Introductions Each of you was given a playing card. Please partner up by matching the number or face card.
Introductions Interview your partner: What grades/level/content do you teach? Level 1 – 6 th grade; Level 5 – 10 th grade How many years have you been teaching? What is your favorite number? What plans do you have for this summer? After we’ve interviewed one another, we will introduce each other to the group.
Burning Questions Around the room are posters with some MYP concepts/themes. Please choose one or two of these themes, and write ONE specific question on the posters you would like answered by the end of the workshop.
Goals and Objectives of Workshop By the end of this workshop, the participant will: learn more about MYP mathematics and how to deliver it more effectively; become more knowledgeable about MYP Assessment Criteria; and practice incorporating the Areas of Interaction into a unit of study.
Aims and Objectives of MYP Mathematics Essential Question for MYP Mathematics: What do we want our students to be able to do after completing their study of mathematics?
Aims and Objectives of MYP Mathematics Please turn to page 15 in your subject guide. As you can see, many of the ideas we generated as a group are found here. IB does not place one aim above another. Each should be treated with equal importance in delivering the mathematics curriculum.
Monday, June 18th Session II: 10:15 – 11:45 Discuss IB Terminology/Philosophy Vertical and Horizontal Planning of MYP Mathematics Objectives Assessment Criteria and Mathematics Objectives
IB Philosophy/Terminology Take a few moments to scan through the Glossary of MYP Terms beginning on page 56 of your subject guide. If there is an MYP term you would like more clarification on, please note it on one of the post-it notes for discussion.
Vertical Planning of MYP Objectives On page 8 of your workbook, jot down your ideas/answers to the following questions concerning vertical articulation: Who are the key players/decision-makers involved in articulating your curriculum in your school/district? What systems/resources are already in place to facilitate articulation of the curriculum? What systems/resources are missing or are in short supply that may hinder articulation of the curriculum?
Vertical Planning of MYP Objectives Vertical Planning continued: What content should be covered and which skills should be developed in levels 1 through 5? What is your role in this process?
Horizontal Planning of MYP Objectives The mathematics objectives for each MYP Level/Year (Level/Year 1 – 6 th grade through Level/Year 5 – 10 th grade) must be articulated within each level/year. With so much content to be covered in one academic year, how can we effectively and efficiently deliver our content? Identify Essential Learnings for each level/year.
IB/MYP Mathematics Assessment The four assessment criteria are NOT equally weighted. Criterion A – Maximum of 10 points Criterion B – Maximum of 10 points Criterion C – Maximum of 6 points Criterion D – Maximum of 8 points
IB/MYP Mathematics Assessment The assessment descriptors on page 27 of your workbook are written for students in year 5 (10th grade) of the MYP programme. Criterion levels are not to be used as a percentage in a student’s grade. Receiving a rating of 5 or 6 on an assessment DOES NOT mean the student earned a 50% or 60%.
IB/MYP Mathematics Assessment Used to identify where a student is in terms of achieving the specific outcomes of an MYP unit of study. Student Samples of high, medium and low work are necessary to demonstrate how the assessment criteria were applied. Start creating an archive of student work. Each of the four criteria must be used in a unit of work at least twice over the course of a school year. This can be accomplished by pairing criterion that naturally fit one another into an assessment.
Monday, June 18th Session III: 1:00 – 2:30 Assessment Criteria and Mathematics Objectives Continued Formative and Summative Assessment Revising Mathematics Rubric for MYP Levels 1 through 4
Criterion A Knowledge & Understanding Assessment tools for this criterion are quizzes and tests; “traditional” assessment tools we all use. To allow students to attain scores of 9 or 10, you must include items on an assessment that require the student to extend his/her learning of the concepts in the unit. To meet assessment requirements, these type of questions can be named “Unfamiliar situations”. Typically these are your bonus questions on a test.
Criterion B Application & Reasoning Think of this as conducting an INVESTIGATION of mathematical concepts. These may occur more naturally during a lesson rather than at the end. Lead in for a unit. A mathematical investigation might require students to: develop an algorithm from conducting an experiment write geometric proofs: determining the number of degrees in a triangle and other polygons; deriving the Pythagorean Theorem write formulas/rules: area formula of a trapezoid
Criterion C Communication This criterion requires the student to SHOW us what they know and how they used it. (Showing each step in solving an equation; proper use of mathematical symbols) How do we communicate our knowledge of mathematics? We write about it. Students must be able to explain their thinking and the processes they used to arrive at a solution or conclusion. This criterion can be incorporated on nearly everything we do in a math class: homework, investigations/labs, quizzes/tests.
Criterion D Reflection & Evaluation A natural connection to the Approaches to Learning: Student reflects on his/her learning from a unit of work. This criterion naturally fits with criterion B especially if used as part of an investigation/lab. Students should use and discuss multiple approaches for arriving at the same conclusion/result/solution. Example: During a study of the Pythagorean Theorem, have students “discover” the meaning of a 2 + b 2 = c 2 in a math lab. Once they’ve arrived at the equation, share with the class one or two of the many proofs of the Theorem. Have them compare and contrast these proofs, or defend the use of one over another.
Recommended Criterion Pairing for MYP Assessments Criterion A & C A traditional homework assignment, quiz or test that includes items that require the student to show the “work” necessary to arrive at a solution, as well as items requiring the student to explain in detail how the solution was derived. Criterion B & C A mathematical lab/investigation done in class or as an assignment/project in which the student arrives at a conclusion using the results of the lab/investigation, then writes an explanation about how he/she arrived at the conclusion.
Recommended Criterion Pairing for MYP Assessments Criterion B & D This is similar to pairing criterion B & C. Criterion D is met by having the student reflect on the process used in the lab/investigation and evaluates the outcomes. Criterion C & D These two criteria may be addressed using a unit test where the student demonstrates the proper methodology for finding solutions to problems, and then reflecting on and evaluating his/her understanding of the concepts in the unit.
Formative & Summative Assessment Assessment is a fundamental process of the IB/MYP curricular framework. On page 41 in your subject guide is the IBO’s expectations for assessment. Look closely at the bulleted list, and take a moment to reflect on how you use assessment. Record your thoughts on page 26 of your workbook.
IB/MYP Mathematics Assessment Criteria Listed on page 27 of your workbook is the rubric used to assess the work of a student in year 5 of the MYP. After reviewing this rubric, pick one of the four levels of MYP (year 1 through 4). On page 28 of your workbook, brainstorm ideas for revising the descriptors for the level you chose so that they are appropriate for that level.
Grading Rubrics Once you’ve determined which criteria will be used to assess your unit of study, share and discuss with your students the specifics of the grading rubrics you will be using prior to the start of the unit. It is also advisable to provide this information to parents. Remember, a criterion referenced grade is not necessarily associated with a letter grade. This does not mean there isn’t any correlation between the two. Rather, each assessment score/level means something different. A criterion based score should describe the level of achievement a student has attained for a unit of work.