IB-MYP Unit Design Workshop Learning Through Inquiry

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 (evidence?) • “Δ” = a presence in my classroom but only anecdotal evidence • “*” = understanding of attribute, but no known presence in my classroom • “?” = not sure what it looks like when learners demonstrate this attribute

5. 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

6. The Significant Concept • What’s the “Big Idea?” • From facts to topics to concepts to a concept statement • Arrange the items in the envelope to reflect a relationship between facts, topics and concepts

7. 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.

8. 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

9. 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?)

10. 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”

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