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IB-MYP Unit Design Workshop Learning Through Inquiry

IB-MYP Unit Design Workshop Learning Through Inquiry. 9-10 August 2011. http://dmpsmyp.wikispaces.com/Hoover-Meredith. Learning Targets. Learning Targets: I can distinguish between the core elements of an IB Unit of Inquiry (IB Learners are “knowledgeable”)

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IB-MYP Unit Design Workshop Learning Through Inquiry

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  1. IB-MYP Unit Design WorkshopLearning Through Inquiry 9-10 August 2011 http://dmpsmyp.wikispaces.com/Hoover-Meredith

  2. Learning Targets • Learning Targets: • I can distinguish between the core elements of an IB Unit of Inquiry (IB Learners are “knowledgeable”) • I can prioritize the content and skills for one unit of study in my classroom (IB Learners are “balanced”) • I can align significant concepts with an area of interaction and a customized unit question (IB Learners are “thinkers”) • I can provide feedback to others in the interest of continuous learning for all (IB Learners are “communicators”)

  3. The Learner Profile Inquirers Reflective Principled Risk-takers Caring Communicators Open-minded Thinkers Knowledgeable Balanced How will learners demonstrate these in your classroom? How will you demonstrate these as we work together to become an exceptional IB school?

  4. Learner Profile Inventory • “+”= already a strong presence in my classroom because I am intentional about drawing it out of learners (evidence?) • “-” = understanding of attribute, but no known presence in my classroom • “?” = not sure what it looks like when learners demonstrate this attribute

  5. The Learner Profile Inquirers Reflective Principled Risk-takers Caring Communicators Open-minded Thinkers Knowledgeable Balanced

  6. Core Elements of an IB Unit of Inquiry • Consideration of one or two Learner Profile traits • A “significant concept” • An “Area of Interaction” (AofI) • A Unit Question • A Standards-Based Culminating Task • Consideration of “International Mindedness” All of these are determined collaboratively by those who will teach the same class

  7. The Significant Concept • What’s the Big Idea?, The Moral Of the Story? • From facts to topics to concepts to a concept statement • Arrange the items in the envelope to reflect a relationship between facts, topics, concepts and concept statements

  8. The Significant Concept -- Application • Which concepts anchor your curriculum map? • How do they progress across the school year? • Select a significant concept from your course and develop a single, concise statement of understanding that will reflect a “40-year learning” from your class.

  9. The Significant Concept Quality Control • Using this rubric, provide feedback to another person/team on their significant concept statement…discuss possible areas for improvement Descriptor The significant concept statement fails to identify a big idea, rather it identifies other aspects of learning such as knowledge, skills or attitudes. The significant concept of the unit is apparent only on close analysis of the concept statement, although other aspects of learning such as skills or knowledge are included. It is subject-specific. The significant concept of the unit is included within a concept statement, although it could not be considered a real-life concept. It could only apply to a single subject and its use in other subjects would not be appropriate. The significant concept of the unit is clearly identified as a real-life concept and is written as a concise statement. The concept could apply to more than one subject. 0 1 2 3

  10. The Areas of Interaction • A context for learning, unique to IB schools • Read the profile of the AofIs on the handout • Using the Area of Interaction assigned to your table, consider the news story and re-write the headline reflecting a new context for the facts of the story (e.c. = What concept statement would capture the Big Idea of the article?)

  11. The Areas of Interaction - Application • Select an Area of Interaction that will provide a suitable context for the significant concept you established • Craft a justification for that selection using language from the AofI descriptions • Using the Venn Diagram of the AofIs, plot significant concepts from your course where they would have the “best fit”

  12. Areas of InteractionQuality Control • Using this rubric, provide feedback to another person/team on their AofI focus…discuss possible areas for improvement Descriptor There is little or no attempt to show how student learning can be enhanced by the integration of any area of interaction. More than one area of interaction is identified. These provide little more than “links” to the unit’s concept that is content-laden. Multiple directions are implied—or some ideas are provided—for student inquiry, although these may have little relevance to the significant concept. One area of interaction is stated and it may be approaches to learning. There is a weak connection that can be made with the identified concept. There is an attempt to show how teachers and students might use the area for inquiry, although the connections might not be clear. One area of interaction (not approaches to learning) is explicitly stated and forms the context of the entire unit. It has clear and close connections with the identified significant concept/big idea. The area of interaction focus guides both teacher and student inquiry into the significant concept/big idea in a real-world context. 0 1 2 3

  13. The Unit Question • Inquiry = Searching for answers to questions that matter…and then doing something with the information • Unit questions are stronger when they… • Using the concept that you identified for your news article and the AofI that you chose, develop a question that pulls the two together and would entice someone to read the article

  14. The Unit Question -- Application • Develop a unit question for your own unit of inquiry that meets the high standards we established. (Question needs to link the significant concept and the AofI)

  15. Unit QuestionsQuality Control • Using this rubric, provide feedback to another person/team on their unit question…discuss possible areas for improvement • Criteria for unit questions begins on page 4.

  16. The Culminating Task • Purpose – Application and Transfer • Format – Varied, but authentic • Rigor – Soufflé, not cotton candy • Alignment – To prioritized standards and IB subject area criteria (Stage 2) • Preceded by – Lots of practice and feedback

  17. The Learner Profile Inquirers Reflective Principled Risk-takers Caring Communicators Open-minded Thinkers Knowledgeable Balanced How has your profile changed since we started? Where do you have gaps to fill?

  18. Our Next Steps • Continued refinement and development of a complete IB unit of inquiry • Focus on standards alignment • Rubric design for culminating tasks • Teaching and learning through inquiry

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