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The International Baccalaureate Middle Years Programme

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Presentation on theme: "The International Baccalaureate Middle Years Programme"— Presentation transcript:

1 The International Baccalaureate Middle Years Programme
PTO Presentation, 2/17/15

2 What is the value of IB to our students?
Engaging students with content through meaningful, relevant, and global ways Embedding skills purposefully throughout our lessons, helping students grow college and career ready Working with all students on higher level thinking and real-world application through concept-based teaching Creating real-world thinkers who are ready to solve tomorrow’s problems, not just recall today’s facts

3 MYP is last piece of our puzzle:
All elementary schools PYP authorized Optional DP program for grades 11-12 ALL children, teachers and classes grades 5-10 will be MYP

4 MYP 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 Standards So where does MYP come alive? Rooting standards in the real-world Founding topics in universal key concepts Enabling community action through learning Developing skills, such as collaboration, communication, self-management

5 Positive Changes in all 3 Buildings
Partnering between Woodbury, MS and HS Alignment of curriculum, skill-building, policy Common Planning Time between teachers Transparent, rubric-based grading Concept-based instruction By teaching conceptually, we enable transfer and application of information Get them ready for the real world…and PARCC! Common planning time Greater collaboration vertically grades 5-10 Building of Common Assessments (strategic plan initiative) Rubric based grading Criterion related grades- final grades on a growth model Concept based instruction (better aligned to Common Core)

6 Alignment of IB and Common Core
IB one of 5 programs Common Core was aligned with during its development Greater focus on depth of understanding vs. breadth of content Interdisciplinary approach to teaching and learning Teach towards a conceptual understanding

7 Common 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.

8 Common 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.

9 5th 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.

10 Old 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 feet Nick claims that cricket B jumped 2 ¼ feet farther than cricket A because the difference between the whole numbers is 2 and the difference between the numerators is 1. • Explain why Nick’s reasoning is incorrect. • What is the correct difference, in feet, between the distance cricket A jumped and the distance cricket B jumped?

11 Question 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.

12 MYP – Criterion Based Grading

13 MYP Math- assessed separately on 4 criteria:
Knowing & Understanding Investigating Patterns Communicating Applying Mathematics in Real-Life Contexts

14 The Personal Project Passion with a purpose: setting meaningful, impactful, personal goals Capstone experience for all 10th grade students Inquiry  Action  Reflection Opportunity for positive peer and adult relationships Advisory (small group), Supervisor (1-1) Currently our first year with all 10th graders Culmination of MYP experience “passion with a purpose” Stimulate lifelong learning All students are engaged Implemented through Advisory (goal setting) Staff as supervisors Community members as mentors

15 Thank you for being here tonight!
Questions? Thank you for being here tonight!

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