Orientation Seminar: Middle Years Programme

1. Orientation Seminar:Middle Years Programme International Baccalaureate Americas

2. IB Mission Statement High quality international education for a better world The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

3. New Challenges in the 21st Century • Inequality • Complexity • Diversity

4. IB’s Solutions • Inequality • Intercultural understanding • Service • Innovation • Complexity • Critical thinking • Collaboration • Agency • Diversity • Communication • Cultural Awareness • Worldview

5. IB World School Characteristics The IB does not own or manage any schools. Instead, it works with schools that share a commitment to international education. These schools: • share the mission and commitment of the IB to quality international education • play an active and supporting role in the worldwide community of IB schools • share their knowledge and experience in the development of the IB programmes • are committed to the professional development of teachers and administrators.

6. International Education “The International Baccalaureate (IB) provides rigorous academic programs and assessments and an unwavering commitment to prepare students to be citizens in an international community. IB is to be commended for its visionary approach to promoting a more peaceful world by engaging students, staff and community in a greater awareness of, and appreciation for, differences between and among the peoples of the world.” Dr. Gerald Tirozzi, Executive Director, National Association of Secondary School Principals

7. International Education • Features of an international education • Meaning and importance of culture, starting with one’s own but leading to that of others • The study of issues of global concern • An exploration of different dimensions of the human condition

8. IB Learner Profile The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

9. IB Learner Profile Inquirers • They develop natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. • Knowledgeable • They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

10. IB Learner Profile Thinkers • They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. • Communicators • They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

11. IB Learner Profile Principled • They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. • Open-minded • They understand and appreciate their own culture and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

12. IB Learner Profile Caring • They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. • Risk-takers • They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

13. IB Learner Profile Balanced • They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective • They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

14. The IB Middle Years Programme

15. MYP Overview The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers. The MYP is supported in English, French, Spanish and Chinese but can be taught in other languages.

16. Number of Middle Years Programmes: 741 IB Africa, Europe, Middle East119 IB Asia Pacific109 IB Americas513

17. IB Americas 513 Middle Years Programmes in 15 countries and 1 territory North America and the Caribbean: 462 Middle Years Programmes in 4 countries and 1 territory Central America: 23 Middle Years Programmes in 2 countries South America: 28 Middle Years Programmes in 9 countries

18. The MYP Curriculum Model

19. MYP Pedagogy • A constructivist approach • Driven by student inquiry • Based in real-world contexts • Criterion-related assessment

20. MYP Fundamental Concepts Intercultural Awareness Communication HolisticEducation

21. Assessing the Student • Middle Years Programme schools organize their own student assessment and reporting procedures, in accordance with the objectives of the programme • Teachers assess student work with guidance from the IB • Prescribed, published criteria state final levels of achievement in each discipline

22. Areas of Interaction • The areas of interaction are five broad areas of student inquiry, which are the contexts through which the curriculum content interacts with the real world • Approaches to Learning • Community and Service • Health and Social Education • Environments • Human Ingenuity

23. Approaches to Learning • Through Approaches to Learning, teachers provide students with tools to: • take responsibility for their own learning • develop awareness of how they learn • best • develop problem solving and decision • making skills • develop awareness of thought process • and learning strategies • develop critical, coherent and independent • thought.

24. Community and Service • This component extends learning beyond the classroom and requires students to: • take an active part in the communities • in which they live, thereby encouraging • responsible citizenship • develop a sense of responsibility • develop skills to make an effective • contribution to society • develop community awareness and • concern.

25. Health and Social Education • Aims to educate the whole person dealing with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives. Students will: • develop skills and knowledge to • make informed choices • become aware of potential hazards • take responsibility for their own • well-being • take responsibility for their social • environment • understand the relationship between • the individual and society.

26. Environments • Aims to develop awareness of humanity’s interdependence with the environment so that students: • accept responsibility for maintaining • an environment fit for the future • understand local and global • environmental issues • make decisions on environmental • situations • understand political and economic • environmental issues.

27. Human Ingenuity • Students explore in multiple ways the processes and products of human creativity to: • appreciate and develop the human • capacity to influence, transform, enjoy • and improve the quality of life • explore relationships between science, • aesthetics, technology and leads students • to examine, experience and reflect on the • creative process.

28. MYP Flexibility • The MYP is a 5-year programme • May be done for 2 years if “attached” to another IB programme (PYP before or DP after) • May be done for 3-4 years if organization of school precludes 5-year programme

29. Is it true? • All students must be taught an additional language. • It is strongly recommended that the MYP be implemented as a school-wide program for all students. • A standard 4X4 block schedule is not in alignment with the philosophy of the MYP. YES!

30. Summary • The MYP promotes a holistic approach to education • The MYP requires valid and varied assessment based on set criteria • The MYP creates opportunities to bring the real-world into the classroom • The MYP promotes inquiry as a pedagogical approach • The MYP promotes the construction of knowledge • The MYP promotes international mindedness