Our metaphor: Leading change isâ€Ś nurturing an organic garden.
Crop Rotation Senior leaders (e.g.,
Middle leaders (e.g.,
superintendents, owners, directors, trustees, heads or principals, assistant principals)
coordinators, heads of department, subject group leaders, team leaders, counselors)
(e.g., classroom teachers, specialists, resource teachers, special needs teachers)
(e.g., parent-teacher association members, volunteers, partners with local not-for-profits, donors, alumni)
Introductions • C. Robert Harrison, Head of MYP Development • Stanley Burgoyne, Head of Global Professional Development - MYP
• Sue Richards, Head of Global Professional Development - PYP
• Ted Williams, MYP School Services Manager, Americas
Session topics • Evolution of MYP unit planning • Streamlining of assessment criteria and levels of achievement • New eAssessments (optional)
• Increased focus on Approaches to learning • Added significance for the personal project • New community project in year 3 / 4
Areas of impact Teaching and learning Implementing innovations – Consider new elements of unit planning: • • • • • •
Key and related concepts Global contexts Statements of inquiry Inquiry questions Subject group objectives Summative assessment approaches
• Development reports • MYP: Next chapter “Milestones for schools” • Pre-publication of draft guides and programme materials (OCC) • Subject group flexibility • Moderation of the personal project • Upcoming verification and evaluation visits • Integration of subject groups
Areas of impact Assessment for learning • • • •
Internal assessment Formative and summative Authentic tasks Subjects available for 20156 eAssessments • MYP certificates • MYP projects
Professional development • • • •
Phased global workshop content Associations of IB World Schools Regional networks Collaborative communities of shared pratice • Professional development opportunities (in-school, regional, face-to-face and online)
MYP: Next chapter
Curriculum design guidelines Better for students. . . easier for teachers. . . more flexible for schools • Clear curriculum requirements, less restriction • Prescribed elements, with opportunities for multiple approaches • Global community of practice
In varietate concordia
What do you notice about the MYP 2014 model?
Germinating big ideas Find the person at your table group who has a match to your word or phrase / definition! Introduce yourself to that person and tell them your major in university.
Time, place and space
Role play: Applying key concepts in real life
Choose a key concept. Imagine you are a teacher of the subject in which you majored in university. A students enters your classroom and pulls from his/her back pocket that key concept. How would you use that key concept to teach a great lesson that day?
Key concepts â€œKey concepts are broad, organizing and powerful ideas that have relevance within the subject group but also transcend it, having relevance in other subject groups.â€?
Understanding that related concepts: • are discipline-specific • are still broad
• provide focus and depth to subject specific content
Subject group Language and literature
Sample related concepts character, theme, genre
word choice, accent, idiom, voice
Individuals and societies
globalization, power, sustainability
energy, transformation, evidence
measurement, pattern, representation
composition, style, role, intent
Physical and health education
balance, movement, systems
form, function, innovation
Igniting student inquiry MYP global contexts identities and relationships dimensions of space and time personal and cultural expression scientific and technical innovation globalization and sustainability fairness and development
The CONTEXT must frame a meaningful exploration that builds studentsâ€™ understanding of key and related conceptsâ€Ś
Activity • Categorize the potential explorations into one of three categories: – Our common humanity – Shared guardianship of the planet – Developmental concerns of MYP learners
Category 1 workshops will focus on: KEY and RELATED CONCEPTS combined with a GLOBAL CONTEXT form a STATEMENT OF INQUIRY.
An example from Language and literature Key and related concepts Key concept: Communication Related concepts: character, point of view
Global context identities and relationships (human nature and human dignity)
Statement of inquiry: Authors can use characters with unusual points of view to communicate important ideas about what it means to be human.
Our metaphor: Ushering in change isâ€Ś nurturing a garden.
Nurturing a garden What it is…
What it is not…
• Ensuring lots of sunshine, nutrients and H20. • Recognizing that there are unexpected forces of nature. • Transplanting seeds of change.
• • • • •
Random. Without hard work. Overnight results. Artificial. Without some unexpected results.
Metaphor: Your turn!
What metaphor would you choose to represent your â€œtakeâ€? on leading these changes in your context?
Your metaphor: Leading change isâ€Ś ___________?___________.
Activity: Change metaphor and 3 Ps • Agree upon a metaphor that illustrates your “take” on MYP: Next chapter leadership. • Tease out the metaphor to as you consider those aspects of change that are promising, puzzling and potentially problematic. Teaching & Learning
Assessment for learning