MYP: now and in the future

IBA Associations21 February 2013

MYP Now

Education for 11-16 year oldsWhen you were this age:

• What did you like about school? • What did you not like about school?

3

Historical Background of MYP• began in 1980’s: initiative of International Schools

Association (ISA) known as ISAC

• 1994 taken over by IBO

• since 1994: major curriculum development and growth

Page 4

What influenced MYP?

The educational discourse in our

nation has been limited to the

following statement: "Test scores

are too low.  Make them go up.”

5

Do we really want our schools

to resemble test-preparation

cram courses?

"If learners are not involved in their learning, they do not learn".

"the highest quality teaching and learning comes when we have the greatest autonomy for the teacher and

the learner".

What influenced the MYP?

UNESCO Learning, The Treasure Within 1996Simply speaking, the Commission felt that education

throughout life is based upon four pillars: • learning to know, • learning to do, • learning to live together and • learning to be. 

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What does MYP bring?

High expectations• Teachers

• Students

• Collaborative school community

Rewards• Meaningful learning• Assessment which promotes

learning• Rigour and relevance• Generates a powerful

professional learning community• Align with local requirements• Encourages innovation and

creativity

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MYP around the world

February 2013: 1000 schools (in 90 countries)

8

AMERICAS:702 schools ASIA PACIFIC:

135 schools

IBAEM: 163 schools

The MYP programme model

9

Contextual learning

10

Currently five areas of interaction shape contextual

learning in the MYP

Approaches to Learning

Community and Service

Human Ingenuity

Environment

Health and Social Education

MYP assessment: Formative and summative

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Conceptual understanding

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Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus Which area of interaction will be our focus?

Why have we chosen this?

Significant concept(s) What are the big ideas? What do we want our

students to retain for years into the future?

Environments: Students will become aware of their interdependence with the world.

Students will appreciate how they can affect local ecosystems, and how local

ecosystems can affect them.

Ecosystems can be both fragile and resilient. With even modest efforts,

disturbed ecosystems can be restored.

MYP unit question

How Tough is Mother Nature?

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Original work of art

Written piece of work on special

topic

Piece of literary fiction

Original science experiment

Invention or specially designed

object/system Presentation of a special event

Presentation of a new student/community

organizationPresentation of a

business, management or organizational

plan

Types of PP

What do you think?If you had been in the MYP, how might this have made a difference in how you experienced your 11-16 schooling?

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So why change it?

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MYP: the next chapter

Big picture

MYP: the next chapterchallenges...

EVOLUTIONARY and

INNOVATIVE Development

of MYP for students

aged 11-16

Subject group flexibility MYP4-5

New PP moderation =

global consistency

Greater guidance and

support

Core to continuum

Innovative eAssessment

optionsEmphasis on

‘Approaches to Learning’

Concept based curriculum

Innovative concept based

assessment

Contextual learning areas

Facilitate improved

integration

Assessment model =

Recognition

MYP: the next chaptersolutions...

MYP: the next chapter

Embrace the future by valuing the pastMYP, current programme

model MYP, first programme model

MYP: the next chapter Concepts Contexts

ATLUnit plans

People travel to wonder at the height of mountains, at the huge waves of the sea, at the long courses of rivers, at the vast

compass of the ocean, at the circular motion of the star; and they pas by

themselves without wondering.

St. Augustine

MYP: the next chapterIncreased student engagement

Encourages learning and deep understanding of important concepts

Increases motivation for learning, students develop attributes of the Learner Profile to become lifelong learners

Provides better alignment across all IB programmes

Builds on conceptual framework in PYP and is best preparation for DP/IBCC and further education

MYP concept based curriculum:

MYP: the next chapter Approaches to Learning (ATL)

ATL develops the learning skills to best prepare for success in DP, IBCC and beyond

ATL provides greater alignment between PYP, MYP, DP and IBCC

MYP: the next chapterConcept based curriculum

Conceptual

framework

Contextual

learning

Approaches to

learning

Social and

emotional

learning

Research

Service as

action

MYP: the next chapter is better aligned with PYP, DP and the IBCC

MYP: the next chapterIncreased teacher support

Concepts in guides – greater guidance and support for teachers

TSM’s – greater guidance for teachers using new media

Existing MYP Schools, workshop leaders and teachers will be guided, step by step, throughout the process

Draft guides piloted during 2011/12

MYP Unit plans

• CONNECT: How are the ideas and information presented CONNECTED to what you already know?

• EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?

• CHALLENGE: What is still CHALLENGING or confusing to you to get your mind around? What questions, wonderings or puzzles do you know have?

MYP: the next chapter Preparation for DP

MYP preparing for DP: 2012 data

2012

Result DP All candidates MYPPass rate 78.4% 83.8%

Students Achieving 40+

6.6% 7.4%

% gaining bilingual diploma

24.5% 40.0%

MYP preparing for DP: 2012 data

<24 24-29 30-34 35-39 40-450.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Total score distribution 2012

All candidatesEx MYP

MYP preparing for DP: EE in 2012

A B C D E0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Extended Essay - MYP vs All

MYPAll candidates

Aligning MYP-DP: Future models

International Schools’ Assessment (ISA)• Assesses reading, mathematics and writing (narrative

and opinion).• Assesses grades 3 to 10.• A mix of multiple-choice and open-ended questions in

reading and mathematics, and two essays in writing.• Aligned with the Organisation for Economic Co-

operation and Development’s (OECD) Programme for International Student Assessment (PISA) construct.

Performance of IB and non-IB students

3

4

5

6

7

8

9

10

-0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5

IB compared to non-IB student ISA scores: Phase II

Exp. Writ-ing

Nar. Writ-ing

Reading

Math

Effect size

Gra

des

MYP: the next chapter Assessment

Subject group flexibilityCollaborative project

Transition

MYP: the next chapterAssessment model

MYP : the next chapterAssessment

Recognition: assessment must

berigorous

Concept-based assessment

Focus on concepts

Mandatory Moderation of

Personal Project

MYP : the next chapterAssessment

On-screen assessment

s

Applying concepts in unfamiliar situations

Assessment model design

Optional MYP summative

eAssessments21st century approach

MYP: the next chapterTimeline

MYP: the next chapterPiloting the subject group guides

MYP: the next chapterSubject choice

Subject group flexibility –possibility for student choice with a minimum of six subject groups in the last two years

Ease of implementation for schools working in state or national systems

Creates opportunities ahead of DP/IBCC for students to specialize – with additional languages, sciences, arts or vocational courses

MYP: the next chapter Changes to subject groups

Language BLanguage A Humanities Technology Physical Education

Language acquisition

Language and

literature

Individuals and

societiesDesign

Physical and health

education

Mathematics Arts Sciences Personal Project

Mathematics Arts Sciences Personal Project

Current MYP

MYP : the next chapter, teaching

from September 2014

MYP: the next chapterProfessional Development

IB Professional Development is the best preparation for MYP: the next chapter

Category 1 and 2 workshops scheduled to match November pre-publications of subject area guides and MYP: the next chapter, Principles into Practice

New category 3 workshops offered to schools in 2014, will include•Approaches to learning•Socio-emotional learning•A trilogy of assessment workshops

CONTINUED

PD ENSURES

SUCCESS

STEP BY

STEP

GUIDANCE

NEW

ELEMENTS

INTRODUCED

INTO PD

FROM 2013

MANY

REQUIREME

NTS

IDENTICAL

TRANSITION

WILL BE

GRADUAL

REQUIREMENT

S

PUBLISHED

2014

MYP: the next chapterTransition

MYP: the next chapterTransition timeline - 2013

August• MYP Coordinators Handbook includes new rule for subject group flexibility in MYP4-5

September • OCC: Pre-published draft unit planner

October• OCC: Publication of teacher support material for approaches to learning, inquiry and service

November

• OCC: Pre-published draft guides for all subjects, personal projects and new interdisciplinary guideOCC: Transition document for schools indicating timeline for implementation of the new requirements from September 2014

MYP: the next chapterTransition timeline - 2014

January

• OCC: Publication of revised Programme standards and practices and Guide to programme evaluation and self-study questionnaire

• OCC: pre-Published draft MYP: from principles into practice

February • Revised applications for candidacy and authorization available online

April

• Last submission for subject moderation northern hemisphere

May

• Registration of students for compulsory personal project moderation and optional MYP eAssessment in June 2015

October

OCC: Publication of subject guides, personal project guide, new interdisciplinary guide and MYP: From principles into practice

December

• OCC: Publication of teacher support material for subject guides and personal project

MYP: the next chapterThe essentials...

MYP: the next chapter will launch in schools in September 2014

Existing MYP schools, workshop leaders and teachers will be guided, step by step, throughout the process

IB Professional Development is the best preparation for MYP: the next chapter teaching

First assessment will occur in June 2015

MYP: the next chapterKeep up to date

find and post messages about the MYP using:

@IBMYPfor instant updates and MYP news

Online curriculum centre (OCC)

Questions?

48

September 2012

Performance comparison between IB school students (PYP and MYP) and non-IB school students on the International Schools’ Assessment (ISA)Phases I and II

Australian Council for Educational Research2010 and 2012

Study design• Phase I: 2007/2008/2009 ISA sittings

• IB students = 23,515; non-IB students = 14,317• Subject and regional analyses on four ISA assessment areas• PISA benchmark analysis• Top-performing IB schools analysis

• Phase II: 2010/2011 ISA sittings• >28,000 students, 121 schools, 50 countries• Replication of phase I using more recent data, with closer examination of

particular findings:•the impact of number of programmes and length of authorization

• Country analysis in Asia (new)• Multilevel analysis of school variance (new)• Student questionnaires (grades 5, 6, 8 and 9) (new)

International Schools’ Assessment (ISA)• Assesses reading, mathematics and writing (narrative and

opinion).• Assesses grades 3 to 10.• A mix of multiple-choice and open-ended questions in reading

and mathematics, and two essays in writing.• Aligned with the Organisation for Economic Co-operation and

Development’s (OECD) Programme for International Student Assessment (PISA) construct.

• Student well-being questionnaires (grades 5, 6, 8 and 9) (Phase II)• Four primary-year dimensions; seven secondary-year dimensions.

Key findings• On a global level, PYP and MYP students outperformed non-IB

students in all four assessment areas in majority of grades.• Strongest effects noted in grade 10.

• Grades 9 and 10 IB students averaged significantly higher than OECD countries’ PISA means in math and reading.

• Less variation between IB schools than non-IB schools.• High proportions of agreement among PYP and MYP students

across all dimensions of the student well-being questionnaires. • 89% of grade 5 students agreed their schools provided a supportive

learning environment, and school experiences were useful preparation for other aspects of life.

• About 84% of grade 9 students agreed they were engaged with their work and challenged to attempt more complex problems.

Performance of IB and non-IB students

3

4

5

6

7

8

9

10

-0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5

IB compared to non-IB student ISA scores: Phase II

Exp. Writ-ing

Nar. Writ-ing

Reading

Math

Effect size

Gra

des

IB grade 9/10 students on PISA benchmark

9 10

Reading