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Meredith Summer Institute 2013-14 31 July 2013

Meredith Summer Institute 2013-14 31 July 2013. …as promised. I can distinguish between past MYP elements and those of the Next Chapter I can incorporate new learning into an existing unit of inquiry Personal Learning Target (on name tent). Learning Targets.

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Meredith Summer Institute 2013-14 31 July 2013

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  1. Meredith Summer Institute 2013-1431 July 2013

  2. …as promised

  3. I can distinguish between past MYP elements and those of the Next Chapter • I can incorporate new learning into an existing unit of inquiry • Personal Learning Target (on name tent) Learning Targets

  4. Review components of Next Chapter with rationale • Revise units of inquiry in collaboration with teaching partner(s) to feature elements of Next Chapter Learning Experiences

  5. IB MYP as a continuous improvement model • IB as a growing movement with significant growth in American public schools • Need for increased consistency across the IB continuum (PYP, MYP, Diploma and IBCC) Next Chapter General Rationale

  6. Subject Areas • Unit design features • Optional assessments (Year 5) • Action Next Chapter Components

  7. Why Now? How Much? By When? • 2014 target for implementation of new components • Candidate schools can begin as ready • Start where it makes sense…because WE’RE AWESOME! Next Chapter - Timeline

  8. Language A = Language and Literature • Language B = Language Acquisition • Humanities = Individuals and Societies • Technology =Design • PE =Physical and health education • Mathematics • Arts • Sciences The Next Chapter Subject Areas

  9. Concept-Based Teaching • Key concept (given) • Related concepts (suggested) • Concept Statement(linkage) • Example: balance in complex organisms requires severalsystemsto interact effectively. (A topical study of homeostasis in science) The Next Chapter Unit Design Elements

  10. Global Contexts (Former AoIs) The Next Chapter Unit Design Elements

  11. Statement of Inquiry • Linkage between Key, Related Concepts and Global Context • Example: Learners will discover how verbal and nonverbal communication can be used to move efficiently in team games. PE/Dimensions of Time and Space The Next Chapter Unit Design Elements

  12. Inquiry Questions Series of questions that lead to conceptual understanding • Factual (What verbal and non-verbal signals will we use to communicate on our team?) • Conceptual (How do great players use communication to elevate the performance of those around them?) • Debatable (Does the use of non-verbal signals diminish the athletic performance of a team?) The Next Chapter Unit Design Elements

  13. Approaches to Learning (ATL) Deliberate process to plan, teach and assess “skill clusters” The Next Chapter Unit Design Elements

  14. Summative Task • One MYP summative task at the end of the unit (what it’s not…) • How is the task related to the statement of inquiry? • How is your ATL skill demonstrated? • Which Inquiry Questions do students answer through the task? • Assesses DMPS standards (usually at the highest level) and at least one MYP Criteria The Next Chapter Unit Design Elements

  15. Summative Task (cont.) • Use GRASPS format to insure all elements of an Authentic Task are present The Next Chapter Unit Design Elements

  16. Next Steps With planning partners – (comfortable location) • Revisit unit 1 (priority for today and tomorrow) • Revisions using relevant elements of Next Chapter • Design Summative Task using GRASPS format (write on poster paper) • Return to Student Center by 12:30pm prepared to update group on Next Chapter changes you’ve made and to post your GRASPS task. The Next Chapter Unit Design Elements

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