myp: the next chapter individuals and society senn high school friday, january 24, 2014

MYP: The Next Chapter Individuals and Society

Senn High SchoolFriday, January 24, 2014

Topic # 1 – Introductions & Subject Group Aims

WORKSHOP LEADERS

• Benjamin Bateman• bgbateman@cps.edu• Senn HS

• Ann Marie Ryan• aryan3@luc.edu• Loyola University

• Charlie Tocci• ctocci@luc.edu• Loyola University

Introductions

If I were…I would be…

I would be…

An animal A movie A bookA color A famous person A plantA place in the world A metaphor or sentence A countryA song

A productA car An artistA poem A food A cartoon A super heroA musical instrument An actor

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.

Commen

ts

Ah-ha’s

Questions

?

Concern

s

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 naturalenvironment• act as responsible citizens of local and global communities• develop inquiry skills that lead towards conceptual understandings of the relationships betweenindividuals, 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

ObjectivesApproaches to Learning

Statement of InquiryAssessment 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 EricksonWhile 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

Aesthetics Change Form Communities

Connections Creativity Culture Development

Global Interactions

Time, Place & Space

Identity Relationships

Perspective Systems Logic Communication

Key concepts in Individuals & Societies

(details on p.16 of I&S subject guide)

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 Context

Statement of inquiry

Inquiry questions

Related Concept

Key and Related Concepts

Key Concept Context

Statement of inquiry

Inquiry questions

Related Concept

Working backwardsUsing 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 Context

Statement of inquiry

Inquiry questions

Related Concept

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

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.

Identities and relationships

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.

Orientation in space and time

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.

Personal and cultural expression

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.

Scientific and technical innovation

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.

Globalization and sustainability

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.

Fairness and development

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 Context

Statement of inquiry

Inquiry questions

Related Concept

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 inquiry-

Concepts

Communication (KEY)Bias (RELATED)

Audience (RELATED)

Stylistic choices (RELATED)Form (RELATED)

Global contexts: through an inquiry into…

Identities and relationshipsorientation in time and spacePersonal and cultural expressionScientific and technical innovation Globalization and sustainabilityFairness and development

Statement of Inquiry

Persuasive texts, specifically inmarketing and politics, uselanguage intended to influenceour behavior and decisions.

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?

Key concept Related concept(s) Context

Statement of inquiry

Gallery Walk

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 Context

Statement of inquiry

Inquiry questions

Related Concept

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 questionsFactual Can use starters ‘What...’ or ‘Which....’

Open questions which you might Google but find many variations in your answersEg: 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 conceptsEg: 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 PLANNERSummative assessment

– Objectives– Outline of summative assessment task(s)– Relationship between summative assessment

task(s) and the Statement of Inquiry

MYP OBJECTIVES BY SUBJECT GROUPLANGUAGE & 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

D Applying math in real-life contexts

Reflecting & improving performance

Responding Evaluating

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.

Inquiry Questions

Statement of inquiry

Concept

Global Context

Creating Summative Assessment Tasks

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.

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

GRASPS

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 CategorySocial Skills

ATL Cluster and specific skillCollaboration: 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 ?? objectivesSelf-management (reflection): Students write about how they can incorporate feedback on an essay into revisions or future assignments.

Objective D

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 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

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 experiencesTeachers 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.

Collecting evidence

Analysis of evidence

Feedback to students

Adjustment of teaching

Teaching Formative

assessment

Making

judgment

Summativeassessment

Formative leading to summative

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 hasgiven IBMYP grades and discusshow they arrive at thosegrades.

Name: Grade: Section:

Task Levels achieved by the Student

A B C D

Analysis of a poem 5 6 6

Response to literature 4 6 5

Creative task 7 5

Speech 4 5

Final Level of Achievement

Criterion Levels Total /32 Final Subject Grade

Final Subject Grade 1 2 3 4 5 6 7

Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32

Determining a final subject grade

Name: Grade: Section:

Task Levels achieved by the Student

A B C D

Analysis of a poem 5 6 6

Response to literature 4 6 5

Creative task 7 5

Speech 4 5

Final Level of Achievement 4 5 7 5

Criterion Levels Total /32 Final Subject Grade

Final Subject Grade 1 2 3 4 5 6 7

Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32

Determining a final subject grade

Name: Grade: Section:

Task Levels achieved by the Student

A B C D

Analysis of a poem 5 6 6

Response to literature 4 6 5

Creative task 7 5

Speech 4 5

Final Level of Achievement 4 5 7 5

Criterion Levels Total 21 /32

Final Subject Grade 5

Final Subject Grade 1 2 3 4 5 6 7

Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32

Determining a final subject grade

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?