1. Meredith Summer Institute 2013-14 31 July 2013

2. …as promised

3. I can distinguish between past MYP elements and those of the Next Chapter
I can incorporate new learning into an existing unit of inquiry
Personal Learning Target (on name tent)
Learning Targets

4. Learning Experiences Review components of Next Chapter with rationale
Revise units of inquiry in collaboration with teaching partner(s) to feature elements of Next Chapter
Learning Experiences

5. Next Chapter General Rationale
IB MYP as a continuous improvement model
IB as a growing movement with significant growth in American public schools
Need for increased consistency across the IB continuum (PYP, MYP, Diploma and IBCC)
Next Chapter General Rationale

6. Next Chapter Components
Subject Areas
Unit design features
Optional assessments (Year 5)
Action
Next Chapter Components

7. Next Chapter - Timeline
Why Now? How Much? By When?
2014 target for implementation of new components
Candidate schools can begin as ready
Start where it makes sense…because WE’RE AWESOME!
Next Chapter - Timeline

8. The Next Chapter Subject Areas
Language A = Language and Literature
Language B = Language Acquisition
Humanities = Individuals and Societies
Technology =Design
PE =Physical and health education
Mathematics
Arts
Sciences
The Next Chapter Subject Areas

9. The Next Chapter Unit Design Elements
Concept-Based Teaching
Key concept (given)
Related concepts (suggested)
Concept Statement(linkage)
Example: balance in complex organisms requires several systems to interact effectively. (A topical study of homeostasis in science)
The Next Chapter Unit Design Elements

10. The Next Chapter Unit Design Elements
Global Contexts (Former AoIs)
Former
New
Communities and Service
Identities and Relationships
Health and Social Education
Fairness and Development
Human Ingenuity
Scientific and Technical Innovation
Environments
Globalization and Sustainability
Dimensions of Time and Space
Personal and Cultural Expression
Identities and relationships
Dimensions of time and space
Personal and cultural expression
Scientific and technical innovation
Globalization and sustainability
Fairness and development
The Next Chapter Unit Design Elements

11. The Next Chapter Unit Design Elements
Statement of Inquiry
Linkage between Key, Related Concepts and Global Context
Example: Learners will discover how verbal and nonverbal communication can be used to move efficiently in team games.
PE/Dimensions of Time and Space
The Next Chapter Unit Design Elements

12. The Next Chapter Unit Design Elements
Inquiry Questions
Series of questions that lead to conceptual understanding
Factual (What verbal and non-verbal signals will we use to communicate on our team?)
Conceptual (How do great players use communication to elevate the performance of those around them?)
Debatable (Does the use of non-verbal signals diminish the athletic performance of a team?)
The Next Chapter Unit Design Elements

13. The Next Chapter Unit Design Elements
Approaches to Learning (ATL)
Deliberate process to plan, teach and assess “skill clusters”
Collaboration
Organization
Affective (behavioral)
Reflection
Information Literacy
Media Literacy
Critical Thinking
Creativity and Innovation
Transfer
The Next Chapter Unit Design Elements

14. The Next Chapter Unit Design Elements
Summative Task
One MYP summative task at the end of the unit (what it’s not…)
How is the task related to the statement of inquiry?
How is your ATL skill demonstrated?
Which Inquiry Questions do students answer through the task?
Assesses DMPS standards (usually at the highest level) and at least one MYP Criteria
The Next Chapter Unit Design Elements

15. The Next Chapter Unit Design Elements
Summative Task (cont.)
Use GRASPS format to insure all elements of an Authentic Task are present
The Next Chapter Unit Design Elements

16. The Next Chapter Unit Design Elements
Next Steps
With planning partners – (comfortable location)
Revisit unit 1 (priority for today and tomorrow)
Revisions using relevant elements of Next Chapter
Design Summative Task using GRASPS format (write on poster paper)
Return to Student Center by 12:30pm prepared to update group on Next Chapter changes you’ve made and to post your GRASPS task.
The Next Chapter Unit Design Elements