MYP Conceptual framework

Learning engagement 1

1.

Watch the video * by Lynn Erickson speaking at the IBAEM conference in October 2011. This is very similar to her presentation at GJIS in 2013.

The recommended extracts are detailed below:

•Start at 1.27 •Start at 4.55

“25 years ago I discovered…”, stop at 3.30. “We know that the world we’re preparing our students…’, stop at 12.45. 2. After watching the video of Lynne Erickson, write down three thoughts, two questions and one analogy that you have related to the idea of a conceptual framework.

*Video will also be available via Teacher Resources. Pak Hendry is downloading now.

Concepts vs Knowledge

Self-check your understanding of concepts and the conceptual framework by making connections with subject content. One common mistake is to confuse a concept with a topic.

Have a look at the terms below and sort them into “concepts” and “topics”: – Conflict – Systems – American Revolution – Power – Model – Cuba – Persuasion – Human rights – Amazon – Cooperation – Mars Reflect on what concepts would be necessary to explore the topics and what topics could be explored to understand the concepts.

Stage 1 of the (new) unit planner

Key Concept Related Concept(s) Context Statement of inquiry Inquiry questions

Concepts Summary

According to Erickson (2008), concepts range from macro (Key Concepts) to micro (Related Concepts) in terms of scope, but all concepts meet the following criteria: • Timeless • Universal • Abstract • Represented by 1 or 2 words, or a short phrase

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

Aesthetics Change Form Communities Connections Creativity Culture Development Global interactions Perspective Time, Place and space Systems Identity Logic Relationships Communication

Related concepts

While the key concepts provide breadth, related concepts provide depth.

The related concept is the idea of the unit which: – related to disciplinary content – 12 prescribed related concepts for each subject group/discipline – teachers are not limited to the prescribed related concepts

Related concepts within Mathematics

Change Equivalence Generalization Justification Measurement Model Pattern Quantity Representation Simplification Space System

Learning engagement 2 - Practise, change, reflect.

Now you have a chance to work with your existing MYP planners to choose what concept would be most suitable to frame student inquiry learning. I would like us to share all answers between departments. 1.Choose a unit that you currently teach. 2.Using the list of MYP concepts for your subject group choose one key concept that you think is appropriate and one or two related concepts. 3.Justify your choice. Why did you choose this key concept and these related concepts to focus student inquiry into this unit? Write your answers down so you can share them with the department.

*Examples on next two slides.

Example 1

Key concept: Communities Related concept: Word choice & Personal and cultural expressions Justification: Students will understand that the language spoken in the streets plays a very important role to show peoples' culture I want the students to discuss if using slang people can communicate ideas and feelings as effectively as they they used " refined " language.

Example 2

For a unit on everyday acids and bases in MYP 1 Science KEY CONCEPT: Change RELATED CONCEPTS: Environment and Interaction According to the Science Guide, the key concept of change is defined as: a conversion, transformation or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Rationale: Acids and bases are chemicals that cause changes to the environments around them through interactions at the molecular level. We will look how cultural and personal factors impact our choices, and thus our use of everyday acids and bases (drinking colas, using certain types of household cleaners, etc). These will then have an impact on our bodies (environments - ie, skin, mouth, stomach, etc).

Self-reflection (optional)

Choose one of these to reflect upon; 1. How do the key and related concepts merge to inform the conceptual understanding of a unit?

2. Why does Lynne Erickson use the word “synergistically” ? 3. How does the development of conceptual understanding form a foundation for future learning?