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Can an understanding of the past help us to embrace the future? A review of current and future developments in the MYP by Sean Rankin

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  • Can an understanding of the past help us to embrace the

    future?

    A review of current and future developments in the

    MYP

    Sean Rankin

    IBAP Regional Conference, Melbourne, March 2011

  • Who am I?

    Sean Rankin

    Curriculum and Assessment Manager Sciences and Physical Education - MYP

    Page 2

  • Latest developments in the MYP

    1. Global view

    2. Curriculum review developments

    3. Coordinators notes, moderator training, MYP history, command terms

    4. MYP commercial publications

    5. MYP: The next chapter

    6. Discussion

    Page 3

  • Global network of MYP schools

    The MYP community globally is growing, see:

    http://www.ibo.org/facts/schoolstats/growth.cfm

  • Publications Mathematics TSM (Jan 2010)

    All MYP guides were republished and include interimobjectives (Feb 2010)

    Example unit planners on the OCC (Feb 2010)

    Coordinators support material (Aug 2010)

    History of the MYP (Sept 2010)

    Maths continuum TSM (Dec 2010)

    Command terms (Dec 2010)

    Personal project guide (Jan 2011)

    Page 5

  • Future publications

    Personal project TSM to be published April 2011

    Sciences continuum document to be published 2011

    Humanities guide and TSM to be published 2012

    Language B guide and TSM to be published 2012

    Page 6

  • Current and future reviews

    Technology review (2013)

    Sciences review (2015)

    PE review (2015)

    Arts review (2015)

    Page 7

  • Personal project

    2011 Publication of guide (January) and TSM (April)

    Workshop resource available online for workshop leaders (February)

    Page 8

  • A students personal project consists of three components:

    the process

    the product/outcome

    the reporting of the project

    Personal project components

    Page 9

  • Personal projectmain changes

    Use of the process journal more strongly defined

    Goal one area of interaction only; student-created specifications to evaluate the success of the projects outcome/product

    The final outcome/product is assessed

    Reflection on learning related to the topic as well as approached to learning

    The reporting of the project can be through different formats

    Page 10

  • Humanities 2012 Publication of guide, Teacher Support Material and

    workshop resource online

    The guide review will be completed in April 2011. Contact myp@ibo.org for further information.

    The changes discussed are draft and further amendments may be made dependent on feedback and consultation.

    Page 11

  • Humanities

    Main changes under consideration

    Develop an MYP humanities conceptual framework: objective B Concepts would disappear and conceptual understanding would be addressed through all objectives. MYP humanities courses would need to address defined concepts each year of the programme.

    Refine the objective strands relating to skills, organising them under two objective headings: Investigating and Thinking critically .

    Page 12

  • Humanities - Draft objectives Knowing

    Investigating

    Thinking critically

    Communicating

    All the corresponding assessment criteria are equally weighted with a maximum level 8.

    Page 13

  • Knowing

    Knowledge is both factual and conceptual and provides the

    foundation for critical thinking.

    Page 14

  • Investigating

    The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to plan and carry out research and fieldwork as individuals or in a group.

    Activities which allow students to develop investigative skills include, but are not limited to; research essays, case studies, field work, webquests, problem-solving, role play and group investigations.

    Page 15

  • Thinking critically

    Thinking critically in humanities is vital in developing a deeper understanding about the humanities concepts. It is built on the knowledge-base of humanities and is an integral part of the inquiry cycle.

    Page 16

  • Communicating

    Students should be able to demonstrate the ability to use a variety of formats to organize and communicate their factual and conceptual learning.

    These formats include, but are not limited to; written reports, oral presentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint presentations, podcasts, animations.

    Page 17

  • Language BFinal phase of the review (November 2010 to March 2011)

    Revised objectives and criteria being trialed in 25 schools

    around the world

    Guide is being revised for publication in January 2012

    TSM is being produced and will be published together with the guide

    Page 18

  • Language BScope of the review

    Aims, objectives and language learning rationale have been aligned with PYP and DP language subject areas

    Revisions reflect IBs stance on language and learning

    Revised framework is in line with trends and current thinking on language learning

    Increased flexibility, inclusivity and access to studying languages in the MYP have been created with the changes to the guidelines

    The investigation into merging Language A and B has begun. The first stage is to consider possibility of one languages continuum

    Page 19

  • Language BMajor changes to the teaching, learning and assessment framework

    From 2012, Language B will be organised in six phases (rather than the current 3 levels Foundation, Standard and Advanced)

    MYP Language B proficiency table has been developed with statements of proficiency in listening, speaking, reading, writing for 6 phases.

    11 Aims and a set of 11 course objectives

    Emphasis on students as critical, competent, communicators and the development of multiliteracy skills - oracy, visuacy, literacy

    Page 20

  • Language B

    Objectives organised into four communicative processes: A-Oral communication; B-Visual interpretation; C- Reading comprehension; D-Writing

    For the purpose of planning, teaching and assessment, these objectives have been mapped on four corresponding continuums to show clearly the expectations for each phase. The specific expectations for each phase given on the continuum are the interim objectives to direct teaching and learning towards achieving the final objectives of the course.

    Page 21

  • Language B

    The continua are also a diagnostic tool to assist teachers in planning language learning experiences and a formative assessment tool to monitor and assess their language development

    The cognitive, linguistic and socio-cultural aspects (strands) of communication are intertwined in the objectives. They are purpose, context, language conventions

    For each interim objective in all six phases, corresponding interim criteria have been devised

    Page 22

  • Language B

    Prescribed tasks have been set for all 6 phases

    Character, scripts and alphabetical languages have been considered separately

    Separate criteria have been drafted for Chinese and Arabic mainly in the oral and writing skills areas

    Guidelines with specific objectives and criteria for sign languages, heritage/revival languages, classical languages will be provided as joint publications in 2012. The criteria are currently being trialed in a number of schools

    A full report outlining the major changes is available in English in the OCC on the Language B page

    Page 23

  • Sciences review

    Second meeting held February 2011 in Bethesda

    Aims, objectives and criteria produced

    The 2015 guide will have four objectives and corresponding criteria

    Science in the world

    Use of knowledge

    Inquiring and designing

    Processing and evaluation

    Page 24

  • Science in the world

    This objective refers to enabling students to gain a global understanding of science.

    Science in the world provides the opportunity to apply a variety of communication modes to demonstrate an understanding of science through evaluating the implications of scientific developments and their applications to a specific problem or issue.

    Students are expected to become aware of the importance of documenting the work of others when communicating in science.

    Page 25

  • Use of knowledge

    This objective refers to enabling students to use scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and express scientifically supported judgements.

    Page 26

  • Inquiring and designing

    This objective refers to enabling students to develop intellectual and practical skills through designing, analyzing and performing scientific investigations.

    While the scientific method may take on a wide variety of approaches, it is the emphasis on experimental work that characterizes MYP scientific inquiry.

    Page 27

  • Processing and evaluation

    This objective refers to enabling students to collect, process and interpret qualitative and/or quantitative data and explain appropriately reached conclusions.

    Students are expected to develop analytical thinking skills to evaluate the method and explain possible improvements.

    Page 28

  • Sciences review

    Areas of discussion and further development

    Sciences experimental cycle

    Conceptual framework of sciences

    Cross programme alignment