Presentation on theme: "The International Baccalaureate Middle Years Programme"— Presentation transcript:
1The International Baccalaureate Middle Years Programme PTO Presentation, 2/17/15
2What is the value of IB to our students? Engaging students with content through meaningful, relevant, and global waysEmbedding skills purposefully throughout our lessons, helping students grow college and career readyWorking with all students on higher level thinking and real-world application through concept-based teachingCreating real-world thinkers who are ready to solve tomorrow’s problems, not just recall today’s facts
3MYP is last piece of our puzzle: All elementary schools PYP authorizedOptional DP program for grades 11-12ALL children, teachers and classes grades 5-10 will be MYP
4MYP is not what we teach, it’s how we teach it MYP units of study are based on the Common Core and Ohio State Content StandardsSo where does MYP come alive?Rooting standards in the real-worldFounding topics in universal key conceptsEnabling community action through learningDeveloping skills, such as collaboration, communication, self-management
5Positive Changes in all 3 Buildings Partnering between Woodbury, MS and HSAlignment of curriculum, skill-building, policyCommon Planning Time between teachersTransparent, rubric-based gradingConcept-based instructionBy teaching conceptually, we enable transfer and application of informationGet them ready for the real world…and PARCC!Common planning timeGreater collaboration vertically grades 5-10Building of Common Assessments (strategic plan initiative)Rubric based gradingCriterion related grades- final grades on a growth modelConcept based instruction (better aligned to Common Core)
6Alignment of IB and Common Core IB one of 5 programs Common Core was aligned with during its developmentGreater focus on depth of understanding vs. breadth of contentInterdisciplinary approach to teaching and learningTeach towards a conceptual understanding
7Common Core Math Practices MYP Math Aims & Objectives Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Develop confidence, perseverance, and independence in mathematical thinking and problem-solving.Develop powers of generalization and abstraction.Develop the ability to reflect critically upon their own work and the work of others.Use appropriate forms of mathematical representation to present information.
8Common Core Math Practices MYP Math Aims & Objectives Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated reasoning.Select appropriate mathematics when solving problems in both familiar and unfamiliar situations .Solve problems correctly in a variety of contexts.Select and apply mathematical problem-solving techniques to discover complex patterns.Describe patterns as general rules consistent with findings.
95th Grade Common Core Math Standard: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
10Old OAA Question New PARCC Question Which fraction is equivalent to ⅓? A. B. C. D.Nick recorded the distance each cricket jumped.• Distance for cricket A: 2 ¾ feet• Distance for cricket B: 3 feetNick claims that cricket B jumped 2 ¼ feet farther than cricket A becausethe difference between the whole numbers is 2 and the differencebetween the numerators is 1.• Explain why Nick’s reasoning is incorrect.• What is the correct difference, in feet, between the distance cricket Ajumped and the distance cricket B jumped?
11Question from our 5th grade common end of unit Fractions assessment: At the party, of the guests were playing games and of the guests were singing. Pat said that there were more guests playing games than were singing. Is she right? Use words, a visual model or number line to explain your answer.
13MYP Math- assessed separately on 4 criteria: Knowing & UnderstandingInvestigating PatternsCommunicatingApplying Mathematics in Real-Life Contexts
14The Personal ProjectPassion with a purpose: setting meaningful, impactful, personal goalsCapstone experience for all 10th grade studentsInquiry Action ReflectionOpportunity for positive peer and adult relationshipsAdvisory (small group), Supervisor (1-1)Currently our first year with all 10th gradersCulmination of MYP experience“passion with a purpose”Stimulate lifelong learningAll students are engagedImplemented through Advisory (goal setting)Staff as supervisorsCommunity members as mentors
15Thank you for being here tonight! Questions?Thank you for being here tonight!