Transcript MYP Workshop Individuals and Society REV CT Jan 23

MYP: The Next Chapter
Individuals and Society
Senn High School
Friday, January 24, 2014
Topic # 1 – Introductions &
Subject Group Aims
WORKSHOP LEADERS
• Benjamin Bateman
• [email protected]
• Senn HS
• Charlie Tocci
• [email protected]
• Loyola University
• Ann Marie Ryan
• [email protected]
• Loyola University
Introductions
If I were…I would be…
An animal
A movie
A book
A color
A famous person
A plant
A place in the world
A metaphor or sentence
A country
A song
A product
A car
An artist
A poem
A food
A cartoon
A super hero
A musical instrument
An actor
I would be…
E.g. Ben “The Sting” Bateman
Time to move
Find others like you!!!!!
Go around the room and find people
with the same category as yourself.
Introduce your alter ego.
Aims: Individual and Society
• The aims of any MYP
subject state in a general
way what the teacher
may expect to teach or
do, and what the student
may expect to
experience or learn.
• In addition, they suggest
how the student may be
changed by the learning
experience.
The aims of MYP Individuals and Societies are
to encourage and enable students to:
• appreciate human and environmental commonalities and
diversity
• understand the interactions and interdependence of
individuals, societies and the environment
• understand how both environmental and human systems
operate and evolve
• identify and develop concern for the well-being of human
communities and the natural
environment
• act as responsible citizens of local and global communities
• develop inquiry skills that lead towards conceptual
understandings of the relationships between
individuals, societies and the environments in which they live.
Aims and IB Philosphy
In what ways do you see the IB Mission and/or
Learner Profile supported by the aims of your
subject?
Discuss at your table.
Share with the whole group.
Topic # 2 – Written Curriculum:
Concepts
MYP Mix and Match
Key Concepts
Related Concepts
Conceptual Questions
Global Context
Objectives
Approaches to Learning
Statement of Inquiry
Assessment Criteria
Factual Questions
Debatable Questions
MYP Conceptual Framework
• According to Erickson (2008), concepts range
from macro to micro in terms of scope, but all
concepts meet the following criteria:
– Timeless
– Universal
– Abstract
– Represented by 1 or 2 words, or a short phrase
Seeing is believing
Watch the video clip by Lynn Erickson
While you watch, do the following visible thinking routine:
I used to think…
Now I think…
Key concepts are:
• Broad, organising, powerful ideas
• “A mental construct that is timeless, universal and
abstract” (Erickson 2008)
• A big idea that can be described in two ways: as involving
an enduring conception or principle that transcends its
origins, subject matter, or place in time; and as a linchpin
idea-one crucial to students’ ability to understand a
subject.” (Wiggins and McTighe 1998)
Key concepts
• Transcend the subject groups
• Subject groups do not have to use all of the key concepts
listed in MYP: From principles into practice
• Subject guides will provide the prescribed key concepts
• Teachers are not limited to the prescribed key concepts
• They
facilitate
disciplinary,
intra-disciplinary
and
interdisciplinary learning, and connections with other subjects
Key concepts across subject groups
(definitions on p. 4 of Developing MYP Units)
Aesthetics
Change
Form
Communities
Connections
Creativity
Culture
Development
Global
interactions
Time, Place
and space
Identity
Relationships
Perspective
Systems
Logic
Communication
Key concepts in Individuals & Societies
(details on p.16 of I&S subject guide)
Aesthetics
Change
Form
Communities
Connections
Creativity
Culture
Development
Global
Interactions
Time, Place &
Space
Identity
Relationships
Perspective
Systems
Logic
Communication
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.
• They can be viewed through any of the key concepts,
though some might be more clearly related to specific
ones
• Related concepts can be found on p.18-19 (organized
by discipline/major topic)
• Definitions of related concepts can be found on p.17.
Concepts: Stand your ground!
Which key concept does the related concept
align to best?
1. Power (econ, geography, business)
2. Citizenship (poli sci/civics/gov)
3. Sustainability (geography)
Make a choice and be prepared to stand your
ground:
• Why did you move there?
• What made you make that choice?
Stage 1 of the unit planner
Key Concept
Related Concept
Statement of
inquiry
Inquiry
questions
Context
Key and Related Concepts
Key Concept
Related Concept
Statement of
inquiry
Inquiry
questions
Context
Working backwards
Using the Statement of Inquiry (SoI) that has been shown to
your group:
Identify the Related concepts from this Statement
of Inquiry
Select which Key concept provides the strongest
framework for the unit.
Choose three possible areas of teaching content
that would allow students to explore the SoI.
Topic # 3 – Written Curriculum: Global
contexts and International Mindedness
Introducing context
Key Concept
Related Concept
Statement of
inquiry
Inquiry
questions
Context
Global contexts
• 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.
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
The MYP contexts
 identities and relationships
 orientation in time and space
 personal and cultural expression
 scientific and technical innovation
 globalization and sustainability
 fairness and development
Global contexts further develop global learning
from PYP transdisciplinary themes
Identities and relationships
Who am I? Who are we?
STRANDS: Students will explore
 identity;
 beliefs and values;
 personal, physical, mental, social and spiritual health;
 human relationships including families, friends,
communities and cultures;
 what it means to be human.
Orientation in space and time
What is the meaning of “when” and “where”?
STRANDS: Students will explore
 personal histories;
 homes and journeys;
 turning points in humankind;
 discoveries;
 explorations and migrations of humankind;
 the relationships between, and the interconnectedness of,
individuals and civilizations, from personal, local and global
perspectives.
Personal and cultural expression
What is the nature and purpose of creative expression?
STRANDS: Students will explore
 the ways in which we discover and express ideas, feelings,
nature, culture, beliefs and values;
 the ways in which we reflect on, extend and enjoy our
creativity;
 our appreciation of the aesthetic.
Scientific and technical innovation
How do we understand the worlds in which we live?
STRANDS: Students will explore
 the natural world and its laws;
 the interaction between people and the natural world;
 how humans use their understanding of scientific principles;
 the impact of scientific and technological advances on
communities and environments;
 the impact of environments on human activity;
 how humans adapt environments to their needs.
Globalization and sustainability
How is everything connected?
STRANDS: Students will explore
 the interconnectedness of human-made systems and
communities;
 the relationship between local and global processes;
 how local experiences mediate the global;
 The opportunities and tensions provided by world
interconnectedness;
 the impact of decision-making on humankind and the
environment.
Fairness and development
What are the consequences of our common humanity?
STRANDS: Students will explore
 rights and responsibilities;
 the relationship between communities;
 sharing finite resources with other people and with other
living things;
 access to equal opportunities;
 peace and conflict resolution.
Global contexts in review:
• Create opportunities for dynamic cycles of
inquiry/action/reflection that lead toward
intercultural understanding and global
engagement
• Support the developmental needs of adolescents
(expanding social/mental/social/community
horizons)
• Provide multiple entry points for all subject
groups
• When selecting context for unit, if possible,
choose one that is distinct from the concepts
taught to allow students to access concepts in a
different way
The Grand Bazaar!
In your groups you have been given a topic for a Individuals and
Society unit.
Your task is to contextualize this topic.
1. Explore how the use of at least two different global contexts
would shape the nature of the unit
2. Select a global context and descriptor strand that you feel
best contextualizes this unit and develop your marketing
pitch
3. Sell your contextualised topic in the style of the Grand
Bazaar (open market)
Global contexts can be thought of as a way to SELL your topic,
making it relevant to students’ place in the world.
Complete the
following phrase …
The global context I feel most comfortable with is _____
because _____.
The global context I have the most difficulty with is _____
because ______.
Global contexts make my subject group ______ because
_________.
Topic # 4 – Written Curriculum:
Inquiry
Stage 1 of the unit planner
Key Concept
Related Concept
Statement of
inquiry
Inquiry
questions
Context
Tips:
The statement of inquiry:
• should not use proper or personal nouns, or
pronouns.
• should have a present tense verb and contain at
least two concepts and a reference to a context.
• is a transferable idea supported by factual content.
• may need a qualifier (often, may, can) if it is not
true in all situations, but is still an important idea.
Putting it all together
The example shows how a Language and Literature teacher has used a global
context and concepts for an advertising unit to develop a statement of
inquiryConcepts
Global contexts: through an
inquiry into…
Statement of Inquiry
Communication
(KEY)
Identities and relationships
Persuasive texts,
specifically in
marketing and
politics, use
language intended to
influence
our behavior and
decisions.
Bias (RELATED)
Audience (RELATED)
Stylistic choices
(RELATED)
Form (RELATED)
orientation in time and
space
Personal and cultural
expression
Scientific and technical
innovation
Globalization and
sustainability
Fairness and development
Remember:
The statement of inquiry:
• should not use proper or personal nouns, or pronouns.
• should have a present tense verb and contain at least
two concepts and a reference to a context.
• is a transferable idea supported by factual content.
• may need a qualifier (often, may, can) if it is not true in
all situations, but is still an important idea.
Develop a statement of inquiry
•
•
•
•
•
•
In course teams or table groups:
Year level
Topic
Key Concept
Related concept(s)
Global Contexts
Write a statement (not a question) which synthesises these
to create the understanding(s) for the unit
To check if this statement is appropriate:
• Ask ‘so what?’ Why is this important to understand?
• Does it incorporate the key and related concepts?
• Does it transcend the discipline enough to allow for
interdisciplinary inquiry?
Gallery Walk
Key concept
Related concept(s)
Statement of inquiry
Context
Gallery Walk
• Place post it notes on the unit planners
providing constructive feedback using the
evaluating unit planners document
• Once you have received feedback then if
necessary re-word your statement of inquiry.
Inquiry Questions
Key Concept
Related Concept
Statement of
inquiry
Inquiry
questions
Context
Inquiry questions
• A teacher develops inquiry questions which
explore the statement of inquiry in order to
ensure adequate conceptual depth from the
inquiry.
• Students are encouraged to develop their own
questions in order to satisfy curiosity and
deepen understanding
Inquiry questions:
• Frame the scope of a unit of study without limiting
student-initiated inquiries.
• Are drawn from the inquiry statement.
• Should engage and show that the inquiry itself is
worth inquiring into.
• Are for the teacher to use in designing the inquiry for
students.
• Are used along with learning experiences to engage
the students in the study.
• Should be of three types: factual, conceptual and
debatable
Criteria for inquiry questions
Factual
Can use starters ‘What...’ or ‘Which....’
Open questions which you might Google but find many
variations in your answers
Eg: What techniques do advertisers employ to influence an
audience?
Conceptual
Can use starters ‘How....’ or ‘Why...’
Open ended questions which unpack a concept or a relationship
between concepts
Eg: How can we avoid being manipulated by what we see, hear
and read?
Debatable/
provocative
Can use starters ‘Do...’ or ‘Is....’
Debatable questions provoke discussion
Eg: Is there ever a time when advertisements become unethical?
The answer is in the question
• In your table groups using the SoI you have just developed
design three inquiry questions for your unit (a factual, a
debatable and a conceptual).
• On a separate piece of paper develop a possible response
sheet to your questions. This sheet should include all the
possible responses your students may have to your 3 inquiry
questions.
Do these questions allow your students to engage with the SoI? If
not your questions need refining.
You as students
You now have another group’s planner and will
be playing the role of the student:
• Try to think through the mind of that year
level
• You have 10 minutes to respond to the three
inquiry questions that you have on your table
• Be prepared to give feedback
What did the answers tell you?
• Do your questions need alterations?
• You have 5 minutes to know make those
necessary changes.
• You should post these revised questions on
your unit planner
Topic # 5 – Assessed Curriculum:
Summative Assessment
Objectives and summative assessment
BACK TO THE UNIT PLANNER
Summative assessment
– Objectives
– Outline of summative assessment task(s)
– Relationship between summative assessment
task(s) and the Statement of Inquiry
MYP OBJECTIVES BY SUBJECT GROUP
LANGUAGE &
LITERATURE
LANGUAGE
ACQUISITION
INDIVIDUALS &
SOCIETIES
SCIENCES
A
Analysing
Comprehending
spoken & visual text
Knowing &
understanding
Knowing &
understanding
B
Organizing
Comprehending
written & visual text
Investigating
Inquiring & designing
C
Producing text
Communicating in
response to text
Communicating
Processing & evaluating
D
Using language
Using language in
spoken or written form
Thinking critically
Reflecting on the
impacts of science
MATHEMATICS
PHYSICAL & HEALTH
ED
ARTS
DESIGN
A
Knowing &
understanding
Knowing &
understanding
Knowing &
understanding
Inquiring & analysing
B
Investigating
patterns
Planning for
performance
Developing skills
Developing ideas
C
Communicating
Applying & performing
Thinking creatively
Creating the solution
Reflecting & improving
performance
Responding
Evaluating
D Applying math in
real-life contexts
MYP Objectives
The objectives represent the structure of
knowledge of the MYP
• Factual knowledge
• Conceptual knowledge
• Procedural knowledge
They encompass the knowledge, understanding,
skills and attitudes that we expect students to
develop through the subject
Objectives: Individuals and Society
The objectives of any MYP subject state
the specific targets that are set for learning
in that subject.
• They define what the student will be
able to accomplish as a result of
studying the subject.
• The objectives of MYP language and
literature encompass the factual,
conceptual, procedural and
metacognitive dimensions of
knowledge.
• Each objective is elaborated by a
number of strands; a strand is an aspect
or indicator of the learning expectation.
2014 I&S guide
A – Knowing and Understanding
B – Investigating
C – Communicating
D – Thinking Critically
Objectives and assessment criteria
Look at the objectives on page 8;
Compare them to the assessment criteria on
page 27
WHAT DO YOU NOTICE??
I Object!
Using the SoI you developed in the previous
session, your group will need to determine:
Which objective(s) and strands allow you to create an
authentic summative assessment so that students can
explore the SoI.
Use the Individuals and Society objectives overview
on pages 8 & 9 or 27 – 39 in the guide to determine
which objectives and strands lead you in creating an
authentic summative assessment
Summative assessment tasks
and the statement of inquiry
Summative assessment tasks must be designed
to allow students to meet the objectives and
explore the statement of inquiry.
There should be a relationship between
summative assessment task(s) and the
statement of inquiry, and between these and
the objectives.
Creating Summative Assessment Tasks
Global
Context
Concept
Statement
of inquiry
Inquiry Questions
Summative assessment task(s)
Construction time
In your table groups begin to design and construct
your summative assessment task(s) for the unit you
have been developing.
Remember:
– Summative assessment tasks must be designed to
allow students to meet the objectives and explore the
statement of inquiry.
– There should be a relationship between summative
assessment task(s) and the statement of inquiry, and
between these and the objectives.
GRASPS
G = Goal “Your task is…”
R = Role “ You are a…”
A = Audience “Your audience is…”
S = Situation “The challenge involves
dealing with…”
P = Product, Performance and Purpose
“You will create a ___________ in order
to _____________.”
S = Standards and Criteria for Success
“Your performance needs to…”
• Suggested
structure to
develop depth
and complexity
for the
assessment
task
Design Evaluation
Read through the task created and evaluate using
the following questions:
– Where does the task allow for each of the selected
objective strands to be met?
– How and where does the task allow students to engage with
the concepts of the unit?
– How and where does the task allow students to engage with
the context of the unit?
– Does the task give students the opportunity to reach the
highest descriptor band for each strand?
– How are the command terms used in the task?
– Was this an authentic summative assessment task, aligned
to real world experiences? Why/Why not?
Topic # 6 – Taught Curriculum:
Approaches to Learning
Approaches to Learning (ATL)
ATL develops the learning skills to best
prepare students for success in DP,
IBCC and beyond
ATL provides greater alignment between
PYP, MYP, DP and IBCC
The MYP extends ATL skill categories into 10 developmentally
appropriate clusters
ATL skill categories
MYP skill clusters
Communication
I. Communication
Social
II. Collaboration
Self management
III. Organization
IV. Affective
V. Reflection
Research
VI. Information literacy
VII. Media literacy
Thinking
VIII. Critical thinking
IX. Creative thinking
X. Transfer
Something’s Missing
After watching the video the video discuss the
ATL clusters at your table:
• Which skills do you think the job interview
candidate is missing?
Unit Example – ATL specific skills
Unit: Utopias
Group presentation
ATL Category
Social Skills
ATL Cluster and specific skill
Collaboration: Working in
groups
Practice adapting to roles, resolving
group conflicts, demonstrating
teamwork for planning and delivering
the presentation
Alignment of skills to objectives
Approaches to learning
?? objectives
Self-management (reflection): Students write
Objective D
about how they can incorporate feedback on
an essay into revisions or future assignments.
Thinking (transfer): [identify task]
Objective ?
Communication skills (communication):
[identify task]
Objective ?
Completing the first part of the
planner… and moving beyond
Now apply your ATL skill categories, skill clusters and
specific skills to your unit. Ensure that these skills:
– Are the ones that will be explicitly explored through the
unit
– Are essential to student success in the unit
What will be your teaching and learning strategies for this
unit?
– How will these help students become self regulated
learners and become metacognitive thinkers?
Topic # 7 – Taught Curriculum: Task
Specific Clarifications and Formative
Learning Engagements
What makes for good Task Specific
Clarifications?
The clarification allows students to access the
criteria more easily.
The clarification makes it very clear what the
student needs to do to reach each band.
The clarification aligns with and reflects the
criteria from the guide.
Creating a TSC
• Enter the criteria strand descriptors assessed
in your summative task for each mark band
Achievement
Level
Descriptor
1-2
Insert Criterion
descriptor from the guide
3-4
Insert Criterion
descriptor from the guide
5-6
Insert Criterion
descriptor from the guide
7-8
Insert Criterion
descriptor from the guide
TSC
Creating a TSC
• Using the summative assessment task from
your unit now create task-specific
clarifications for this task
Achievement
Level
Descriptor
TSC
1-2
Insert Criterion
descriptor from the guide
?
3-4
Insert Criterion
descriptor from the guide
?
5-6
Insert Criterion
descriptor from the guide
?
7-8
Insert Criterion
descriptor from the guide
?
Feedback on creation of TSC
• Share your task and rubric with TSC’s with
another table group
• After viewing TSC’s for summative assessment
provide feedback with the original questions:
1. Does the clarification allow students to access the
criteria more easily?
2. Does the clarification make it very clear what the
student needs to do to reach the band?
3. Does the clarification align with and reflect the
criteria from the guide?
REMINDER
The summative assessment rubric including
the MYP criteria/strand descriptors for the
appropriate grade level AND task-specific
clarifications should be submitted with the
Unit Planner.
The Road to
the Summative
Assessment…
formative
assessment
Formative Assessment
 part of the learning process
 based on shared objectives
 applied to ongoing work
 regular feedback sessions
Thoughts for Formative assessment
The following are questions that teachers might ask
themselves when planning learning experiences for
students in the “Action” section of the planner.
• Are we assuming or presuming any prior knowledge or
skills; will we need to teach these first?
• What student misconceptions might we encounter?
• What plans do we have if we find that the knowledge
or skill level is above or below the standard required?
Formative learning experiences
Questions we should be considering when we design the
learning experiences for our students:
1. How will students know what is expected of them?
2. How are we differentiating teaching and learning for
all to address individual student learning needs?
3. How will you differentiate the content to support the
needs of the students?
Learning experiences
Teachers should ensure that a range of learning
experiences and teaching strategies:
– are embedded in the curriculum
– builds upon prior learning
– are placed in context and based on real, essential
issues
– are age-appropriate, thought-provoking and engaging
– are based on the differing needs of all students
– are open-ended and involve teaching problem-solving
skills
– gives students the opportunity to practice and apply
their new understandings and skills.
Formative leading to summative
Summative
assessment
Collecting
evidence
Teaching
Formative
assessment
Analysis of
evidence
Making
judgment
Grading
Adjustment
of teaching
Feedback to
students
Reporting
Topic # 8 – Assessed Curriculum:
Standardization, Recording and
Reporting
MORE FORTHCOMING
A future PD will be held to review MYP
assessment and grading practices…
…but here’s an overview:
Arriving at an IBMYP grade
In pairs, discuss:
What goes into your students’ grades?
How do you arrive at their grade?
Whose decision is this?
Pair with someone who has
given IBMYP grades and discuss
how they arrive at those
grades.
Determining a final subject grade
Name:
Grade:
Task
Section:
Levels achieved by the Student
Analysis of a poem
A
B
5
6
Response to literature
C
6
4
Creative task
Speech
4
D
6
5
7
5
5
Final Level of
Achievement
Criterion Levels Total
Final Subject Grade
Boundaries
Final Subject Grade
/32
1
2
3
4
5
6
7
1-5
6-9
10 - 14
15 - 18
19 - 23
24 - 27
28 - 32
Determining a final subject grade
Name:
Grade:
Task
Levels achieved by the Student
Analysis of a poem
A
B
5
6
Response to literature
C
4
Speech
4
5
Final Level of
Achievement
4
5
Criterion Levels Total
Boundaries
D
6
Creative task
Final Subject Grade
Section:
6
5
7
5
7
5
Final Subject Grade
/32
1
2
3
4
5
6
7
1-5
6-9
10 - 14
15 - 18
19 - 23
24 - 27
28 - 32
Determining a final subject grade
Name:
Grade:
Task
Section:
Levels achieved by the Student
Analysis of a poem
A
B
5
6
Response to literature
C
6
4
6
5
7
5
7
5
Final Subject Grade
5
Creative task
Speech
4
5
Final Level of
Achievement
4
5
Criterion Levels Total 21
D
/32
Final Subject Grade
Boundaries
1
2
3
4
5
6
7
1-5
6-9
10 - 14
15 - 18
19 - 23
24 - 27
28 - 32
Markbook Madness
As a table discuss the following questions:
• What strategies for keeping CPS and MYP
grades running concurrently?
• Which ones work well?
Come to a common agreement on a strategy
you will share with the rest of the group
MYP: Internal standardization
• Where more than one teacher is teaching the
same subject group, the process of internal
standardization must take place before final
achievement levels are awarded. Internal
standardization of assessment is also required for
the personal project (or the community project if
the school does not offer MYP year 5). The
process involves teachers meeting to come to a
common understanding on the criteria and
achievement levels and how they are applied. In
so doing, teachers are increasing the reliability of
their judgments.
MYP: Best Fit
• In certain cases, it may appear that the student has
not fulfilled all of the descriptors in a lower band but
has fulfilled some in a higher band. In those cases,
teachers must use their professional judgment in
determining the descriptor that best fits the student’s
performance.
Topic # 9 – Reflection: Considering the
Planning, Process, & Impact of the
Inquiry
Reflection
• Read the suggested reflection questions on
pp. 28-29 in Developing MYP Units.
• The requisite reflections appear in bold type
on the Unit Planner.
• Why are these reflective questions particularly
valuable?
• Are there other questions you might feel
compelled to answer? Why?
FINAL REFLECTION
How does the curriculum planning process help
to ensure that we are supporting the IB Learner
Profile and IB Mission?