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Participants should work in their subject group.

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Presentation on theme: "Participants should work in their subject group."— Presentation transcript:

1 Participants should work in their subject group.
Remind group of Learner Profiles to consider while working on this - Thinker, Open-minded, Reflective

2 Significant Concept(s)
The MYP will continue to be concept-based Significant Concept(s) Statement of Inquiry Key Concept: Abstract and broad in order to provide a variety of examples. The IB will define a key concept as timeless, abstract, universal and a one or two word phrase.

3 What are the key concepts for humanities?
Sciences By looking at the humanities guide participants can get an idea of how their subject might look like in Also see that key concepts are shared. This helps make possible interdisciplinary links through concepts. The above table highlights the key concepts across the MYP. The bold, shaded key concepts are contributed by the sciences subject group, while the other key concepts are contributed by other MYP subject groups. What are the key concepts for humanities?

4 Likely key concepts for all eight subject areas
Aesthetics, Change, Communication, Identity Arts Communication, Change, Connections, Creativity, Perspective Language A While the 16 concepts have been published in The Next Chapter guide these subject selections could move around by publication date depending on feedback from the pilot schools. Communication, Culture Language B Time/Place/Space, Change, Global interaction, Systems Humanities Relationships, Logic, Form Mathematics Change, Communication, Relationships Physical Education Relationships, Change, Systems Sciences Communication, Communities, Development, Systems Technology Subject to change!

5 Concept-based teaching and learning
IB position paper Concept-based teaching and learning H Lynn Erickson Please read the Abstract, Introduction and What is concept-based curriculum and instruction? Stand and Deliver activity for green section. Each person stands and reads their line and stays standing until everyone has read their line and stood. Listen for commonalities. Skip In what ways are IB programmes concept-based Please read How is a concept-based curriculum beneficial to student learning? and What are the required pedagogical shifts? Challenges and summary * Underline/highlight one sentence that speaks to you

6 Significant Concept(s)
Will continue to be concept-based Significant Concept(s) Statement of Inquiry Key Concept: Abstract and broad in order to provide a variety of examples. Related Concepts: The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

7 Sciences Ask participants to refer to Humanities guide for what related topics can look like in a guide. The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

8 Which ones are concepts and which ones are topics?
conflict World War II transportation Chinese migration values

9 Chart Paper Group Activity:
Let participants know they are to copy their work on their chart paper as shown in the slide presentation. same spots

10 Chart Paper Group Activity: Topic
Course Grade level/MYP Year Come up with a topic you will teach in a course and a grade level Topic

11 Chart Paper Group Activity: New Imperialism
European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level New Imperialism

12 Chart Paper Group Activity: New Imperialism
European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. New Imperialism fact fact fact fact fact fact fact fact fact fact

13 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. New Imperialism Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

14 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Key concept Apply a key concept New Imperialism Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

15 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept New Imperialism Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

16 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept Related concepts competition over resources and power impact global interactions New Imperialism Apply two or three related concepts Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

17 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept power, resources, and competition competition over resources and power impact global interactions New Imperialism Apply two or three related concepts Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

18 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Statement of Inquiry Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept power, resources, and competition competition for resources and power impact global interactions Apply two or three related concepts New Imperialism Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful. Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

19 Industrial development
Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Competition for resources and power impact global interactions. Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept power, resources, and competition Apply two or three related concepts New Imperialism Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful. Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

20 Structure of Knowledge-H. Lynn Erickson
Theory Principles/ Generalizations Concepts Concepts Topics Topics Facts Facts Facts Facts Facts Facts Adapted from H. Lynn Erickson

21 Statement of Inquiry Key Concept: Related Concepts:

22 Chart Paper Global interactions New Imperialism
European History Grade 10/Year 5 Area of Interaction focus Competition for resources and power impact global interactions. Choose a context that fits with the work you just completed. Which of the four contexts below would be a way to frame and focus the unit? Global interactions power, resources, and competition For mathematics and language B. How deciding what your real-life application of what you are learning helps to choose an AOI. New Imperialism Community and Service Social Darwinism Nationalism Health and social education Industrial development “civilizing” Environments natural resource social policies Human Ingenuity Berlin Conference

23 Human ingenuity Chart Paper Global interactions New Imperialism
“civilizing” Nationalism Berlin Conference Social Darwinism Industrial development natural resource social policies Global interactions power, resources, and competition Competition for resources and power impact global interactions. European History Grade 10/Year 5 AOI: Human ingenuity Area of Interaction focus Human ingenuity Intended and unintended consequences over global competition for power and resources This might be a good time to read From principals into practice and their subject guide for more details on how to use AOI’s Community and Service Health and social education Environments Human ingenuity

24 Area of Interaction focus
The MYP will continue to use meaningful, engaging contexts Area of Interaction focus Context identities and relationships ATL’s will be move out of contexts and be part of the continuum from Pre-k to 12. Approaches to learning orientation in space and time Community and Service personal and cultural expression Health and social education scientific and technical innovation Environments globalization and sustainability Human ingenuity fairness and development Subject to change!

25 Context Statement of Inquiry Key Concept: Related Concepts:

26 Industrial development
Chart Paper The MYP will continue to approach teaching and learning through inquiry European History Grade 10/Year 5 Competition for resources and power impact global interactions. AOI: Human ingenuity Global interactions Know that their will be changes to how we create the unit question. power, resources, and competition Unit Question New Imperialism Social Darwinism Nationalism Industrial development “civilizing” natural resource social policies Berlin Conference

27 For know: Take your Statement of Inquiry and turn it into a “how” or “why” question. This is just a quick down a dirty way to create unit question. Because og changes I would spend too much time here. What most likely will not change is that they should still be open ended. Unit Question: How can competition for resources and power impact global interactions?

28 Industrial development
Chart Paper New Imperialism “civilizing” Nationalism Berlin Conference Social Darwinism Industrial development natural resource social policies Global interactions power, resources, and competition Competition for resources and power impact global interactions. European History Grade 10/Year 5 AOI: Human ingenuity How can competition for resources and power impact global interactions? Group Activity: Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Apply a key concept Apply two or three related concepts Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful. Add Area of Interaction Add unit question

29 Now what? - What actions will you take? What will you do about it?
unit planning Reflection What? - Identify what has changed about your understanding of the MYP Assessment So what? - Figure out what was important, and whether or not you should be doing anything about it. Now what? - What actions will you take? What will you do about it?

30

31 Grasps Goal Role Audience Situation Product, Performance, and Purpose
Standards and Criteria for success This is just one model of many ways to structure an authentic assessment task. IB does not require teachers to use this model. It would be good to have GRASP hand copy in participants hand. Remind that participants that they use ONE tag line otherwise many will use all. Wiggins/McTighe (2005)

32 GRASPS G is for Goal The goal of a MYP unit is for students to show understanding of the concepts. Goal: Your task is _______________________________________ or The goal is to _____________________________________ The problem or challenge is _______________________ The obstacles to overcome are ____________________ Bullets are possible starters. You would choose one bullet as a starter or come up with your own. For MYP the goal is to show understanding of the Concept Statement. Remind that participants that they use ONE tag line otherwise many will use all. Wiggins/McTighe (2005)

33 Industrial development
GRASPS Chart Paper New Imperialism “civilizing” Nationalism Berlin Conference Social Darwinism Industrial development natural resource social policies Global interactions power, resources, and competition European History Grade 10/Year 5 AOI: Human ingenuity How can competition for resources and power (impact) influence global interactions? Competition for resources and power (impact) influenced global interactions. G is for Goal Your goal is to analyze the intended and unintended consequences of competition for resources and power between nation states. I like influence better here so I will change my Statement of Inquiry and unit question. Model the back and forth this kind of work takes.

34 GRASPS Chart Paper G is for Goal
European History Grade 10/Year 5 Assessment task Analyze the intended and unintended consequences of competition for resources and power between nation states. Your goal is to analyze the intended and unintended consequences of competition for resources and power between nation states. I like influence better here so I will change my Statement of Inquiry

35 Final S is for Standards and criteria for success
GRASPS Final S is for Standards and criteria for success The standards and criteria for success can come from the IB objectives Look at the criteria and choose which criteria you will use. Criteria for humanities are Knowing and understanding, Investigating, Thinking critically, communicating. These are the words recommended to use for this section of the task creation for students. Standards and criteria for success: Your performance needs to__________________________ or Your work will be judged by__________________________ Your product must meet the following standards______ Wiggins/McTighe (2005)

36 Final S is for Standards and criteria for success
GRASPS Chart Paper Final S is for Standards and criteria for success European History Grade 10/Year 5 Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Assessment task Analyze the intended and unintended consequences of competition for resources and power between nation states. When you know your MYP objective strands, you could use them here. Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Wiggins/McTighe (2005)

37 Wiggins/McTighe (2005) Situation: Role:
The context you find yourself in is ___________________ The challenge involves dealing with _____________________________ Role: You are _______________________ You have been asked to _________ Your job is _____________________ Audience: Your clients are _________________ The target audience is ___________ You need to convince ____________ Product, Performance, and Purpose You will create a _________ in order to You need to develop _______ so that Wiggins/McTighe (2005)

38 GRASPS Chart Paper European History Grade 10/Year 5 Assessment task You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Analyze the intended and unintended consequences of competition for resources and power between nation states. You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. When you know your MYP objective strands, you could use them here. Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Wiggins/McTighe (2005)

39 Industrial development
Chart Paper New Imperialism “civilizing” Nationalism Berlin Conference Social Darwinism Industrial development natural resource social policies Global interactions power, resources, and competition European History Grade 10/Year 5 AOI: Human ingenuity How can competition for resources and power (impact) influence global interactions? Competition for resources and power (impact) influenced global interactions. Chart Paper Assessment task European History Grade 10/Year 5 Analyze the intended and unintended consequences of competition for resources and power between nation states. Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Synergy

40 Select Objective strands
Chart Paper Select Objective strands European History Grade 10/Year 5 Assessment task Objective A: Analyze the intended and unintended consequences of competition for resources and power between nation states. U You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Objective C: Important use objective strands appropriate to your year. Year 1/Year 3/Year 5. This work will determine how we modify the rubrics and make them task specific. Objectives match criteria. In my humanities example Objective A is knowing and understanding it aligns to criteria choosen - Criterion A knowing and understanding. Notice the language was altered for criterion C in the task to help it read better, but it is still recognizable as criterion C Thinking critically. U Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Objective D: U

41 Aims and Objectives Aims Objective
The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience. Review these and find them in the subject guide. Important to show interim objectives in back of the older guides. Objective The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to the assessment criteria found in the “Assessment criteria” sections.

42 and its descriptors of the various achievement levels
Remind them of the alignment between MYP objectives and MYP criteria Figure 9 The relationship of a subject group’s objective A to the same subject group’s assessment criterion A and its descriptors of the various achievement levels From principles into practice page 44

43 Objective D: Reflection in mathematics
MYP Objective MYP Objective Strands • explain whether his or her results make sense in the context of the problem. • explain the importance of his or her findings in connection to real life where approriate. • justify the degree of accuracy of his or her results where appropriate.*(not found in 1-2) • suggest improvements to the method when necessary. *(not found in 1-2 or 3-4) level descriptors achievement levels • justify the degree of accuracy of his or her results where appropriate. • suggest improvements to the method when necessary The student correctly but briefly explains whether his or her results make sense in the context of the problem. The student describes the importance of his or her findings in connection to real life where appropriate. The student attempts to justify the degree of accuracy of his or her results where appropriate. 3-4 The student critically explains whether his or her results make sense in the context of the problem. The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate. The student justifies the degree of accuracy of his or her results where appropriate. The student suggests improvements to the method when necessary. 5-6 *

44 Chart Paper Chart Paper Synergy Assessment task
European History Grade 10/Year 5 Analyze the intended and unintended consequences of competition for resources and power between nation states. Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Humanities Objectives A Knowing and understanding • use humanities terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. C Thinking critically • analyse concepts, events, issues, models and arguments • analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations C Thinking critically (not used) because it will not be addressed or a focus of this unit. Now I can modify the criteria (rubric) using this information. • interpret different perspectives and their implications • synthesize information in order to make valid, well-supported arguments. D Communicating • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention.

45 This is what the unit planner would look like when we are finished with this section.

46 Approaches to learning (ATL)
Skill Organizers are identified by the bullet. The skill cluster is made up of specific skill sets beneath each organizer in blue. For instance, the skill organizer is communication skills. The skill cluster is interacting and literacy. There are two skill sets interacting, and literacy. Thinking skills: critical thinking, creativity & innovation, reflection, transfer Social skills: collaboration Communication skills: interacting, literacy Self-management skills organization, affective skills Research skills: information and media literacy, critical literacy

47 Which ATL Skills? Thinking skills: critical thinking, creativity &
D Communicating • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention. Humanities Objectives A Knowing and understanding • use humanities terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. • analyse concepts, events, issues, models and arguments • analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations C Thinking critically Thinking skills: critical thinking, creativity & innovation, reflection, transfer Social skills: collaboration Communication skills: interacting, literacy Self-management skills organization, affective skills Research skills: information and media literacy, critical literacy

48 These ATL Skills? Thinking skills: critical thinking, creativity
D Communicating • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention. Humanities Objectives A Knowing and understanding • use humanities terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. • analyse concepts, events, issues, models and arguments • analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations C Thinking critically Thinking skills: critical thinking, creativity transfer Communication skills: interacting, literacy Research skills: information and media literacy, critical literacy Now it’s time to create activities and lessons that will build knowledge and skills so that students can meet the MYP objectives, so that students can do well on the task(s). Tight!


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