ib middle years programme where the big kids go…
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IB Middle Years Programme Where the big kids go…. A discussion about PYP and MYP Similarities, Differences, Transitions & Possibilities. In an hour…. MYP overview Disciplinary (trans, multi, inter, cross) Sample planners Resources for future reference http://exploringmyp.wikispaces.com / - PowerPoint PPT PresentationTRANSCRIPT
IB Middle Years ProgrammeWhere the big kids go…
A discussion about PYP and MYPSimilarities, Differences, Transitions & Possibilities
In an hour…MYP overview
Disciplinary (trans, multi, inter, cross)
Sample planners
Resources for future referencehttp://exploringmyp.wikispaces.com/ www.ibo.org http://professionaldevelopment.ibo.org
Middle Years ProgrammeGeneral Overview:
For students aged 11 to 16 years
Encourages connections between studies in traditional subjects to the real world
Fosters development of communication skills, intercultural understanding and global awareness
850 schools in 79 countries, 400 000 students
The MYP requires schools to teach a broad and balanced choice of subjects in every year of the programme, organized into eight subject groups:
• language A (ideally, the student’s mother tongue) • language B (a second modern language) • humanities • sciences • mathematics • arts • physical education • technology
The broad and balanced programme model:Broad base of disciplines to ensure knowledge
and skills
Each subject includes skills, attitudes and knowledge + understanding of conceptsAbility to apply ideas into new contexts
Concurrency of learningDifferent subjects are studied simultaneously,
using higher-order thinking skills to explore various disciplines in depth, identifying how each are linked and establishing their relevance to local and global issues
Development of whole personAffective, cognitive, creative and physical
Areas of InteractionA unique approach to development of skills and
attitudes relevant in today’s global society
Approaches to learning (ATL) represents learning skills that the student will develop and apply during the programme and beyond.
Community and service considers how students can learn about their place within communities and be motivated to act in a new context.
Health and social education is designed to help students identify and develop skills that will enable them to function as effective members of societies.
Environments considers how humans interact with the world at large and the parts we play in our environments.
Human ingenuity deals with the way in which human minds have influenced the world and considers the consequences of human thought and action. Through this area of interaction students can develop ways of thinking that are a good preparation for the theory of knowledge course in the Diploma Programme.
Areas of Interaction
The Personal ProjectThe personal project is an important part of the
MYP for all students. The personal project is a reflection of a student’s ability to manage and direct their own inquiry and a reflection of the skills learned through the MYP experience. The process of completing the personal project is led by the student, with supervision by a teacher. The assessment of the personal project is a summative assessment of students’ ability to conduct independent work using the areas of interaction as contexts for their inquiries.
Standard Assessment ModelCriterion-based assessment
scale is standard worldwide.
7 = Excellent
6 = Very good
5 = Good
4 = Satisfactory
3 = Mediocre
2 = Poor
1 = Very poor
Assessment must be varied and valid. IB encourages assessment tasks that include:• open-ended, problem-solving activities and investigations • organized debates• tests and examinations• hands-on experimentation• analysis • reflection
All assessment is carried out internally by teachers. Schools can opt for MYP moderation.
Interdisciplinary LearningAn important feature of MYP curriculum and
pedagogy is its commitment to students’ interdisciplinary learning—that is, their ability to make meaningful connections across subjects in order to understand, and act in, the world. By placing students at the centre of the learning process and building on a holistic view of students and knowledge, the MYP seeks to cultivate students’ involvement in their own learning.
Looking beyond a single discipline
Multidisciplinary Relating to, or making use of several disciplines at once
Cross-disciplinary Coordinated effort involving two or more academic disciplines
Transdisciplinary Approaches that transcend boundaries of conventional disciplines
Interdisciplinary Process of combining two or more disciplines, fields of study or professions
Here is our PYP standpoint
This is the MYP perspective
The MYP PlannerBackward design based on Wiggins & McTighe’s
work
Similar to PYP Planner
Noteworthy components: Area of InteractionConceptsKey Question (like an essential question)
Sample Plannershttp://exploringmyp.wikispaces.com/
http://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=imple
MYP Planning in ActionOpening Classroom Doors
Discussion ThreadsHow does this information
impact your work at MCS?
How can your programmes flow seamlessly into one another?
How can you best set students up for success?
What questions do you have about the MYP?Answer: Where is the
warmest place to attend a training session?
The Wiki is yours…
http://exploringmyp.wikispaces.com/