2 November 2011: 917 schools (in 81 countries) MYP around the worldNovember 2011: 917 schools (in 81 countries)AFRICA, EUROPE,MIDDLE EAST149schoolsAMERICAS:651 schoolsASIA PACIFIC:117 schoolsThe current MYP: growing at a rate of about 12% world-wide.Why change it?
6 Where are we with MYP: the Next Chapter ? Decisions: Proposed changes are still in development and have not yet been approved.Pilots: Aspects of the proposed changes are being piloted and final decisions will be taken as the outcomes of these pilots become clear.Transition: The IB will guide schools in a gradual process and give maximum notice of change. The IB is mindful of the need for schools to be able to allocate resources efficiently.It is important to emphasize that the planned changes are still in development and have not yet been approved.
7 Curriculum development Contextual learningEvolution of areas of interaction to global contextsConceptual frameworkKey and related conceptsDisciplinary understandingsCentral ideasCurriculum planningAlignment across PYP, MYP and DPContextual learning: AoI’s are seen by some as restrictive. Clear explanations of exactly what is meant by a global contexts will be provided in our documentation. A key aim of global contexts will be that they lead to principled action.Conceptual framework:Key concepts: Transcend the disciplines; Subject guides will provide direction on the most appropriate key conceptsRelated concepts: Discipline based; subject guides to include possible unit topics for each related conceptDisciplinary understandings: important understandings built with the related concepts, bringing depth to the unit and provide ideas for assessmentCentral idea: overarching, transferable ideaCurriculum planning: the planning process will be adapted to align with the changes. Guidance will be provided for schools so that the change will be gradual.Alignment across PYP, MYP and DP: international mindedness, ATL, conceptual understanding, global engagement
9 Timeline of curriculum development Develop guides by 2014No guides or TSMs will be published after 2012 until the launch of MYP: the next chapter suite of documentsGathering feedback through:Surveying schoolsSchool visits and in conferencesCurriculum review meetings and piloting of draft guidesInformal feedback received from a range of stakeholders including MYP & DP studentsAll subject guides and MYP: From principles into practice to be piloted in
10 MYP internal assessment Developments:All subjects are moving to four criteriaMandated interim criteria and objectives for MYP1 and MYP3 will be proposedCommand terms will be used to define levels of the criteria in all subjectsCommon criteria will be aligned across subjects where applicableMonitoring of assessment will continueInvestigating whether online training for moderators could be made available as professional development for all MYP teachers.For ‘command terms’ see the document on the OCC that defines these, words such as ‘describe’, ‘analyze’, ‘explain’, ‘discuss’, ‘define’, ‘outline’ etc.
12 Potential assessment model Investigation is being done into the following model:External assessment in MYP year 5:Will be optionalElectronic, criterion related assessmentDisciplinary and interdisciplinary componentsBased on key concepts and developed around global issuesWill be piloted and aims for recognitionMandatory moderation for the personal projectSubject moderation would be phased outThe summative assessment will measure not only knowledge, but also problem-solving skills, critical thinking, analysis and the ability to use knowledge in unfamiliar situations.The proposed assessment will beelectronic and criterion-related.disciplinary and lead to a transcript to include lists of graded subjectsinterdisciplinary with an overarching graded interdisciplinary (ID) tasklead to an overall MYP grade.The exams will be based on key concepts, and developed around global issues. Examiners will write disciplinary questions from an inquiry-based approach around key concepts, culminating in an ID assessment, to bring it all together. It is a concept based curriculum with global contexts so the exam can be approached through any content.The proposed mandatory assessment for the personal project further prepares students for the extended essay assessment.Mandatory moderation of the personal project, the culminating task in the MYP, will also increase global standardization.The proposed external assessment would replace the subject moderation
13 Subject groupsThe MYP will remain an octagon and will not move towards a hexagon.Investigation of a flexibility option for schools that have difficulty offering all eight subject groups in MYP years 4-5:Students may have a choice of subject groups in years 4 and 5 of the programme:Minimum of six subject groups must be studied concurrentlyLanguage B (or second Language A) mandatory for all students in all yearsCurrently being piloted in schools to study the effects on teaching and learning-Many schools that combine MYP with a national/state/local curriculum have difficulties offering all 8 subject groups-The proposed change is based on the current curriculum flexibility which allows schools to offer 6 subject groups in MYP4-5 as a school-based choice, under certain conditions. The new model would allow schools to provide students with more choice.-In many systems, students at the age of start to make some choices in subject groups and this is seen as age-appropriate-The 6 subject groups aligns with the choices in the DP-This is an investigation and the outcomes of the pilot will inform the decision. Subject to IB Board approval.
14 Feedback from schoolsSurvey sent to coordinators in all IB World Schools, both to schools that had or did not have MYP (May 2011)MYP schools: 94% of respondents considered that, taken together, they would view the changes as being positive in their schoolIB schools without MYP: 91% of respondents considered that, taken together, they would view the changes as being positive and would consider implementing the MYP in their school.MYP schoolsResponse rate was 62%. 559 schools out of 896 responded.Of those that responded, 98% completed all questions where an answer was required.IB World schools without MYPResponse rate was 52%. 127 out of 230 schools responded.Of those that responded, 96% completed all questions where an answer was required.Many responses included extensive written comments which have been very helpful in informing the proposed changes.
17 TransitionProfessional development will start including new elements for curriculum planning starting in 2012Transition document for schools and IB educators for the interim period until 2014Transition document for schools and IB educators when the new documents are published in 2014Some changes in curriculum planning are already a part of the guide review cycle. These will start to be included in PD in 2012.At the end of January schools will receive/ have received a transition document outlining a few clearly delineated requirements which will be temporarily suspended in order to ensure that schools do not spend time and money on requirements that might not be in effect in 2014 any longer.All schools will need to meet the established requirements in 2014, although a transition period towards full implementation of the new requirements will be offered to schools at that stage as well.
18 Background information If you are interested in some of the literature that has informed the discussions so far:Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel Curriculum: A design to develop learner potential and challenge advanced learners (2nd edition). Thousand Oaks, CA: Corwin Press.Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-based Learning, c. 2008, Corwin Press PubWillingham, D. (2009). Why don't students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
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20 QuestionsIf you have any questions about this review or any suggestions, please contact