Updates: May 2014 Rippowam Middle School International Baccalaureate

Learner Profile At the heart of the IB is the Learner Profile, a long- term, holistic vision of education. Caring-Principled-Reflective Balanced-Knowledgeable-Communicator Open-minded-Thinker-Inquirer-Risk-taker Caring-Principled-Reflective Balanced-Knowledgeable-Communicator Open-minded-Thinker-Inquirer-Risk-taker It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

Wear Pink! Cancer Awareness Day COMMUNITY/ACTION/SERVICE

Change #1 Old AOIs = New Global Contexts #1 - Identities and Relationships  Competition & cooperation  Who am I? Who are we?  Explores beliefs and values, what it means to be human  Examples – teams, affiliations, leadership, personal efficacy, a good life, attitudes, happiness, human nature, dignity, judgment, mind and consciousness #1 - Identities and Relationships  Competition & cooperation  Who am I? Who are we?  Explores beliefs and values, what it means to be human  Examples – teams, affiliations, leadership, personal efficacy, a good life, attitudes, happiness, human nature, dignity, judgment, mind and consciousness Requirement: each global context covered at least once per subject area, per year; one global context per unit

New Global Contexts, continued #2 – Orientation in Space & Time  Personal histories, names, and journeys  Turning points in humankind, discoveries, explorations, civilization – personal, local, and global perspectives  Evolutions, constraints, adaptations  People, boundaries, exchanges, and interactions #2 – Orientation in Space & Time  Personal histories, names, and journeys  Turning points in humankind, discoveries, explorations, civilization – personal, local, and global perspectives  Evolutions, constraints, adaptations  People, boundaries, exchanges, and interactions #3 – Personal and Cultural Expression  Ways to express feelings and beliefs  The way we reflect on and appreciate beauty, artistry, entrepreneurship, ritual, play, language, creation, history, craft, the history of systems, abstract ideas, critical literacy, metacognition #3 – Personal and Cultural Expression  Ways to express feelings and beliefs  The way we reflect on and appreciate beauty, artistry, entrepreneurship, ritual, play, language, creation, history, craft, the history of systems, abstract ideas, critical literacy, metacognition

More Global Contexts #5 – Globalization and Sustainability  The interconnectedness between decision-making and human decisions, community. How are we connected?  Examples – public goods, urban planning and strategy, population and demography, our impact on environment #5 – Globalization and Sustainability  The interconnectedness between decision-making and human decisions, community. How are we connected?  Examples – public goods, urban planning and strategy, population and demography, our impact on environment #4 – Scientific and Technical Innovation  How people adapt to their environments to meet their needs; technological impact  Modernization, digital life, methods, products, progress, natural law  Examples – math puzzles, the invention of the microscope, MRIs, the voting system #4 – Scientific and Technical Innovation  How people adapt to their environments to meet their needs; technological impact  Modernization, digital life, methods, products, progress, natural law  Examples – math puzzles, the invention of the microscope, MRIs, the voting system

Global Contexts Wrap-up #6 – Fairness and Development  Democracy, equality, a hopeful future  Civil society, rights and responsibilities, peace and conflict, authority, security, freedom, power and privilege #6 – Fairness and Development  Democracy, equality, a hopeful future  Civil society, rights and responsibilities, peace and conflict, authority, security, freedom, power and privilege

Change #2: Approaches to Learning (ATLs)

The Five ATLs Approaches to Learning: Skills students need to develop to meet each subject’s objectives. ATLs help students understand why and how they learn. Social Listening actively to other perspectives and ideas Communication Using a variety of media to communicate with a range of audiences Research Seeking a range of perspectives from multiple and varied sources Thinking Evaluating evidence and arguments Self Management Keeping an organized system of information, files, and notes

IB Expectations & ATLs 1.Significant teaching around ATL skills 2.Consistent reference to ATL skills 3.Summative assessment involving ATL skills 4.Frequent vertical and cross-subject discussion of ATL skills Thinking Examples: Interpret data; draw reasonable conclusions; identify trends, forecast possibilities; evaluate and manage risk; observe carefully in order to recognize obstacles; propose solutions Social Examples: Take responsibility for one’s self; encourage others to contribute; take on a variety of roles within a group; negotiate effectively; self-advocate; build consensus; manage conflict Communication Examples: Give and receive feedback; write for various purposes;

IB Expectations & ATLs, continued 1.Significant teaching around ATL skills 2.Consistent reference to ATL skills 3.Summative assessment involving ATL skills 4.Frequent vertical and cross-subject discussion of ATL skills Research Examples: Collect, record, and verify data; access information and inform others; use memory techniques to develop long- term memory; make informed decisions regarding intellectual property, primary and secondary sources; understand media literacy, making connections between sources Self Management Examples: Plan short and long term assignments; meet deadlines; keep a weekly planner; use technology efficiently; bring supplies to class; have strategies for organizing complex information; regulate internal conflicts; follow through on tasks; work efficiently

Change #3: Essential Questions = Inquiry Questions “What” or “How” form Remembering facts and topics Examples: What is style? What is fraction? What is a hypothesis? What are the three branches of government? “Do,” “Can,” or “Should” Evaluating perspectives, developing theories Examples: Does a community need civil obedience? Should people have the right to die? ”How, “What,” or “Why” form Analyzing big ideas Examples: How does my vote affect my community? How to we experiment with animals? How does language affect mood? Why does multiplication affect my finances? Conceptual Debatable Factual

Change #4: New Subject Names Math = Mathematics Social Studies = Individuals and Societies Language Arts = Language and Literature Science = Science Gym = Physical and Health Education World Language = Language Acquisition Art = Arts Design = Design

Change #4: New Criteria Each subject has 4 standards we use to look at student work through.

MYP Command Terms IB Expectation: lesson objectives will feature these command terms broadly and frequently

To add in September Whole-school Standards: Philosophy – all staff promotes international-mindedness, shared responsibility Organization – how the school is set up Curriculum – across the subject areas and vertically Mission statement MYP program overview: holistic, intercultural, community