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IB Middle Years Programme Where the big kids go…

IB Middle Years Programme Where the big kids go…. A discussion about PYP and MYP Similarities, Differences, Transitions & Possibilities. In an hour…. MYP overview Disciplinary (trans, multi, inter, cross) Sample planners Resources for future reference http://exploringmyp.wikispaces.com /

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IB Middle Years Programme Where the big kids go…

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  1. IB Middle Years ProgrammeWhere the big kids go… A discussion about PYP and MYP Similarities, Differences, Transitions & Possibilities

  2. In an hour… • MYP overview • Disciplinary (trans, multi, inter, cross) • Sample planners • Resources for future reference • http://exploringmyp.wikispaces.com/ • www.ibo.org • http://professionaldevelopment.ibo.org

  3. Middle Years Programme General Overview: • For students aged 11 to 16 years • Encourages connections between studies in traditional subjects to the real world • Fosters development of communication skills, intercultural understanding and global awareness • 850 schools in 79 countries, 400 000 students

  4. The MYP requires schools to teach a broad and balanced choice of subjects in every year of the programme, organized into eight subject groups: • language A (ideally, the student’s mother tongue) • language B (a second modern language) • humanities • sciences • mathematics • arts • physical education • technology

  5. The broad and balanced programme model: • Broad base of disciplines to ensure knowledge and skills • Each subject includes skills, attitudes and knowledge + understanding of concepts • Ability to apply ideas into new contexts • Concurrency of learning • Different subjects are studied simultaneously, using higher-order thinking skills to explore various disciplines in depth, identifying how each are linked and establishing their relevance to local and global issues • Development of whole person • Affective, cognitive, creative and physical

  6. Areas of Interaction A unique approach to development of skills and attitudes relevant in today’s global society Approaches to learning (ATL) represents learning skills that the student will develop and apply during the programme and beyond. Community and service considers how students can learn about their place within communities and be motivated to act in a new context. Health and social education is designed to help students identify and develop skills that will enable them to function as effective members of societies.

  7. Areas of Interaction • Environments considers how humans interact with the world at large and the parts we play in our environments. • Human ingenuity deals with the way in which human minds have influenced the world and considers the consequences of human thought and action. Through this area of interaction students can develop ways of thinking that are a good preparation for the theory of knowledge course in the Diploma Programme.

  8. The Personal Project The personal project is an important part of the MYP for all students. The personal project is a reflection of a student’s ability to manage and direct their own inquiry and a reflection of the skills learned through the MYP experience. The process of completing the personal project is led by the student, with supervision by a teacher. The assessment of the personal project is a summative assessment of students’ ability to conduct independent work using the areas of interaction as contexts for their inquiries.

  9. Standard Assessment Model Criterion-based assessment scale is standard worldwide. • 7 = Excellent • 6 = Very good • 5 = Good • 4 = Satisfactory • 3 = Mediocre • 2 = Poor • 1 = Very poor • Assessment must be varied and valid. IB encourages assessment tasks that include: • open-ended, problem-solving activities and investigations • organized debates • tests and examinations • hands-on experimentation • analysis • reflection • All assessment is carried out internally by teachers. Schools can opt for MYP moderation.

  10. Interdisciplinary Learning An important feature of MYP curriculum and pedagogy is its commitment to students’ interdisciplinary learning—that is, their ability to make meaningful connections across subjects in order to understand, and act in, the world. By placing students at the centre of the learning process and building on a holistic view of students and knowledge, the MYP seeks to cultivate students’ involvement in their own learning.

  11. Looking beyond a single discipline Here is our PYP standpoint This is the MYP perspective

  12. The MYP Planner • Backward design based on Wiggins & McTighe’s work • Similar to PYP Planner • Noteworthy components: • Area of Interaction • Concepts • Key Question (like an essential question)

  13. Sample Planners • http://exploringmyp.wikispaces.com/ • http://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=imple

  14. MYP Planning in Action Opening Classroom Doors

  15. Discussion Threads • How does this information impact your work at MCS? • How can your programmes flow seamlessly into one another? • How can you best set students up for success? • What questions do you have about the MYP? • Answer: Where is the warmest place to attend a training session?

  16. The Wiki is yours… http://exploringmyp.wikispaces.com/

  17. IB in FSD: For 21st Century Learners

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