MYP Unit Planning.pdf

25
Middle Years Programme Unit Planning Ogden International August 27th, 2014 New MYP Unit Planner?!? AAAAAHH!!!

Transcript of MYP Unit Planning.pdf

Page 1: MYP Unit Planning.pdf

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!!!

Page 2: MYP Unit Planning.pdf

Agenda

MYP Unit Planner overview/instruction

Questions?

Teacher leaders

BREAK

ManageBac demonstration/tutorial

TIME TO PLAN!!!!!

Page 3: MYP Unit Planning.pdf

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.

Page 4: MYP Unit Planning.pdf

The MYP Unit PlannerIt looks like this:

AssessmentInquiry

Action Reflection

Page 5: MYP Unit Planning.pdf

Inquiry

• Conceptually/Thematically based• Very little content specific information• The perfect start to interdisciplinary planning/learning

Page 6: MYP Unit Planning.pdf

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!

Page 7: MYP Unit Planning.pdf

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”

Page 8: MYP Unit Planning.pdf

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.

Page 9: MYP Unit Planning.pdf

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

Page 10: MYP Unit Planning.pdf

Assessment

Call it whatever you’d like: inquiry based assessment, backwards planning, or understanding by design (UBD)...I call

it BEST PRACTICE!

Page 11: MYP Unit Planning.pdf

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!

Page 12: MYP Unit Planning.pdf

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.

Page 13: MYP Unit Planning.pdf

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.

Page 14: MYP Unit Planning.pdf

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.

Page 15: MYP Unit Planning.pdf

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)...]

Page 16: MYP Unit Planning.pdf

Action

• Your day-to-day planning.• This can/should change as you progress through the unit and as changes need to be made.

Page 17: MYP Unit Planning.pdf

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.

Page 18: MYP Unit Planning.pdf

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.

Page 19: MYP Unit Planning.pdf

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.

Page 20: MYP Unit Planning.pdf

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!

Page 21: MYP Unit Planning.pdf

Now I can

relax and listen

to some tunes.

Page 22: MYP Unit Planning.pdf

Or kick back and enjoy a beverage.

Page 23: MYP Unit Planning.pdf

Ask my dad if you need any

help with your unit

plans. He’s happy to

help!

Page 24: MYP Unit Planning.pdf

BREAK!Please be back

at....

Page 25: MYP Unit Planning.pdf

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)