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Humanities

Humanities. How has being MYP changed my course?. Humanities. What about the rigor being too overwhelming for some of my students?. Humanities. How does being MYP change my course? Course Description Topics Teaching and Assessment Resources. Humanities.

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Humanities

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  1. Humanities How has being MYP changed my course?

  2. Humanities What about the rigor being too overwhelming for some of my students?

  3. Humanities How does being MYP change my course? Course Description Topics Teaching and Assessment Resources

  4. Humanities How does being MYP change my course? I. Course Description Summary Aims and objectives, ways Intercultural awareness will be addressed

  5. Humanities How does being MYP change my course? II. Topics What the course will cover in terms of State Standards and IB subject guide requirements How will areas of interaction be addressed

  6. Humanities How does being MYP change my course? III. Teaching and assessment Write teaching methods proposed and the assessment tasks

  7. Humanities How does being MYP change my course? IV. Teaching Resources

  8. MYP Unit Planner • Teachers collaborate to create units that: • align state, local, or provincial standards with the Aims and Objectives of the MYP subject area • focus on one Area of Interaction and a “Big Idea” • engage students’ interest with a unit question • develop a subject specific MYP task with appropriate MYP assessment criteria • create teaching and learning activities leading up to the summative assessment.

  9. Activity 8 Interdisciplinary planning What is a unit question ? A unit question is a broad-based question that frames a specific unit. It should help students to focus on the essence of the unit. Page 8

  10. Area of Interaction Big Idea Teachers define a big idea derived from content and/or skills… …and merge ONE A of I with Big Idea

  11. Development of Unit Question Area of Interaction Unit Question Big Idea A question that helps the student figure out “why do I need to know this?”

  12. MYP Unit Planner Possible First Steps Choose an Area of Interaction, and keep in mind that it will inform the direction of Unit. Choose the most relevant, A of I, which is not always the most obvious. Identify the Big Idea ( in adult terms) make into declarative statement. Flip big Idea into an adult question. Revise question and make it student centered and open ended.

  13. Interdisciplinary planning Activity 8 Unit questions shouldnot be content-centered; but they may: • Be abstract • raise awareness • Be conceptual • Allow for more than one perspective • Allow for real world applications

  14. Interdisciplinary planning Activity 8 Unit questions • should hook students and give them a reason to care about the subject • should integrate an area of interaction • should be student-friendly

  15. Interdisciplinary planning Activity 8 Stage 1 – Integrate significant concepts, areas of interaction and unit question

  16. Interdisciplinary planning Activity 8 Stage 1 – Integrate significant concepts, areas of interaction and unit question

  17. Interdisciplinary planning Activity 8 Stage 1 – Integrate significant concepts, areas of interaction and unit questionExample — Humanities (history)

  18. Activity 8 Interdisciplinary planning Is it a good unit question? • Is the question open-ended? • Is the question relevant and engaging? • Is the question challenging and provocative? • Is the question significant? • Can the student find the answer to this question in a book?

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