day 3 myp updates

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

Latest developments in the MYP

1. Global view

2. Curriculum review developments

3. Coordinator’s notes, moderator training, MYP history, command terms

4. MYP commercial publications

5. MYP: The next chapter

6. Discussion

Global network of MYP schools

The MYP community globally is growing, see:

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

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)

Coordinator’s support material (Aug 2010)

History of the MYP (Sept 2010)

Maths continuum TSM (Dec 2010)

Command terms (Dec 2010)

Personal project guide (Jan 2011)

http://store.ibo.org/product_info.php?products_id=1258

http://store.ibo.org/index.php?cPath=22_36

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



Current and future reviews

Technology review (2013)

Sciences review (2015)

PE review (2015)

Arts review (2015)

Personal project

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

Workshop resource available online for workshop leaders (February)

A student’s personal project consists of three components:

the process

the product/outcome

the reporting of the project

Personal project components

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 project’s 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

Humanities 2012 Publication of guide, Teacher Support Material and

workshop resource online

The guide review will be completed in April 2011. Contact [email protected] for further information.

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

mailto:[email protected]

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 .

Humanities - Draft objectives Knowing

Investigating

Thinking critically

Communicating

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

Knowing

Knowledge is both factual and conceptual and provides the

foundation for critical thinking.

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.

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.

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.

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

Language BScope of the review

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

Revisions reflect IB’s 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’

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

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.

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

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

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

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.

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.

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.

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.

Sciences review

Areas of discussion and further development

Sciences experimental cycle

Conceptual framework of sciences

Cross programme alignment

Example concept and content (topic) alignment

“Every teacher is a language teacher” – assessing communication modes in science, how far do we go?

Mathematics

Major changes in the guide for September 2011/January 2012:

Aims and objectives have been realigned with the DP Mathematics courses

Changes to criteria B, C and D

Mathematics criterion D

Reflection in mathematics - The connection to real-life contexts is now only “where appropriate”; allows for reflection in all mathematics tasks.

TechnologyReview year 1: 2010

Held two meetings in Cardiff for guide development

Review year 2: 2011

Scheduled for May-June 2011

Online community set up which hosts a discussion forum with 35 MYP technology teachers participating

New guide and TSM due to be published January 2013

Technology

Developments so far…

Reduction to 4 objectives and criteria

Research and analysing

Designing

Realizing the solution

Evaluating

A concepts and skills framework for technology

3 minimum prescribed tasks for moderation currently being trialled using new Year 5 criteria

Technology

Developments for the next meeting…

Development of the criteria following trials

The Areas of Interaction in Technology

Interim objectives and criteria

Implementing technology in your school

Workshop/computer laboratory guidelines

Technology

Developments for 2011

Investigation into integrated technology

MYP and DP technology: building pathways to DP Design Technology, Computer Science and ITGS

Connecting PYP and MYP technology

Technology

The name of the subject group could be changed to “Design”.

This is to distinguish between

Technology: the subject,

and information and communication technology: part of ATL.

Coordinators are encouraged to discuss this with Technology teachers and provide feedback to [email protected]


MYP Coordinator’s notes

Do you read them?

What information or news will you find there?

Moderator training

No face-to-face moderator training from 2011

All training now online, advantages being:

Work at own pace

No need for release time from schools

Global consistency of training

Ability to refer back to discussions and advice

Access

History of the MYP

Can we embrace the future by valuing the past?

MYP command terms

Why have they been published?

How do we use them?

MYP commercial publications

Mathematics Taskbank – now available

Language A Taskbank – now available

Humanities Taskbank – 2012 [date TBC]

Language B Taskbank– 2012 [date TBC]

MYP Inquire – 2012 [date TBC]

MYP ATL student book and teacher companion – 2012 [date TBC]



Latest developments in the MYP

MYP: the next chapter

• Introduction

• Brainstorm

• Debate

• Recommendations

Key challenges for MYP


Access for schools with national/state

curriculum

Continuum between IB

programmes

Recognition & Accreditation

Age appropriateness

MYP in 2015


Innovative

Concept

based

Summative

assessment

Learner

Profile

Approaches

to

learning

Global

contexts

Inquiry

Action

Subject

Groups

Assessment


Year 3/4:Culminating

task

Year 5:Mandatory:

• Moderation of year 5

task

Optional:

• summative assessment

• monitoring

Curriculum

Assessment

Support

Summary of key developments


Significant conceptsAreas of interaction

(AOIs)8 subject groups

•Prescribed concepts with illustrative content•Potential replacement of AOIs with global contexts•Choice of subjects years 4-5

Optional moderation

Certificate of Achievement

•Optional external summative assessment• (e-assessment)•Compulsory moderation•Year 3/4 task

GuidesTeacher support

materials

•Guides•Teacher support materials•Development of online curriculum planning tool

MYP Recognition , Accreditation

Timeline


Development:• Core• Programme

model• Concepts• Pilot subject

options

Subject guides;authorisation and

evaluation;Professional

development;assessment; piloting

all new elements

Launch

2011 20152012-2014

MYP: The next chapter

If you have any questions about this review or any suggestions, please contact [email protected]


Discussion

How do you feel about these developments?

Are you excited? Optimistic?

Are we missing something?

day 3 myp updates

Documents

guide review

humanities guide

personal project guide

myp history

myp humanities courses

myp guides

students personal project

review of current