality; philosophies and ways of life; belief systems; ritual and play• critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument• metacognition and abstract thinking• entrepreneurship, practice and competency
34 Scientific and technical innovation How do we understand the worlds in which we live?STRANDS: Students will explorethe natural world and its laws;the interaction between people and the natural world;how humans use their understanding of scientific principles;the impact of scientific and technological advances on communities and environments;the impact of environments on human activity;how humans adapt environments to their needs.Possible explorations to develop:• systems, models, methods; products, processes and solutions• adaptation, ingenuity and progress• opportunity, risk, consequences and responsibility• modernization, industrialization and engineering• digital life, virtual environments and the information age• the biological revolution• mathematical puzzles, principles and discoveries
35 Globalization and sustainability How is everything connected?STRANDS: Students will explorethe interconnectedness of human-made systems and communities;the relationship between local and global processes;how local experiences mediate the global;The opportunities and tensions provided by world interconnectedness;the impact of decision-making on humankind and the environment.Possible explorations to develop:• markets, commodities and commercialization• human impact on the environment• commonality, diversity and interconnection• consumption, conservation, natural resources and public goods• population and demography• urban planning, strategy and infrastructure
36 Fairness and development What are the consequences of our common humanity?STRANDS: Students will explorerights and responsibilities;the relationship between communities;sharing finite resources with other people and with other living things;access to equal opportunities;peace and conflict resolution.Possible explorations to develop:• democracy, politics, government and civil society• inequality, difference and inclusion• human capability and development; social entrepreneurs• rights, law, civic responsibility and the public sphere• justice, peace and conflict management• power and privilege• authority , security and freedom• imagining a hopeful future
37 Global contexts in review: Create opportunities for dynamic cycles of inquiry/action/reflection that lead toward intercultural understanding and global engagementSupport the developmental needs of adolescents (expanding social/mental/social/community horizons)Provide multiple entry points for all subject groupsWhen selecting context for unit, if possible, choose one that is distinct from the concepts taught to allow students to access concepts in a different way
38 The Grand Bazaar!In your groups you have been given a topic for a Individuals and Society unit.Your task is to contextualize this topic.Explore how the use of at least two different global contexts would shape the nature of the unitSelect a global context and descriptor strand that you feel best contextualizes this unit and develop your marketing pitchSell your contextualised topic in the style of the Grand Bazaar (open market)Global contexts can be thought of as a way to SELL your topic, making it relevant to students’ place in the world.WSL chooses 3-4 topics to distribute to tables (1 per table group).Steps 1 &2 – 7 minutesStep 3 – presentation=30 seconds per table group
39 Complete the following phrase … The global context I feel most comfortable with is _____because _____.The global context I have the most difficulty with is _____because ______.Global contexts make my subject group ______ because _________.WSL to choose one or more of these for participants to answer.
41 Stage 1 of the unit planner Key ConceptRelated ConceptContextStatement of inquiryInquiry questions
42 Tips: The statement of inquiry: should not use proper or personal nouns, or pronouns.should have a present tense verb and contain at least two concepts and a reference to a context.is a transferable idea supported by factual content.may need a qualifier (often, may, can) if it is not true in all situations, but is still an important idea.
43 Putting it all together The example shows how a Language and Literature teacher has used a global context and concepts for an advertising unit to develop a statement of inquiry-ConceptsCommunication(KEY)Bias (RELATED)Audience (RELATED)Stylistic choices (RELATED)Form (RELATED)Global contexts: through an inquiry into…Identities and relationshipsorientation in time and spacePersonal and cultural expressionScientific and technical innovationGlobalization and sustainabilityFairness and developmentStatement of InquiryPersuasive texts, specifically inmarketing and politics, uselanguage intended to influenceour behavior and decisions.WSL to highlight that once GC is selected strand must be identified.
44 Remember: The statement of inquiry: should not use proper or personal nouns, or pronouns.should have a present tense verb and contain at least two concepts and a reference to a context.is a transferable idea supported by factual content.may need a qualifier (often, may, can) if it is not true in all situations, but is still an important idea.
45 Develop a statement of inquiry In course teams or table groups:Year levelTopicKey ConceptRelated concept(s)Global ContextsWrite a statement (not a question) which synthesises these to create the understanding(s) for the unitTo check if this statement is appropriate:Ask ‘so what?’ Why is this important to understand?Does it incorporate the key and related concepts?Does it transcend the discipline enough to allow for interdisciplinary inquiry?Groups should select a new unit of work to develop; or they may modify an existing unit that they brought to the workshopWSL to support development of SoI.WSL to refer participants to relevant pages in subject guide and Developing MYP Units
46 Gallery Walk Key concept Related concept(s) Context Statement of inquiry
47 Gallery WalkPlace post it notes on the unit planners providing constructive feedback using the evaluating unit planners documentOnce you have received feedback then if necessary re-word your statement of inquiry.
48 Inquiry Questions Key Concept Related Concept Context Statement of inquiryInquiry questions
49 Inquiry questionsA teacher develops inquiry questions which explore the statement of inquiry in order to ensure adequate conceptual depth from the inquiry.Students are encouraged to develop their own questions in order to satisfy curiosity and deepen understanding
50 Inquiry questions:Frame the scope of a unit of study without limiting student-initiated inquiries.Are drawn from the inquiry statement.Should engage and show that the inquiry itself is worth inquiring into.Are for the teacher to use in designing the inquiry for students.Are used along with learning experiences to engage the students in the study.Should be of three types: factual, conceptual and debatable
51 Criteria for inquiry questions FactualCan use starters ‘What...’ or ‘Which....’Open questions which you might Google but find many variations in your answersEg: What techniques do advertisers employ to influence an audience?ConceptualCan use starters ‘How....’ or ‘Why...’Open ended questions which unpack a concept or a relationship between conceptsEg: How can we avoid being manipulated by what we see, hear and read?Debatable/ provocativeCan use starters ‘Do...’ or ‘Is....’Debatable questions provoke discussionEg: Is there ever a time when advertisements become unethical?
52 The answer is in the question In your table groups using the SoI you have just developed design three inquiry questions for your unit (a factual, a debatable and a conceptual).On a separate piece of paper develop a possible response sheet to your questions. This sheet should include all the possible responses your students may have to your 3 inquiry questions.Do these questions allow your students to engage with the SoI? If not your questions need refining.15 minutes
53 You as studentsYou now have another group’s planner and will be playing the role of the student:Try to think through the mind of that year levelYou have 10 minutes to respond to the three inquiry questions that you have on your tableBe prepared to give feedbackWSL should highlight similarities and differences in responses and hold an open discussion about why this might of happened, the importance of clear, purposeful inquiry questions, and not using questions that are too broad or too big (eg. What is space?)
54 What did the answers tell you? Do your questions need alterations?You have 5 minutes to know make those necessary changes.You should post these revised questions on your unit planner
56 Objectives and summative assessment BACK TO THE UNIT PLANNERSummative assessmentObjectivesOutline of summative assessment task(s)Relationship between summative assessment task(s) and the Statement of InquiryPoints to be covered/boxes to be filled during this session
57 Points to be covered/boxes to be filled during this session
58 MYP OBJECTIVES BY SUBJECT GROUP LANGUAGE & LITERATURELANGUAGE ACQUISITIONINDIVIDUALS & SOCIETIESSCIENCESAAnalysingComprehending spoken & visual textKnowing & understandingBOrganizingComprehending written & visual textInvestigatingInquiring & designingCProducing textCommunicating in response to textCommunicatingProcessing & evaluatingDUsing languageUsing language in spoken or written formThinking criticallyReflecting on the impacts of scienceMATHEMATICSPHYSICAL & HEALTH EDARTSDESIGNAKnowing & understandingInquiring & analysingBInvestigating patternsPlanning for performanceDeveloping skillsDeveloping ideasCCommunicatingApplying & performingThinking creativelyCreating the solutionDApplying math in real-life contextsReflecting & improving performanceRespondingEvaluatingWSL: Ask participants to look for similarities across subjects
59 MYP ObjectivesThe objectives represent the structure of knowledge of the MYPFactual knowledgeConceptual knowledgeProcedural knowledgeThey encompass the knowledge, understanding, skills and attitudes that we expect students to develop through the subject
60 Objectives: Individuals and Society The objectives of any MYP subject state the specific targets that are set for learning in that subject.They define what the student will be able to accomplish as a result of studying the subject.The objectives of MYP language and literature encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation.2014 I&S guideA – Knowing and UnderstandingB – InvestigatingC – CommunicatingD – Thinking Critically
61 Objectives and assessment criteria Look at the objectives on page 8; Compare them to the assessment criteria on page 27 WHAT DO YOU NOTICE??WSL: Note the neat alignment b/w objectives and criteria – more so than in the old guides. All objectives/criteria clearly broken into strands.
62 I Object!Using the SoI you developed in the previous session, your group will need to determine:Which objective(s) and strands allow you to create an authentic summative assessment so that students can explore the SoI.Use the Individuals and Society objectives overview on pages 8 & 9 or 27 – 39 in the guide to determine which objectives and strands lead you in creating an authentic summative assessmentWSL: Note that adjustments may be necessary once teachers begin to construct the summative assessment task
63 Identified objectives and strands are written here on the Unit Planner
64 Summative assessment tasks and the statement of inquiry Summative assessment tasks must be designed to allow students to meet the objectives and explore the statement of inquiry. There should be a relationship between summative assessment task(s) and the statement of inquiry, and between these and the objectives.
66 Construction timeIn your table groups begin to design and construct your summative assessment task(s) for the unit you have been developing.Remember:Summative assessment tasks must be designed to allow students to meet the objectives and explore the statement of inquiry.There should be a relationship between summative assessment task(s) and the statement of inquiry, and between these and the objectives.WSL to highlight the key evaluation questions for designing authentic summative assessment tasks (slide #68) and project during this construction time.
67 GRASPSG = Goal “Your task is…” R = Role “ You are a…” A = Audience “Your audience is…” S = Situation “The challenge involves dealing with…” P = Product, Performance and Purpose “You will create a ___________ in order to _____________.” S = Standards and Criteria for Success “Your performance needs to…”Suggested structure to develop depth and complexity for the assessment taskFrom Wiggins and McTighe- Understanding by DesignWSL reinforces the need for there to be an authentic context to each task. If a global context is difficult to discern, then the task may not be authentic enough.GRASPS is a suggested tool for assessment design, not mandatory
68 Design EvaluationRead through the task created and evaluate using the following questions:Where does the task allow for each of the selected objective strands to be met?How and where does the task allow students to engage with the concepts of the unit?How and where does the task allow students to engage with the context of the unit?Does the task give students the opportunity to reach the highest descriptor band for each strand?How are the command terms used in the task?Was this an authentic summative assessment task, aligned to real world experiences? Why/Why not?WSL may have to refer participants to the MYP Command Terms at the back of the subject guide
69 Topic # 6 – Taught Curriculum: Approaches to Learning
70 Approaches to Learning (ATL) ATL develops the learning skills to best prepare students for success in DP, IBCC and beyondATL provides greater alignment between PYP, MYP, DP and IBCCThe IB programmes share five broad skill organizers for ATL to provide a flow of skill development from the PYP through the MYP and into the DP:thinking skillssocial skillscommunication skillsself-management skillsresearch skills.When engaging with all MYP units of work, students will be developing and using their ATL skills. The purpose of ATL is to support student achievement measured against the subject-group objectives. A well-developed ATL framework will help develop the attitudes and skills needed to make learning effective.
71 VI. Information literacy VII. Media literacy Thinking The MYP extends ATL skill categories into 10 developmentally appropriate clustersATL skill categoriesMYP skill clustersCommunicationI. CommunicationSocialII. CollaborationSelf managementIII. OrganizationIV. AffectiveV. ReflectionResearchVI. Information literacyVII. Media literacyThinkingVIII. Critical thinkingIX. Creative thinkingX. TransferATL skills organizers/clusters are common to all disciplines, the responsibility of all teachers and the levels are differentiated for the age of the student.
72 Something’s MissingAfter watching the video the video discuss the ATL clusters at your table:Which skills do you think the job interview candidate is missing?
73 Unit Example – ATL specific skills Unit: UtopiasGroup presentationATL CategorySocial SkillsATL Cluster and specific skillCollaboration: Working in groupsPractice adapting to roles, resolving group conflicts, demonstrating teamwork for planning and delivering the presentation
74 Alignment of skills to objectives Approaches to learning?? objectivesSelf-management (reflection): Students write about how they can incorporate feedback on an essay into revisions or future assignments.Objective DThinking (transfer): [identify task]Objective ?Communication skills (communication): [identify task]*The example provided in the first row is for Individuals & Societies. PLEASE REPLACE with a relevant task and aligned objective for your subject group. Review your example and have participants do the same for the next two skills/rows.WSL: Refer participants to ATL section (pp ) in Developing MYP UnitsDiscuss conclusions with participants.Point out that, often, the objectives assessed in a unit/summative task lend themselves to particular ATL skills.
75 Completing the first part of the planner… and moving beyond Now apply your ATL skill categories, skill clusters and specific skills to your unit. Ensure that these skills:Are the ones that will be explicitly explored through the unitAre essential to student success in the unitWhat will be your teaching and learning strategies for this unit?How will these help students become self regulated learners and become metacognitive thinkers?WSL to highlight that these strategies should be included in the ‘Teaching Stategies’ box found in stage 2 of the planner.WSL to recap and debrief the workshop emphasising the ATL selection has a critical role in relation to the first stage (objectives, summative assessment, SoI alignment) and the second stage (learning process, formative assessments and differentiation) of the planner.
76 Topic # 7 – Taught Curriculum: Task Specific Clarifications and Formative Learning Engagements
77 What makes for good Task Specific Clarifications? The clarification allows students to access the criteria more easily.The clarification makes it very clear what the student needs to do to reach each band.The clarification aligns with and reflects the criteria from the guide.
78 Insert Criterion descriptor from the guide Creating a TSCEnter the criteria strand descriptors assessed in your summative task for each mark bandAchievement LevelDescriptorTSC1-2Insert Criterion descriptor from the guide3-45-67-8
79 Insert Criterion descriptor from the guide Creating a TSCUsing the summative assessment task from your unit now create task-specific clarifications for this taskAchievement LevelDescriptorTSC1-2Insert Criterion descriptor from the guide?3-45-67-8
80 Feedback on creation of TSC Share your task and rubric with TSC’s with another table groupAfter viewing TSC’s for summative assessment provide feedback with the original questions:Does the clarification allow students to access the criteria more easily?Does the clarification make it very clear what the student needs to do to reach the band?Does the clarification align with and reflect the criteria from the guide?
81 REMINDERThe summative assessment rubric including the MYP criteria/strand descriptors for the appropriate grade level AND task-specific clarifications should be submitted with the Unit Planner.
82 The Road to the Summative Assessment… formative assessment
83 Formative Assessment part of the learning process based on shared objectivesapplied to ongoing workregular feedback sessions83
84 Thoughts for Formative assessment The following are questions that teachers might ask themselves when planning learning experiences for students in the “Action” section of the planner.Are we assuming or presuming any prior knowledge or skills; will we need to teach these first?What student misconceptions might we encounter?What plans do we have if we find that the knowledge or skill level is above or below the standard required?
85 Formative learning experiences Questions we should be considering when we design the learning experiences for our students:How will students know what is expected of them?How are we differentiating teaching and learning for all to address individual student learning needs?How will you differentiate the content to support the needs of the students?(for example, work samples, assessment criteria, structuring support, interim and varied deadlines)(for example, language of instruction, learning needs, teaching strategies, varying groups, pacing of work)
86 Learning experiencesTeachers should ensure that a range of learning experiences and teaching strategies:are embedded in the curriculumbuilds upon prior learningare placed in context and based on real, essential issuesare age-appropriate, thought-provoking and engagingare based on the differing needs of all studentsare open-ended and involve teaching problem-solving skillsgives students the opportunity to practice and apply their new understandings and skills.
87 Formative leading to summative Collecting evidenceAnalysis of evidenceFeedback to studentsAdjustment of teachingTeachingMaking judgmentGradingReportingSummativeassessmentFormativeassessmentMavrommatis, Y. (1997) Understanding assessment in the classroom: phases of the assessment process - the assessment episode. Assessment in education, Vol. 4, No. 3.The assessment process involves a series of stages, many of which happen in the classroom while others involves the teachers’ judgement and considerations.Assessing students learning can be done in a number of ways from very structured to more informal procedures.To collect evidence, teachers need to collect the evidence of students production and performance. Teachers use a range of assessment procedures to find out what a student know and can do.To analyse the evidence, teachers make comparisons between the information collected and the desired standards from three categories of reference:norm-referencedself-referencedcriterion-referenced.87
89 MORE FORTHCOMINGA future PD will be held to review MYP assessment and grading practices… …but here’s an overview:
90 Arriving at an IBMYP grade In pairs, discuss: What goes into your students’ grades? How do you arrive at their grade? Whose decision is this? Pair with someone who has given IBMYP grades and discuss how they arrive at those grades.
91 Determining a final subject grade Name:Grade:Section:TaskLevels achieved by the StudentABCDAnalysis of a poem56Response to literature4Creative task7SpeechFinal Level of AchievementCriterion Levels Total/32Final Subject GradeWSL: Facilitate discussions about:- The final awarded level is not the average, not the median and not the mode!The teacher is the best one to determine what the student deserves in each levelFinal Subject Grade1234567Boundaries1 - 56 - 9
92 Determining a final subject grade Name:Grade:Section:TaskLevels achieved by the StudentABCDAnalysis of a poem56Response to literature4Creative task7SpeechFinal Level of AchievementCriterion Levels Total/32Final Subject GradeFacilitator makes discussions about:- The final awarded level is not the average, not the median and not the mode!The teacher is the best one to determine what the student deserves in each levelFinal Subject Grade1234567Boundaries1 - 56 - 9
93 Determining a final subject grade Name:Grade:Section:TaskLevels achieved by the StudentABCDAnalysis of a poem56Response to literature4Creative task7SpeechFinal Level of AchievementCriterion Levels Total21 /32Final Subject Grade5Facilitator makes discussions about:- The final awarded level is not the average, not the median and not the mode!The teacher is the best one to determine what the student deserves in each levelFinal Subject Grade1234567Boundaries1 - 56 - 9
94 Markbook Madness As a table discuss the following questions: What strategies for keeping CPS and MYP grades running concurrently?Which ones work well?Come to a common agreement on a strategy you will share with the rest of the groupWSL: Make sure that it’s clear to participants that MYP grades can (but do not have to be) translated/converted to CPS grades. BUT CPS grades can never be translated/converted to an MYP grade.
95 MYP: Internal standardization Where more than one teacher is teaching the same subject group, the process of internal standardization must take place before final achievement levels are awarded. Internal standardization of assessment is also required for the personal project (or the community project if the school does not offer MYP year 5). The process involves teachers meeting to come to a common understanding on the criteria and achievement levels and how they are applied. In so doing, teachers are increasing the reliability of their judgments.
96 MYP: Best FitIn certain cases, it may appear that the student has not fulfilled all of the descriptors in a lower band but has fulfilled some in a higher band. In those cases, teachers must use their professional judgment in determining the descriptor that best fits the student’s performance.
97 Topic # 9 – Reflection: Considering the Planning, Process, & Impact of the Inquiry
98 ReflectionRead the suggested reflection questions on pp in Developing MYP Units.The requisite reflections appear in bold type on the Unit Planner.Why are these reflective questions particularly valuable?Are there other questions you might feel compelled to answer? Why?WSL leads group discussion
99 FINAL REFLECTIONHow does the curriculum planning process help to ensure that we are supporting the IB Learner Profile and IB Mission?WSL leads group discussion