Education for 11-16 year olds
When 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.
6
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
Page 7
MYP around the world
February 2013: 1000 schools (in 90 countries)
8
AMERICAS:702 schools ASIA PACIFIC:
135 schools
IBAEM: 163 schools
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
Conceptual understanding
12
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?
13
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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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 past
MYP, current programme model
MYP, first programme model
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 preparing for DP: 2012 data
2012
Result DP All candidates MYP
Pass 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 candidates
Ex 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
MYP
All candidates
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 chapterAssessment
Recognition: assessment must
be
rigorous
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
eAssessments
21st century approach
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 TechnologyPhysical
Education
Language acquisition
Language and
literature
Individuals and
societiesDesign
Physical and health
education
Mathematics Arts SciencesPersonal Project
Mathematics Arts SciencesPersonal 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)
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