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Middle Years
Programme Unit
Planning
O g d e n I n t e r n a t i o n a l A u g u s t 2 7 t h ,
2 0 1 4
New MYP Unit
Planner?!?
AAAAAHH!!!
Agenda
MYP Unit Planner overview/instruction
Questions?
Teacher leaders
BREAK
ManageBac demonstration/tutorial
TIME TO PLAN!!!!!
ObjectivesIntroduce/Review the new MYP Unit Planner in order to create the best possible international curriculum for our students in grades 6-10.
Begin to implement an electronic IB management system that will make planning, collaborating, assessing, and organizing units of study much easier for all staff and students.
The MYP Unit PlannerIt looks like this:
AssessmentInquiry
Action Reflection
Inquiry
• Conceptually/Thematically based• Very little content specific information• The perfect start to interdisciplinary planning/learning
Inquiry: Key/Related Concepts
Key Concepts: “Big ideas that are both relevant within and across disciplines and subjects”
Choose ONE for each unit. This is the word/phrase that everything revolves around!
Some concepts are highlighted for each subject area that may be the best fit...but don’t feel limited
Related Concepts: “Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail.”
Related concepts can be found in your subject guides. Make sure you take yours before leaving!
Inquiry: Global Context
Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet.
Using the world as the broadest context for learning, MYP courses can develop meaningful explorations of:
identities and relationships
orientation in space and time
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development
This is what makes a unit and INTERNATIONAL unit of study.
Some Global Contexts seem to fit nicely with certain subject areas, but be sure to expose your students to many contexts over the course of the year.
When choosing your Key/Related concepts and global context, make sure they are interwoven... but not redundant.
Explanations for these are in “From Principles into
Practice”
Statement of Inquiry One, student-friendly, sentence that frames the key/related concepts and global context into purposeful learning.
Every lesson, assignment, reading, discussion, quiz, bellringer, exit pass, etc. should in some way, shape, or form revolve around this statement.
Key Concept Related Concepts Global Context Statement of inquiry
Connections Context/Genres Orientation in space and time
Historical contexts shape literary genre.
Communication Function/Systems Personal and cultural expression
For a team to function effectively, all team
members must communicate
efficiently and clearly.
Inquiry Questions
Factual: Content based questions that can be answered and explained after practice.
Conceptual: Questions dealing with the key/related concepts.
Debatable: Questions that don’t have a clear cut answers. Multiple viewpoints can be argued with evidence.
Questions that students can wrestle with to gain understanding of the statement of inquiry
Assessment
Call it whatever you’d like: inquiry based assessment, backwards planning, or understanding by design (UBD)...I call
it BEST PRACTICE!
Summative Assessment
I’d start here!
What are you going to ask students to do in order to show their understanding of the statement of inquiry?
Summative assessments should ideally give students choice, be placed within an authentic context, have a global significance, and give students the opportunity to exhibit their work.
Use GRASPS to help create authentic assessments:
Goal: The goal is to...Role: You (student) have been asked to...Audience: You need to convince...Situation: The challenge involves dealing with...Product: You will create a...in order to...Standards for success: A successful result will...
Be as specific as possible when filling out this section so you know exactly what students will be asked to do!
Summative Assessment/Statement of Inquiry
Explain how this shows that students understand and can demonstrate the statement of inquiry in a real world context in
this box.
Objectives The MYP has its own assessment criteria which is used across all 925 MYP schools around the globe. It’s what standardizes the programme to make sure all MYP students are prepared for DP and beyond!
Each subject area has four (4) assessment criteria (A, B, C, D)
All assessment criteria have more specific strands under each criteria.
Teachers must assess all criteria and strands two times per year.
Criteria/StrandsCriteria
Strands
Years 1, 3, and 5 (6th, 8th, and 10th grade) have their own rubrics that should be used to grade the criterion and strand
you’ve selected.
Approaches to Learning (ATL)
As you develop your summative assessment, ATL skills give you the opportunity to reflect on the skills students will need in order to succeed.
There are ten ATL skill clusters: Communication, Collaboration, Organization, Affective, Reflection, Information literacy, Media literacy, Critical thinking, Creative thinking, Transfer
If my summative assessment is a group presentation, I need to make sure my students have proper collaboration and communication skills. Determining these skills now will help create day-to-day lessons so students will be successful at the end of the unit. [“In order for students to..(strand)..students must..(ATL skill)...]
Action
• Your day-to-day planning.• This can/should change as you progress through the unit and as changes need to be made.
The subject specific content that you
will cover over the course of the unit.
This is your area of expertise.
CCSS should also be placed here.
The strategies and activities that you and your students will work through. Please make these as specific as possible and continue to add/update over the course of the unit. (This is as close to lesson plans as the unit planner gets...so the more detailed the better)
Assessments that you will give students over the course of the unit in order to make sure they are developing the skills needed to perform well on the summative assessment. Again, being as
detailed as possible (not just writing “bellringers”, “homework”) and updating this frequently will help give the day-to-day activities
context.
A running list of all the materials you’ve found that you may use throughout the unit.
Ideas/Plans on how to differentiate for students with special needs and/or exceptional students who
need a more rigorous curriculum.
Reflection
After planning, what are you
excited about? What issues may
come up? What do you believe will be most challenging?
What have you had to change? What went according to
plan? Has your timeline changed?
What worked? What didn’t? What would you
change the next time around? This is also a
space to record how your students performed on
the summative assessment.
Documents that will come in handy
Your subject guide!
Brand new copies of the brand new subject guides are here. Don’t leave without yours.
From Principles into Practice
This is a larger document that has loads of information. It will help with unit planning by explaining the ATL clusters and skills, and global contexts in depth.
Hey! That wasn’t so bad! I can tell that this
new unit planner will make my planning more
intentional and well rounded. Thanks MYP!
Now I can
relax and listen
to some tunes.
Or kick back and enjoy a beverage.
Ask my dad if you need any
help with your unit
plans. He’s happy to
help!
BREAK!Please be back
at....
Walkthrough of where to find all important terms between guide and PTP
One document
SoI not the place to get fancy with the language. Needs to remain student friendly. Use words from key/related concepts.
Statement of inquiry can be a question?
Summative assessment MUST convey student’s understanding of SoI
Put criteria and stands in one chart per department.
Choose about 4-5 strands per unit.
In order for students to (strand)...students must (ATL skill)
Content is where common core goes)