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MYP UNIT PLANNING

MYP UNIT PLANNING. New Teachers workshop Monday, September 1 st 2014 By Ibu Dani. MYP curriculum framework. Three parts: Inquiry: Establishing the purpose of the unit; Action: Planning for teaching and learning through inquiry

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MYP UNIT PLANNING

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  1. MYP UNIT PLANNING New Teachers workshop Monday, September 1st 2014 By IbuDani

  2. MYP curriculum framework

  3. Three parts: Inquiry: Establishing the purpose of the unit; Action: Planning for teaching and learning through inquiry Reflection: Considering the planning, process and impact of the inquiry. Structure of the Unit Planner

  4. Inquiry Process Inquiry process includes: • Concepts • Global Context

  5. CONCEPTS “The PYP, MYP and DP are three dimensional and concept based because, by deliberate design, they require students to process factual knowledge through the conceptual level of thinking” Concept Based Teaching and Learning by Lynn Erickson IB Position Paper, 2012

  6. Introducing the key concepts in MYP

  7. Key concepts • Broad, organising, powerful ideas • Transcend the subject groups • Subject groups do not have to use all of the key concepts listed in MYP: From principles into practice

  8. Related concepts • While the key concepts provide breadth, the related concepts provide depth to the programme. • Related concepts emerge from the discipline and provide conceptual focus and depth to understanding related to disciplinary content. • Related concepts can be found on page (See Subject Guide) • Definitions of related concepts can be found on pages (See Subject Guide)

  9. Merging concepts KEY CONCEPT RELATED CONCEPT(S) + Conceptual Understanding

  10. WRITTEN CURRICULLUM GLOBAL CONTEXT

  11. Global contexts • IB programmes aim to develop international mindedness in a global context. • Global contexts make learning relevant and enable students to develop competencies and personal values necessary for global engagement. • Students will do this through exploring personal, local, national and/or international issues and ideas of global significance.

  12. Global contexts • allow for relevance, engagement and a direct route for inquiry into next millennium perspectives. All effective learning is contextual. • help answer the question, “Why are we learning this?” • celebrate our common humanity and encourage responsibility for our shared guardianship of the planet • comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant

  13. Exploring the MYP global contexts • identities and relationships • orientation in time and space • personal and cultural expression • scientific and technical innovation • globalization and sustainability • fairness and development See section Curriculum: Written “Learning in context”

  14. Performance-based assessments require the learner to perform in realistic situations. Students participate in specific tasks, interviews, or performances that are appropriate to the audience and setting. Summative Assessments = Performance based assessments

  15. Each of the objectives has it’s own strands based on the phases Each of the objectives strands has a corresponding strands in the criteria Alignment of Objectives and Criteria can be found in your subject guide Objectives and assessment criteria

  16. Objectives Outline of summative assessment task(s) Relationship between summative assessment task(s) and the Statement of Inquiry move beyond simple descriptions performances link back to the essential understandings identified in the statement of inquiry Objectives and summative assessment

  17. Summative assessment tasks must be designed to allow students to meet the chosen objectives and their strands. show their understanding of the statement of inquiry. There must be a demonstrated relationship between the summative assessment task(s) and the statement of inquiry. Summative assessment tasks and the statement of inquiry

  18. Creating summative assessment tasks Summative assessment task(s)

  19. QUESTIONS?

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