Introduction to MYP Conference – Day #2

Morning Session: Developing & Revising Curriculums

What factors go into the curriculum? How would they rank in importance?

Level 1 – Learner Profile, AoI, Enduring Understandings

Level 2 – Subject specific skills & Knowledge

Level 3 – Parental desires, Board desires & Priorities, Resources and Facilities

Level 4 – Teacher skills and preferences

Types of Curriculum

Type

Advantages

Disadvantages

Exported – full from another school

Quickly done;

Curriculum tested

Clear Expectations

Can’t add your own school’s identity

Another school’s curriculum might not be suited for the culture of the school

No faculty ownership

Adapted – national to our

Local needs covered

Ready to go

No faculty ownership

Confusion

Integrated – bits from everywhere

Faculty ownership

Can take the best of others

Good resource to experience other curriculums

Lots of Time

Continuity

Created – completely new

Will fit the school community well

Faculty ownership

Professional Development

 

Huge amount of time & $

Continuity

 

Standard C1 of MYP “developed by the school” “available to all sections of the school community”

Standard C2 of MYP “all teachers plan and reflect in collaborative teams”

<!-How much teamwork do we need? Traditional model is one per month

<!-full faculty, vertical (HOD), horizontal (grade level), MYP or DP

 

 

 

 

 

Planning for Teaching and Learning (page 86 in Principles into Practice Book) my reflections

The challenge is trying to find time for all of these different teams and committees;

<!-Vertical planning – HOD with departments; transitions from Grade 5 to Grade 6 and 8 to 9

<!-Horizontal planning – grade level meetings

<!-Documenting curriculum and giving access to community including the unit plans; conceptual understanding and skills;

<!-Areas of Interaction meetings

<!  Finally PD – sending teachers to conference (MYP) and in-house PD, and teachers personal PD

Vertical Planning – A subject specific vertical planner for the five years of MYP

Prescribed MYP final objectives Year 5 The skills

<!-these come from the 8 subject guides, which have the objectives that you have to follow

<!-the previous years need to planned well so the student can meet the objectives in the Year 5

<!-There are strongly recommended interim objectives for Year 1, Year 3

<!- Schools need to make the objectives for Year 2 and Year 4; not drastic changes from other years

       The number of objectives (standards?) per subject change and the number of objectives match the number of criteria (benchmarks?) between 4 – 6 objectives

MYP 1

Objective A

Objective B

Objective C

Objective D

MYP 2

 

 

 

 

MYP 3

 

 

 

 

MYP 4

 

 

 

 

MYP 5

 

 

 

 

 

Vertical Planning Topics The Content

<!–[if !supportLists]–>· <!–[endif]–>There are no IB recommendations for the content, topics, units

<!–[if !supportLists]–>· <!–[endif]–>Today John gave us many planning tables to help make the written curriculum so teachers, parents, and students are able to understand what will be taught

MYP 1

MYP 2

MYP 3

MYP 4

MYP 5

Topic 1

Topic 1

Topic 1

Topic 1

Topic 1

Topic 2

Topic 2

Topic 2

Topic 2

Topic 2

Topic 3

Topic 3

Topic 3

Topic 3

Topic 3

MYP 1 (This is a good table for each year.)

Topic

Unit Question

Tasks

Assessment

And others?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The table above will be used as a basis for the unit plans. All of the above needs to occur first before we get the teachers to make their unit plans.

Areas of Interaction The context

Teachers need to make a written document that identifies the planned learning expectations for each AoI for each year of the MYP program.

Domains

examples of student learning expectations (not subject knowledge)

Key Unit Questions

Awareness & understanding

 

 

Reflection on

 

 

Taking Action on

 

 

 

We were asked to make a chart for MYP Year 1 for the AoI (Human Ingenuity)

<!–[if !supportLists]–>· <!–[endif]–>With the first year of MYP – grade 6 the focus is on the students themselves

 

AoIàHuman Ingenuity Learning Expectations

Awareness & understanding

Identify and understand that they themselves can be ingenious.

 

Reflection on

Are we being ingenious by using the tools created by others.

Taking Action on

Exhibit their ingenuity through a project they made..

 

“systems” – do you follow the system (rules of the school)

The most important AoI is the Approaches To Learning; have this in place! And then the others will follow.

Another method of writing the AoI curriculum

 

<!–[if !supportLists]–>1. <!–[endif]–>What are our expectations for MYP Year 5 students in terms of (name AoI)

<!–[if !supportLists]–>2. <!–[endif]–>How do we measure? (what does it look like – sound like)

<!–[if !supportLists]–>3. <!–[endif]–>Introduce the domains

<!–[if !supportLists]–>4. <!–[endif]–>Modify the student expectations

The next step is to take each grade and make table of how exactly the subjects will address this. This is for Approaches to Learning

Domain – Learning Outcome – all subjects Lan A – Sci – Math – etc.

 

 

 

 

Afternoon Session

MYP Unit Planning Process and Assessment

<!–[if gte vml 1]> <![endif]–><!–[if !vml]–><!–[endif]–>

Rationale for the significant concepts (Big Ideas) (enduring ideas)

<!–[if !supportLists]–>· <!–[endif]–>Ask “why” or “so what”

<!–[if !supportLists]–>· <!–[endif]–>Ask someone outside of your discipline?

What are the five important purposes of assessment?

<!–[if !supportLists]–>1. <!–[endif]–>Monitor and check for understanding and skills – for teachers and students

<!–[if !supportLists]–>2. <!–[endif]–>A tool to improve our teaching

<!–[if !supportLists]–>3. <!–[endif]–>To guide the activities and experiences of the students.

<!–[if !supportLists]–>4. <!–[endif]–> Comparison of students / schools / teachers

<!–[if !supportLists]–>5. <!–[endif]–>Feedback to students and parents

Understanding MYP Criteria at the Subject Level

Subject guides have the MYP Year 5 criteria – the other years must be modified and guides to modification are located 46 in Principles and Practice

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