MYP: The Next Chapter

Individuals and Society

Senn High School

Friday, January 24, 2014
Topic # 1 – Introductions &
Subject Group Aims
 WORKSHOP LEADERS

• Benjamin Bateman • Ann Marie Ryan

• [email protected] • [email protected]
• Senn HS • Loyola University

• Charlie Tocci
• [email protected]
• Loyola University
 Introductions
If I were…I would be…

An animal A product
A movie A car
A book An artist
A color A poem
A famous person A food
A plant A cartoon
A place in the world A super hero
A metaphor or sentence A musical instrument
A country An actor
A song

I would be…
E.g. Ben “The Sting” Bateman
 Time to move

Find others like you!!!!!

Go around the room and find people

with the same category as yourself.

Introduce your alter ego.

 t s Ah
m en -ha
’s
o m
C

s
Qu

er n
c
es

o n
ti

C
on
s?
 Aims: Individual and Society
• The aims of any MYP
subject state in a general
way what the teacher
may expect to teach or
do, and what the student
may expect to
experience or learn.

• In addition, they suggest

how the student may be
changed by the learning
experience.
The aims of MYP Individuals and Societies are
to encourage and enable students to:
• appreciate human and environmental commonalities and
diversity
• understand the interactions and interdependence of
individuals, societies and the environment
• understand how both environmental and human systems
operate and evolve
• identify and develop concern for the well-being of human
communities and the natural
environment
• act as responsible citizens of local and global communities
• develop inquiry skills that lead towards conceptual
understandings of the relationships between
 Aims and IB Philosphy
In what ways do you see the IB Mission and/or
Learner Profile supported by the aims of your
subject?

Discuss at your table.

Share with the whole group.

 Topic # 2 – Written
Curriculum: Concepts
 MYP Mix and Match
Key Concepts Related Concepts

Conceptual Questions Global Context

Objectives
Approaches to Learning

Statement of Inquiry
Assessment Criteria

Factual Questions
Debatable Questions
 MYP Conceptual Framework
• According to Erickson (2008), concepts range from
macro to micro in terms of scope, but all concepts meet
the following criteria:

– Timeless

– Universal

– Abstract

– Represented by 1 or 2 words, or a short phrase

 Seeing is believing

Watch the video clip by Lynn Erickson

While you watch, do the following visible thinking routine:

I used to think…

Now I think…
 Key concepts are:
• Broad, organising, powerful ideas

• “A mental construct that is timeless, universal and

abstract” (Erickson 2008)

• A big idea that can be described in two ways: as involving

an enduring conception or principle that transcends its
origins, subject matter, or place in time; and as a linchpin
idea-one crucial to students’ ability to understand a
subject.” (Wiggins and McTighe 1998)
 Key concepts
• Transcend the subject groups

• Subject groups do not have to use all of the key concepts

listed in MYP: From principles into practice

• Subject guides will provide the prescribed key concepts

• Teachers are not limited to the prescribed key concepts

• They facilitate disciplinary, intra-disciplinary and

interdisciplinary learning, and connections with other subjects
 Key concepts across subject groups
(definitions on p. 4 of Developing MYP Units)

Aesthetics Change Form Communities

Connections Creativity Culture Development

Global Time, Place Identity Relationships

interactions and space

Perspective Systems Logic Communication

 Key concepts in Individuals & Societies

(details on p.16 of I&S subject guide)

Aesthetics Change Form Communities

Connections Creativity Culture Development

Global Time, Place & Identity Relationships

Interactions Space

Perspective Systems Logic Communication

 Related concepts
• While the key concepts provide breadth, the related
concepts provide depth to the programme.
• Related concepts emerge from the discipline and
provide conceptual focus and depth to
understanding related to disciplinary content.
• They can be viewed through any of the key concepts,
though some might be more clearly related to
specific ones
• Related concepts can be found on p.18-19 (organized
by discipline/major topic)
• Definitions of related concepts can be found on p.17.
 Concepts: Stand your ground!
Which key concept does the related concept
align to best?
1. Power (econ, geography, business)
2. Citizenship (poli sci/civics/gov)
3. Sustainability (geography)

Make a choice and be prepared to stand your

ground:
• Why did you move there?
• What made you make that choice?
 Stage 1 of the unit planner
Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
 Key and Related Concepts
Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
 Working backwards
Using the Statement of Inquiry (SoI) that has been shown to
your group:

Identify the Related concepts from this Statement

of Inquiry
Select which Key concept provides the strongest
framework for the unit.
Choose three possible areas of teaching content
that would allow students to explore the SoI.
 Topic # 3 – Written Curriculum: Global
contexts and International Mindedness
 Introducing context
Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
 Global contexts

• Global contexts make learning relevant and enable

students to develop competencies and personal
values necessary for global engagement.

• Students will do this through exploring personal,

local, national and/or international issues and
ideas of global significance.
 Global contexts
• allow for relevance, engagement and a direct route
for inquiry into next millennium perspectives. All
effective learning is contextual. Help answer the
question: Why are we learning this?

• celebrate our common humanity and encourage

responsibility for our shared guardianship of the
planet.

• comprise a range of ideas and issues that can be

personally, locally, nationally, internationally and
globally significant
 The MYP contexts

 identities and relationships

 orientation in time and space
 personal and cultural expression
 scientific and technical innovation
 globalization and sustainability
 fairness and development
Global contexts further develop global learning
from PYP transdisciplinary themes
 Identities and relationships
Who am I? Who are we?

STRANDS: Students will explore

 identity;
 beliefs and values;
 personal, physical, mental, social and spiritual health;
 human relationships including families, friends,
communities and cultures;
 what it means to be human.
 Orientation in space and time
What is the meaning of “when” and “where”?

STRANDS: Students will explore

 personal histories;
 homes and journeys;
 turning points in humankind;
 discoveries;
 explorations and migrations of humankind;
 the relationships between, and the interconnectedness of,
individuals and civilizations, from personal, local and global
perspectives.
 Personal and cultural expression
What is the nature and purpose of creative expression?

STRANDS: Students will explore

 the ways in which we discover and express ideas, feelings,
nature, culture, beliefs and values;
 the ways in which we reflect on, extend and enjoy our
creativity;
 our appreciation of the aesthetic.
Scientific and technical innovation
How do we understand the worlds in which we live?

STRANDS: Students will explore

 the natural world and its laws;
 the interaction between people and the natural world;
 how humans use their understanding of scientific principles;
 the impact of scientific and technological advances on
communities and environments;
 the impact of environments on human activity;
 how humans adapt environments to their needs.
 Globalization and sustainability
How is everything connected?

STRANDS: Students will explore

 the interconnectedness of human-made systems and
communities;
 the relationship between local and global processes;
 how local experiences mediate the global;
 The opportunities and tensions provided by world
interconnectedness;
 the impact of decision-making on humankind and the
environment.
 Fairness and development
What are the consequences of our common humanity?

STRANDS: Students will explore

 rights and responsibilities;
 the relationship between communities;
 sharing finite resources with other people and with other
living things;
 access to equal opportunities;
 peace and conflict resolution.
 Global contexts in review:

• Create opportunities for dynamic cycles of

inquiry/action/reflection that lead toward
intercultural understanding and global engagement
• Support the developmental needs of adolescents
(expanding social/mental/social/community
horizons)
• Provide multiple entry points for all subject groups
• When selecting context for unit, if possible, choose
one that is distinct from the concepts taught to allow
students to access concepts in a different way
 The Grand Bazaar!

In your groups you have been given a topic for a Individuals and
Society unit.

Your task is to contextualize this topic.

1. Explore how the use of at least two different global contexts
would shape the nature of the unit
2. Select a global context and descriptor strand that you feel
best contextualizes this unit and develop your marketing
pitch
3. Sell your contextualised topic in the style of the Grand
Bazaar (open market)

Global contexts can be thought of as a way to SELL your topic,

making it relevant to students’ place in the world.
Complete the
following phrase …
The global context I feel most comfortable with is _____
because _____.

The global context I have the most difficulty with is _____

because ______.

Global contexts make my subject group ______ because

_________.
Topic # 4 – Written
Curriculum: Inquiry
 Stage 1 of the unit planner
Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
 Tips:
The statement of inquiry:

• should not use proper or personal nouns, or

pronouns.

• should have a present tense verb and contain at

least two concepts and a reference to a context.

• is a transferable idea supported by factual content.

• may need a qualifier (often, may, can) if it is not

true in all situations, but is still an important idea.
 Putting it all together
The example shows how a Language and Literature teacher has used a global
context and concepts for an advertising unit to develop a statement of
inquiry-
Concepts Global contexts: through an Statement of Inquiry
inquiry into…

Communication Identities and relationships Persuasive texts,

(KEY) orientation in time and specifically in
space marketing and
Bias (RELATED) politics, use
Personal and cultural
expression language intended to
Audience (RELATED) influence
Scientific and technical our behavior and
Stylistic choices innovation
decisions.
(RELATED) Globalization and
sustainability
Form (RELATED)
Fairness and development
 Remember:
The statement of inquiry:

• should not use proper or personal nouns, or pronouns.

• should have a present tense verb and contain at least

two concepts and a reference to a context.

• is a transferable idea supported by factual content.

• may need a qualifier (often, may, can) if it is not true in

all situations, but is still an important idea.
 Develop a statement of inquiry
• In course teams or table groups:
• Year level
• Topic
• Key Concept
• Related concept(s)
• Global Contexts

Write a statement (not a question) which synthesises these to

create the understanding(s) for the unit

To check if this statement is appropriate:

• Ask ‘so what?’ Why is this important to understand?
• Does it incorporate the key and related concepts?
• Does it transcend the discipline enough to allow for
interdisciplinary inquiry?
 Gallery Walk
Key concept Related concept(s) Context

Statement of inquiry
 Gallery Walk
• Place post it notes on the unit planners
providing constructive feedback using the
evaluating unit planners document
• Once you have received feedback then if
necessary re-word your statement of inquiry.
 Inquiry Questions

Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
 Inquiry questions
• A teacher develops inquiry questions which
explore the statement of inquiry in order to
ensure adequate conceptual depth from the
inquiry.

• Students are encouraged to develop their own

questions in order to satisfy curiosity and
deepen understanding
 Inquiry questions:
• Frame the scope of a unit of study without limiting
student-initiated inquiries.
• Are drawn from the inquiry statement.
• Should engage and show that the inquiry itself is
worth inquiring into.
• Are for the teacher to use in designing the inquiry for
students.
• Are used along with learning experiences to engage
the students in the study.
• Should be of three types: factual, conceptual and
debatable
 Criteria for inquiry questions
Factual Can use starters ‘What...’ or ‘Which....’
Open questions which you might Google but find many
variations in your answers
Eg: What techniques do advertisers employ to influence an
audience?

Conceptual Can use starters ‘How....’ or ‘Why...’

Open ended questions which unpack a concept or a relationship
between concepts
Eg: How can we avoid being manipulated by what we see, hear
and read?

Debatable/ Can use starters ‘Do...’ or ‘Is....’

Debatable questions provoke discussion
provocative Eg: Is there ever a time when advertisements become unethical?
 The answer is in the question
• In your table groups using the SoI you have just developed
design three inquiry questions for your unit (a factual, a
debatable and a conceptual).
• On a separate piece of paper develop a possible response
sheet to your questions. This sheet should include all the
possible responses your students may have to your 3 inquiry
questions.

Do these questions allow your students to engage with the SoI? If

not your questions need refining.
 You as students
You now have another group’s planner and will
be playing the role of the student:

• Try to think through the mind of that year

level
• You have 10 minutes to respond to the three
inquiry questions that you have on your table
• Be prepared to give feedback
 What did the answers tell you?
• Do your questions need alterations?
• You have 5 minutes to know make those
necessary changes.
• You should post these revised questions on
your unit planner
Topic # 5 – Assessed Curriculum:
Summative Assessment
Objectives and summative assessment

BACK TO THE UNIT PLANNER

Summative assessment
– Objectives
– Outline of summative assessment task(s)
– Relationship between summative assessment
task(s) and the Statement of Inquiry
 MYP OBJECTIVES BY SUBJECT GROUP
LANGUAGE & LANGUAGE INDIVIDUALS & SCIENCES
LITERATURE ACQUISITION SOCIETIES
A Analysing Comprehending Knowing & Knowing &
spoken & visual text understanding understanding
B Organizing Comprehending Investigating Inquiring & designing
written & visual text
C Producing text Communicating in Communicating Processing & evaluating
response to text
D Using language Using language in Thinking critically Reflecting on the
spoken or written form impacts of science

MATHEMATICS PHYSICAL & HEALTH ARTS DESIGN

ED
A Knowing & Knowing & Knowing & Inquiring & analysing
understanding understanding understanding
B Investigating Planning for Developing skills Developing ideas
patterns performance
C Communicating Applying & performing Thinking creatively Creating the solution

D Applying math in Reflecting & improving Responding Evaluating

real-life contexts performance
 MYP Objectives
The objectives represent the structure of knowledge of
the MYP

• Factual knowledge
• Conceptual knowledge
• Procedural knowledge

They encompass the knowledge, understanding, skills

and attitudes that we expect students to develop through
the subject
 Objectives: Individuals and Society
The objectives of any MYP subject state 2014 I&S guide
the specific targets that are set for learning
A – Knowing and Understanding
in that subject.
B – Investigating
• They define what the student will be
able to accomplish as a result of C – Communicating

studying the subject.

D – Thinking Critically
• The objectives of MYP language and
literature encompass the factual,
conceptual, procedural and
metacognitive dimensions of
knowledge.
• Each objective is elaborated by a
number of strands; a strand is an aspect
or indicator of the learning expectation.
Objectives and assessment criteria
Look at the objectives on page 8;
Compare them to the assessment criteria on
page 27

WHAT DO YOU NOTICE??

 I Object!
Using the SoI you developed in the previous session,
your group will need to determine:

Which objective(s) and strands allow you to create an

authentic summative assessment so that students can
explore the SoI.

Use the Individuals and Society objectives overview

on pages 8 & 9 or 27 – 39 in the guide to determine
which objectives and strands lead you in creating an
authentic summative assessment
 Summative assessment tasks
and the statement of inquiry
Summative assessment tasks must be designed
to allow students to meet the objectives and
explore the statement of inquiry.

There should be a relationship between

summative assessment task(s) and the
statement of inquiry, and between these and
the objectives.
Creating Summative Assessment Tasks

Global
Context
Concept

Statement
of inquiry

Inquiry Questions

Summative assessment task(s)

 Construction time

In your table groups begin to design and construct your

summative assessment task(s) for the unit you have
been developing.
Remember:
– Summative assessment tasks must be designed to allow
students to meet the objectives and explore the statement
of inquiry.

– There should be a relationship between summative

assessment task(s) and the statement of inquiry, and
between these and the objectives.
 GRASPS
G = Goal “Your task is…”
• Suggested
R = Role “ You are a…”
structure to
A = Audience “Your audience is…” develop depth
S = Situation “The challenge involves and complexity
dealing with…” for the
P = Product, Performance and Purpose assessment
“You will create a ___________ in order task
to _____________.”

S = Standards and Criteria for Success

“Your performance needs to…”
 Design Evaluation
Read through the task created and evaluate using
the following questions:
– Where does the task allow for each of the selected
objective strands to be met?
– How and where does the task allow students to engage with
the concepts of the unit?
– How and where does the task allow students to engage with
the context of the unit?
– Does the task give students the opportunity to reach the
highest descriptor band for each strand?
– How are the command terms used in the task?
– Was this an authentic summative assessment task, aligned
to real world experiences? Why/Why not?
Topic # 6 – Taught Curriculum:
Approaches to Learning
 Approaches to Learning (ATL)

ATL develops the learning skills to best

prepare students for success in DP,
IBCC and beyond

ATL provides greater alignment between

PYP, MYP, DP and IBCC
The MYP extends ATL skill categories into 10 developmentally
appropriate clusters

ATL skill categories MYP skill clusters

Communication I. Communication
Social II. Collaboration
Self management III. Organization
IV. Affective
V. Reflection
Research VI. Information literacy
VII. Media literacy
Thinking VIII. Critical thinking
IX. Creative thinking
X. Transfer
 Something’s Missing
After watching the video the video discuss the ATL
clusters at your table:
• Which skills do you think the job interview
candidate is missing?
 Unit Example – ATL specific skills
Unit: Utopias

Group presentation

ATL Category
Social Skills

ATL Cluster and specific skill

Collaboration: Working in
groups

Practice adapting to roles, resolving

group conflicts, demonstrating
teamwork for planning and delivering
the presentation
 Alignment of skills to objectives
Approaches to learning ?? objectives
Self-management (reflection): Students write Objective D
about how they can incorporate feedback on
an essay into revisions or future assignments.
Thinking (transfer): [identify task] Objective ?

Communication skills (communication): Objective ?

[identify task]
 Completing the first part of the planner…
and moving beyond
Now apply your ATL skill categories, skill clusters and
specific skills to your unit. Ensure that these skills:

– Are the ones that will be explicitly explored through the unit
– Are essential to student success in the unit

What will be your teaching and learning strategies for this

unit?
– How will these help students become self regulated learners
and become metacognitive thinkers?
Topic # 7 – Taught Curriculum: Task Specific
Clarifications and Formative Learning
Engagements
 What makes for good Task Specific
Clarifications?

 The clarification allows students to access the

criteria more easily.
 The clarification makes it very clear what the
student needs to do to reach each band.
 The clarification aligns with and reflects the
criteria from the guide.
 Creating a TSC
• Enter the criteria strand descriptors assessed
in your summative task for each mark band

Achievement Descriptor TSC

Level
1-2 Insert Criterion
descriptor from the guide
3-4 Insert Criterion
descriptor from the guide
5-6 Insert Criterion
descriptor from the guide
7-8 Insert Criterion
descriptor from the guide
 Creating a TSC
• Using the summative assessment task from
your unit now create task-specific
clarifications for this task
Achievement Descriptor TSC
Level
1-2 Insert Criterion ?
descriptor from the guide
3-4 Insert Criterion ?
descriptor from the guide
5-6 Insert Criterion ?
descriptor from the guide
7-8 Insert Criterion ?
descriptor from the guide
 Feedback on creation of TSC
• Share your task and rubric with TSC’s with
another table group
• After viewing TSC’s for summative assessment
provide feedback with the original questions:

1. Does the clarification allow students to access the

criteria more easily?
2. Does the clarification make it very clear what the
student needs to do to reach the band?
3. Does the clarification align with and reflect the
criteria from the guide?
 REMINDER

The summative assessment rubric including

the MYP criteria/strand descriptors for the
appropriate grade level AND task-specific
clarifications should be submitted with the
Unit Planner.
 The Road to
the Summative
Assessment…
formative
assessment
 Formative Assessment

 part of the learning process

 based on shared objectives

 applied to ongoing work

 regular feedback sessions

 Thoughts for Formative assessment
The following are questions that teachers might ask
themselves when planning learning experiences for
students in the “Action” section of the planner.

• Are we assuming or presuming any prior knowledge

or skills; will we need to teach these first?
• What student misconceptions might we encounter?
• What plans do we have if we find that the knowledge
or skill level is above or below the standard
required?
 Formative learning experiences
Questions we should be considering when we design the
learning experiences for our students:

1. How will students know what is expected of them?

2. How are we differentiating teaching and learning for
all to address individual student learning needs?
3. How will you differentiate the content to support the
needs of the students?
 Learning experiences
Teachers should ensure that a range of learning
experiences and teaching strategies:

– are embedded in the curriculum

– builds upon prior learning
– are placed in context and based on real, essential issues
– are age-appropriate, thought-provoking and engaging
– are based on the differing needs of all students
– are open-ended and involve teaching problem-solving
skills
– gives students the opportunity to practice and apply their
new understandings and skills.
 Formative leading to summative
Collecting Summative
evidence
Ma
assessment

Teachin
Formative
Analysis of kin
g evidence
assessment g
jud
Adjustment
of teaching
Feedback
to students
gm
ent
 Topic # 8 – Assessed Curriculum:
Standardization, Recording and Reporting
 MORE FORTHCOMING

A future PD will be held to review MYP

assessment and grading practices…

…but here’s an overview:

 Arriving at an IBMYP grade
In pairs, discuss:
What goes into your students’ grades?
How do you arrive at their grade?
Whose decision is this?

Pair with someone who has

given IBMYP grades and discuss
how they arrive at those
grades.
 Determining a final subject grade
Name: Grade: Section:

Task Levels achieved by the Student

A B C D
Analysis of a poem 5 6 6
Response to literature 4 6 5
Creative task 7 5
Speech 4 5

Final Level of
Achievement

Criterion Levels Total /32 Final Subject Grade

Final Subject Grade 1 2 3 4 5 6 7

Boundaries 1-5 6-9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32
 Determining a final subject grade
Name: Grade: Section:

Task Levels achieved by the Student

A B C D
Analysis of a poem 5 6 6
Response to literature 4 6 5
Creative task 7 5
Speech 4 5

Final Level of
Achievement 4 5 7 5
Criterion Levels Total /32 Final Subject Grade

Final Subject Grade 1 2 3 4 5 6 7

Boundaries 1-5 6-9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32
 Determining a final subject grade
Name: Grade: Section:

Task Levels achieved by the Student

A B C D
Analysis of a poem 5 6 6
Response to literature 4 6 5
Creative task 7 5
Speech 4 5

Final Level of
Achievement 4 5 7 5
Criterion Levels Total 21 Final Subject Grade
/32 5
Final Subject Grade 1 2 3 4 5 6 7
Boundaries 1-5 6-9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32
 Markbook Madness
As a table discuss the following questions:

• What strategies for keeping CPS and MYP

grades running concurrently?
• Which ones work well?

Come to a common agreement on a strategy

you will share with the rest of the group
 MYP: Internal standardization
• Where more than one teacher is teaching the same
subject group, the process of internal standardization
must take place before final achievement levels are
awarded. Internal standardization of assessment is
also required for the personal project (or the
community project if the school does not offer MYP
year 5). The process involves teachers meeting to come
to a common understanding on the criteria and
achievement levels and how they are applied. In so
doing, teachers are increasing the reliability of their
judgments.
 MYP: Best Fit
• In certain cases, it may appear that the student has
not fulfilled all of the descriptors in a lower band but
has fulfilled some in a higher band. In those cases,
teachers must use their professional judgment in
determining the descriptor that best fits the student’s
performance.
 Topic # 9 – Reflection: Considering the
Planning, Process, & Impact of the Inquiry
 Reflection
• Read the suggested reflection questions on
pp. 28-29 in Developing MYP Units.
• The requisite reflections appear in bold type
on the Unit Planner.
• Why are these reflective questions particularly
valuable?
• Are there other questions you might feel
compelled to answer? Why?
 FINAL REFLECTION

How does the curriculum planning process help

to ensure that we are supporting the IB Learner
Profile and IB Mission?