Post on 16-Apr-2017
The peculiarities of MYP
Control of curriculum – national systems
Adaptation of school’s own curriculum
Teaching in many languages
11-16 years Flexible framework that meets demands of national, regional or local legislation
The learner is in the centre of the programme
5 areas of interaction
General information
Provide the MYP with its unique core.
Teaching subject areas through these contexts allows to focus on
attitudes values skills
Areas of Interaction
exploration of real-world
issues
higher-order thinking skills
from academic knowledge to
thoughtful action
interdisciplinary approach to
learning
the contexts for the MYP fundamental concepts
and the IB learner profile
positive attitudes and a
sense of personal and
social responsibility
reflection
common language
framework for student inquiry
Areas of Interaction
Areas of Interaction= a means to inquire into subject content
Awareness and understanding
Action
Reflection
Areas of interaction
Health and social
education
Approaches to learning (ATL)
Human ingenuity
Community and
service
Environments
• How do I learn best?• How do I know?• How do I communicate my understanding?
Approaches to Learning• How do I learn best?
• How do I know?• How do I communicate my understanding?
• teaching students how to learn effectively• enable them to take responsibility for their own learning• support student achievement• ensure that students acquire the skills and the confidence to
take ownership of their own learning• any new skills should be taught explicitly• analyze from the student’s point of view
Community and service
• How do we live in relation to each other?• How can I contribute to the community?
• How can I help others?
• fosters development of the adolescent• the place and role of the student in communities• responsible citizenship• make connections between their development and the benefits that
they can bring to the community• the fundamental concept of intercultural awareness - empathy and
respect• tools that guide the reflection and allow for formative assessment of
student action
Health and social education
encompasses a range of issues and how they affect individuals,
humandevelopment and interactions
provides students with opportunities to inquire key
aspects of human development
4 different levels:• ourselves in the wider society
• ourselves and others• understanding ourselves• looking after ourselves.
Student learning expectations in terms of:• an awareness of and understanding of contemporary and historical social issues• reflection on and having opinions • making considered and responsible choices
• How do I think and act?• How am I changing?
• How can I look after myself and others?
Environments• What are our environments?
• What resources do we have or need?• What are my responsibilities?
Focuses on the place of human beings within a wide range ofenvironments
Students will come to an appreciation and understanding of their effects on their environments:• The natural environment• The built environment • The virtual environment
Provides opportunities for students to see these global issues in the light of local concerns, andvice versa
• students should develop an awareness and understanding of a range of environments and their qualities
• develop awareness through investigation, discussion and debate
• students will come to understand better their responsibilities towards their environments
Human ingenuity• Why and how do we create?• What are the consequences?
Human ingenuity = the way in which human minds have influenced how we think, work, play, construct and conduct friendships and
other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize
thought.
• provide opportunities for
discussion and further
inquiry• raise ethical issues
reasoned judgment of various
transformations and an
appreciation of their
consequences
encourages to see the relationships between diverse subjects such as:• systems• communication• technology• thought• art• culture
Learning Experiences
value learning
make learning goals explicit
accommodate learning styles
collaborate with each other
inquire into subject content
interact with the environment
Learning is in context Context is relevant Values and expectations are explicit They can learn collaboratively Learning environment is provocative There is a culture of curiosity at the school
Students learn best when:
Increased emphasis on
Using a rage of teaching strategies Working collaboratively Viewing Ss as thinkers Involving Ss in learning
Teaching in MYP hasDecreased emphasis on
Teaching about responsibility
Viewing the teacher the sole authority
Viewing Ss as passive recipients
Focusing on what Ss do not know
Proved secure learning environments Strive to develop relationships between
teachers, students and parents Develop classroom environments that are
focused on learning
MYP requirements
= a document that describes what will betaught in each subject to each age group.
Curriculum development
Subject content
Contexts
Written Curriculum
equal emphasis is given to methodology and to planning teaching and learning should emphasize the active
construction of meaning
encourages teachers to provide opportunities for students to build meaning and refine understanding
through structured inquiry
The structuring of new experiences by teachers, and the support teachers give to students’ ideas about
new experiences, are fundamental to students’ conceptual development
Taught Curriculum
Internal assessment
• tasks are designed, developed and applied by teachers working with students in their schools.
Criterion-related
assessment• based upon
pre-determined criteria that all students should have access to.
External assessment
• align the assessment requirements of the national or other system with the MYP
Assessment
◦ support and encourage Ss◦ inform, enhance and improve the teaching
process ◦ promote positive St attitudes towards
learning ◦ promote a deep understanding◦ promote the development of higher-order
cognitive skills◦ reflect the international-mindedness of the
programme◦ support the holistic nature of the programme
The purposes of assessment
Observation Selected response Open-ended tasks Performance Process journals Portfolio assessment A note on standardized tests
Planning assessmentAssessment strategies Assessments tasks
Assessment tools
Recording assessment data
Anecdotalrecords
Task-specific clarifications
Checklists
Continuums
Rubrics
Examples
holistic rubrics
Developing rubrics Clarifying published
criteria in year 5
is considered throughout the processes involved in planningfor learning
the assessment model gives both teacher and student reliable and
valid information on the actual learning that takes place for each student
Assessed Curriculum
MYP assessm
ent
criterion-related model
assessment criteria
subject-group
objectives
ProfessionalDevelopmentOpportunities
ClearPlans
ProgrammeDevelopment
TeamworkApproach
to Planning
EducationalTeam
GoverningBody
Units &
Elements
all knowledge is
interrelated and the
curriculum should cater
to the development of
the whole person, the
attributes of which are
described by the IB
learner profile.
Holistic learning
school communities should encourage
international mindedness by exploring
other cultures.
Intercultural Awareness