Implementing the IB MYP

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Implementing the IB MYP Powered By Docstoc
					Implementing the IB
  Impact on Teaching and Learning

         Lisa King, March 2006
Today we will discuss:

 What can the MYP do for a
 What can the MYP do for
  your student?
What can the MYP do for a
   Give a unified sense of purpose
   Provide a shared vocabulary
   Establish common assessment
    practices that allow students to
    achieve at higher levels of
   Open the lines of communication for
    vertical and horizontal articulation
   Provide an international collegial
A unified sense of purpose:
The IB Mission Statement
The International Baccalaureate Organization aims to
develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful
world through intercultural understanding and

To this end the IBO works with schools, governments
and international organizations to develop
challenging programs of international education and
rigorous assessment.

These program encourage students across the world to
become active, compassionate and lifelong learners
who understand that other people, with their
differences, can also be right.
A Unified Sense of Purpose:
The Fundamental Concepts

 Holistic Learning
 Communication

 Intercultural Awareness
A Shared Vocabulary

   Areas of Interaction (AoI)
     Approaches to Learning (ATL)
     Community and Service (CS)

     Health and Social Education
     Environment

     Homo Faber, or “man the maker”

A Shared Vocabulary
   Aims and Objectives
   Assessment Criteria
   Assessment Tasks
   Criterion Referenced Assessment &
   Task-specific rubric
   Personal Project
Common Assessment
   Criterion-referenced
    assessment in all subjects at
    every grade level
   Criteria aligns with the aims and
    objectives of the course
   Prescribed tasks allow for
    internal standardization and
    external monitoring/moderation
Common Assessment
   Encourages and rewards critical
    and independent thought
   Allows students to achieve at
    the highest levels of Bloom’s
   Provides a means for both
    formative and summative
   Allows us to see a progression
    in student ability
Opening the lines of
   Teachers get to talk to each
   Vertical and horizontal planning
     Approaches to Learning (ATL)
     Incorporation and progression of
      the Areas of Interaction (AoI)
     Working toward exit criteria at
      level 5
What can the MYP do for your
   Provide a well-rounded educational
    experience that places equal value
    on the 8 required subjects
       Language A (English)
       Language B(Mandarin, Japanese or
       Humanities (history & geography)
       Math
       Science
       Technology
       Arts (visual or performance)
       PE
What can the MYP do for your
   Helps them make real-world
   Helps them to see connections
    between disciplines
   Helps them become critical
   Helps them take control of their
    own learning and become
    independent and evaluative
What can the MYP do for your
   Helps them put their knowledge,
    skills and attitudes into practice
    through community service
   Helps them to become more
   Helps them to see the value of
    both process and product
The IB Learner Profile
   Inquirers
   Knowledgeable
   Thinkers
   Communicators
   Principled
   Open-Minded
   Caring
   Risk-takers
   Balanced
   Reflective
What will be required of

   Attend training and share
   Become familiar with the
    philosophy, terminology and
    pedagogy of the MYP
   Become familiar with the aims
    and objectives of their subject
    as outlined in the curriculum
    guides – stay current!
What will be required of

   Focus their teaching and
    learning through the Areas of
   Create experiences and
    opportunities that allow students
    to become genuine inquirers
   Design activities and
    assessment tasks that allow
    students to achieve at the
    highest levels
What will be required of
   Use the established criteria for
    assessment (6th/8th adjusted rubrics
    based on 10th grade rubrics)
   Develop task-specific rubrics
   Work with colleagues, both
    horizontally and vertically, to
    sequence learning for their students
   Work with colleagues to standardize
    assessment procedures
What will be required of

   Provide service opportunities for
    students as a relevant extension
    of their curriculum
   Eventually, help supervise and
    assess students’ personal
    projects (exit requirement for
    10th graders)
And now it’s time to look at
some assessment rubrics…”