Transcript MYP Mathematics Level II

MYP Mathematics
Level II
Workshop
Presented by
Christine Manzanares
Lincoln IB World School
Fort Collins, Colorado
Monday, June 18th
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Session I: 8:30 – 10:00
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Introductions
Burning Questions
Workshop Goals & Objectives
Review MYP Mathematics Requirements, Aims &
Objectives
Introductions
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Each of you was given a playing card.
Please partner up by matching the number or
face card.
Introductions
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Interview your partner:
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What grades/level/content do you teach?
Level 1 – 6th grade; Level 5 – 10th grade
How many years have you been teaching?
What is your favorite number?
What plans do you have for this summer?
After we’ve interviewed one another, we will
introduce each other to the group.
Burning Questions
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Around the room are posters with some MYP
concepts/themes.
Please choose one or two of these themes,
and write ONE specific question on the
posters you would like answered by the end
of the workshop.
Goals and Objectives of
Workshop
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By the end of this workshop, the participant
will:
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learn more about MYP mathematics and how to
deliver it more effectively;
become more knowledgeable about MYP
Assessment Criteria; and
practice incorporating the Areas of Interaction into
a unit of study.
Aims and Objectives of MYP
Mathematics
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Essential Question for MYP Mathematics:
What do we want our students to be able to
do after completing their study of
mathematics?
Aims and Objectives of MYP
Mathematics
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Please turn to page 15 in your subject guide.
As you can see, many of the ideas we
generated as a group are found here.
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IB does not place one aim above another.
Each should be treated with equal
importance in delivering the mathematics
curriculum.
Monday, June 18th
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Session II: 10:15 – 11:45
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Discuss IB Terminology/Philosophy
Vertical and Horizontal Planning of MYP
Mathematics Objectives
Assessment Criteria and Mathematics Objectives
IB Philosophy/Terminology
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Take a few moments to scan through the
Glossary of MYP Terms beginning on page
56 of your subject guide.
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If there is an MYP term you would like more
clarification on, please note it on one of the
post-it notes for discussion.
Vertical Planning of MYP
Objectives
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On page 8 of your workbook, jot down your
ideas/answers to the following questions
concerning vertical articulation:
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Who are the key players/decision-makers
involved in articulating your curriculum in your
school/district?
What systems/resources are already in place to
facilitate articulation of the curriculum?
What systems/resources are missing or are in
short supply that may hinder articulation of the
curriculum?
Vertical Planning of MYP
Objectives
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Vertical Planning continued:
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What content should be covered and which skills
should be developed in levels 1 through 5?
What is your role in this process?
Horizontal Planning of MYP
Objectives
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The mathematics objectives for each MYP
Level/Year (Level/Year 1 – 6th grade through
Level/Year 5 – 10th grade) must be articulated
within each level/year. With so much content
to be covered in one academic year, how can
we effectively and efficiently deliver our
content?
Identify Essential Learnings for each level/year.
IB/MYP Mathematics
Assessment
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The four assessment criteria are NOT equally
weighted.
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Criterion A – Maximum of 10 points
Criterion B – Maximum of 10 points
Criterion C – Maximum of 6 points
Criterion D – Maximum of 8 points
IB/MYP Mathematics
Assessment
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The assessment descriptors on page 27 of
your workbook are written for students in year
5 (10th grade) of the MYP programme.
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Criterion levels are not to be used as a
percentage in a student’s grade. Receiving a
rating of 5 or 6 on an assessment DOES
NOT mean the student earned a 50% or
60%.
IB/MYP Mathematics
Assessment
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Used to identify where a student is in terms of
achieving the specific outcomes of an MYP unit of
study.
Student Samples of high, medium and low work are
necessary to demonstrate how the assessment
criteria were applied. Start creating an archive of
student work.
Each of the four criteria must be used in a unit of
work at least twice over the course of a school year.
This can be accomplished by pairing criterion that
naturally fit one another into an assessment.
Monday, June 18th
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Session III: 1:00 – 2:30
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Assessment Criteria and Mathematics Objectives
Continued
Formative and Summative Assessment
Revising Mathematics Rubric for MYP Levels 1
through 4
Criterion A
Knowledge & Understanding
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Assessment tools for this criterion are quizzes and
tests; “traditional” assessment tools we all use.
To allow students to attain scores of 9 or 10, you
must include items on an assessment that require
the student to extend his/her learning of the
concepts in the unit.
To meet assessment requirements, these type of
questions can be named “Unfamiliar situations”.
Typically these are your bonus questions on a test.
Criterion B
Application & Reasoning
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Think of this as conducting an INVESTIGATION of
mathematical concepts.
These may occur more naturally during a lesson
rather than at the end. Lead in for a unit.
A mathematical investigation might require students
to:
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develop an algorithm from conducting an experiment
write geometric proofs: determining the number of degrees
in a triangle and other polygons; deriving the Pythagorean
Theorem
write formulas/rules: area formula of a trapezoid
Criterion C
Communication
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This criterion requires the student to SHOW us what
they know and how they used it. (Showing each
step in solving an equation; proper use of
mathematical symbols)
How do we communicate our knowledge of
mathematics? We write about it. Students must be
able to explain their thinking and the processes they
used to arrive at a solution or conclusion.
This criterion can be incorporated on nearly
everything we do in a math class: homework,
investigations/labs, quizzes/tests.
Criterion D
Reflection & Evaluation
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A natural connection to the Approaches to Learning:
Student reflects on his/her learning from a unit of work.
This criterion naturally fits with criterion B especially if
used as part of an investigation/lab. Students should
use and discuss multiple approaches for arriving at the
same conclusion/result/solution.
Example: During a study of the Pythagorean Theorem,
have students “discover” the meaning of a2 + b2 = c2 in a
math lab. Once they’ve arrived at the equation, share
with the class one or two of the many proofs of the
Theorem. Have them compare and contrast these
proofs, or defend the use of one over another.
Recommended Criterion
Pairing for MYP Assessments
Criterion A & C
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A traditional homework assignment, quiz or test that
includes items that require the student to show the
“work” necessary to arrive at a solution, as well as
items requiring the student to explain in detail how the
solution was derived.
Criterion B & C
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A mathematical lab/investigation done in class or as
an assignment/project in which the student arrives at
a conclusion using the results of the lab/investigation,
then writes an explanation about how he/she arrived
at the conclusion.
Recommended Criterion
Pairing for MYP Assessments
Criterion B & D
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This is similar to pairing criterion B & C. Criterion D is
met by having the student reflect on the process used
in the lab/investigation and evaluates the outcomes.
Criterion C & D
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These two criteria may be addressed using a unit test
where the student demonstrates the proper
methodology for finding solutions to problems, and
then reflecting on and evaluating his/her
understanding of the concepts in the unit.
Formative & Summative
Assessment
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Assessment is a fundamental process of the
IB/MYP curricular framework.
On page 41 in your subject guide is the IBO’s
expectations for assessment.
Look closely at the bulleted list, and take a
moment to reflect on how you use
assessment. Record your thoughts on page
26 of your workbook.
IB/MYP Mathematics
Assessment Criteria
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Listed on page 27 of your workbook is the
rubric used to assess the work of a student in
year 5 of the MYP.
After reviewing this rubric, pick one of the
four levels of MYP (year 1 through 4).
On page 28 of your workbook, brainstorm
ideas for revising the descriptors for the level
you chose so that they are appropriate for
that level.
Grading Rubrics
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Once you’ve determined which criteria will be used
to assess your unit of study, share and discuss with
your students the specifics of the grading rubrics
you will be using prior to the start of the unit. It is
also advisable to provide this information to parents.
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Remember, a criterion referenced grade is not
necessarily associated with a letter grade. This
does not mean there isn’t any correlation between
the two. Rather, each assessment score/level
means something different. A criterion based score
should describe the level of achievement a student
has attained for a unit of work.