Teaching and Learning for the

21st century

Agenda8:00 - 9:30 Session 19:45 - 11:15 Session 211:15 - 12:45 Lunch12:45 - 3:15 Session 3 (break as needed)

Comments Questions??

Ah- Ha Concerns

ISSUES BIN

MYP: 2014Changes to subject groups

Language BLanguage A Humanities TechnologyPhysical

Education

Language acquisition

Language and literature

Individuals and societies

DesignPhysical and

health education

Mathematics Arts SciencesPersonal Project

Mathematics Arts Sciences MYP projects

Current MYP

MYP (first teaching)

September 2014

Interdisciplinary

Speed Dial

Questions

Player 1 Player 2 Player 3 Player 4 Player 5

Day 1 Objectives

• Inquire into 21st century teaching and learning practices

• Develop and practice understanding of concept-based learning

• Inquire into the design of a MYP Unit Planner for 2014 and beyond

Dead Poet’s Society

✴Break into 3 even groups (by looking to see what group needs more or less people) and choose a sense (see, feel, hear)

✴Watch the video clip

✴Each sensory group notes on a piece of paper with a T-Chart what they inferred (traditional/21st century) from the clip using their sense as a filter.

✴Share out your findings

Traditional 21st Century

From the Agriculture Age to the Conceptual Age

18th century 19th century 20th century 21st century

Agricultural Age

(farmers)

Industrial Age

(factory workers)

Information Age

(knowledge worker)

Conceptual Age

(creators and

empathizers)

ASCD Allen Parish 2010; Rye and Herold

10

1.Begin with the unit you are revising for teaching Spring 2014

2.Choose drop down MYP Year (1 - 5)

3.Type in # of hours (60 min hours.....)

Step-by-Step MYP

unit planning

21st Century

The First Q

uiz...

POWER

POWER

POWER

POWER

POWER

POWER

How does it stack up?

• Use the Harvard video for data points to inquire further into...

1.Why might concept-based learning be considered by some to be a powerful way to learn?

2.How and why might that approach have affected the Harvard graduates?

3.What key concept might have anchored the “weather” learning

data

Key concepts

Aesthetics ChangeCommunicati

onCommunities

Connections Creativity Culture Development

FormGlobal

interactionsIdentity Logic

Perspective RelationshipsTime, place and space

Systems

Choose 1 for your

unit!

REFLECTION

• Visible Thinking Strategy • (Harvard Project Zero)

• On a sticky note, as a “break exit ticket”, write your reflection on the learning in Session 1 and post on the comments section of the issues bin:

• I used to think………

• Now I think…………..

break

While the KEY concepts provide breadth, the RELATED concepts provide depth and focus

Students are pointed towards full conceptual understanding through the related concepts that emerge from the discipline

There are 12 prescribed related concepts for each discipline within a subject group. These all should be used over the course of the five years in your discipline. (Not necessarily EACH year)

Related Concepts

RELATED

CONCEPTS

Choose 2 for your

unit

Merging key and related concepts

CommunicationPurpose

Audience Imperatives

Purposeful communication enhances audience engagement.

Conceptual Understanding

• Provide a context for the inquiry at hand

• Only choose one: Natural flow with the conceptual understanding.

Global Contexts

Global Contexts

• Identities and relationships

• Orientation in time and space

• Personal and cultural expression

• Scientific and technical innovation

• Globalization and sustainability

• Fairness and development

Consider what global context a student might explore in this photo

Global Contexts

• Identities and relationships

• Orientation in time and space

• Personal and cultural expression

• Scientific and technical innovation

• Globalization and sustainability

• Fairness and development

34

1 Key Concept + 2 Related Concepts +1 Global Context= Statement of Inquiry

Statement of Inquiry

Tips: Use active, present tense

verbs •Avoid proper & personal

nouns & pronouns•Avoid forms of the verb ‘to

be’

Creating the Statement of Inquiry

Choose ONE key concept from the

chart

Choose 2 related concepts

Conceptual Understanding

+ Global Context = Statement of Inquiry

An Example from Language and

LiteratureKey concept: Communication

Related concepts: Purpose, Audience Imperatives

Global Context: Personal and Cultural Expression (analysis & argument)

Statement of InquiryPurposeful communication using analysis and argument enhances

audience engagement.

Statement of InquiryGuides the inquiry of the unitProvides the resource for inquiry questionsLinks the conceptual learning directly to the authentic assessmentRepresents a contextualized, conceptual understandingDescribes a complex relationship that is worthy of inquiryExplains clearly what students should understand and why that understanding is meaningfulUnpacked through a series of inquiry questions

Reflect

Choose one practice from C3 (Teaching and Learning), and consider how the statement of inquiry would drive at least one of these practices from the IB Standards & Practices.

2. Engages students as inquirers and thinkers.

3. Builds on what students know and can do.

5. Supports students to become actively responsible for their own learning.

13. Engages students in reflecting on how, what and why they are learning.

15. Encourages students to demonstrate their learning in a variety of ways.

C3 – Teaching

and Learning:

lunch

Constructing Inquiry Questions

Develop inquiry questions

•The inquiry questions encourage looking at the statement of inquiry through multiple perspectives.

•We want to lead students from academic knowledge to thoughtful action, helping them to develop positive attitudes and a sense of personal and social responsibility.

Students will investigate what an

author does to create a compelling character

Students

will

exam

ine

how auth

ors d

escrib

e

the h

uman co

ndition

from

multi

ple p

oints

of

view

Stu

dents

will

explo

re h

ow

auth

ors

com

munic

ate

What constitutes character?

How important are

multiple points of view to arrive at an understandin

g?

What makes communicatio

n ethical?

Statement of Inquiry

• What will students need to look into in terms of concept/content to adequately wrestle with the statement of inquiry?

Students will . . . (choose one):

• Explore

• Discover

• Inquire into

• Seek

• Search

• Investigate

• Examine

Process of developing inquiry questions...

“Lines of Inquiry”

begin the process...and begin with

Students will + Inquiry Verb

• Students will begin to analyze how they will engage with their student audience in order to open minds to future possibilities by means of a well thought out argument.

 • Students will investigate how to make their communication with their

audience purposeful and motivational.

• Students will purposefully explore their academic choices with respect to their

options following graduation.

To turn each of these “lines of inquiry” into questions:

Remove the content

Keep the concept!

Allow for multiple perspectives and answers

Factual - may start with “what” and can be looked up

Conceptual - may start with “how/why” and should not lead students to a specific answer

Debatable - make it provocative where there are at least two sides to the issue at hand

Develop inquiry

questions

• Students will begin to analyze how they will engage with their student audience in order to open minds to future possibilities by means of a well thought out argument.

Factual: What engages audiences? • Students will investigate how to make their communication with their

audience purposeful and motivational.Conceptual: How do I use language to communicate?

• Students will purposefully explore their academic choices with respect to their options following graduation.

Debatable: How do the choices I purposefully make now affect my tomorrow?

Creating the Questions....

Students will investigate what an

author does to create a compelling character

Students

will

exam

ine

how auth

ors d

escrib

e

the h

uman co

ndition

from

multi

ple p

oints

of

view

Stu

dents

will

explo

re h

ow

auth

ors

com

munic

ate

What constitutes character?

How important are

multiple points of view to arrive at an understandin

g?

What makes communicatio

n ethical?

Statement of Inquiry

• Each person at the table reads aloud the following without any explanation and dialogue of their own:

• key concept

• related concepts

• statement of inquiry

• Inquiry questions

Table Group Share

• write 3 things learned all on one sticky note

• 2 new questions... one per sticky note,

• 1 ah- ha on one sticky note

Agenda8:00 - 9:30 Session 49:45 - 11:15 Session 511:15 - 12:15 Lunch12:15 - 3:00 Session 6 (break as needed)

Day 2 Objectives

• Inquire into 21st century teaching and learning practices

• Develop and practice understanding of concept-based learning

• Inquire into the evolution of the MYP Unit Planning Process for 2014 and beyond

REAL World Experience

What is areal life

experiencethat you’ve recently had

that you learned

something from?

Key research findings

“Authentic tasks increase student motivation to learn.” — Stipek (2002)

“Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.” — Mitchell (1993)

“Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.” — Newmann (1992) 55

Creating, Revising or Rethinking

• What do you think your summative assessment is? should be? or could be?

• How is what you are thinking about asking students to do, something that is authentic in order to show what they know?

Goal Role Audience Situation Product, Performance, and Purpose

Standards and Criteria for success

Grasps

Wiggins & McTighe 2005

(G) The goal is to show an understanding of how purposeful

communication uses analysis and argument to enhance audience

engagement. (R) You are a presenter at a TED talk with a student

audience. (A) You need to convince each student in the audience to

pursue the most rigorous course of study possible during their high

school years. (S) The challenge involves dealing with students and

parents who think the basic NY State requirements are good enough.

(P) You will create a multi-media presentation in order to convince

students and parents that the most rigorous coursework opens a variety

of opportunities following graduation. (S) Your performance needs to

be at least 10 minutes long, involve at least two different digital media

tools, systematically outline how academic choices influence their

future, and must allow for appropriate interaction with the audience.

Example from our unit planner

Create a summative assessment task that asks for a performance of understanding.

Set it in a real world context

Use the GRASPS process to help design your assessment.

Consider what we already know about authentic assessment and 21st Century skills as we work through our design

Now you try it . . .

• Success. (This is not the place to use ONLY MYP criteria, but also CCSS and criteria for what the teacher would like in terms of their own expectations)

• Your performance needs to _____________

• Your work will be judged by _____________

• Your product must meet the following standards ______________

Standards for Success

Does the Task allow students to perform at the high end of the rubric?

Achievement Levels

Descriptors

0

1 - 2

3 - 4

5 - 6

7 - 8

Gallery Walk

REFLECTION

• What might the school experience be like for students when units of work are grounded by an authentic assessment task(s)?”

Inquiry

Reflection

Action

The HOW!

The Inquiry

Cycle

•For inquiry: “HOW does the task allow students to inquire into the topic and show a deeper understanding of the statement of inquiry?”

• For action: “HOW does inquiry within the task promote action or the possibility for action?”

• For reflection: “HOW does inquiry within the task present the opportunity for reflection?”

• In table groups share out findings. Your thinking will be recorded on chart paper, one for each part of the inquiry cycle… Inquiry/Action/Reflection?

Inquiry Cycle Investigation

Objectives and Assessment Criteria

Represent the structure of knowledge and encompass 4 dimensions:

Factual

Conceptual

Procedural

Metacognitive

The MYP objectives and their strands provided in each subject guide for years 1,3, 5 their use is mandatory at least twice each year whenever a summative task is assessed

Criterion A – Analysing (Yr. 5)

• Analyze the effects of the creator’s choices on an audience

Criterion B – Organizing (Yr.5)

• Organize opinions and ideas in a sustained, coherent and logical manner

• Use referencing and formatting tools to create a presentation style suitable to the context and intention.

I OBJECT!

lunch

How are you feeling????

Approaches to Learning - ATL

ATL is concerned with:•intellectual disciplines, attitudes, strategies and skills “learning how to learn”

• awareness of thought processes and their strategic use

ATL results in:• critical, coherent and independent thinking• capacity for problem solving and decision making

ATL is a shared responsibility:• core of all curriculum development and all teaching• logical progression over time.

Skills A skill is the learned capacity to carry out pre-determined results and/or the ability to choose and perform the right technique at the right time, effectively and efficiently.

Take Note:

• Skills need to be both implicitly and explicitly developed

• Almost any skill could potentially be explored in a given unit, so it is important to be strategic regarding what skill is most important for what units.

ATL skill categories MYP skill clusters

Communication Communication

Social Collaboration

Self management Organization

Affective

Reflection

Research Information literacy

Media literacy

Thinking Critical thinking

Creative thinking

Transfer

• How do I know what skills have been taught before?

• What is my justification for teaching this skill?

Consider Prior Knowledge

What cognitive skill or affective skills are actually inherent in the objective strand you have chosen?

Communication

Social

Self Management

Research

Thinking

Ask: In order to master this objective strand, what skill or skills will the student be expected to demonstrate?

The corresponding achievement levels determine the level of mastery (achievement) of those skills.

Consider . . .

….with an objective strand….

• C (Communicating) (Yr 1)

Use appropriate mathematical language (notation, symbols, terminology) in both oral and written statements

In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:] comprehend and use language with accuracy, clarity, and discernment (ATL Category: Thinking, Skill Cluster: Critical Thinking)

¥ In order for students to analyze the effects of the creator’s choices on an audience students must gather and organize relevant information to formulate an argument. (ATL Category: Thinking, ATL Cluster: Critical Thinking).

¥ In order for students to organize opinions and ideas in a sustained, coherent and logical manner students must structure information in summaries, essays and reports (ATL Category: Communication, ATL Cluster: Communication)

¥ In order for students to use referencing and formatting tools to create a presentation style suitable to the context and intention students must communicate information and ideas effectively to multiple audiences using a variety of media and formats. (ATL Category: Research, ATL Cluster: Media literacy)

Language and Literature

Your turn!

Choose an objective strand for your unit and make sure it is the appropriate year

Look at the ATL Skill Categories and choose the most likely Category based on the strand

Look at the ATL Skill Cluster(s) within the Category and choose the most likely Skill Cluster

Choose a skill

Preface the strand with “in order to” and end the strand with students must.....by identifying discrete skill(s) using the ATL skill chart to be taught.

ATL and Authentic Assessment

When considering all skills: Don’t forget to analyze the process of completing the task from the student’s point of view

What strategies and skills might be needed for students to succeed with this task? Add a skill or two should you want to teach that explicitly.

Use the chosen objective strands to make informed decisions about what ATL skills to discretely teach.

You might use the CCSS to also inform choice of skills.

Making “Task Specific Clarifications”....

Achievement Levels

Descriptors

1 - 2

3 - 4

5 - 6

7 - 8

88

“Examine the words in the strand(s)”

• When there are words such as a “wide range” it is appropriate to say “at least 4” or give a range such as 4-7.

• If there is a specific word count range then insert this in the task-specific clarification.

• If there is a selection of things to choose from in the published descriptors that are separated by commas, then it is appropriate to delete those that are not being measured by the task.

• If the wording states “and/or”, then, once again, it is appropriate to keep both or delete one. However, it it says “and” then the task must provide for such.

89

• For students who require further accommodation, the rubrics remain the same if those students are in the SAME course to ensure a standardized approach. However, the task may be modified to allow all students the equal opportunity to achieve should they have documented learning differences and should be modified according to their individual learning plan that has been agreed upon at the school.

Accommodation

Devise an ATL skill learning activity that:

Uses 21st century strategies

Builds the skill

Allows for differentiation when appropriate

devise a formative assessmentFor this same learning activity . . .

Based on which of your inquiry questions?Will you also be activating prior knowledge?What kind of feedback will you give?

Educate = e (out, up) + duc (lead, pull) + ate (act of)

The act of leading up or drawing out - from the Latin educatus

TEACHERS

Need to know

Excited

Stance on Next Chapter Unit Planning

Worried