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MYP: The Next Chapter Individuals and Society Senn High School Friday, January 24, 2014.

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Presentation on theme: "MYP: The Next Chapter Individuals and Society Senn High School Friday, January 24, 2014."— Presentation transcript:

1 MYP: The Next Chapter Individuals and Society Senn High School Friday, January 24, 2014

2 Topic # 1 – Introductions & Subject Group Aims

3 WORKSHOP LEADERS Benjamin Bateman Senn HS Ann Marie Ryan Loyola University Charlie Tocci Loyola University

4 Introductions If I were…I would be… I would be… An animal A movie A book A color A famous person A plant A place in the world A metaphor or sentence A country A song A product A car An artist A poem A food A cartoon A super hero A musical instrument An actor 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 Comments Ah-ha’s Questions? Concerns

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 Philosphy In 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.

10 Topic # 2 – Written Curriculum: Concepts

11 MYP Mix and Match Key Concepts Related Concepts Conceptual Questions Global Context Objectives Approaches to Learning Statement of Inquiry Assessment Criteria Factual Questions Debatable Questions

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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: – Timeless – Universal – Abstract – Represented by 1 or 2 words, or a short phrase

14 Seeing is believing Watch the video clip by Lynn Erickson While you watch, do the following visible thinking routine: I used to think… Now I think…

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 practice Subject guides will provide the prescribed key concepts Teachers are not limited to the prescribed key concepts They facilitate disciplinary, intra-disciplinary and interdisciplinary learning, and connections with other subjects

17 Key concepts across subject groups (definitions on p. 4 of Developing MYP Units)

18 Key concepts in Individuals & Societies (details on p.16 of I&S subject guide)

19 Related concepts While 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 ones Related concepts can be found on p (organized by discipline/major topic) Definitions of related concepts can be found on p.17.

20 Concepts: Stand your ground! Which key concept does the related concept align to best? 1.Power (econ, geography, business) 2.Citizenship (poli sci/civics/gov) 3.Sustainability (geography) Make a choice and be prepared to stand your ground: Why did you move there? What made you make that choice?

21 Stage 1 of the unit planner Key Concept Context Statement of inquiry Inquiry questions Related Concept

22 Key and Related Concepts Key Concept Context Statement of inquiry Inquiry questions Related Concept

23 Working backwards Using the Statement of Inquiry (SoI) that has been shown to your group: Identify the Related concepts from this Statement of Inquiry Select 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.

24 Topic # 3 – Written Curriculum: Global contexts and International Mindedness

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26 Introducing context Key Concept Context Statement of inquiry Inquiry questions Related Concept

27 Global contexts Global 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 contexts allow 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 space personal and cultural expression scientific and technical innovation globalization and sustainability fairness and development

30 Global contexts further develop global learning from PYP transdisciplinary themes

31 Who am I? Who are we? STRANDS: Students will explore  identity;  beliefs and values;  personal, physical, mental, social and spiritual health;  human relationships including families, friends, communities and cultures;  what it means to be human. Identities and relationships

32 What is the meaning of “when” and “where”? STRANDS: Students will explore  personal 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. Orientation in space and time

33 What is the nature and purpose of creative expression? STRANDS: Students will explore  the 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. Personal and cultural expression

34 How do we understand the worlds in which we live? STRANDS: Students will explore  the 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. Scientific and technical innovation

35 How is everything connected ? STRANDS: Students will explore  the 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. Globalization and sustainability

36 What are the consequences of our common humanity? STRANDS: Students will explore  rights 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. Fairness and development

37 Global contexts in review: Create opportunities for dynamic cycles of inquiry/action/reflection that lead toward intercultural understanding and global engagement Support the developmental needs of adolescents (expanding social/mental/social/community horizons) Provide multiple entry points for all subject groups When 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. 1.Explore how the use of at least two different global contexts would shape the nature of the unit 2.Select a global context and descriptor strand that you feel best contextualizes this unit and develop your marketing pitch 3.Sell 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.

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 _________.

40 Topic # 4 – Written Curriculum: Inquiry

41 Stage 1 of the unit planner Key Concept Context Statement of inquiry Inquiry questions Related Concept

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- Concepts Communication (KEY) Bias (RELATED) Audience (RELATED) Stylistic choices (RELATED) Form (RELATED) Global contexts: through an inquiry into… Identities and relationships orientation in time and space Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development Statement of Inquiry Persuasive texts, specifically in marketing and politics, use language intended to influence our behavior and decisions.

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 level Topic Key Concept Related concept(s) Global Contexts Write a statement (not a question) which synthesises these to create the understanding(s) for the unit To 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?

46 Key conceptRelated concept(s)Context Statement of inquiry Gallery Walk

47 Place post it notes on the unit planners providing constructive feedback using the evaluating unit planners document Once you have received feedback then if necessary re-word your statement of inquiry.

48 Inquiry Questions Key Concept Context Statement of inquiry Inquiry questions Related Concept

49 Inquiry questions A 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 Factual Can use starters ‘What...’ or ‘Which....’ Open questions which you might Google but find many variations in your answers Eg: What techniques do advertisers employ to influence an audience? Conceptual Can use starters ‘How....’ or ‘Why...’ Open ended questions which unpack a concept or a relationship between concepts Eg: How can we avoid being manipulated by what we see, hear and read? Debatable/ provocative Can use starters ‘Do...’ or ‘Is....’ Debatable questions provoke discussion Eg: 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.

53 You as students You now have another group’s planner and will be playing the role of the student: Try to think through the mind of that year level You have 10 minutes to respond to the three inquiry questions that you have on your table Be prepared to give feedback

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

55 Topic # 5 – Assessed Curriculum: Summative Assessment

56 Objectives and summative assessment BACK TO THE UNIT PLANNER Summative assessment – Objectives – Outline of summative assessment task(s) – Relationship between summative assessment task(s) and the Statement of Inquiry

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58 MYP OBJECTIVES BY SUBJECT GROUP LANGUAGE & LITERATURE LANGUAGE ACQUISITION INDIVIDUALS & SOCIETIES SCIENCES AAnalysingComprehending spoken & visual text Knowing & understanding BOrganizingComprehending written & visual text InvestigatingInquiring & designing CProducing textCommunicating in response to text CommunicatingProcessing & evaluating DUsing languageUsing language in spoken or written form Thinking criticallyReflecting on the impacts of science MATHEMATICSPHYSICAL & HEALTH ED ARTSDESIGN AKnowing & understanding Inquiring & analysing BInvestigating patterns Planning for performance Developing skillsDeveloping ideas CCommunicatingApplying & performingThinking creativelyCreating the solution DApplying math in real-life contexts Reflecting & improving performance RespondingEvaluating

59 MYP Objectives The objectives represent the structure of knowledge of the MYP Factual knowledge Conceptual knowledge Procedural knowledge They 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 I&S guide A – Knowing and Understanding B – Investigating C – Communicating D – 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??

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 assessment

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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.

65 Inquiry Questions Statement of inquiry Concept Global Context Creating Summative Assessment Tasks Summative assessment task(s )

66 Construction time In 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.

67 G = 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 task GRASPS

68 Design Evaluation Read 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?

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 beyond ATL provides greater alignment between PYP, MYP, DP and IBCC

71 The MYP extends ATL skill categories into 10 developmentally appropriate clusters ATL skill categoriesMYP skill clusters CommunicationI. Communication SocialII. Collaboration Self managementIII. Organization IV. Affective V. Reflection ResearchVI. Information literacy VII. Media literacy ThinkingVIII. Critical thinking IX. Creative thinking X. Transfer

72 Something’s Missing After 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: Utopias Group presentation ATL Category Social Skills ATL Cluster and specific skill Collaboration: Working in groups Practice adapting to roles, resolving group conflicts, demonstrating teamwork for planning and delivering the presentation

74 Alignment of skills to objectives Approaches to learning ?? objectives Self-management (reflection): Students write about how they can incorporate feedback on an essay into revisions or future assignments. Objective D Thinking (transfer): [identify task] Objective ? Communication skills ( communication): [identify task] Objective ?

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 unit – Are essential to student success in the unit What will be your teaching and learning strategies for this unit? – How will these help students become self regulated learners and become metacognitive thinkers?

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 Creating a TSC Enter the criteria strand descriptors assessed in your summative task for each mark band Achievement Level DescriptorTSC 1-2Insert Criterion descriptor from the guide 3-4Insert Criterion descriptor from the guide 5-6Insert Criterion descriptor from the guide 7-8Insert Criterion descriptor from the guide

79 Creating a TSC Using the summative assessment task from your unit now create task-specific clarifications for this task Achievement Level DescriptorTSC 1-2Insert Criterion descriptor from the guide ? 3-4Insert Criterion descriptor from the guide ? 5-6Insert Criterion descriptor from the guide ? 7-8Insert Criterion descriptor from the guide ?

80 Feedback on creation of TSC Share your task and rubric with TSC’s with another table group After viewing TSC’s for summative assessment provide feedback with the original questions: 1.Does the clarification allow students to access the criteria more easily? 2.Does the clarification make it very clear what the student needs to do to reach the band? 3.Does the clarification align with and reflect the criteria from the guide?

81 REMINDER The 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 objectives  applied to ongoing work  regular feedback sessions

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: 1.How will students know what is expected of them? 2.How are we differentiating teaching and learning for all to address individual student learning needs? 3.How will you differentiate the content to support the needs of the students?

86 Learning experiences Teachers should ensure that a range of learning experiences and teaching strategies: – are embedded in the curriculum – builds upon prior learning – are placed in context and based on real, essential issues – are age-appropriate, thought-provoking and engaging – are based on the differing needs of all students – are open-ended and involve teaching problem-solving skills – gives students the opportunity to practice and apply their new understandings and skills.

87 Collecting evidence Analysis of evidence Feedback to students Adjustment of teaching Teaching Formative assessment Making judgment GradingReporting Summative assessment Formative leading to summative

88 Topic # 8 – Assessed Curriculum: Standardization, Recording and Reporting

89 MORE FORTHCOMING A 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 Name:Grade:Section: TaskLevels achieved by the Student ABCD Analysis of a poem 566 Response to literature 465 Creative task 75 Speech 45 Final Level of Achievement Criterion Levels Total /32 Final Subject Grade Boundaries Determining a final subject grade

92 Name:Grade:Section: TaskLevels achieved by the Student ABCD Analysis of a poem 566 Response to literature 465 Creative task 75 Speech 45 Final Level of Achievement Criterion Levels Total /32 Final Subject Grade Boundaries Determining a final subject grade

93 Name:Grade:Section: TaskLevels achieved by the Student ABCD Analysis of a poem 566 Response to literature 465 Creative task 75 Speech 45 Final Level of Achievement Criterion Levels Total 21 /32 Final Subject Grade Boundaries Determining a final subject grade

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 group

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 Fit In 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 Reflection Read 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?

99 FINAL REFLECTION How does the curriculum planning process help to ensure that we are supporting the IB Learner Profile and IB Mission?


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