International Baccalaureate

Transcription

1 International Baccalaureate IB Americas Language A Category 1 CASIE, Atlanta, GA June 2014 English Angela L. Rice International Baccalaureate Organization 2012

2 Teacher Training Workshop This workbook is intended for use by a participant at an IB-approved workshop. It contains several types of material: material that was created and published by the IB, material that was prepared by the workshop leader and third-party copyright material. Following the workshop, participants who wish to provide information or noncommercial in-school training to teachers in their school may use the IB-copyright material (including student work) and material identified as the work of the workshop leader unless this is specifically prohibited. The IB is committed to fostering academic honesty and respecting others intellectual property. To this end, the organization must comply with international copyright laws and therefore has obtained permission to reproduce and/or translate any materials used in this publication for which a third party owns the intellectual property. Acknowledgments are included where appropriate. Workshop participants may not use any of the material in this workbook that is identified as being the intellectual property of a third party for any purpose unless expressly stated. In all other cases permission must be sought from the copyright holder before making use of such material. Permission must be sought from the IB by ing copyright@ibo.org for any use of IB material which is different from that described above or those uses permitted under the rules and policy for use of IB intellectual property ( Permission granted to any supplier or publisher to exhibit at an IB-approved workshop does not imply endorsement by the IB. International Baccalaureate Organization 2012

3 The IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. International Baccalaureate Organization 2012

4 Workbook contents Welcome to IB 10 IB Mission Statement 11 IB Mission Statement 12 IB Mission Statement Reflection 13 The Origins of MYP 14 Launch of the new programme models, November History of the MYP Programme 21 Fundamental concepts in random order 22 Holistic Education 23 Learner Profile Updates 31 IB Learner's Strive 32 Appendix things you should know about the IB 33 International Baccalaureate Organization 2012

5 Appendix F- A pictorial Representation of the nature of culture-blank Appendix G-A pictorial Representation fo the nature of culture-completed Internationalism and Cultural Awareness. 59 Appendix D - Global cultures by E Begler 60 Internationalism in our workshops 64 Promoting cultural awareness 68 Second Language Acquisition and Mother Tongue Development 70 How International is Our School? (Reflection) 71 Instruction 74 MYP Pedagogy 75 Concept Based Teaching and Learning 77 Learner-Centered instruction 90 International Baccalaureate Organization 2012

6 Forms of Inquiry 91 Learner Centered Reflection 92 Visible Thinking 94 Window Pane Reflection 95 Planning 96 Horizontal-Vertical Planning 97 Horizontal-Vertical Planner 99 Connecting Our World 100 Concepts of Interdisciplinary 101 Interdisciplinary Unit Checklist 102 Example of an Interdisciplinary Unit 104 Language A appendix D - Methods for structuring curriculum 110 International Baccalaureate Organization 2012

7 Language Assessment Tasks 111 Unit Planning 113 Assessing Unit Planners 114 Writing Significant Concept Statements 116 Unit Planner Template 117 Organizing MYP Language in School 121 Language A - Questions 123 MYP Course Outline 127 Language A appendix D- Methods for structuring curriculum 128 Interem Objictives 139 Assessment in the MYP 147 Task Specific Capture Sheet 148 International Baccalaureate Organization 2012

8 Language A appendix F - Sample summary of assessment tasks for language A (1) Language A appendix C-organizing MYP Language A in the school Summary of Assessment 156 Developing an Assessment Policy 158 Language A appendix G - Sample summary of assessment tasks for language A (2) 159 Compass Points 161 Grasps 162 Appendix M-Assessment methods 164 Purpose of assessment and grades 165 The OCC 166 Appendix 12 - OCC getting started 167 THe Personal Project 168 International Baccalaureate Organization 2012

9 Appendix 5 - Personal project assessment criteria 169 Reflections 177 Reflection Journal 178 Where do I go from here? 180 Application Reflection 181 Personal Action Plan 182 International Baccalaureate Organization 2012

10 Welcome to IB 10/183

11 IB Mission Statement 11/183

12 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 respect. To this end the IBO works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 12/183

13 IB Mission Statement Reflection The Mission Statement What am I doing now? How might I do it better? The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 13/183

14 The Origins of MYP 14/183

15 Launch of new programme models November /183

16 The Primary Years Programme (PYP) The new PYP model differs from the old PYP model in the following ways The core circle remains illustrative of the learner s position at the heart of the PYP curriculum framework. The innermost circle unites the pedagogy of the PYP with its essential elements The three components of the PYP curriculum cycle (written, taught and assessed) now embodied in Approaches to Teaching, aligns with MYP, DP and IBCC programmes. It reinforces the PYP pedagogy of authentic learning that is inquiry-based and conceptually driven The essential element of skills (subject related and transdisciplinary) represented on the new model as Approaches to Learning, is also in alignment with MYP, DP and IBCC Concepts feature separately to show the alignment with MYP Attitudes remain one of the PYP essential elements. The PYP culminates in the Exhibition, and this features on the new model. This circle demonstrates the clear alignment with action, and with the culminating activities in MYP, DP and IBCC. There are still six subject groups in the next inner circle, but the distinction between them is less marked to indicate the transdisciplinary nature of the PYP. The six transdisciplinary themes remain, and are represented in a more interconnected way in the second outermost circle. International-mindedness, encompassing more than just the individual learner, features in the outermost circle as it underpins and aligns the PYP with the three other programmes. International Baccalaureate Organization /183

17 The Middle Years Programme (MYP) For many years, the programme model for the MYP has contained a single circle for the five areas of interaction. The former model placed the five areas of interaction closest to the centre; the areas of interaction served as contexts for learning that could better enable interdisciplinary learning. The new model contains the same message about an MYP education but with a different presentation. The circle closest to the centre of the model now contains four elements. Approaches to learning this demonstrates the commitment to approaches to learning as a key component of the MYP for developing skills for learning. Approaches to teaching this emphasizes the MYP pedagogy, including collaborative, authentic learning through inquiry. Concepts this shows the emphasis placed on a concept-based curriculum. Areas of interaction shows how learning best takes place in context, and can help to develop international-mindedness. An extra circle highlights other key components of the model. Inquiry-based learning may result in action which may in turn be demonstrated by students in the form of service in the community. The MYP culminates in the personal project, and this features on the model now. This circle demonstrates the clear alignment with action and service, and with the culminating activities in the PYP and the DP. There are still eight subject groups, presented without distinct lines between them to indicate the interdisciplinary nature of the MYP. International Baccalaureate Organization /183

18 The Diploma Programme (DP) The new DP model differs from the old DP model in the following ways: The shape of the model changes from a hexagon to a circle to align with the other programme and the IB s continuum of education Approaches to teaching and learning are included in the inner circle of the model demonstrating the DP s commitment to particular pedagogical approaches to teaching and to developing particular skills for learning The term experimental sciences has changed to the term sciences to more closely align with the other programmes The watermark of the world indicates that much learning for the DP takes place in the global context. International Baccalaureate Organization /183

19 The Career-related Certificate (IBCC) The IBCC enables schools to widen participation to an IB education; by incorporating the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning. The programme s three-part framework comprises the study of at least two Diploma Programme courses alongside career-related studies and the distinctive IBCC core. Schools gain the added flexibility in direct curriculum development as well as the IBCC core to create an educational pathway that puts a strong focus on individual student needs. Schools courses most suited to local conditions and the needs of their students. by retaining the ability to choose the career-related The IBCC enables students to prepare for effective participation in an ever-changing world of work as they: consider new perspectives and other points of view engage in learning that makes a positive difference develop a combination of traditional academic skills and practical skills think critically and creatively in rapidly-changing and global workplaces communicate clearly and effectively work independently and in collaboration with others become self confident people who are resilient and flexible. International Baccalaureate Organization /183

20 International Baccalaureate Organization /183

21 History of the Middle Years Programme, p /183

22 Appendix C The MYP fundamental concepts Page 1 of 1 Place these statements under the fundamental concepts they define. A. Linking to cognitive growth. B. Developing skills to view knowledge from varying points of view. C. Developing links between the subject groups and between the subjects and real world issues. D. Discovering the relationships between areas of knowledge, between individuals, communities and the world. E. Exploring different modes of thinking and expression. F. Developing an understanding of one s own and other s social, national and ethnic cultures. G. Supporting students reflection and expression. H. Building understanding and respect. I. Realizing the aims of the programme. J. Viewing the curriculum as meeting the needs of the whole person. K. Acquiring language(s). L. Developing concepts, skills, attitudes and knowledge. M. Seeing knowledge as an interrelated whole. N. Considering issues from multiple perspectives. O. Exploring and sustaining cultural identity, personal development and intercultural understanding. P. Through the areas of interaction, providing a global view of situations and issues. Intercultural awareness Holistic learning Communication MYP fundamental concept workshop resources International Baccalaureate Organization /183

23 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 1 of 8 Holistic education has become a familiar topic within the current education literature but there are conflicting opinions about what holistic education represents and a single definition remains elusive. There have been claims that holistic education reflects the education of the whole child but little clarity is offered to explain what this means, and in a field of education that is somewhat diverse, it is not surprising that there is confusion over what holistic education represents. The purpose of this paper is to bring some clarity to what is meant by holistic education and outline the characteristics and outputs associated with it. This lack of clarity is an obstacle for teachers, parents and students alike and has the potential to obscure the advantages that this educational approach offers. Furthermore, such clarity would facilitate a comparison with other educational initiatives and allow curriculum designers to test their claims about whether they are delivering a programme of holistic education. What is holistic education? Holistic education does not exist in a single, consistent form. It is best described as a group of beliefs, feelings, principles and general ideas that share a family resemblance (Forbes, 2003: 2). It is more than the education of the whole student and addresses the very broadest development of the whole person at the cognitive and affective levels. It emphasizes the education of the student beyond the confines of the classroom and moves the concept of a child-centred educational approach to a much more radical programme of education. Holistic education focuses on the fullest possible development of the person encouraging them to become the very best or finest that they can be and enabling them to achieve their ultimate life experiences or achievements (Forbes. 2003: 17). These experiences or achievements can be rare, special and deeply meaningful experiences for the individual or could represent a position, role or vocation that they perceive as unique or special and is an important goal in their life. This could be described as the vision of holistic education. The aim of holistic education must be to prepare the student for a fulfilling and productive life in which their skills and attributes are constantly challenged, developed and applied as part of their life-long learning. It is an educational journey of personal discovery starting within formal education and then continuing throughout life. The learning and life experiences are continuous with individuals gaining in different ways from the various situations and demands that they are presented with. It could be argued that this is the aim of any good educational system. This is not disputed but whilst there remains a predominant focus on the value of a knowledge-based educational system then the advantages of holistic education will not be realised. MYP fundamental concept workshop resources International Baccalaureate Organization /183

24 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 2 of 8 What are the features of holistic education? A programme of holistic education aims to encompass all aspects of personal learning and growth and emphasizes the development of active relationships at all levels whether these are between the subject domains, between individuals and their peer groups and communities or between the individual and the world around them. Miller (1991: 3) has proposed that education may be described as holistic when it exemplifies the following characteristics: Holistic education nurtures the broad development of the student and focuses on their intellectual, emotional, social, physical, creative/intuitive, aesthetic, and spiritual potentials. It promotes the importance of relationships at all levels within a learning community in which the educator and student work together in an open and collaborative relationship. There is an emphasis on life experience and learning beyond the confines of the classroom and the formal educational environment towards education as growth, discovery and a broadening of horizons. It encourages a desire to elicit meaning and understanding and to engage with the world. The approach empowers learners to examine critically the cultural, moral and political contexts of their lives. It leads learners towards actively challenging and changing cultural values to meet human needs. Even a brief comparison of these characteristics with the aims and objectives of the IB programmes will reveal common features. These characteristics can be applied within any of the IB programmes and furthermore complement the continuum of IB programmes. Holistic education has the capacity to lead the student into new areas of thinking, to broaden their personal and critical thinking and develop an appreciation of the world around them and realise the importance that relationships have within all these considerations. Importantly, holistic education has the capacity to empower students to think differently, to think creatively and reflect on their own values. Undoubtedly, teachers would encourage their students to develop into well-educated, informed and participating members of society. This aim is accommodated within holistic education and offers teachers a framework within which to work as it seeks to develop students actively beyond academic excellence alone. Towards a profile of a holistically educated student the Student profile Since a single definition of holistic education is elusive, the challenge is to identify what the outputs of a holistic approach to education represent. In this way, teachers, parents and students can identify what is being aimed for and recognise the benefits that this approach can bring. MYP fundamental concept workshop resources International Baccalaureate Organization /183

25 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 3 of 8 Holistic education can be associated with a number of recurring themes and values; the family resemblances that were referred to earlier (Forbes 2003: 2). These values are guidelines for personal behaviour (Thompson, 1993) and it is these personal behaviours that characterise the outputs of the holistic approach. The behaviours reflect a range of capabilities, skills and competencies that the student will begin to develop as they emerge from a formal programme of holistic education (Hare, 2006). The behaviours and attributes associated with holistic education have been drawn together as outputs within a student profile, the significant features of which are shown below. Acts with social and academic maturity and integrity. They are confident and at ease with individuals and groups with which they may be unfamiliar and show respect for the culture, opinions and values of others. They challenge accepted wisdom maturely and develop their own understanding from this experience. They learn from their errors, take responsibility for their actions, and acknowledge the input and contributions of others. Takes ownership of their own development and learning through planning and prioritization. They independently ensure that tasks are completed on time. They take responsibility for their own personal and academic growth and the outcomes. They can set clear and realistic targets, prioritize conflicting demands and plan for success. They persist in their tasks and maintain high standards in their outcomes. Demonstrates flexibility and a creative approach to problem solving. Consistently, they can think creatively and laterally using approaches from a number of disciplines and experiences. They feel empowered and confident to find solutions and will take risks in new and unfamiliar areas of thinking and action. Through their interpersonal skills, develops and maintains relationships. They act with care, consideration, compassion and empathy in their interactions with others from a variety of backgrounds. They learn from their interactions with others. Through active listening and open-mindedness they are ready to consider and accommodate views and opinions which challenge their own thinking. Demonstrates a reflective approach and an attitude of continuous improvement. They consider and review their work objectively and reflect on better ways of performing the task and raising standards when the task is repeated so that improvements are made in the future. Demonstrates effective written and oral communication skills MYP fundamental concept workshop resources International Baccalaureate Organization /183

26 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 4 of 8 They use the most appropriate way of delivering information in a variety of contexts and situations and appreciate the expectations and needs of the audience. They have sufficient confidence to change and adapt their style of communications should the situation and circumstances change. Demonstrates good meeting management and involvement behaviours They contribute actively and collaboratively to support group discussions and meetings. They challenge others with respect and support and develop the ideas of others to encourage the decision making process. Seeks to bring clarity to decision making They bring clarity to the plans and activities that are needed to complete any tasks. They consistently look for ways to exceed standards and expectations and learn from their actions for the future. Through an understanding of their subject areas, their interdependencies and interrelationships, they can appreciate the interconnections in human knowledge; they can appreciate and debate global issues and the impact of human activity on the environment. They develop a sound knowledge and understanding of the subjects that they study and can identify the features that draw the subjects and information together as a coherent whole. They are able to transfer skills between disciplines. From their interaction with others, their experiences and learning, they take a considered global perspective on international concerns and bring an informed appreciation of the issues relevant to these concerns. Uses effectively the information resources that are made available to them to assist in the acquisition of further knowledge and its relevant application. They can use data and information management methods effectively, including electronic data and library resources. They can evaluate effectively the value and content of data that they collect and use it appropriately. None of the skills and attributes that are associated with any one output exists in isolation. A brief inspection of the outputs indicates that there are skills and competencies that are common within several of the outputs. Furthermore, all of these outputs can be regarded as interdependent and consequently, a focus on any single output will similarly address the development of others. These outputs should not be interpreted as representing definitive end points that must be achieved within the years of formal education. The skills and attributes supporting a holistic MYP fundamental concept workshop resources International Baccalaureate Organization /183

27 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 5 of 8 approach to education will develop at different rates and reflect the maturity of the individual, their personal experiences and the relationships that they develop and benefit from. As the student matures, these skills and abilities will serve them well in understanding their role in society, the contribution that they can make and lead them to appreciate the potential that they have to offer. Learning is envisaged as a life-long experience. A major difference between the holistic approach and the familiar knowledge-based approach is that the former adopts a planned and considered approach to students development beyond academic considerations, and at the very broadest level. An emphasis is placed on relationships and the learning emerging from these and takes the student beyond the confines of a knowledge-based education. This delivers personal and interpersonal skills that will bring considerable advantages to their progress beyond the years of their formal education. The IB learner profile and the Student profile The IB learner profile outlines the attributes and aspirations of internationally-minded students engaged in the IB programmes. In common with the student profile, the learner profile identifies educational outcomes at the academic, personal and interpersonal levels. A comparison of both profiles reveals striking similarities, for example, communicators within the learner profile has features in common with, Acts with social and academic maturity and integrity Demonstrates good meeting management and involvement behaviours within the student profile. The comparison offers evidence that the outputs of holistic education complement the educational aims within the continuum of the IB programmes and consequently all the IB programmes. Furthermore, since the student profile reflects the outputs of a holistic approach to education, this comparison suggests that the IB programmes also support that holistic approach. The implications of holistic education. Holistic education is a clear departure from the knowledge transmission approach to education that has been familiar in the past. Holistic education prepares a student for life-long learning in which the educational focus moves towards the life-skills, attitudes and personal awareness that the student will need in an increasingly complex world. The commitment to the subject knowledge of the student is maintained but is complemented by learning how to learn, MYP fundamental concept workshop resources International Baccalaureate Organization /183

28 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 6 of 8 the critical evaluation of knowledge gained and the use of this knowledge in a broad range of contexts; it is these that represent the education currency of the future. Consequently there is an emphasis on a broad educational approach that addresses the intellectual, personal and interpersonal development of the student and puts in place many of the values, attitudes and skills that will serve the student well in their later years. Such a broad development cannot be claimed by the knowledge-laden education systems that have predominated for so many years and brings closer the realization of learning to be and learning to live together that have been identified in the Delors report (UNESCO 1996: 14). This broad development of the student must be carefully planned at the individual level and has obvious repercussions on teaching strategy, curriculum design and the assessment of progress. The evaluation of the soft personal skills such as integrity, care, consideration, negotiation, and active listening has never been easy, but these are the new challenges in educational assessment. The skills and attributes will constantly be in dynamic development as various situations and scenarios present themselves in which these skills are necessary and appropriate. Evaluative information must be sought on behaviours and actions from a number of sources and in a range of situations and these fed back to the student in a constructive and supportive manner. These behaviours lend themselves to peer review and informal assessment. This could be problematical and brings into focus the importance of the relationship of the teacher and student and between groups of students. Simply offering an assessment in terms of effort and a grade will no longer suffice, such soft skills cannot be graded on any scale. Holistic education calls for the student to take ownership of their own development. This ownership will take different forms at different ages and levels of student maturity. Nevertheless, it is a key element within holistic education and teachers will need to be at the forefront of driving this issue and encouraging this ownership. The supportive role of the parent within holistic education is essential. The behaviours identified in the student profile will also manifest themselves outside the classroom and parents should recognize, encourage, and praise such positive behavioural changes. Holistic education is a radical endeavor. Formal education is merely the starting point on this life-long learning process. Holistic education: implications for the teacher. Holistic education represents a new journey for both student and teacher and one in which both parties will grow and critically examine perhaps strongly held values and beliefs. For the educator this could be an unsettling experience; the teacher is moving out of the comfort zone of their subject specialisation into areas of personal uncertainty. No longer is the teacher depending on their subject expertise but they are guiding students in developing and examining MYP fundamental concept workshop resources International Baccalaureate Organization /183

29 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 7 of 8 their own values and prejudices, their critical thinking and behaviours and confronting opinions that are new to them without clear demarcation of rights or wrongs. This is uncertain territory. Frequently this may be a joint journey of discovery for both student and teacher with the teacher bringing their greater life-experience to the learning process. Holistic education challenges the teacher to think differently about student cognitive and affective development and to examine critically how they practice their craft. The working relationship between the student and the teacher changes; it becomes more inclusive, dynamic and egalitarian. The appropriate pedagogical approach will become one of active, planned interventions that are developed for a student to meet their development needs. The teacher s skills of facilitation, guidance and mentoring will feature strongly to promote learning and understandings at both the academic and social levels. The aim is for the student for example, to understand the importance of relationships, the different ways of regarding knowledge and its evaluation, the importance of life skills and the impact that the student has on others around them. Teachers must also examine the learning culture within their school so that it is conducive to creating an inclusive learning community that stimulates the growth of a person s creative and inquisitive engagement with the world. The aim becomes the development of healthy curious individuals who can learn what they need to know and apply it in any new context in which they find themselves and who are self-motivated and confident learners. Why is holistic education important and what advantages are there in understanding what it represents? Holistic education brings breadth to the educational process. It represents a planned approach that encourages personal responsibility, promotes a positive attitude to learning and develops social skills. These are essentials in the modern world in which we live. The identification of the outputs of holistic education has advantages. These outputs give students, teachers and parents clarity about the purpose of this educational approach. Furthermore, it allows parents and students to make an informed choice when they are confronted with different educational systems. The educational characteristics of the IB programmes have much in common with the outputs associated with a holistic approach to education. If parents favour a holistic approach to the education of their children then the IB programmes offer such an approach. MYP fundamental concept workshop resources International Baccalaureate Organization /183

30 Appendix I Holistic education: An interpretation for teachers in the IB programmes by John Hare Page 8 of 8 References Forbes, S.H. (2003) Holistic education: An Analysis of its Ideas and Nature. Brandon, VT: Foundation for Educational Renewal. Hare, J.R. (2006). Towards an Understanding of Holistic Education in the Middle Years of Education. JRIE, 5: Miller, R. (1991). Introduction in Miller, R. (Ed), New Directions in Education, pp1-3, Brandon, VT: Holistic Education Press. Thompson, J.J. (1993) Education in an International Context module. University of Bath Summer School, July. UNESCO (1996). Learning: The Treasure Within. The Report to UNESCO of the International Commission on Education for the Twenty First Century chaired by Jacques Delors. Paris: UNESCO MYP fundamental concept workshop resources International Baccalaureate Organization /183

31 ile IB learner profile IB learner profile IB learn IB learner prof IB learner profile IB learner profile IB lear IB learner profile IB learner profile IB learner profile IB lear IB learner profil IB learner pro The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. 3 31/183

32 fuj lb leamers to be: Inqulrerc strive Knowledgeable Meaning How can my teaching help them achieve that? They develop their natural curioslty. They acqulre the skills conduct inquiry actively enjoy throughout thelr and research and show leaming and lives. They explore concepts, slgnlficance. In so dolng, necessary to independence learnlng. They thls love of learning will be sustrained ideas and issues that have local and global they acquire in-depth understandlng across a broad and balanced knowledge and develop ranqe of disciptines. cieativ-ty Thlnkers They axercise inlliative in applying thinking skills criticaily ano to recognize and approach complex problems, and make decisions. Gommunlcators They understand and express creatively in more than one language reasoned, ethical ideas and lnformation confidentfy and communlcation. They work effectively and wlllingly others. Prlnclpled They act with integrity and In a variety of modes of in collaboratlon wlth and honesty, with a strong sense of falrness, justice and respect for the dlgnlty of the indivldual, groups and communltles. They take responslbility for their own actions and the consequences that accompany them. Open-mlnded They understand and appreciate their own cultures and personal histories, and are open experience. Garlng They show empathy, environment, Rlsk-takers They approach to the perspectives, values and traditions of other individualg and communities. They are accuslomed to seeking and evaluating a rangs of polnts of view, and are willing to grow from the compassion and respectowarde the needs and and act feelings of others. They have a psrsonal commitment to service, to make a positlve dlfference to the lives of others and to the unfamillar situations forethought, and have the independence of spirlt ideas and strategies. They are brave and articulate and uncertainty with courage and to explore new roles, in defendlng their beliefs. Balenced They understand the importance of intellactuaf, physical and amotionel balance to achieve Dersonelwell-beino for themselves and others. Reflectlve They give thoughtful consideration to their orn learnlng and experience. They are able to esse$ and understand thelr strengths and order to suddort their learnino and oersonal development. limitatlons ln Adapted by Dlene Hingray, MYP workshop material, tomes 2-3@ IBO /183

33 21 things you should know about the IB June /183

34 21 things you should know about the IB Organization What is the IB mission, values and legal status? (3) What is special about the IB? (4) What is the IB s strategy? (5) How is the IB governed? (6) What is the management structure? (7) Who works for the IB and where? (8) Who are the major IB stakeholders? (9) Programmes What are IB Programmes? (10) What is the Primary Years Programme? (11) What is the Middle Years Programme? (12) What is the Diploma Programme? (13) What is the learner profile? (14) Services How is a school authorised and reviewed? (15) How does the IB develop its curriculum? (16) What is special about IB assessment? (17) How does the IB provide professional development for teachers? (18) Market What external factors affect the IB? (19) Where will you find IB World Schools? (20) How has the IB grown? (21) Money What does it cost to offer an IB programme? (22) What makes up the annual budget? (23) A note about data sources: Information has been obtained and checked as at April 2007 unless s otherwise indicated. The latest version of this document is always available at w.ibo.org/fastfacts International Baccalaureate Organization /183

35 An English to IBese dictionary To help you communicate with the locals if you have a business background Term Organization Surplus Programmes IB World Schools Director general Council of Foundation Meaning The IB is an organization, not a company We are not for profit so any surplus we make is reinvested in the organization. Our three programmes are our products. IB World Schools are our customers and we have a very close, long term, two way relationship with them. The director general is our chief executive. The Council is our governingg board. Headquarters in Geneva Common abbreviations: IBAEM IB Africa, Europe and Middle East region IBAP IB Asia Pacific region IBLA IB Latin American region IBNA IB North American region IBHQ IB Headquarters IBCA IBRU MYP PYP DP IB Curriculum and Assessment Centre IB Research Unit Middle Years Programme Primary Years Programme Diploma Programme International Baccalaureate Organization /183

36 Organization: What is the IB mission and legal status? The IB is a not for profit foundation, motivated by its educational mission, focused on the student. Mission The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Legal status The IB is a non profit making Swiss Foundation registered in The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities. Core values Motivated by a mission We aim to create a better world through education Partnerships We achieve our goals by working together Quality We value our reputation for high standards Participation We actively involve our stakeholders International mindedness We embrace diversity Further resources: The Annual Review including accounts is available on org. International Baccalaureate Organization /183

37 Organization: What is special about the IB? When people talk about the IB, certain words are frequently used International Baccalaureate Organization /183

38 Organization: What is the IB s strategy? The IB is planning its rapid growth to maximize its worldwide impact The current strategic plan was adopted by the Council of Foundation in April A copy is available at IB Mission Statement Impact through planned growth Impact using our limited resources where we can make the greatest difference for as many students as possible. Planned growth creating an organization that is proactive rather than reactive in its growth. A. What to deliver Quality B. Whom to deliver to C. How to deliver Access Infrastructure STRATEGY A: To improve continuously the quality of our curriculum, assessment and professional development. STRATEGY B: To broaden access purposefully wheree we can have the most impact, particularly with disadvantaged students. STRATEGY C: To build a highly effective and efficient organization and infrastructure to serve students and schools. International Baccalaureate Organization /183

39 Organization: How is the IB governed? The IB is governed by an elected Council, representative of the main stakeholder groups. President Chair of IHRC RHRC IBAEM RAC IBAEM Treasurer Ad personam RHRC IBAP RAC IBAP Chair of Examining Board Director general (non voting) Chair of IB Fund Ad personam Ad personam RHRC IBLA RHRC IBNA RAC IBLA Chair IBNA Board The IB is governed by the 17 member Council of Foundation that meets four times a year (three times in person). The Council has five committees: Education Nominations Finance Audit Compensation Council members (except the director general) are volunteers and receive no payment for their time or work on Council. The Examining Board is responsible for IB student assessment. International Baccalaureate Organization /183

40 Organization: What is the management structure? The directors leadership team (DLT) consists of 12 people reporting to the director general Deputy director general Ian Hill Regional Regional director (North America) Brad Richardson Director general Jeffrey Beard Functional CFO / finance director Daniel Benham Academic Academic director Vacant Regional director (Latin America) Marta Rodger Strategic planning director Andrew Bollington Assessment director George Pook Regional director (Asia Pacific) Judith Guy ICT director Wendy Xerri Development Regional Director (Europe, Africa, ME) Nélida Antuña HR director Carol James Development director Andrea Lucard International Baccalaureate Organization /183

41 Organization: Who works for the IB and where? 403 staff are located in 12 offices for a balance of global coverage and administrative efficiency/focus. New York, United States Regional office for North America and the Caribbean (39) Geneva, Switzerland Headquarters (15) Regional office for Africa, Europe and the Middle East (30) Vancouver Regional office for North America and the Caribbean (3) Yokohama, Japan Regional representative for Japan (0.5) Cardiff, United Kingdom Academic (85.4), Assessment (70), HR & admin (23), Finance (18), Publications (21), ICT (40), Strategy and communications (10) Beijing, China Regional representative for Mongolia and China (0.5) Bath, United Kingdom Research (6) Singapore Regional office for Asia Pacific (22) Sydney, Australia Regional representative for Australasia (2) Buenos Aires, Argentina (20) Regional office for Latin America Mumbai, India Regional representative for South Asia (0.5) Based on March 2007 data Full time equivalent staff numbers International Baccalaureate Organization /183

42 Organization: Who are the major IB stakeholders? The IB has a complex network of stakeholders and invests significant effort in communication. Governance members IB staff Examiners Senior examiners Workshop leaders Head teachers School coordinators Teachers* Students (all three programmes)* Parents (of current students) * Alumni * Total , ,0000 2,048 2, , ,0000 1,074, ,0000 ~2.0 million Key websites: for the public, ibis.ibo.org for school coordinators and examiners, occ.ibo.org for teachers. The public website provides over 1.6m pages per month. Also institutional stakeholders such as regional associations, universities, press/media, governments, etc. * = estimates IB World magazine is published three times a year with a print run of 20,000 copies. Education for a better World is the main informational brochure for the organization. International Baccalaureate Organization /183

43 Programmes: What are IB Programmes? The three IB Programmes each contain four core elements Primary Years Ages 3 12 Middle Years Ages Diploma Ages Curriculum Student assessment Professional development School evaluation International Baccalaureate Organization /183

44 Programmes: What is the Primary Years Programme? An opportunity for learners to construct meaning, principally through concept driven inquiry. 362 authorized schools. Supported in English, French, Spanish but can be taught in other languages. For all students in a school aged 3 to 12. Assessment is internal and its function is to demonstrate and enhance the learning Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them. Students explore each theme through a unit of inquiry developed around a central idea, an in depth study requiring knowledge and skills that may be transdisciplinary or derived from the subject domains. The PYP exhibition is the culminating activity of the PYP. It requires students to analyse and propose solutions to realworld issues, drawing on what they have learned through the PYP. Evidence of student learning and records of PYP exhibitions are reviewed by the IB as part of the programme evaluation process. Key features: Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action International Baccalaureate Organization /183

45 Programmes: What is the Middle Years Programme? A framework of academic challenge and life skills appropriate to students aged 11 to authorized schools. Supported in English, French, Spanish and Chinese but can be taught in other languages Aimed at students aged 11 to 16. Includes all the major disciplines but is flexible enough to accommodate national curriculum requirements as well as facilitating interdisciplinary work. In the final year students carry out a personal project of particular interest to them. This project may be an original work of art, an essay, a piece of fiction writing, an experiment or an invention for example. Schools can opt to have the IB validate their internal assessment and an MYP certificate can be obtained. There is no external examination. Fundamental concepts of the programme are holistic education, communication and intercultural awareness. The five areas of interaction help students to make connections between subjects, to link what they learn to the real world and to global issues, and to reflect and act on their learning. Key features: a broad and balanced curriculum ~ holistic learning ~ communication ~ intercultural awareness ~ inclusive programme ~ assessment for learning ~ academicc rigour ~ community and service ~ develops research skills, critical thinking and enquiring skills ~ reflection International Baccalaureate Organization /183

46 Programmes : What is the Diploma Programme? A rigorous two year pre university course that leads to examinations, for motivated students authorized schools today. Over ½ million graduates since 1970 Available in English, French, Spanish with examinations in May and November each year. Aimed at 16 to 19 year old in the final two years of high school. Diploma students take six subjects (usually one from each subject group) plus they write a 4,000 word extended essay, complete a course in theory of knowledge, and complete a number of creativity, action and service (CAS) projects. The diploma is well recognized by the world s leading universities. Alternatively, students can opt to take individual certificates in one or more subjects. Many IB schools teach the Diploma Programme along side national programmes. Around 100 languages are available in groups 1 and 2, with 29 subjects in groups 3 to 6. Most subjects are available at higher level (HL) and standard level (SL) Key features: a broad and balanced curriculum ~ flexibility of choice within a structure ~ concurrency of learning ~ development of international understanding ~ rigorous assessment ~ community service ~ develops research skills, critical thinking and enquiring skills ~ reflection International Baccalaureate Organization /183

47 Programmes : What is the learner profile? It s the IB mission statement translated into a set of learning outcomes for the 21 st century. The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open minded Caring Risk takers Balanced Reflective International Baccalaureate Organization /183

48 Services: How is a school authorized and reviewed? Authorization is an intensive process that lasts at least two years and includes site visits. Middle Years and Primary Years Programme Consideration phase Candidate phase Application phase Authorized as an IB World School Review School investigates the programme, the feasibility of implementation and applies to be a candidate school. School implements the programme guided by the regional office. Fee of $4,300 School continues to implement and submits a formal application. Site visit takes place. Fee of $4,500 If the school is authorized, then programme delivery continues. After 3 4 years school does selfstudy and is visited, then every 5 years thereafter. Fee of $3,500 At least 6 months At least one academic year 6 to 18 months These examples are based on practice in North America. The process does vary slightly from region to region. The MYP and PYP share broadly similar processes and fees while teaching in the Diploma Programme does not start until the school is authorized. International Baccalaureate Organization /183

49 Services: How does the IB develop its curriculum? An ongoing cycle of curriculum review involves practicing teachers from around the world. Examiners / moderators Teachers Participants in curriculum development IB Staff Consultants The process of review is ongoing. Each IB subject is at a particular point in the review cycle in order to balance the overall workload. The education committee of the Council of Foundation manages overall academic policy across the three programmes (see How is the IB Governed?). Each programme has a programme committee (e.g. The Primary Years Programme committee), which is responsible for supervising the quality and development of the programme. A published review cycle and timetable aims to ensure that our curriculum is relevant and up to date without the need for unexpected change. Schools worldwide are encouraged to contribute by: Completing questionnaires and surveys Testing new materials Supplying experienced teachers to attend curriculum review meetings Commenting on draft guides In addition to guides, the IB produces teacher support materials such as sample exam papers, lessons, projects and samples of assessed student work. MYP curriculum review cycle * Year 1 Jan: publication of the guide in 4 languages Aug: Northern hemisphere starts to implement Year 2 Jan: Southern hemisphere starts to implement * a similar curriculum review cycle exists for the DP and PYP Years 3 and 4 Full implementation of the guide with application of criteria and descriptors in final assessment 6 guide Years 5 and Full use of the Review and development of the guide International Baccalaureate Organization /183

50 Services: What is special about IB assessment? IB assessment is rigorous, criterion referenced, consistent and differentiating of student ability. The diploma is graded over 45 points giving ample scope to differentiate student ability. Number of candidates Diploma score distribution for May Diploma awarded Diploma points score Diploma not awarded Diploma Programme assessment includes both final examinations and internal assessment undertaken by the teacher to IB criteria and then externally moderated by the IB. All examiners are quality checked through a process of moderation. The IB undertakes random inspections of schools during exams. Results are published on July 5 th for May exams (predominantly northern n hemisphere schools) and January 5 th for November exams (predominantly southern hemisphere schools). 45 The overall Diploma pass rate is broadly consistent year on year. May 06 May 05 May May 03 May % 81.3% 83.1% 82% 82.4% Quality is maintained with an extensive script checking process in Cardiff in which every script is administratively checked once it has been marked. Teachers provide feedback on examinations and many are also IB examiners. Further resources: The IB has 4,000 examiners in over 100 countries Senior examiners meet in Cardiff each exam session to set grade boundaries according to established criteria. For transparency, observers are invited to many meetings. Diploma Programme Assessment principles and practice available on International Baccalaureate Organization /183

51 Services: How does the IB support teachers? The IB trains and supports teachers through both traditional fact to face workshops and online Face to face workshops are organized by each IB region throughout the year for all three programmes and at levels from introductory to advanced. Nearly 35,000 teachers were trained in The Online Curriculum Centre (OCC) is an international community of practice for 66 thousand registered IB teachers at A range of teacher support materials and online courses are offered, often in collaboration with partner organizations and universities. Teacher qualifications are currently being developed. To make this possible, the IB trains and supports workshop leaders and online faculty members. International Baccalaureate Organization /183

52 Market: What external factors affect the IB? Operating in 122 countries, the IB is politically independent yet highly influenced by its environment. Political Recognition of IB programmes by universities. National accreditation of qualifications. Political unrest in certain countries Educational reform in transitional countries. Economic Global disparitiess in spending on education, particularly in the state sector. Fluctuating exchange rates. Social Affected by globalization, schools become more multi cultural and international, even in national schools. Schools look to partner with schools in other countries, or even continents. Technological Internet provides an enormous lowcost opportunity to reach students and teachers. E learning, E assessment, E marking. Environmental Global disparitiess in spending on education, particularly in the state sector. Fluctuating exchange. Pressures to reduce travel. Legal Increasing burden of regulation. Complexity of legal relationships of schools. International Baccalaureate Organization /183

53 Market: Where will you find IB World Schools? The IB operates world wide to include a wide range of schools and countries, but with some concentration. Schools by country type* Programmes by region Low income countries Africa, Europe, Middle East 4% 10% Lower middle income countries 27% 13% Upper middle Income countries North America 49% 13% 73% 11% Asia Pacific High income countries Latin America * Based on World Bank list of economies (July 2005) International Baccalaureate Organization /183

54 Market: How has the IB grown? The IB has experienced rapid and consistent growth over the past 15 years. Annual growth rates for the three programmes demonstrate strong and consistent year on year growth. The IB is currently estimated to reach over 500,000 students. While the IB works in 125 countries, in reality most of the schools can be found in a smaller number of countries. Demand for IB programmes continues to be very strong. The organization does not actively market its programmes so most new schools join as a result of word of mouth. The major obstacles to schools becoming IB World Schools are: the cost relative to local alternatives. language (mainly English, French and Spanish) local university recognition government regulations and national curriculum requirements Schools by country USA Canada UK Australia Mexico Argentina Spain Sweden China India International Baccalaureate Organization /183

55 Money: What does it cost to offer an IB programme? Our fees vary by programme but are just one of the costs experienced by a school. Fee IB Diploma Programme Fees (2007/08) per student $1,600 $1,400 $1,200 $1,000 $800 $600 $400 $200 $ Number of candidates Average school size is 46 examined candidates ($819) Diploma Programme fees include fixed school fees (US$ 8,850) plus of per candidate examination fees. a number Primary Years Programme (07/08) $5220 annual fee Evaluation fee after 4 years and then every 5 years Middle Years Programme (07/08) $5220 annual fee Moderation: $614 per subject and $58 per student Evaluation fee every five years Other school costs Teacher training Postage and mailing Additional staffing Publications Special facilities (library, labs, etc) Special services (enquiry upon results, legalisation, etc) International Baccalaureate Organization /183

56 Money: What makes up the annual budget? As a knowledge based organization, our greatest expense is people Expenditure % 2% 20% Expenditure Total US$ % Staff costs Examinations Workshops & conferences Income 78% from school fees 15% from workshops 3% from publications 4% from other IB reporting currency is USD Financial year is January to December Major operating currencies: USD, GBP, CHF Reserves are maintained within a range of 30 to 40 days of operating expenses 10% Authorization & Evaluation Publications % Other Source: Annual Report 2006 Surplus/deficit 20 Expenses Revenues US$ 000, International Baccalaureate Organization /183

57 Appendix F A pictorial representation of the nature of culture 1 (blank) Page 1 of 1 Culture is like an iceberg in that only a small percentage is visible. The larger part of what makes up culture is beyond our consciousness. Above the waterline are such things as arts, cooking, etc. Below the waterline are those elements of culture that monitor and determine our daily behaviour, thinking and emotions, but are not primarily conscious. Primarily in awareness Primarily out of awareness 1 Reproduced from Fennes and Hapgood, Intercultural Learning in the Classroom 1997 by permission Continuum International Publishing Group Ltd, The Tower Building, 11 York Road, London SE1 7NX, England. MYP fundamental concept workshop resources International Baccalaureate Organization /183

58 Appendix G A pictorial representation of the nature of culture 1 (completed) Page 1 of 1 Culture is like an iceberg in that only a small percentage is visible. The larger part of what makes up culture is beyond our consciousness. Above the waterline are such things as arts, cooking, etc. Below the waterline are those elements of culture that monitor and determine our daily behaviour, thinking and emotions, but are not primarily conscious. Primarily in awareness Fine arts Literature Classical music Folk-dancing Cooking Drama Popular music Games Dress Primarily out of awareness Notions of modesty Conception of beauty Ideals governing child-raising Laws of descent Cosmology Relationships to animals Patterns of superior/subordinate relations Definition of sin Courtship practices Conception of justice Incentives to work Notions of leadership Pace of work Patterns of group decision-making Conception of cleanliness Attitudes to the dependent Approaches to problem-solving Theory of disease Conception of status mobility Eye behaviour Roles in relation to status by age, sex, class, occupation, kinship, etc. Body language Nature of friendship Definition of insanity Conception of Self Patterns of visual perception Facial expressions Notions about logic and validity Patterns of handling emotions Conversational patterns in various social contexts Conception of past and future Ordering of time Preference for competition or cooperation Social interaction rate Notions of adolescence Arrangement of physical space Etc. 1 Reproduced from Fennes and Hapgood, Intercultural Learning in the Classroom 1997 by permission Continuum International Publishing Group Ltd, The Tower Building, 11 York Road, London SE1 7NX, England. MYP fundamental concept workshop resources International Baccalaureate Organization /183

59 Internationalism and Cultural Awareness. 59/183

60 Appendix D Global Cultures: The First Steps toward Understanding by Elsie Begler. From Social Education. September Pp Page 1 of 4 1 National Council for the Social Sciences. Reprinted by permission. MYP fundamental concept workshop resources International Baccalaureate Organization /183

61 Appendix D Global Cultures: The First Steps toward Understanding by Elsie Begler. From Social Education. September Pp Page 2 of 4 MYP fundamental concept workshop resources International Baccalaureate Organization /183

62 Appendix D Global Cultures: The First Steps toward Understanding by Elsie Begler. From Social Education. September Pp Page 3 of 4 MYP fundamental concept workshop resources International Baccalaureate Organization /183

63 Appendix D Global Cultures: The First Steps toward Understanding by Elsie Begler. From Social Education. September Pp Page 4 of 4 MYP fundamental concept workshop resources International Baccalaureate Organization /183

64 Internationalism in our Workshops by Dr. Irene Davy, Director, Sunnybrook School, Toronto, Canada. February The Dalai Lama said that "more calm, more peace, more compassion, more international feeling is very good for our health." More peace, compassion and international feeling are also central to the International Baccalaureate (IB) mission. In this article I will explore the importance of international mindedness and some implications for IBNA workshop leaders in the North American context. Although I am starting from a regional perspective, the very nature of international mindedness makes it imperative to view these ideas as pertinent to workshops in the four regions of the IBO. Most of the IB schools in the IBNA region are not "international" in the traditional sense of the word -- they do not cater to an expatriate community with English as the language of instruction in a host country with another language. Currently there are more state schools than "international" schools in the IBO. In the IBNA region, most IB schools teach students from the local community. They often have classes with large numbers of immigrants, but are nevertheless local, neighborhood schools. We must derive our definition of "international" from the curriculum itself. What unites the IBO community of schools is our commitment to an integrated international curriculum. A recent study by Kenneth Tye concluded, "throughout the world, schooling is still seen as a major force in the building of national loyalties." 1 National, provincial and state curricula have always been designed to instill the values, history and perspectives of a particular society. The IBO offers local schools an international program for the entire school continuum, reaching beyond the local context. "International mindedness" remains a difficult concept to define and bring alive for teachers in our workshops. As IB trainers, we contribute to the development of the skills, knowledge and attitudes of the teachers in our IB community of schools. We have an obligation to explore the meaning of internationalism at workshops and to give our teachers and schools powerful reasons to embrace it in their teaching and planning. In our teacher training workshops it will be important to explore the following questions with participants. 1. Why is it important to foster internationalism in education? 2. What will international mindedness look like in my classroom and in my students 3. How do we build curriculum around the principles of internationalism and the mission of the IBO as expressed in the mission statement? 1. Why is it important to foster internationalism in education? The interdependence of peoples, communities and nations is becoming ever more evident. The environment is struggling to absorb the impact of six billion people and their technology on the planet. Martin Gannon once said, "There are as many reasons, and perhaps more reasons, supporting the view that global disintegration may be our fate rather than global integration." 2 To avoid this fate is one of the goals of international education. Children educated for tomorrow's world must be equipped with the habits of mind that will allow them to act in meaningful ways, whether locally or globally. It is as important to understand the "other's" point of view as it is to understand one's own. When we learn to view our world not as "us and them" but as "us and us" we will come closer to finding solutions to the issues facing humanity that are International Baccalaureate Organization /183

65 fair and just. An education that promotes international mindedness will provide young people with the skills, knowledge and values to confront these challenges and make meaningful contributions to their solutions. Recognition of the value of internationalism in education extends beyond the IBO. OxfamAmerica defines internationalism as a civic value: Integral to promoting a world of justice and equity is developing widespread public respect for the dignity and well-being of people in other parts of the world. This internationalism is at the core of the Oxfam mission and is promoted through our nationwide education program. 3 The UN Universal Declaration of Human Rights is specific about the importance of international values in education: Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. 4 Recent editions of Educational Leadership and Phi Delta Kappan have also been devoted to the area of international education. 2. What will international mindedness look like in my classroom and in my students? There are overt as well as subtle ways to promote international mindedness in our students. The foreign language requirement of the program promotes internationalism in the student and the school by valuing the language of another culture. While the flags, international days and trips abroad are a starting point, the goal is growth to a deeper understanding over time. What we are striving for is not flag recognition, but the development of intercultural awareness and competence, which will foster a sense of cultural identity in our students. When we introduce our students to inquiries into the cultures, histories and beliefs of others on our planet and look for commonalities, we begin the development of international mindedness. It is said that, "International education builds respect and ties between nations, advances learning and scholarship, and is a powerful force in replacing myths and misinformation with knowledge and understanding" 5 An international curriculum guides our students in developing the skills, knowledge and values necessary to be citizens of the world. The skills include interpersonal, communication and thinking skills, as well as research skills that allow them to be open-minded and inquiring individuals. Rich and varied opportunities to develop these skills should be addressed in our workshops. Young people may not be able to care about global issues without knowledge of the world beyond their local communities. Knowledge will lead to caring, and caring will lead to action. Through action, our students can contribute to the building of a better world. Thoughtful curriculum design will help our students develop an international knowledge base so they can develop the capacity for the action integral to the three programs of the IBO. The Primary Years Programme uses the attributes of the Student Profile to describe an internationally minded person. Students are knowledgeable and seek to make sense of their International Baccalaureate Organization /183

66 world from multiple perspectives. Their communications with others are thoughtful, reflective and respectful. They genuinely care about their world, and are inspired to inquire deeply into the issues they face in their lives. They are not afraid to stand up for justice and for their beliefs. 3. How do we build curriculum around the principles of internationalism and the mission of the IBO as expressed in the mission statement? Applying the concepts of internationalism to curriculum development will bring teachers closer to an understanding of how to impart international knowledge and understandings to the learners in their classrooms. An examination of the central concepts of internationalism within the context of the three programs should become an integral part of our workshop structures. The design of curriculum will come to include the conceptual frames of: The role of culture in our lives and the lives of others The interdependence of natural and human systems on our planet The role of peace education and conflict resolution in our world Environmental awareness and sustainability Citizenship and service as an expression of individual responsibility. As internationalism becomes more meaningful to workshop participants, they will begin to make important connections to their own disciplines and programs. Teaching and learning will promote inquiry and the development of personal research skills. Ongoing reflection from all participants (administrators, teachers and students) will enrich the internationalism in the curriculum. For the PYP, MYP and DP, internationalism has different applications, but not different meanings. Our commitment to international mindedness is the central idea of our program. Internationalism must be integrated into all learning, rather than viewed as an add-on subject. Assisting both individual teachers and whole schools in making internationalism implicit at all levels of learning is a primary goal of our workshops. The principles outlined in this excerpt of the IBO mission statement illuminate this goal: 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 respect. 6 H.G. Wells wrote, "Human history becomes more and more a race between education and catastrophe." 7 As we consider the ravages of the past century, resulting from both conflict and progress, this statement takes on a renewed urgency. A deep understanding of the interdependence of nations, cultures, peoples and our fragile, overheating planet will be a prerequisite for the healing of our natural and political environments. An international education will lead young people to acquire the understandings needed for them to create a more secure, sustainable existence on this planet. If we must leave them with a difficult legacy, then we owe it to the next generation to also provide them with the tools they will need to make the necessary changes. The international curriculum we promote through the IB will give them these tools. To paraphrase H.G. Wells, "let the race begin." International Baccalaureate Organization /183

67 References 1 Tye, Kenneth A., October "Global Education as a Worldwide Movement," Phi Delta Kappan 2 Gannon, Martin J Understanding Global Cultures, Metaphorical Journeys Through 28 Nations, Clusters of Nations, and Continents, 3rd Edition. Thousand Oaks CA. Sage United Nations Universal Declaration of Human Rights Article 26, paragraph II 5 Wartella, E., Knell, Gary E. November "Raising a World-Wise Child and the Power of Media," Phi Delta Kappan 6 IBO Mission Statement, 2002: "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 respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right." 7 Wells, H.G., The Outline of History, Being a Plain History of Life and Mankind 1 Dr. Irene Davy. Reprinted with permission. International Baccalaureate Organization /183

68 Appendix H Strategic Planning of Staff Development Promoting Intercultural Awareness Extract from the defunct publication MYP Implementation and Development of the Programme Pp Page 1 of 2 Example 2 Promoting Intercultural Awareness Developing intercultural awareness is an ongoing process which concerns everyone within the school. Listed below are different ways in which many MYP schools reflect on and promote this fundamental principle of the MYP. This list can be used to promote reflection and discussion among school staff as the school implements and develops the programme. Summary of ideas shared by some MYP schools School Philosophy and Culture MYP schools suggest a number of ways of making intercultural awareness part of the school culture and climate. Develop a school s mission statement which clearly communicates a philosophy of intercultural understanding. Look for international experience and multicultural diversity when recruiting staff. Include reflection on intercultural awareness when organizing staff meetings, professional development activities and teacher appraisal. Encourage teachers to become familiar with the cultures of the students in the school. Empower students through committees, student government, discussion of student rights and responsibilities, involvement in establishing codes of acceptable behaviour. Establish clear expectations and discipline procedures requiring individual responsibility based on respect for individuals and the community; encourage selfdiscipline and self-respect. Reflect on and communicate the values inherent in this philosophy; discuss situations and their consequences rather than preaching right and wrong. Curriculum Intercultural awareness should also pervade the curriculum. Select syllabus content which illustrates multiple perspectives on events. Choose activities which require analysis of similarity and difference, in order to develop the understanding that different does not necessarily mean better or worse. Use homeroom and special classes to consider the notions of universal values and human rights; discuss radically different sets of values; discuss whether we should tolerate intolerance. Consider teachers as more than subject specialists: mentors, advisors, role models. Be concerned with developing emotional as well as academic intelligence. Use fundamental guiding questions for personal and group inquiry which involve reflection on cultural issues. MYP fundamental concept workshop resources International Baccalaureate Organization /183

69 Appendix H Strategic Planning of Staff Development Promoting Intercultural Awareness Extract from the defunct publication MYP Implementation and Development of the Programme Pp Page 2 of 2 Encourage or require national cliques to mix for class activities; discuss the impact of national groups in the school and encourage more mixing. Languages Require or at least facilitate native language learning for all students. Encourage students to speak in different languages around the school. Make a number of learned language options available to students. Include cultural studies relating to the host country in the curriculum. Have students read and discuss world literature in translation. Other Subjects In sciences, explore global and environmental issues where relevant, also considering the national and cultural contexts. Discuss different perspectives on historical events, develop empathy, learn to detect bias in historical commentary. Study comparative culture and religion; acknowledge and respect religious festivals In physical education, develop team skills, learn sports from different countries. In arts, investigate artistic traditions from other cultures. Produce types of music, art, theatre from different cultures. Areas of Interaction When planning the integration of the five areas of interaction, schools should consider their role in promoting intercultural awareness. Consider and discuss global issues concerned with health and social education, homo faber, environment and community service, through regular class teaching and special events and activities. In approaches to learning, consider similarities and differences in teaching and learning styles in different cultures. Use community service activities to pay special attention to other nationalities and cultures both inside and outside the school (for example, start a buddy system for new students and students who have difficulty with the language of instruction). Include discussion of intercultural awareness in areas of interaction leaders meetings. Teach students mediation and conflict resolution skills. Favour activities which develop appropriate attitudes and skills, such as team building exercises, challenge projects. Organize activities and projects which reflect global issues related to the areas of interaction, such as Model United Nations, Youth Parliament, activities linked to Amnesty International and/or the Peace Curriculum developed by the International Schools Association. MYP fundamental concept workshop resources International Baccalaureate Organization /183

70 Appendix 1 Extract from Second-language Acquisition and Mother-tongue Development: a guide for schools (page 6) Page 1 of 1 the honesty of the IBO stems from the fact that we require all students to relate first to their own national identity their own language, history and cultural heritage, no matter where in the world this may be. Roger Peel, former director general of the IBO The role of language, one s mother tongue, and the study of other languages in this context have a special place in any programme s design. It is through language that we access our own and others culture. The role of language acquisition and development from early childhood in order to foster bi- and multi-lingualism is fundamental to any sequence of programmes. Helen Drennen, former director of academic affairs at IBCA Learning the language of instruction impacts on a student s development, as this is where the student begins to construct learning in two languages. This guide is designed to assist schools and students engaging in the language learning process by giving clear requirements and recommendations for secondlanguage acquisition and mother-tongue development in MYP schools. It aims to define second-language learners, to assess their needs, and to provide guidelines for effective school programmes that answer these needs. Practical examples of strategies and elements of courses that attempt to meet these needs are also included. Many students in MYP schools come from a language background that differs from that of the school, the school community, or both. Schools that offer the MYP need to provide for these students. This guide reflects the educational beliefs and values of the IBO and the principles of the MYP. The guidance and recommendations in this document are based on current academic research related to both students acquiring the language of instruction in schools, and to the importance of mother-tongue maintenance and development. The research relating to mother-tongue maintenance and development (Cummins and Danesi, in Baker and Prys Jones, 1998) is particularly significant. This research indicates that students following a mothertongue maintenance and development programme receive the following benefits. They avoid language loss and the resultant negative effects, for example, subtractive bilingualism (where the development of a second language is detrimental to the first language see glossary for a more-detailed definition). They perform at least as well (often better) in mainstream subjects (science, humanities, etc) as monolingual students. They perform at least as well (often better) as second-language students who don t maintain their mother tongue and are schooled wholly in the second language. They retain a positive attitude toward their mother tongue and cultural background when the school shows acceptance of the mother-tongue language, accounting for increased self-esteem and its resultant benefits. MYP Workshop Pack Book 2: Second-language Acquisition and Mother-tongue Development IBO /183

71 HOW INTERNATIONAL IS OUR SCHOOL? Adapted from IB Materials, Appendix 8 previously taken from Making the PYP Happen, To what extent: 1. Does your school school culture accommodate, reflect and celebrate the cultures represented in the school? Not at all A little Significantly Examples of how this happens? 2. Does your school s climate offer a safe, secure, stimulating environment to all its learners? Not at all A little Significantly Examples of how this happens? 3. Do the students take positive advantage of the diversity within the student body to enrich the learning and lives of the whole school community? Not at all A little Significantly Examples of how this happens? 4. Do the adults in the community actively model the Learner Profile? Not at all A little Significantly Examples of how this happens? 71/183

72 5. Does the curriculum: Reflect develop in curriculum research from a range of different national and international sources Focus on key concepts and big ideas Explore themes which have been selected on the basis of their relevance and importance within a body of knowledge which has local and global significance Explore content through the Area of Interaction lenses Develop essential skills such as the ability to conduct research, communicate effectively, function successfully in different social contexts, manage one s health and life, think critically and creatively Foster positive attitudes such as tolerance, respect and responsibility Provide opportunities for meaningful action and social service arising from the curriculum studied? Not at all A little Significantly Areas we need to work on 6. Do the resources offer access to different cultures, perspectives and languages? Not at all A little Significantly Examples of how this happens? 7. Does the staffing policy seek and support teachers from a representative range of nationalities and cultures? Not at all A little Significantly Examples of how this happens? 72/183

73 8. Does the language policy: Offer support in the medium of instruction and in the mother tongue of the students Provide the opportunity to learn further languages Provide for languages across the curriculum, in recognition of the fact that all teachers are language teachers Is empathetic towards adults in the school s community for whom the school s medium of instruction is not their mother tongue? Not at all A little Significantly Areas we need to work on? 9. Does the Special Needs policy give access to an international education for all students? Not at all A little Significantly Examples of how this happens? 10. Is there a commitment to reflection and opportunities to look inward, reflect constantly and honestly on policies and practices? Not at all A little Significantly Examples of how this happens? 11. Is there a commitment to extension and provide opportunities to look outward, forge links with other schools and international organizations with which it shares common aims and problems? Not at all A little Significantly Examples of how this happens? 73/183

74 Instruction 74/183

75 Inquiry-Based Understanding and use of knowledge, ideas and inquiry process Direct Instruction Acquisition of information Guiding students in active and extended inquiry Providing opportunities for discussion and debate among students Presenting knowledge through lecture, text, and demonstration Asking for recitation of acquired knowledge Source: Campbell, 2006 theorists ideas can help to provide a broader context for understanding learner-centered learning, by highlighting the importance of the following key concepts: Effective learning cannot occur without student motivation, and curiosity is key for motivating students to inquire, investigate, and analyze We gain a better understanding of skills and concepts when we are actively involved in them, rather than mere spectators The content of what is learned should be relevant to the learner, as an integral member of society Learning occurs through constant interaction and dialogue between students and teachers, rather than through a rigid, hierarchical structure Alcántara, Adriana. INQUIRY-BASED LEARNING. IBN A: January /183

76 Key Principles to Inquiry Based Learning Principle 1: All learning activities should focus on using information-processing skills (from observations to synthesis) and applying the discipline "ground rules" as a means to learn content set in a broad conceptual context. Principle 2: Inquiry learning puts the learner at the center of an active learning process, and the systemic elements (the teacher, instructional resources, technology, and so forth) are prepared or aligned to support the learner. Principle 3: The role of the teacher becomes one of facilitating the learning process. The teacher also becomes a learner by finding out more about the learner and the process of inquiry learning. Principle 4: What is assessed is what is valued. Therefore, more emphasis needs to be placed on assessing the development of information-processing skills, nurtured habits of mind, or "ground rules" of the discipline, and conceptual understandings -- rather than just the content of the field. Concept to Classroom. (n.d.). Retrieved December 7, 2006, from *This website has great resources on implementing inquiry based learning and videos of it in action. Inquiry as a cyclical process University of Illinois, Urbana-Champaign, Inquiry Page Project. (n.d.). Retrieved February 6, 2007, from /183

77 IB position paper Concept-based Physical and health teaching education and learning guide H Lynn Erickson (pilot) For use from September 2014 or January 2015 Concept-based teaching and learning 1 International Baccalaureate Organization /183

78 Introduction to IB position papers This paper is part of a series of papers, written by IB practitioners and endorsed by the IB. Each paper addresses a topic or issue related to the IB s philosophy or its educational practices. Other papers in the series Allan, M. May Thought, word and deed: The roles of cognition, language and culture in teaching and learning in IB World Schools. Davy, I. July Learners without borders: A curriculum for global citizenship. Hare, J. July Holistic education: An interpretation for teachers in the IB programmes. Marshman, R. July Concurrency of learning in the IB Diploma Programme and Middle Years Programme. Walker, G. October East is East and West is West. Concept-based teaching and learning 2 78/183

79 Abstract This paper examines the characteristics of concept-based curriculum and instruction models and identifies the International Baccalaureate (IB) programmes as a three-dimensional, concept-based model. A discussion of the benefits of concept-based instruction supports the majority of attributes in the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking, transfer of knowledge and social construction of knowledge. This paper addresses these areas and discusses them in the context of the required IB pedagogy. It concludes with a review of the challenges in implementing a concept-based model and a summary of the rewards. Introduction The International Baccalaureate programmes offer a design for curriculum and instruction that is more challenging than traditional models, but which can produce deeper intellectual and emotional engagement in learning. The concept-based design is fully supported by cognitive and learning research. When information today is a click away on a computer keyboard, the use of classroom time must shift focus from covering and memorizing information to thinking with and applying knowledge at both the factual and conceptual levels. Thinking deeply with factual knowledge and concepts to communicate ideas and solve problems, transferring knowledge across distinct global contexts and situations, and seeing patterns and connections between concepts, ideas and situations are at the heart of concept-based teaching and learning. Less factual coverage can open the door to deeper thinking and understanding. What is concept-based curriculum and instruction? Concept-based curriculum and instruction is a three-dimensional design model that frames factual content and skills with disciplinary concepts, generalizations and principles. Concept-based curriculum is contrasted with the traditional two-dimensional model of topic-based curriculum which focuses on factual content and skills with assumed rather than deliberate attention to the development of conceptual understanding and the transfer of knowledge (see Figure 1). Concept-based teaching and learning 3 79/183

80 Figure 1. Two-dimensional and three-dimensional curriculum and instruction (taken from Erickson 2008). Two-dimensional curriculum models focus on facts and skills with the goals of content coverage, analysis and the memorization of information. Three-dimensional models focus on concepts, principles and generalizations, using related facts and skills as tools to gain deeper understanding of disciplinary content, transdisciplinary themes and interdisciplinary issues, and to facilitate conceptual transfer through time, across cultures and across situations. Three-dimensional models value a solid base of critical factual knowledge across the disciplines, but they raise the bar for curriculum and instruction by shifting the design focus to the conceptual level of understanding. This focus necessarily requires a supporting role for factual knowledge. A corollary goal of concept-based instruction that is seldom stated overtly is development of the intellect. In a concept-based instruction model teachers use the facts in concert with concepts and generalizations to effect higher order, synergistic thinking. Facts provide the foundation and support for deeper, conceptual thinking and understanding. Three-dimensional concept-based curriculum models value student inquiry and constructivist learning to support personal meaning-making. The research and agreement on the importance of conceptual understanding is undeniable. From the National Council of Teachers of Mathematics (NCTM) (2009) we hear the call: Any national mathematics curriculum must emphasize depth over breadth and must focus on the essential ideas and processes of mathematics (p 1). research on the learning of complex subjects such as mathematics has solidly established the important role of conceptual understanding in the knowledge and activity of persons who are proficient (p 2). One of the strongest research summaries supporting the importance of conceptual understanding can be found in How People Learn: Brain, Mind, Experience and School (Bransford et al 2000), published by the National Academy of Sciences and the National Research Council. Experts knowledge is connected and organized around important concepts (eg, Newton s second law of motion) (p 9). To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application (p 16). Concept-based teaching and learning 4 80/183

81 organizing information into a conceptual framework allows for greater transfer; that is, it allows the student to apply what was learned in new situations and to learn related information more quickly (p 17). Anderson and Krathwohl s book (2001) updated Benjamin Bloom s Taxonomy of Educational Objectives (1956), and further supports the need to teach for deeper conceptual understanding. By separating factual knowledge from conceptual knowledge, we highlight the need for educators to teach for deep understanding of conceptual knowledge, not just for remembering isolated and small bits of factual knowledge (p 42). Students understand when they build connections between the new knowledge to be gained and their prior knowledge. More specifically, the incoming knowledge is integrated with existing schemas and cognitive frameworks. Since concepts are the building blocks for these schemas and frameworks, conceptual knowledge provides a basis for understanding (p 70). Beyond the research, the importance of conceptual structures for disciplinary content just makes logical sense. In what ways are IB programmes conceptbased? The Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP) are three-dimensional and concept-based because, by deliberate design, they require students to process factual knowledge through the conceptual level of thinking. The DP values deeper critical thinking and conceptual understanding. The required theory of knowledge course examines different ways of knowing and challenges students to think beyond the facts as they analyse complex questions and issues in interdisciplinary inquiries. The extended essay and a variety of internal assessment tasks also engage the critical thinking of students as they independently plan, research, write and defend a significant question drawn from one of the subject areas (IB 2009b). DP teachers ensure that students know the attributes and meaning of the subject area concepts. At times, however, teachers express a concern over the tension between a heavy curriculum load and the time to teach for deeper conceptual understanding and the transfer of knowledge. This tension can sometimes result in implicit rather than explicit demonstrations of understanding. As the DP continues to develop, this tension might ease if key concepts and disciplinary related concepts were used to explicitly state the important conceptual relationships to guide instruction. This would focus the teaching and learning on the most significant conceptual understandings, and strengthen the bridge between the PYP, MYP and DP. I am sensitive to the curricular demands for university recognition but I also feel strongly that less is more when the student synergistically processes factual information through the conceptual level of thinking. Building the conceptual structures for deep understanding and the transfer of knowledge supports autonomous learners who maximize their learning by seeing patterns and connections between new knowledge and prior learning. New courses based on conceptual frameworks such as global politics will continue to emerge that will support teachers in helping students learn to do meta-analyses of complex systems, but traditional discipline-based courses also need a concept-based curriculum and instruction design for deep understanding. The DP, like the PYP and MYP, supports international-mindedness and understanding of other cultures. Identifying key and related concepts and framing critical subject area content with a central idea and additional supporting ideas (which will be introduced later in this paper) can strengthen the transfer of knowledge across global contexts as new examples of previously learned concepts arise. Conceptbased curriculums can support teachers in moving deliberately to idea-centred instruction. I know that DP teachers value deeper conceptual thinking and understanding. An idea-centred curriculum of important conceptual understandings supported by relevant content would help teachers meet these goals. Concept-based teaching and learning 5 81/183

82 The PYP is transdisciplinary in nature. The identification of transdisciplinary themes (for example, who we are, how the world works) frame the concepts, skills, attitudes and actions linked to what is real and relevant in the world through the design of programmes of inquiry. The transdisciplinary themes ensure that curriculum and instruction move beyond factual coverage in discrete subject areas to an integrative synthesis of knowledge and conceptual understandings to better understand our world and our place within the world (IB 2010). The MYP is developing a set of global contexts to use in their unit designs that will facilitate transcendent thinking, similar to that driven by the transdisciplinary themes of the PYP (IB 2012). In the PYP and MYP the key concepts draw thinking beyond the facts. This is significant for three main reasons. 1. The use of key concepts prevents an overreliance on memorization of facts as the end goal. In a concept-based model students must process the facts through their personal intellect the conceptual mind. The key concept provides focus to the topic under study, acting as a conceptual draw for personal engagement and mental processing. The focus shifts from memorization or a lower form of mental engagement to deeper, personal inquiry as students consider connections between the facts and the key concept(s). Key concepts are macro-concepts that transcend disciplines such as change, interdependence, system and relationships. The PYP has identified eight macro-concepts as key concepts to use for the programme. The choice of just one or two key concepts for a unit planner can prevent the conceptual focus from becoming too diffuse. The MYP is also working to identify a set of key concepts. Key concepts integrate thinking at the conceptual level. 2. Key concepts facilitate the transfer of knowledge through time, across cultures and across situations. The IB position paper Thought, word and deed: The role of cognition, language and culture in teaching and learning in IB World Schools (Allan 2011) cites research undertaken in schools in the United States, Australia and Germany that found when students are exposed to abstract concepts apart from context, learning is difficult. 3. Intercultural understanding depends on the ability to see the commonalities and differences in terms of concepts and their expressions across global contexts, whether they be social, political, economic or geographical/environmental. When students develop understanding of key concepts and central ideas (statements of conceptual relationship) they become aware that these concepts and ideas can be applied across cultures. I believe it is critical that all IB programmes attend to both the key concepts and the more disciplinespecific related concepts to ensure that students develop breadth and depth of conceptual understanding. The transferability of key concepts such as system, change and order help students recognize the many permutations of each concept from body systems, to economic systems, to environmental systems. The related concepts, however, ensure that instruction builds depth of understanding by attending to, and adding to, the language of each subject area the discipline-specific concepts and their important relationships from year to year. In the PYP, these related concepts can be taught in the context of the transdisciplinary units of instruction developed for the programmes of inquiry. Identifying the related concepts in these units ensures that disciplinary depth is included in the inquiry. When I use the term related concepts in my work with concept-based curriculum design, I am referring to the concepts related to specific disciplines within the unit, rather than specific concepts related to various key concepts. The reason for this is I want to identify the more specific concepts to build disciplinary depth. At this time the PYP and the MYP ask teachers to use a key concept and a more discipline-specific related concept to state a central idea and concept statement respectively. To reinforce idea-centred teaching and conceptual thinking I recommend consideration of additional conceptual understandings crafted with the more discipline-specific related concepts to be added to each unit. I will call these understandings supporting ideas for the purposes of this discussion. In the MYP and PYP if a yearlong course of instruction was framed under five or six units of instruction, I would think five to eight supporting ideas per unit in addition to the central idea/concept statement would be reasonable to guide the formative work. Another reason I suggest that the PYP and MYP use the more specific related concepts to write additional supporting ideas for their unit planners is to continually build disciplinary schemata in the brain, so students are prepared for the conceptual rigour of the DP, as well as for lifelong learning and Concept-based teaching and learning 6 82/183

83 work. It is through the conceptual structures of knowledge that the PYP, MYP and DP can be further aligned and articulated on the IB programme continuum. Aligning the terminology through the different levels of the IB programmes and articulating central and supporting ideas using key and related concepts at all three levels of the IB would provide the structure for a continuous and coherent concept-based scheme of instruction. A concept-based curriculum is idea-centred. Central and supporting ideas facilitate a pedagogy requiring synergistic thinking which means guiding students, through inquiry, to realize the deeper conceptual understandings supported by factual content. In the PYP, a suggestion could be to write more specific disciplinary supporting ideas to serve as the lines of inquiry. Developing critical central and supporting ideas for the different subject areas (referred to as subject groups in the MYP) across all levels of the IB continuum would provide clear understanding of targets for the teachers, and would facilitate a truly idea-centred pedagogy. This would also allow the breadth of curriculum content to be compacted and focused. How is a concept-based curriculum beneficial to student learning? Concept-based curriculum and instruction is essential to the IB educational paradigm. The critical elements that require a concept-based model are intercultural understanding and internationalmindedness, the ability to transfer knowledge and a rigorous intellectual model that is emotionally engaging and motivating. There are many benefits to a concept-based model. Thinking It requires thinking students who draw on critical, creative, reflective and conceptual thinking abilities. Facilitates synergistic thinking the cognitive interplay between the factual and conceptual levels of thinking. Requires deeper intellectual processing as students relate the facts to key concepts and principles. Develops conceptual structures in the brain (brain schemata) to relate new knowledge to prior knowledge, and to illuminate the patterns and connections of knowledge. Facilitates the transfer of knowledge at the conceptual level. Provides opportunities for personal meaning-making through processes of thinking, creating and reflecting. Intercultural understanding It develops intercultural understanding and international-mindedness through conceptual transfer. Facilitates the transfer of learning across global contexts as students engage with concepts and conceptual understandings as reflected across unique and varied cultures. Encourages inquiry into global issues of concern that draw out the multiple perspectives and situations of different cultures and nations. Motivation for learning It recognizes that intellectual and emotional engagement are essential to the motivation for learning. Increases motivation for learning by inviting students to think about the facts through a relevant and personally engaging key concept. The unit topic and the key concept have an iterative relationship each reinforces the other, for example, considering the facts about Global conflicts in the 21st century through the conceptual lens of perspectives, or considering facts about Our land and people through the lens of identity. Concept-based teaching and learning 7 83/183

84 Values and respects the thinking of the individual by drawing understandings from rather than telling understandings to. Encourages constructivist learning experiences that are relevant and important. Values collaborative thinking, discussions, and problem-solving with the belief that the social construction of meaning not only leads to a quality product, but is motivating to participants as well. Fluency with language It increases fluency with the languages of cultures and the disciplines. Illuminates the conceptual structures of meta-language to facilitate multilingual learning and communication across cultures. Builds increasing fluency with disciplinary language as students explain and support their conceptual understanding with relevant factual knowledge. Reinforces a common conceptual vocabulary and set of critical conceptual understandings in the different disciplines which can help alleviate language barriers in global labour contexts when students enter the workforce. These benefits are inherently supportive of the majority of the characteristics outlined in the IB learner profile (IB 2009a, p 5): inquirers knowledgeable thinkers communicators open-minded reflective. What are the required pedagogical shifts? Synergistic thinking I believe that synergistic thinking (Erickson 2007; 2009b) is essential for intellectual development. Synergistic thinking is a cognitive interplay between the factual and conceptual levels of mental processing. Synergy can be defined as two interacting agents providing a greater effect than either agent acting alone. Thinking without this factual/conceptual interaction can be shallow. Without a deliberate curriculum design that mandates this intellectual interplay, we may confuse memorized knowledge with deeper understanding. Just knowing the definitions of concepts is not sufficient. Just knowing facts is not sufficient. Transfer of knowledge and skills Facts do not transfer. They are locked in time, place or situation. Knowledge transfers at the conceptual level as concepts, generalizations and principles are applied across global contexts and situations. The ability to use the conceptual level of thinking to relate new knowledge to prior knowledge, to see patterns and connections between different examples of the same concept or conceptual understanding, and to pattern and sort the expanding information base is a critical skill for the 21st century. The transfer of processes and skills across multiple disciplines and contexts to deepen understanding and enhance performance is another mandatory facet of IB programmes. The approaches to learning (ATL) in the MYP continue to be developed along with the transdisciplinary skills in the PYP. Work is underway to organize ATL skills across all levels of the IB related to five skill clusters: social, research, thinking, communication and self-management. Concept-based teaching and learning 8 84/183

85 Social construction of meaning Quality thinking is hard work. Concept-based models encourage collaborative group work to enhance thinking and problem-solving. Different minds working together scaffold each other and generate new ideas and solutions. The social construction of meaning and collaborative groups work is a significant aspect of all IB programmes. School days filled with teacher-dominated lectures to passive students, locked into parallel rows of desks, are hopefully a relic of past pedagogies. Effective concept-based teachers in IB programmes understand the principles of synergistic thinking, the transfer of knowledge and socially constructed meaning-making. They have at some point made the following pedagogical shifts in their instruction if they began their teaching career in a traditional twodimensional model. (Please also see the appendix for an example.) From two-dimensional instruction* The goal is increased factual knowledge and skill development. Teacher relies heavily on lecture to disseminate factual knowledge. Instruction and learning experiences focus on factual examples and definitions of concepts with assumed conceptual understanding. Teacher posts objectives for each lesson as required. Students face the teacher in straight rows to ensure order and attention to the teacher s instruction. Teacher verbally summarizes the learning related to the objectives at the close of the lesson. Assessments measure factual knowledge and skills. Teacher focuses on covering the required curriculum. To three-dimensional instruction The goal is increased conceptual understanding supported by factual knowledge and skills, and the transfer of understanding across global contexts. Teacher facilitates student inquiry into important interdisciplinary and disciplinary topics and issues using one or two key concepts as the conceptual draw. Instruction and learning experiences utilize concepts along with factual content to ensure synergistic thinking. Teacher deliberately uses concepts to help students transcend the facts. Teacher posts questions of different kinds (factual, conceptual, debatable) to engage interest and to facilitate synergistic thinking. Students often work in groups to facilitate shared social inquiry, collaboration, synergistic thinking and problem-solving. Students may work independently, in pairs or groups, or across global contexts using the internet or other communication tools. Teacher uses inductive teaching to draw the statement of conceptual understanding from students near the end of a lesson and posts the central or suggested supporting ideas for later connections to future topics in the curriculum. Students support their understanding with accurate facts as evidence of quality synergistic thinking. Assessments of conceptual understanding tie back to a central (or supporting idea) by incorporating specific language from the idea in the task expectations. Teacher focuses on student thinking and understanding. He/she is cognizant of each student s ability to think synergistically. *The two dimensional model is exaggerated in this paper to provide a clear contrast with the threedimensional model. Challenges and summary There are challenges to the development and implementation of a concept-based, three-dimensional curriculum. But challenges indicate opportunities. The IB has the opportunity to meet the challenges to Concept-based teaching and learning 9 85/183

86 refine the IB programmes so they are truly the most effective and engaging in the world. The greatest challenges centre around curriculum development and programme articulation, teacher training and assessment. Fundamental to success in meeting each of these challenges is a solid understanding of conceptbased, three-dimensional curriculum and instruction. 1. Curriculum development. Quality teaching is supported by quality curriculums. The curriculum must be concept-based to meet the goals of transfer of knowledge, deep conceptual understanding, synergistic thinking, intercultural understanding and personal intellectual engagement. The IB continuum can be articulated and coordinated through the development of common terminology and a common curricular framework of key concepts, related concepts, and central and discipline-based supporting conceptual understandings. Unit planners can help ensure that a concept-based teaching plan will be developed. 2. Teacher training. This challenge is critical to the success of a concept-based model. If teachers do not understand the concept-based model and required shifts in pedagogy they will fall back on traditional teaching methods and fail to effect transfer of knowledge and deep understanding. As new schools and teachers are continually joining the IB family, creative ways of delivering the teacher training need to be developed. Regional training centres around the world that certify IB trainers after a rigorous training programme of one or two weeks with materials that teach the concept-based model along with the other facets of the IB programmes could be part of the solution. The critical point is that anyone training teachers on the concept-based model must understand the model completely and be able to convey that understanding to others effectively. (Administrators also need to be well trained on the meaning of a concept-based curriculum, what to look for in instruction and how to support teachers in the implementation of the IB model.) 3. Assessment The challenge here is to assess to the conceptual level of understanding, rather than just to the factual level. The design of the classroom assessments must be part of the teacher training programme. The IB external assessments also need to assess to the conceptual level of understanding, while allowing schools to use local content to support the understandings. Many nations lament the academic progress of their students year after year. Government officials institute solutions and throw money at the problem but the solutions usually centre around increased objectives to ensure topics are covered fully and more testing to make certain the curriculum is taught as defined. However, the focus is on the content rather than on the development of the whole child social, emotional, intellectual and physical a terrible mistake. The IB is on the correct path to prepare citizens of the future for living, learning and working in global environments, and for addressing the complex problems and issues that will undoubtedly arise. The IB community is a family of passionate educators who will continue to develop common understandings in curriculum and pedagogy to keep the ship on course. This journey could not be more important. About the author H Lynn Erickson is the author of three bestselling books: Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition January 2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, 2002; and Concept-based Curriculum and Instruction for the Thinking Classroom, 2007, all published by Corwin Press. Erickson is a recognized presenter at national conferences in the areas of concept-based curriculum design, teaching for deep understanding and standards alignment. Erickson was born and raised in Fairbanks, Alaska. She graduated from the University of Alaska in 1968 and taught at North Pole, Alaska before moving south. She taught various grade levels in California and moved to Missoula, Montana in 1976, earning master s and doctorate degrees in curriculum and instruction and school administration. She has worked as a teacher, principal, curriculum director, adjunct professor and educational consultant over a 42-year career. Concept-based teaching and learning 10 86/183

87 References Allan, M Thought, word and deed: The role of cognition, language and culture in teaching and learning in IB World Schools. Cardiff, UK. International Baccalaureate. Anderson, LW and Krathwohl, DR A Taxonomy for Teaching, Learning and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives. New York, USA. Addison Wesley Longman. Bloom, BS Taxonomy of Educational Objectives. Boston, Massachusetts, USA. Allyn and Bacon. Bransford, JD, Brown, A and Cocking, R How People Learn: Brain, Mind, Experience and School. Washington, DC, USA. National Academy of Sciences and the National Research Council. Erickson, HL Concept-based Curriculum and Instruction for the Thinking Classroom. Thousand Oaks, California, USA. Corwin Press. Erickson, HL Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction. 3rd edition. Thousand Oaks, California, USA. Corwin Press. Erickson, HL. 2009a. Concept-based Curriculum and Instruction for the Thinking Classroom Multimedia Kit. Thousand Oaks, California, USA. Corwin Press. Erickson, HL. 2009b. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, Facilitator s Guide. Thousand Oaks, California, USA. Corwin Press. IB Making the PYP happen: A curriculum framework for international primary education. Cardiff, UK. International Baccalaureate. IB MYP: From principles into practice. Cardiff, UK. International Baccalaureate. IB. 2009a. The IB learner profile booklet. Cardiff, UK. International Baccalaureate. IB. 2009b. Diploma Programme: From principles into practice. Cardiff, UK. International Baccalaureate. IB The Primary Years Programme as a model of transdisciplinary learning. Cardiff, UK. International Baccalaureate. IB MYP coordinator s notes, May. Cardiff, UK. International Baccalaureate. NCTM Guiding Principles for Mathematics Curriculum and Assessment. Reston, Virginia, USA. National Council of Teachers of Mathematics. Appendix Nevine Safire teaches the MYP. She has developed a concept-based unit around the central question When does population growth become overpopulation? To focus this unit she has chosen the key concepts of interactions and change from the MYP subject group guides. She is facilitating inquiry into the central idea human/environmental interactions can become unbalanced, leading to changes with unintended consequences. Ms Safire has identified related concepts from science and the humanities to use in developing some supporting ideas to facilitate greater conceptual depth and understanding throughout the inquiry. Some of these concepts she found in the MYP subject group guides; others she extrapolated from the content she will be teaching: Migration Environments Overpopulation Location Scarcity Climate change Concept-based teaching and learning 11 87/183

88 Population Equilibrium Conflict Population density Endangered Adaptation Natural resources Trade Sustainability Ms Safire developed five or six supporting ideas to guide the formative unit work. One of her supporting ideas for this unit was overpopulation can lead to conflict over scarce natural resources. Within the lesson Ms Safire asks students to analyse both local and global contexts for population density. We will identify aspects of concept-based pedagogy as we follow some of Ms Safire s thoughts during a concept-based lesson related to this supporting idea. Classroom actions Ms Safire: We have been learning about population growth in our unit. In this lesson we are going to think about the effects of overpopulation. What does the term overpopulation mean to you? Students view the video World Population by Population Connection. Students work in table groups using a graphic organizer to predict the possible effects of rapidly increasing population density on the following: land, animal populations, plants, natural resources. Analyse the graphic organizer and discuss the question At what point might population growth be considered overpopulation? View and discuss the video Overpopulation and Its Effects on Our World. Teacher questions: Factual: Does our state (country, region) have areas of dense population? What issues in our region would suggest the danger of overpopulation? What areas of the world have very dense population centres? (Note: Ms Safire engages students with a research activity on overpopulation in different parts of the world and uses guiding questions to develop understanding.) Conceptual: Why do nations develop concentrated population centres? What would indicate that a population centre is overpopulated? How do increasing human/environmental interactions change the environment? How might these interactions lead to scarce natural resources? How do communities with scarce natural resources meet their survival needs? How can scarce natural resources lead to conflict between groups of people or nations? Ms Safire s thoughts I want to check students prior conceptions of the term and draw out a clear definition that we can build on. This world map, adding the points of light representing increasing population growth over time, is an unforgettable visual of the growing problem. I wonder if students can foresee the potential problems that may be caused by rapidly increasing populations. This provocative question requires students to articulate the destructive effects of an imbalance between the human and natural world. This video supports, and further extends students understanding of the effects of overpopulation. I will ask students to bring their questions to the inquiry, but I also developed some factual, conceptual and provocative, debate questions for the lesson. I want to move students thinking beyond the local examples to the global perspective so that students can see the parallelism between local and global issues of concern. I want students to know which areas of the world have the greatest and least availability of natural resources; and to understand that scarcity of natural resources can lead to conflict. Provocative/Debatable: How can governments ensure that their citizens have the Concept-based teaching and learning 12 88/183

89 necessary natural resources for survival? Should nations with plentiful natural resources be required to share with nations who have scarce natural resources? Be prepared to defend your position. We have been inquiring into the idea of overpopulation. The following concepts have entered into our discussion. In your table groups see how many concept statements you can develop by showing relationships between the concepts below. Remember that these concept statements must transfer through time and across situations. Environment Interactions Change Overpopulation Natural resources Conflict Cooperation Scarcity Be ready to cite specific factual examples to support your understandings. I know that students will necessarily use synergistic thinking in this learning experience as they use the factual examples to support the construction of their conceptual understandings. I will be interested in seeing the relationships they find. Assessment task: You are the leader of a task force that has been commissioned by the city council to propose solutions to the problem of scarce water supplies caused by severe droughts in your area. A neighbouring area, which has also been affected by the drought, has blocked the downstream flow of water from a major source to ensure that all of their agricultural and industrial uses of water can be met. This blockage of water to your area has led to a heated conflict. You are to make a presentation to the city council that describes the water problem, and suggests creative and viable solutions including a way to work with the neighbouring area to collaboratively develop a win-win solution. You can choose your mode of presentation. This authentic performance task will help students learn to collaboratively problem solve using a local issue that has global implications. The task connects back to the supporting idea that scarce natural resources can lead to conflict and supports the IB aim of taking principled action to solve a community problem. As we read Ms Safire s thoughts during the lesson we can see her attention to concept-based pedagogy through the following: checking for prior understanding of concepts encouraging predictions using different kinds of questions (factual, conceptual, debatable) to move thinking beyond the facts engaging synergistic thinking assessing for conceptual understanding as well as facts and skills. Concept-based teaching and learning 13 89/183

90 Learner-Centered Instruction By: Paul Kim Model Attributes Inquiry A learner-centered, active learning approach focusing on questioning, critical thinking, and problem solving Follows the principle that involving learners will help them better understand the lessons Resourcebased learning Cognitive Apprenticeship Problembased learning Project-Based Learning Collaborative Learning Cooperative Learning Learners actively engage in multiple resources (print and non-print) Learners responsible for selecting resources (e.g. Internet, books, human) that appeal to their personal learning preferences, interests and abilities Learners become active learners as they use a wide range of materials to investigate subject material prescribed within their classroom curriculum Learners work in teams on projects or problems with close scaffolding of the teacher Guided participation helps the learner achieve tasks that independently would be too hard or complicated. The task or goal is to form a process of thinking or something that is intangible into something tangible Teachers usually model or scaffold the skills or tasks in the beginning. Once learners begin to understand, the modeling and scaffolding is reduced. This allows learners to accomplish the task on their own and only ask for help when needed Focuses on the process of problem solving, critical thinking in situated contexts, and acquiring knowledge. It is inquiry-based when learners are active in creating the problem Emphasis is placed on using communication, cooperation, and resources to formulate ideas and develop reasoning skills Knowledge is constructed within each individual or community based on the learner's or community's prior knowledge, values, beliefs, and perspectives. Learning occurs through social interactions whereby an outside source can help individuals extend their learning Activities are organized around achieving a shared goal (project) Focuses on developing a product or creation Engages learners by starting with concrete and solving hands-on, real-world problems Learners are usually provided with specifications for a desired end product (e.g a specific project, such as building a rocket or designing a web site) The learning process is more oriented to following correct procedures. Teachers are more likely provide expert guidance, feedback and suggestions (e.g. modeling, scaffolding) to help learners achieve the final product. This is provided according to learner needs and within the context of the project Activities are organized around achieving a shared goal (project) Learners placed in groups or pairs for the purpose of achieving a common academic goal Learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other learners to be successful Does not require face-to-face interaction as collaborative learning can take place across the Internet It is a specific kind of collaborative learning, where learners work together in small groups on a structured activity. They are individually accountable for their work and are responsible for helping teammates learn Cooperative groups work face-to-face and learn to work as a team Constructivism Founded on the premise that reflecting on personal experiences allows learners to construct their own understanding of the world Teachers focus on making connections between facts and fostering new understanding in learners Teachers rely heavily on open-ended questions and promoting extensive dialogue among learners Learners encouraged to analyze, interpret, and predict information 90/183

91 Forms of Inquiry When engaging with an MYP unit of work students can use the inquiry cycle to: make connections between previous learning and current learning experiment and play with various possibilities make predictions and take action to see what happens collect data and report findings clarify existing ideas and reappraise perceptions of events deepen their understanding through the application of a concept make and test theories research and seek information take and defend a position solve problems in a variety of ways International Baccalaureate Organization. " Creating learning environments." MYP: From Principles into Practice. MIddle Years Programme. Chippenham, Wilshire: Anthony Rowe, Ltd, /183

92 MYP in the Classroom Learner-centered Instructional Models Instructional Model Definition Classroom scenario where application is appropriate Practice already in place in my classroom/program/school Inquiry Resourcebased learning Cognitive apprenticeship Problem-based learning Revisions possible in classroom/program/school to allow for learner centered models 92/183

93 Project-based learning Collaborative learning Cooperative learning Constructivism Questions and Reflections: What are the pros and cons involved in delivering the unit in this way? What materials will I need? What do I already have or need to get? How can I invite collaboration within the community? 93/183

94 I USED TO THINK, BUT NOW I THINK A routine for reflecting on how and why our thinking has changed Remind students of the topic you want them to consider. It could be the ideal itself fairness, truth, understanding, or creativity or it could be the unit you are studying. Have students write a response using each of the sentence stems: I used to think. But now, I think Purpose: What kind of thinking does this routine encourage? This routine helps students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed. It can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and recognizing cause and effect relationships. Application: When and where can it be used? This routine can be used whenever students initial thoughts, opinions, or beliefs are likely to have changed as a result of instruction or experience. For instance, after reading new information, watching a film, listening to a speaker, experiencing something new, having a class discussion, at the end of a unit of study, and so on. Launch: What are some tips for starting and using this routine? Explain to students that the purpose of this activity is to help them reflect on their thinking about the topic and to identify how their ideas have changed over time. For instance: When we began this study of, you all had some initial ideas about it and what it was all about. In just a few sentences, I want to write what it is that you used to think about. Take a minute to think back and then write down your response to I used to think Now, I want you to think about how your ideas about have changed as a result of what we ve been studying/doing/discussing. Again in just a few sentences write down what you now think about. Start your sentences with, But now, I think Have students share and explain their shifts in thinking. Initially it is good to do this as a whole group so that you can probe students thinking and push them to explain. Once students become accustomed to explaining their thinking, students can share with one another in small groups or pairs. 94/183

95 Windowpane Reflections Inspired by Tips, Tools & Techniques for Staff Developers Training I want to remember I visualize or see happen Key ideas to share or key people I will share my new learning with... When I implement my new skill, what will this mean for my students 95/183

96 Planning 96/183

97 Time Frame Unit Topic State/Provincial Standards IBMYP Horizontal/Vertical Planner Subject Area: MYP Level: Objectives blend District & MYP AoI MYP Guiding Question Assessment MYP Criteria Scotts Valley Middle School 6 th Language A Curriculum Revised /183

98 Scotts Valley Middle School 6 th Language A Curriculum Revised /183

99 Time Frame Unit Topic State/Provincial Standards IBMYP Horizontal/Vertical Planner Subject Area: MYP Level: Objectives blend District & MYP AoI MYP Guiding Question Assessment MYP Criteria Scotts Valley Middle School 6 th Language A Curriculum Revised /183

100 Connecting Our World 100/183

101 Examples of Concepts Useful for Planning Interdisciplinary Units Action Equality Labor Probability Symmetry Accommodation Equilibrium Language Productivity Synergy Adaptation Error Law Progress Systems Angles Ethics Leadership Property Technology Attraction Ethnocentrism Liberty Proportion Temperature Average Evil Life Quest Tempo Balance Evolution Limits Rate Terrorism Beauty Excellence Line Ratio Texture Belief Fairness Location Rationality Theory Causation Family Love Reaction Time Cell Fitness Machine Reason Tolerance Change Flexibility Management Racism Tone Chaos Force Market Recycle Tool Church Form Matter Reflection Totalitarianism Citizenship Freedom Measurement Region Transfer Civilization Fun Mediocrity Relationship Transformation Class Function Melody Reliability Transportation Clone Future Migration Religion Truth Collective Gender Money Reproduction Trust Color God Motivation Responsibility Universe Communication Goodness Mutation Revolution Validity Communism Government Mutualism Rights Value Compassion Grace Negative Risk Variation Conflict Happiness Number Rhythm Vector Connection Harmony Odds Role Virtue Consumption Heat Order Rule Wants Cooperation Homeostasis Organization Savings Wealth Cost Hope Ownership Scale Wellness Courage Human nature Parasite Self Will Culture Human virtue Past Sexism Cycle Humor Patriotism Shape Death Identity Pattern Socialism Democracy Immigration Part/Whole Space Diversity Individual Peace Speed Division of labor Infinity Perspective Specialization Domain Institution Pitch Status Dreams Interdependence Population Stress Ecosystem Impact Positive Structure Efficiency Journey Power Supply and demand Energy Justice Prejudice Symbiosis Entropy Knowledge Present Symbols 101/183

102 CHECKLIST FOR INTERDISCIPLINARY TEACHING Is my unit designed with the following fundamental concepts in mind? Select those applicable. Holistic learning [ ] Intercultural awareness [ ] Communication [ ] Comments Is my unit designed to nurture interdisciplinary learning that is purposeful [ ] disciplined [ ] integrative [ ] Have I designed the unit around a multifaceted question or topic that is relevant [ ] feasible [ ] clearly framed [ ] Are the disciplinary understandings in my unit robust [ ] selective [ ] In my unit, are the integrative understandings tied to the purpose of the unit [ ] clearly described [ ] In my unit, are the performances of understanding designed to foster clarity of purpose, disciplinary grounding, productive [ ] integrations and thoughtfulness progressively advance interdisciplinary understanding of [ ] the topic take advantage of rich experiences and resources [ ] Have I planned targeted assessment that draws on a representative selection of student work [ ] is formative and summative [ ] pays attention to the clarity of purpose, disciplinary grounding, productive integrations and thoughtfulness [ ] MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate /183

103 MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate /183

104 Appendix I Example of an interdisciplinary unit Page 1 of 6 MYP unit planner Unit title Media and image culture Teacher(s) Subjects and grade level Language A, arts, history / MYP Year 4/5 Time frame and duration 3 WEEKS / 9 or 10 sessions Stage 1: Integrate significant concept, area of interaction and unit question Area of interaction focus Which area of interaction will be our focus? Why have we chosen this? Significant concept(s) What are the big ideas? What do we want our students to retain for years into the future? Health and Social Education issues that shape us Environments role of environments in well-being of humans Human Ingenuity how systems develop over time Media affects teenage health and selfesteem MYP unit question How do media shape your mind and body? Assessment What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Summative assessment (Integrative performance) Choose one of these 3 interactive, visual metaphorical models to reflect A New Doll s House. This represents the tension between teenager s identities and the influence of media on their identity (a play, an installation, an interactive art piece). Students work in groups to make a model (based on Ibsen s play The Dolls House ) of their own identities being affected by the influence of media. They keep a diary or a blog to register the process. Then they present it to the class and they assess their strengths and challenges. Then they move to a more reflective phase and they add the group s reflection and a final personal MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate Organization /183

105 Appendix I Example of an interdisciplinary unit Page 2 of 6 response to their production as a conclusion addressing the unit question and present it to the school community to raise awareness. Which specific MYP objectives will be addressed during this unit? Language A: Media and image culture - understand and comment on the language, content, structure, meaning and significance of different type of media - demonstrate a critical awareness of a range of written and visual ads - express an informed personal response to the image culture, express ideas with clarity and coherence in both oral and written communication - structure ideas and arguments, both orally and in writing, in a sustained and logical way, and support them with relevant examples - use correct grammar with appropriate and varied sentence structure History: Renaissance - demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing - establish a personal sense of identity in a context of time and place - recognize and explain continuity and change Arts: Realism - build knowledge and understanding of both the art form and artistic processes - make a practical application of the student s skills to the creation of artwork - reflection and evaluation: reflect on how it comes to feel and think like an artist Which MYP criteria will be used? Interdisciplinary criteria : Clarity of purpose Disciplinary grounding Integration Reflection Specific subject criteria addressed: History: Criterion A: knowledge Criterion B: concepts (Change, time and place ) Arts: Criterion A: knowledge and understanding MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate Organization /183

106 Appendix I Example of an interdisciplinary unit Page 3 of 6 Criterion B: application Criterion C: reflection and evaluation Language A: Criterion A: content (receptive and productive) Criterion B: organization Criterion C: style and language mechanics Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? Knowledge: Media and image culture. Ibsen s play : A Doll s House Renaissance art as an expression of the values represented in a society Arts: Realism in painting, photography, theatre (Ibsen s play: A Doll s House) Skills: Students will demonstrate within and integrate across all content areas the ability to: - comprehend and evaluate written, visual and oral presentations and works - evaluate the accuracy of information and the reliability of its sources - organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation (storyboard) - apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers - integrate media literacy skills - develop healthy lifestyle learning goals - learn strategies to become critical users of media and critical thinkers about the information they receive through media. - focus the application of media skills on real life experiences and help students develop lifelong learning skills. - analyze the duties and responsibilities of individuals in societies - identify and apply practices that preserve and enhance the safety and health of self and others MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate Organization /183

107 Appendix I Example of an interdisciplinary unit Page 4 of 6 Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Organization: Time management: adhering to deadlines, self management: personal goal setting, taking on responsibility. Communication: using appropriate structures and vocabulary to communicate their message: Students will demonstrate within and integrate across all content areas the ability to: plan and make written, oral and visual presentations for a variety of purposes and audiences review and revise communications to improve accuracy and clarity exchange information, questions and ideas while recognizing the perspectives of others present perceptions and ideas regarding works of the arts perform or produce works in the fine and practical arts use technological tools to exchange information and ideas. Reflection: self awareness, reflecting on the influence of the different media and their effect on the culture image. Thinking: brainstorming, planning, inquiring questioning information Transfer: make connections between the real world, the influence of the media and healthy lifestyles; transfer information using an interactive representation by building a metaphorical model of their identity and the influence of the media, making the beauty historical timeline, identity collage, etc. Learning experiences How will students know what is expected of them? Will they see examples, rubrics, and templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? Teaching strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? Students will get examples and rubrics of the work expected. Introductory performances: Students prior knowledge will be the starting point that will pave the way for the unit. This will be done through pertinent video clips, articles, etc, that will trigger the discussion. They will acquire the knowledge and skills through a variety of performances of understanding that address the unit question. Midway supported synthesis -Historical beauty timeline: Peers Identity Collage : Formative assessment feedback will be provided throughout the unit by listening to the students share their interactions, discuss the main issues, share their presentations. All learning styles will be catered for. The activities will be balanced (visual, auditory and kinaesthetic) so as to appeal to all the students and visual cues of the models will also be provided. Differentiated learning will take place. For those students who have difficulties or whose mother tongue is not the school s language of instruction the degree of difficulty of the activities will vary in the depth of their MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate Organization /183

108 Appendix I Example of an interdisciplinary unit Page 5 of 6 Students will watch ads and identify these questions for discussion: who created the message, what creative techniques are used to attract my attention? What values, lifestyles are represented? Why is the message being sent? Then they brainstorm ideas for creating a healthy classroom identity collage that represents the message they want to convey and the values they want to promote. research, the explanation of their visual model, etc. Students will also be offered instruction about how to produce an effective PowerPoint presentation and given advice about suitable techniques to use for the model, etc. Renaissance News : Students create a front page for a mock newspaper depicting an event such as Leonardo presentation of The Mona Lisa to the world. The report includes detailed descriptions and techniques that are used and analyze relevant facts. Students should use an increasing variety of relevant terminology. Renaissance man is here to stay : Write a persuasive essay describing the legacy of renaissance. Socratic seminar /Debate the motion: Beauty is in the eye of the beholder Advocacy through letter writing: Develop an advocacy plan for a local, national or global health problem. Students will write a letter as part of their advocacy plan. Final Synthesis performances: The Doll s House : students learn about realism in theatre and the techniques of plays to write their own version of Ibsen taking place in the 21 century and dealing with the issue of media influence. They choose one excerpt and perform it to the class. Women through man s eye : (Renaissance and today ). Students create a detailed slide presentation comparing and contrasting causes and effects of the perception of the world and women. MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate Organization /183

109 Appendix I Example of an interdisciplinary unit Page 6 of 6 Resources What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the unit? Free standing boards to write dialogue model Pieces of blank paper to write their own dialogues and cut them up into meaningful chunks Access to computers to make their PowerPoint presentations The Doll s House by Ibsen Web sites to be used : -for audio material: Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the Planning for teaching and learning section of MYP: From principles into practice. Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? NA What interdisciplinary understandings were or could be forged through collaboration with other subjects?. Assessment Were students able to demonstrate their learning?. How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful? MYP Interdisciplinary teaching and learning workshop materials International Baccalaureate Organization /183

110 Appendix D Methods for structuring curriculum Page 1 of 1 Discipline/content based: Subject component: writing, reading, speaking, listening, presenting, viewing Literary/Language skills Theory Knowledge based Theme/topic based: Theme Question: how does this further development of understanding of role of language/literature? Subject component: writing, reading, speaking, listening, presenting, viewing Concept based: Concept Question: how does this further development of understanding of role of language/literature? Subject component: writing, reading, speaking, listening, presenting, viewing Interdisciplinary based: Theme Question Interdisciplinary skills (ATL) Areas of interaction generated ideas Content/stimulus from other disciplines What aspects of language A skills writing, reading, speaking, listening, presenting, viewing are being further developed? MYP language A workshop resource pack International Baccalaureate Organization /183

111 Appendix F Sample summary of assessment task for language A (1) Page 1 of 2 Tasks Year 1 Year 2 Year 3 Years 4 5 ESSAY (literary, argumentative, persuasive, analytical, 500 1,000 words or 600 1,200 Chinese characters in length) Analyze and compare two literary works Take a position for or against an issue (for example, the death penalty) Analyze the author s tone, style, or use of literary devices Write a letter to the editor about an important issue CREATIVE WRITING (of a maximum of 1,000 words or 1,200 Chinese characters, plus an optional rationale of a maximum of 300 words or 360 Chinese characters) Re write a chapter from another character s point of view Write an original folk tale, fable or myth Write an original science fiction story, fantasy, mystery, play Write an original short story Write original poetry Write a character sketch Write several diary entries as a character in a literary work RESPONSE TO LITERATURE (written response 500 1,000 words or 600 1,200 Chinese characters in length, or oral response Discuss the total effect of a poem on the reader (eg, impact, devices, topic) Discuss the use of symbolism in the literature Discuss the major conflicts in the literature MYP language A workshop resource pack International Baccalaureate Organization /183

112 Appendix F Sample summary of assessment task for language A (1) Page 2 of 2 Reflect on a passage and demonstrate an understanding of the characters Respond to aspects of non fiction MYP language A workshop resource pack International Baccalaureate Organization /183

113 Unit Planning 113/183

114 Assessing Unit Planners The following could be questions for determining the significant concept. Is it grounded in the subject? Does it reflect essential disciplinary understanding? Does it respond to the questions why or so what? Can it be formulated in terms of: It is important for students to understand that? Do teachers from other disciplines recognize it as a significant concept? In certain cases, significant concepts can transcend the subject to become macro-concepts, and could possibly be used in other subjects, making for an authentic interdisciplinary connection for an MYP unit of work. Where this occurs it provides an opportunity for other subject-area teachers to collaborate more easily in the creation of an interdisciplinary unit. Descriptor The significant concept(s) statement fails to identify a significant concept that is a big idea grounded in the subject. Either the concept is disconnected from the subject or it focuses solely on subject-specific knowledge, skills or attitudes. The significant concept(s) is apparent only on close analysis of the concept statement. Close inspection is needed to determine how the significant concept is grounded in the subject. Either the concept appears to be disconnected from the subject or the emphasis is largely on subject-specific knowledge, skills or attitudes. The significant concept(s) is apparent from the concept statement. It is identifiably grounded in the subject although this might not be immediately evident. Some subject-specific knowledge, skills or attitudes may be included inappropriately. The significant concept(s) is easily identified from the concept statement. It is evidently grounded in the subject without identifying subject-specific knowledge, skills or attitudes. Level The significant concept is put into a meaningful context through the use of one of the areas of interaction. The different perspectives of the areas of interaction could lead to a different focus and different unit question. The teacher should choose the area of interaction that is most appropriate by reviewing the school s area of interaction student learning expectation planning documentation. Once the area of interaction has been determined, its focus must be stated. This is an explicit indication of how the area of interaction will guide both teacher and student inquiry using the significant concept to make the actual subject content of the unit relevant to students. Descriptor There is little or no attempt to show how student learning can be enhanced by the integration of any area of interaction. 0 Level More than one area of interaction is identified, which provide little more than links to the unit s significant concept. Multiple directions are implied or some ideas are provided for student inquiry, although these may have little relevance to the significant concept. One area of interaction is stated. There is a weak connection that can be made with the identified significant concept. There is an attempt to show how teachers and students might use the area for inquiry, although the connections might not be clear. One area of interaction is stated and forms the context of the entire unit. It has clear connections with the identified significant concept. The area of interaction focus guides both teacher and student inquiry into the significant concept in a meaningful context The MYP unit question is developed by integrating the significant concept with the area of interaction context in the form of a student-centred question; it specifically engages students, bringing an authentic context to their learning. Open-ended Relevant and engaging Challenging and provocative Level The question: The question: The question: is closed, requiring a yes/no response (typical questions start with can, does, should, do, will ). does not provide for student involvement fails to interest students is irrelevant to students lives. does not seek to extend students capacities for new understandings. 0 presumes that the answer could be known in advance, looked up or easily derived without serious thinking. is isolated from students prior knowledge and experience is phrased in adult language and adult thinking provides for little student interest provides few opportunities for students to develop their understandings or skills requires a response based on factual recall or the simple stating of an 1 114/183

115 requires a response that is likely to be the same from student to student has boundaries set by the teacher. is open (typical questions start with how, why ) is designed so that students can explore a variety of possibilities. has little relevance to students lives. opinion that has little depth attempts to make connections to students prior learning is a simplified version of an adult question requires some student involvement is connected to an aspect of students lives, although it may not be ageappropriate. assumes a degree of prior knowledge and experience hooks student interest in an ageappropriate manner is phrased in student-friendly language provides ways for students to be actively involved encourages students to consider the unit s significant concept and to reflect on it in the context of their adolescent world. is teacher-centred or textcentred. seeks a limited extension of student knowledge and understanding provides some opportunities for students to increase their understandings and competencies. seeks to extend prior knowledge and understandings provides for varied ways in which students can increase their understandings and competencies could contain an unfamiliar significant concept that requires unpacking. A culminating task will allow students an opportunity to respond to the MYP unit question. It is critically important that teachers consider how students will be able to demonstrate their understanding of the significant concept or big idea. Teachers must think as moderators, asking themselves the following questions. What will constitute acceptable evidence of understanding? How will students show that they have engaged with the unit question and significant concept? How will students show what they have understood about the significant concept or big idea? 2 3 The culminating task does not provide opportunities for students to engage with the unit question and significant concept embedded in it and to demonstrate their understanding of the concept, skills and subject-specific knowledge. The culminating task provides students with limited opportunities to demonstrate their understanding of the significant concept and respond to the unit question; the emphasis is on demonstrating developed skills and knowledge only. Students are directed to communicate their learning in one way. The task requires students to use a limited range of approaches to learning skills and subject knowledge that have few connections with the objectives that frame the unit. The culminating task allows students some opportunities to demonstrate their understanding of the significant concept and respond to the unit question, although it may seem prescriptive and restrict student options. The task requires students to use approaches to learning skills and selected subject-specific knowledge, some of which may be represented in the objectives framed by the unit. The culminating task is open-ended and designed for students to demonstrate their understanding of the significant concept and respond to the unit question. The task gives students the opportunity to communicate approaches to learning skills developed and objectives reached through the unit, as well as subject-specific knowledge identified in stage 2 of the planner References: Erickson, HL Stirring the Head, Heart, and Soul. Corwin Press, USA. Wiggins, G and McTighe, J Understanding by Design. Association for Supervision and Curriculum Development /183

116 Writing Significant Concept Statements or Generalizations Literary concepts for Shakespeareʼs Macbeth: ambition, destiny, relationships, tyranny Step Prompt Example Write a statement that puts two or more concepts in relation to each other using a present tense verb. Ask how or why? Answer the question Ask so what/how? Answer the question and add the stem, The student will understand that Ambition affects relationships. How does ambition affect relationships? Ambition changes the dynamics of a relationship. So what happens if ambition changes the dynamics of a relationship? The student will understand that changing the dynamics of a relationship can create conflict and disrupt oneʼs social interactions. Based on the work of H. Lynn Erickson 116/183

117 MYP unit planner Unit title Teacher(s) Subject and grade level Time frame and duration Stage 1: Integrate significant concept, area of interaction and unit question Area of interaction focus Which area of interaction will be our focus? Why have we chosen this? Significant concept(s) What are the big ideas? What do we want our students to retain for years into the future? MYP unit question Assessment What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Which specific MYP objectives will be addressed during this unit? Which MYP assessment criteria will be used? 117/183

118 Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Learning experiences How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? Teaching strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? Resources What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the unit? 118/183

119 Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the Planning for teaching and learning section of MYP: From principles into practice. Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful? Figure /183

120 MYP unit planner 120/183

121 Activity 4: Organizing MYP language A in the school Level of experience Beginners/Level 1 Recommended time Objectives Brief description 30 min To consider a variety of organizational issues when planning an MYP language A Leader introduces methods for structuring the language A curriculum, and discusses some details about the characteristics of these methods. Activity questions What are the MYP language A requirements and how do we address them? How integrated does an MYP language A course need to be? How can MYP language A integrate with the state/national curriculum? How much time should be spent on language A? What sorts of resources are necessary for the effective teaching of language A? Materials 1. PowerPoint slides Language A guide (2009) 3. MYP: From principles into practice: The subject groups. 4. Language A Example interim objectives 5. Appendix C: Organizing the MYP language A in the school 6. Pens and paper 7. Appendix D: Methods for structuring curriculum 8. Blank OHT/flipchart 9. Appendix A: Reflection journal Procedures Part A 1. Leader presents and comments on the PowerPoint slides. 2. In a carousel type of activity, groups of three to five participants discuss each question and try to come up with an answer before passing around the question to another group. 3. Whole group discussion with the leader who makes note of recurring points. Part B 4. Leader introduces methods for structuring curriculum. 5. Groups discuss them and define what they think Materials PowerPoint slides Appendix C Page 1 International Baccalaureate Organization /183

122 characteristics of each method listed in appendix D are. 6. Small groups could come up with flow charts or diagrams that show how and when aims and objectives are integrated and think of advantage, inconvenience and relevance of the different options. Appendix D Blank OHT/flipchart 7. Some groups report back, compare with work produced by other groups and leader takes notes. 8. Leader can also present samples of integration from his/her own school or schools known from him/her. 9. Leader gives participants time to write in their reflection journal Leader s examples Appendix A Notes to the leader Note to point 8, procedures Leaders can use third party material provided that they have obtained prior authorization to use the work as well as authorization from the regional office. Reflection for future workshops Page 2 122/183

123 Questions Questions are an essential tool for all MYP practitioners. The intention, through the use of them, is to focus on the essence of the topic/issue being dealt with so that the teaching and learning which takes place can be most useful. In this section you will find a set of questions which relate to MYP language A for consideration by you as a leader, followed by several sets of specific questions which you could ask the workshop participants. These lists are neither prescriptive nor exhaustive but they do serve as a convenient way of attempting to ensure a logical progression in each workshop session. Questions for the leader How do you explain what MYP language A is and where it lies on the language continuum? How can you show the relationship between the IB mission statement, the IB learner profile, the MYP fundamental concepts, the areas of interaction and the aims of language A? How well do your participants understand criterion related assessment? How can you ensure that participants understand the subject objectives and their relationship with assessment criteria? In what ways can we foster intercultural awareness through language A? How can you show the importance and effect of fundamental concepts/areas of interaction/objectives on curriculum mapping for language A in general? How can you show the importance and effect of fundamental concepts/areas of interaction/objectives in specific language A units? How do these effects make an MYP language A course any different from any other language A course? Which examples will you use to show this? Where do your second language learners fit? Are they language A or language B? When does a second language student stop being a second language student? Can a second language student ever reach top levels in language A? How can we expect them to be at the same level as a student who is a native speaker? How can we support students during transition and adjustment phases into mainstream classrooms? How can we provide ongoing language support for students in mainstream classrooms? How do we incorporate early learners of the language of instruction into major interdisciplinary projects? How do you differentiate within your classroom when working with second language learners? How can we ensure appropriate training of teachers? Page 1 International Baccalaureate Organization /183

124 How do we integrate the second language and mother tongue programmes into the MYP? When do we integrate the second language and mother tongue programmes into the MYP? Questions for the participants After sessions and activities, participants should answer these questions that could be set at the start of the session/activity as part of their reflection. MYP fundamental concepts and MYP language A What is international education? What are the fundamental concepts of the MYP and why are they fundamental? How interculturally aware am I? How can I widen my understanding of this fundamental concept? Where do these fundamental concepts fit in an MYP language A course? How could an MYP language A course be best structured to include and reflect the fundamental concepts? How do the fundamental concepts contribute to international education? In what ways can we foster intercultural awareness through MYP language A? MYP language A in the school What makes an MYP language A course distinct? How is language A delivered in your current school? How does your school build in curricular review and monitor the delivery of the programme? Does your school have a language policy? What is the role of language A in this language policy? How far were you involved in developing your school s language policy? How familiar are you with the documents, Learning in a language other than mother tongue in IB programmes (2008) and Guidelines for developing a school language policy (2008)? Vertical planning just jargon or common sense? How important is it for teachers to be able to meet and plan across the years of the MYP in language A? How does this currently happen in your school? How can this planning be facilitated in your school? How can the areas of interaction be satisfied in such vertical planning? How can the aims and objectives of MYP language A be best met through such planning? How can interdisciplinary work be arranged through such planning? Page 2 124/183

125 How can the Language A teacher support material Example interim objectives (2009) document help articulate vertical planning? Horizontal planning even more jargon or more common sense? What is the current role/structure of the language A department in your school? How can this approach lead to successful interdisciplinary projects? What might be some different approaches to horizontal planning? Would the participants benefit from a joint session with another workshop leader s group (if available), to further explore interdisciplinary planning? How can the Language A teacher support material Example interim objectives (2009) document help articulate horizontal planning? Designing MYP language A units What are the components of an effective MYP language A unit of work? What is the planning process for the MYP planner? What role do unit questions play in planning units of work? How are the areas of interaction used in planning? How and when should assessment be including in planning? How can I differentiate a task to meet the learning needs of all MYP students? What specific strategies and tools can you share with participants for unit planning? Assessment How is assessment part of the learning process? How are you going to explain formative and summative assessment in MYP language A? What are the final assessment criteria for MYP language A and how do they link with the objectives? After marking some student work: what level would you give in each criterion? Why? How can schools modify the assessment criteria for use with younger students? What is a rubric? How do you create a rubric? How do teachers plan with assessment in mind? What are the various tools for assessment? Which kinds of assessment tasks are appropriate for MYP language A? What is the relationship between the areas of interaction and assessment? How do you prepare for moderation/monitoring of assessment? How do you involve students, administrators and parents in assessment? What are the students expected outcomes at each level? Page 3 125/183

126 Is there rigour in language A? Page 4 126/183

127 Syllabus or Course Outline Horizontal Planning Document: In two pages or less, the MYP course outline required for application form, part B should be a document that may be shared with the school community (Back to School Night, Open Houses, etc.). Parents and students should come to understand how the MYP is implemented in the course. Teachers of the same subject and level should work together to create an outline that describes their course. This applies across partnership schools. MYP SUBJECT MYP Level I. Brief description of the course that incorporates the following: MYP fundamental concepts The learner profile II. Blend of the state, provincial, or local standards (if applicable) with MYP aims and objectives. Ideally, each should stand alone but next to each other to show how the aims and objectives match state, provincial, or local standards. AIMS OBJECTIVES III. Role of the areas of interaction in your course IV. Texts and resources V. Methodology VI. Methods of assessment VII. Grading policy including the use of MYP criteria 127/183

128 Appendix J Self study questionnaire Section C : curriculum Page 1 of 10 Section C: curriculum MYP only: Eight groups of teachers, each group representing one of the eight subject groups, must grade the standards and practices in this section (standards C1 to C4) and complete the statement of conclusions for each standard. Following this, a group representing all subject groups in the programme, and including the programme coordinator, must also grade the standards and practices and complete the statement of conclusions for each standard. In addition, the cross subject group must answer the questions in the section headed The school as a summary of curriculum implementation for the programme as a whole. (The school will therefore submit responses to Section C.) All subject group responses to Section C must be sent to the regional office. The school MYP The following questions must be answered by a group representing all subject groups for the programme, and including the programme coordinator. 1. If the school teaches subject specific syllabuses defined by a body other than the IB (eg national or state requirements), describe the ways in which teachers have adapted those requirements to conform to MYP standards and practices. 2. Describe the procedures used to consider and determine relative weighting of curriculum time for each subject group and subject. 3. Describe the process by which teachers have considered and adapted the wording of the level descriptors for each assessment criterion of MYP subjects to reflect the expected achievement levels in each year of the programme. 4. Describe the system of recording and reporting the assessment of student achievement against MYP objectives and assessment criteria. How often does the school report the students achievements, including academic results, to parents? 5. If applicable, describe any streaming or options available to students within MYP subject groups. 6. How does the support system (pastoral care/homeroom/advisory) for MYP students integrate with and complement the delivery of the MYP? MYP language A workshop resource pack International Baccalaureate Organization /183

129 Appendix J Self study questionnaire Section C : curriculum Page 2 of 10 MYP language A workshop resource pack International Baccalaureate Organization /183

130 Appendix J Self study questionnaire Section C : curriculum Page 3 of 10 The standards and practices Please select the appropriate box. MYP only: Eight groups of teachers, each group representing one of the eight subject groups, must grade the standards and practices in this section (standards C1 to C4) and complete the statement of conclusions for each standard. Following this, a group representing all subject groups in the programme, and including the programme coordinator, must also grade the standards and practices and complete the statement of conclusions for each standard. Standard C1 A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community. Requires significant attention Shows satisfactory development Practices Degree of implementation Low High Common: 1. A comprehensive, coherent curriculum is available in written form to all sections of the school community (including students, teachers, parents, administrators and members of the governing body). 2. The curriculum is developed with consideration for students previous learning experiences and future educational needs. 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. 4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them. 5. The curriculum encourages students to become aware of individual, local, national and global issues. 6. The curriculum promotes all the attributes of the IB learner profile. 7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. 9. The curriculum provides opportunities for students to work MYP language A workshop resource pack International Baccalaureate Organization /183

131 Appendix J Self study questionnaire Section C : curriculum Page 4 of 10 both independently and collaboratively. 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. 11. The curriculum is regularly reviewed in the light of programme developments. 12. The school takes advantage of local community organisations and the expertise of other adults to foster learning within the scope of the curriculum. 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. 14. The school actively supports the development of the mothertongue language of all students. 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. MYP: 16. The school fosters holistic education by ensuring that teachers consider the curriculum as a coherent experience, through the areas of interaction, in every year of the programme. 17. The areas of interaction are developed within and across the academic disciplines, so that students acquire an understanding of each. 18. Each area of interaction involves all subject teachers in raising awareness and providing appropriate learning experiences. 19. Clear objectives and learning strategies have been developed for each area of interaction. 20. The curriculum fulfills the aims and objectives of each subject group. The statement of conclusions Strengths: Practices in need of strengthening: MYP language A workshop resource pack International Baccalaureate Organization /183

132 Appendix J Self study questionnaire Section C : curriculum Page 5 of 10 Proposals for improvement: MYP language A workshop resource pack International Baccalaureate Organization /183

133 Appendix J Self study questionnaire Section C : curriculum Page 6 of 10 Standard C2 The school has implemented a system through which all teachers plan and reflect in collaborative teams. Requires significant attention Shows satisfactory development Practices Degree of implementation Low High Common: 21. All teachers are provided with the appropriate documentation, including relevant IB publications, in preparation for all planning activities. 22. Planning at the school takes place collaboratively. 23. Planning at the school enables all teachers to gain an overview of the students whole learning experience. 24. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. 25. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. 26. Planning at the school addresses assessment issues throughout the planning process. 27. Planning at the school recognises that, in practice, all teachers are language teachers and consequently appropriate consideration is given to their responsibility in facilitating communication. MYP: 28. Planning at the school facilitates interdisciplinary learning to strengthen cross curricular skills and deepen the understanding of wider concepts. 29. Planning at the school includes the coordination of the five areas of interaction from years 1 to 5 to ensure progression of learning. 30. Planning at the school includes the coordination of the curriculum within each subject group that is taught to all MYP students. MYP language A workshop resource pack International Baccalaureate Organization /183

134 Appendix J Self study questionnaire Section C : curriculum Page 7 of 10 The statement of conclusions Strengths: Practices in need of strengthening: Proposals for improvement: MYP language A workshop resource pack International Baccalaureate Organization /183

135 Appendix J Self study questionnaire Section C : curriculum Page 8 of 10 Standard C3 Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action. Requires significant attention Shows satisfactory development Practices Degree of implementation Low High Common: 31. Teaching and learning at the school builds on what students know and can do. 32. Teaching at the school allows students to become actively responsible for their own learning. 33. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. 34. Teaching and learning at the school recognises and reflects multiple perspectives. 35. Teaching and learning at the school addresses the needs of students who have reached different stages in their development and those who have different learning styles. 36. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. 37. Teaching at the school engages students as critical thinkers with developing views of their own. 38. Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. 39. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. 40. Teaching and learning at the school promotes the understanding and practice of academic honesty. MYP language A workshop resource pack International Baccalaureate Organization /183

136 Appendix J Self study questionnaire Section C : curriculum Page 9 of 10 The statement of conclusions Strengths: Practices in need of strengthening: Proposals for improvement: MYP language A workshop resource pack International Baccalaureate Organization /183

137 Appendix J Self study questionnaire Section C : curriculum Page 10 of 10 Standard C4 There is an agreed approach to assessment, and to the recording and reporting of assessment data, which reflects the practices and requirements of the programme. Requires significant attention Shows satisfactory development Practices Degree of implementation Low High Common: 41. There is a written assessment policy in place that is available to all sections of the school community. 42. Assessment at the school is viewed as being integral with planning, teaching and learning. 43. Learning expectations and integral assessment strategies are made clear to students and parents. 44. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. 45. Learning at the school involves students in both peer and self assessment. 46. The levels of students current knowledge and experience are assessed before embarking on new learning. 47. Students are provided with regular and prompt feedback to inform and improve their learning. 48. Assessment at the school provides students with regular opportunities for reflection on their own learning. 49. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. 50. The assessment process allows for meaningful reporting to parents about students progress. 51. Assessment data is analysed to provide information about the individual needs of students. 52. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. MYP language A workshop resource pack International Baccalaureate Organization /183

138 Appendix J Self study questionnaire Section C : curriculum Page 11 of 10 Practices Degree of implementation Low High MYP: 53. Assessment is a continuous process and is designed to address the MYP objectives in each of the eight subject groups and the personal project, according to a criterionreferenced approach. 54. The assessment focuses on process as well as product. 55. Teachers/supervisors participate in the standardisation of assessment, where appropriate. The statement of conclusions Strengths: Practices in need of strengthening: Proposals for improvement: MYP language A workshop resource pack International Baccalaureate Organization /183

139 Middle Years Programme Language A teacher support material Example interim objectives For use with the Language A guide (August 2002) International Baccalaureate Organization /183

140 Objectives for years 1, 3 and 5 of the Middle Years Programme Year 5 objectives The language A objectives for year 5 of the Middle Years Programme (MYP) are already in place and can be found in the Language A guide (August 2002). This set of prescribed objectives forms the basis for the assessment criteria, also published in the guide, which must be used for the final assessment of students work during year 5. Example interim objectives Example interim objectives for years 1 and 3 of the MYP appear in the table that follows. They have been developed in order to: promote articulation between the MYP and the Primary Years Programme (PYP) support individual schools in developing a coherent curriculum across the five years of the programme (or however many years a school is authorized to offer) emphasize the need to introduce students to the required knowledge, understanding, skills and attitudes from the first year of the programme provide examples of possible assessment tasks that will allow students to work towards meeting the final objectives for year 5 support schools that are authorized to offer the first three years of the MYP in designing appropriate assessment tasks for the end of the third year. Unlike the objectives for year 5, the interim objectives for years 1 and 3 are not prescribed, although the IB recommends that all schools use them. Schools may choose to adopt the objectives contained in this document or develop their own. If choosing to develop their own interim objectives, schools must start with the prescribed objectives for year 5 and modify each one by taking into account the age, prior knowledge and stage of development of students in an earlier year of the programme. Each year 5 objective will then correspond directly to a modified objective in a preceding year of the programme. No objectives should be omitted from an earlier year as it is vital to ensure a coherent progression of learning across all five years of the programme. MYP units of work Examples of possible assessment tasks, each one aligned to an objective, are provided in the table that follows. Each assessment task is intended to form part of a unit of work designed to address a central question or theme, known as the MYP unit question. More information about MYP units of work can be found in the section on Planning for teaching and learning in MYP: From principles into practice (August 2008). Within each unit of work, the context for learning, significant concept(s) and assessment tasks are defined in relation to the MYP unit question. The areas of interaction provide the context for learning while the significant concepts refer to the underlying concepts that define the principal goal of the unit. Assessment tasks are designed to address the levels of students engagement with the MYP unit question and the aligned objectives. Language A teacher support material: Example interim objectives 2 140/183

141 Context for learning Every MYP unit of work has an approaches to learning (ATL) component: a shared and agreed set of skills that all teachers develop with their students throughout the entire programme. The context that frames a particular unit of work is generally derived from one of the other four areas of interaction, although ATL might be the specific context on some occasions. The examples of learning experiences listed below could easily be set in the context of one or more areas of interaction. Additionally, with careful planning and active collaboration with other subject teachers, they could also be integrated into an interdisciplinary unit of work. It should therefore be possible to integrate many different types of learning experiences into a single unit of work. Learning experiences Each unit of work should contain varied learning experiences relevant to the MYP unit question, which offer students opportunities to gain the skills, understanding, knowledge and attitudes implicit within each assessment task. Such learning experiences could be designed around: determining the extent of students prior knowledge reviewing new vocabulary using a dictionary and thesaurus planning for a task, either individually or collaboratively with peers discussing different approaches, for example: how to write the thesis statement of an essay the etiquette required for a debate expressing thoughts, feelings and opinions using print and electronic sources to locate information and then establishing criteria for evaluating the reliability of evidence and sources using exemplars or model answers brainstorming ideas identifying key issues using graphic organizers (spider diagrams, mind maps, Venn diagrams) to structure thought editing the work of peers Language A teacher support material: Example interim objectives 3 141/183

142 using a variety of presentational devices participating in a scripted or improvised drama formatting lists of sources in a common format reflecting on the task, either individually or in groups. It is important for teachers to ensure that, within each unit of work, the learning experiences are based on real-life, essential issues and placed in the context of one or more areas of interaction. Assessment tasks One of the first stages in planning a unit of work is to design summative assessment tasks, linked to the MYP unit question, which provide varied opportunities for students to demonstrate their knowledge, understanding, skills and attitudes. It is also important to include ongoing formative assessment tasks within a unit of work as these provide valuable insights into the extent of student learning as the unit of work progresses. The examples below may be regarded as possible formative or summative assessment tasks depending on the MYP unit question being explored. Most of the examples of assessment tasks given below may be adapted for students at other stages of the course. In these cases, the complexity of the task should be modified to suit the age, prior knowledge and stage of development of the students. Table of objectives The objectives for language A deal with skills, knowledge, understanding and attitudes associated with both language and literature. In particular, the language skills of speaking, listening, reading, writing and viewing are all included in the following objectives. Objectives/examples of possible assessment tasks Year 1 Year 3 Year 5 1. Objectives At the end of the given year, students should be able to: recognize and comment on the language, content, structure and meaning of familiar pieces of ageappropriate writing. appreciate and comment on the language, content, structure, meaning and significance of both familiar and previously unseen pieces of ageappropriate writing. understand and comment on the language, content, structure, meaning and significance of both familiar and previously unseen pieces of writing. Examples of possible assessment tasks Students complete graphic organizers to examine the progression and sequence of events in a text. The teacher leads a discussion on the cause effect pattern and the role of other story elements. Students share their draft work of responses to literature with peers and offer constructive feedback on how the content, organization, style and language usage may be developed in further drafts. Students write close-reading commentaries on extracts from a work studied in class. Language A teacher support material: Example interim objectives 4 142/183

143 2. Objectives At the end of the given year, students should be able to: appreciate the main elements in a range of age-appropriate written and visual texts. Examples of possible assessment tasks Students preview a film, video or television sequence and respond individually, in writing, to questions on how the viewer engages with the text. 3. Objectives At the end of the given year, students should be able to: use language to narrate, describe, explain, argue, persuade, inform, entertain and express feelings. Examples of possible assessment tasks Students describe the conflicts or problems in the works they have studied, categorize them and then relate them to a world issue. 4. Objectives At the end of the given year, students should be able to: compare age-appropriate texts and connect themes to show similarities or differences across genres. Examples of possible assessment tasks Students compare and contrast different forms of writing in shared reading. They then consider the effects on the reader. 5. Objectives At the end of the given year, students should be able to: express a relevant personal response to literary and non-literary texts and demonstrate the ability to approach ageappropriate works independently. Language A teacher support material: Example interim objectives begin to develop a critical appreciation of a range of age-appropriate written and visual texts. Students use an electronic presentation/slide-show programme to combine text, images and sound. The finished products tell the stories of unsolved mysteries and seek to unravel them. use language to narrate, describe, explain, argue, persuade, inform, entertain, express feelings and begin to analyse. Students write creatively in first-person narrative, anticipating the reader s needs. compare age-appropriate texts and connect themes to show similarities or differences across genres. Students study a work of art and/or images inspired by a piece of literature. They view the art/image and use the knowledge gained to contextualize the literature. begin to express an informed personal response to literary and non-literary texts and demonstrate the ability to approach age-appropriate works independently. demonstrate a critical awareness of a range of written and visual texts. Students examine a film, video or television version of a work studied and analyse the techniques used. They analyse the cinematography, its impact on the audience and reflect on the strength of the interpretation of the original work. use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings. Students research an issue of global concern and then write persuasive papers, with citations, which justify their standpoints on that issue, while also recognising opposing views. compare texts and connect themes to show similarities or differences across genres. Students view and read a range of texts with differing views of the future. They respond to questions about utopias and dystopias in order to determine the effect of authorial choice on the reader. express an informed personal response to literary and non-literary texts and demonstrate the ability to approach works independently /183

144 Examples of possible assessment tasks Students work in small groups on a text. They discuss and share knowledge and ideas, after which they formulate their own questions, keeping a record of their process and steps on a graphic organizer. 6. Objectives At the end of the given year, students should be able to: understand some connotations within a language in order to interpret the author s or speaker s intentions. Examples of possible assessment tasks Students write single-word descriptions of an advert they are presented with. They then write what each of these objects or elements suggests to them, identifying the symbolic and implied meanings. They compare and discuss similarities and differences in their interpretations and what can cause these differences. 7. Objectives At the end of the given year, students should be able to: express ideas with clarity and coherence in both oral and written communication. Examples of possible assessment tasks Students hold a press conference on a topic or event they have researched thoroughly. Each student presents their findings and takes questions from the audience. 8. Objectives At the end of the given year, students should be able to: structure ideas and arguments, both orally and in writing, in a logical way and support them with some relevant examples. Examples of possible assessment tasks Students participate in a balloon debate. Individuals each choose a character and justify why they should keep their place in a rapidly descending hot air balloon. Language A teacher support material: Example interim objectives Students respond to a range of texts, representing a range of contrasting viewpoints on an environmental issue. understand many of the connotations within a language in order to interpret the author s or speaker s intentions. Students analyse how humour and satire may have both an immediate impact and a deeper underlying meaning. They consider a range of visual and written texts then use them as exemplars for their own writing. express ideas with clarity and coherence in both oral and written communication. Students take the part of villagers who are faced with a major change in their community. They research the issues facing the community, empathize with villagers viewpoints and present them in a community meeting. structure ideas and arguments, both orally and in writing, in a logical way and support them with relevant examples. Teams of students take part in formal, structured debates on the legacy of a famous figure they select among themselves. Students write a formal expository essay with citations and bibliography to demonstrate their understanding of a work of literature. understand connotations within a language in order to interpret the author s or speaker s intentions. Students explore how language employed in print journalism may be used to clarify. They then examine how euphemism and jargon may be used to obscure and/or manipulate the reader. express ideas with clarity and coherence in both oral and written communication. Students analyse a particular aspect of a work from different perspectives. They then come together, synthesize their ideas and present interpretations of the text from a variety of perspectives. structure ideas and arguments, both orally and in writing, in a sustained and logical way, and support them with relevant examples. Students write and give a speech to a figure living or dead, real or imagined, whose attitudes, beliefs or behaviour have angered them /183

145 9. Objectives At the end of the given year, students should be able to: distinguish the main ideas in an ageappropriate text from some of the secondary ideas. Examples of possible assessment tasks Students divide into groups and choose characters to focus on. Each group gives an interpretation of their character s personality and explains the interpretation by referring to elements of the text in which the character appeared. 10. Objectives At the end of the given year, students should be able to: use and understand an appropriate range of vocabulary and idiom. Examples of possible assessment tasks Students devise games for younger children and write sets of instructions that explain how to play them. 11. Objectives At the end of the given year, students should be able to: use correct grammar with appropriate sentence structure. Examples of possible assessment tasks Students discuss ways in which they plan, write and revise work, showing an awareness of the different stages and purposes. They reactivate prior knowledge to share ideas in small groups in order to create posters to illustrate appropriate writing processes. Language A teacher support material: Example interim objectives distinguish the main ideas in an ageappropriate text from the secondary ideas. Students play characters from a work of literature. Through hot seating in role they analyse their character s purpose in the work and explore what the reader can learn from their actions. use and understand an appropriate range of vocabulary and idiom. Students examine a work in which a range of idiomatic language is used by a particular group. They brainstorm the correct meaning and consider how they could extend the idiomatic language to apply to a range of other words. use correct grammar with appropriate and increasingly varied sentence structure. Students examine a well-known passage from a work of literature in which the teacher has removed all punctuation. The students insert the punctuation in order for the passage to convey the meaning intended by the original author. Students justify their choices of punctuation. distinguish the main ideas in a text from the secondary ideas. Students, working in pairs, take the roles of critic and author. Using an interview format, the writer s style, techniques and intended impact on the reader are explored. use and understand an appropriate and varied range of vocabulary and idiom. Students read a short story that includes colloquial dialogue from which the ending has been removed. After analysing the author s style they write suitable endings. Following the exercise, the author s original ending is revealed and discussed. use correct grammar with appropriate and varied sentence structure. Students, working in pairs, are assigned an aspect of grammar. Their task is to understand it and then devise an engaging way in which to teach it to the class. After their lesson, they design a test to assess the understanding of their peers /183

146 12. Objectives At the end of the given year, students should be able to: show some awareness of the need for an effective choice of register suited to the audience in both oral and written communication. show an increased awareness of the need for an effective choice of register suited to the audience in both oral and written communication. Note: The term register refers to a mixture of appropriate tone, vocabulary, grammar and sentence structure. show awareness of the need for an effective choice of register suited to the audience in both oral and written communication. Examples of possible assessment tasks Students write letters to the school newspaper to argue for a situation that should be changed or improved. They use a register that encourages their letters to be read sympathetically by the school s administration. Students write formal letters to national or international agencies adopting the appropriate etiquette of formal address. The students outline the issues, summarize concisely their main points of concern and propose solutions and/or changes of policy. Students use neutral information about an imaginary individual to write both positive and negative job reference letters. Language A teacher support material: Example interim objectives 8 146/183

147 Assessment in the MYP 147/183

148 Criterion A: Content Task Specific Clarification 9-10 The student demonstrates a perceptive understanding of the text, topic and the author s choices, consistently using illustrative detail, development and support. In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention. The student shows a sophisticated command of relevant terminology, and uses it appropriately. 7-8 The student demonstrates a good understanding of the text, topic and the author s choices, using substantial detail, development and support. In creative work, pieces reflect imagination and sensitivity; the student employs literary and/or non-literary features that serve the context and intention. Relevant terminology is used accurately and appropriately. 6-5 The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author s choices, using adequate detail, development and support. In creative work, pieces reflect some imagination and sensitivity; the student generally employs literary and/or nonliterary features that serve the context and intention. Terminology is usually accurate and appropriate. 4-3 The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author s choices, although detail, development and/or support are insufficient. In creative work, pieces show limited imagination or sensitivity; the student attempts to employ literary and/or nonliterary features; these sometimes serve the context and intention. The use of terminology is sometimes accurate and appropriate. 2-1 The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author s choices. There is little or no detail, development or support. In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features, or employs literary and/or non-literary features that do not serve the context or intention. The use of terminology is missing, inconsistent and/or incorrect. 148/183

149 Criterion B: Organization Task Specific Clarification 9-10 The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention. The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner. The student integrates critical apparatus correctly and effectively. 7-8 The student consistently employs organizational structures and language-specific conventions that serve the context and intention. The work is usually well-organized, clear and coherent and the ideas being expressed build on each other. The student employs critical apparatus correctly. 6-5 The student usually employs organizational structures and language-specific conventions that serve the context and intention. The work is generally organized, clear and coherent. The student generally employs critical apparatus correctly. 4-3 The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention. The work shows the beginnings of organization but lacks coherence. The student employs critical apparatus with limited success. 2-1 The student rarely employs organizational structures and/or language-specific conventions, or uses those that do not serve the context and intention. The work is generally disorganized, unclear and/or incoherent. The student employs critical apparatus inappropriately or not at all. 149/183

150 Criterion C: Style and Language 9-10 The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication. The student demonstrates mastery of a register and style that serve the context and intention. Punctuation and spelling are accurate; very infrequent errors do not hinder communication. In oral/presentation work there is a high level of competence in oratory technique. Task Specific Clarification 7-8 The student employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; occasional errors rarely hinder communication. The student consistently uses a register and style that serve the context and intention. Punctuation and spelling are accurate; occasional errors rarely hinder communication. In oral/presentation work there is a good level of competence in oratory technique. 6-5 The student generally employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication. The student often uses a register and style that serve the context and intention. Punctuation and spelling are generally accurate; occasional errors sometimes hinder communication. In oral/presentation work there is adequate competence in oratory technique. 4-3 The student employs a limited range of appropriate vocabulary, idiom and sentence structure. There are frequent errors in grammar and syntax, which hinder communication. There is some evidence of a register and style that serve the context and intention. There are frequent errors in punctuation and spelling, which hinder communication. In oral/presentation work there is some competence in oratory technique. 2-1 The student employs a very limited range of appropriate vocabulary, idiom and sentence structure. There are very frequent errors in grammar and syntax, which persistently hinder communication. There is little or no evidence of a register and style that serve the context and intention. There are very frequent errors in punctuation and spelling, which persistently hinder communication. In oral/presentation work there is little or no competence in oratory technique. 150/183

151 151/183

152 Appendix F Sample summary of assessment task for language A (1) Page 1 of 2 Tasks Year 1 Year 2 Year 3 Years 4 5 ESSAY (literary, argumentative, persuasive, analytical, 500 1,000 words or 600 1,200 Chinese characters in length) Analyze and compare two literary works Take a position for or against an issue (for example, the death penalty) Analyze the author s tone, style, or use of literary devices Write a letter to the editor about an important issue CREATIVE WRITING (of a maximum of 1,000 words or 1,200 Chinese characters, plus an optional rationale of a maximum of 300 words or 360 Chinese characters) Re write a chapter from another character s point of view Write an original folk tale, fable or myth Write an original science fiction story, fantasy, mystery, play Write an original short story Write original poetry Write a character sketch Write several diary entries as a character in a literary work RESPONSE TO LITERATURE (written response 500 1,000 words or 600 1,200 Chinese characters in length, or oral response Discuss the total effect of a poem on the reader (eg, impact, devices, topic) Discuss the use of symbolism in the literature Discuss the major conflicts in the literature MYP language A workshop resource pack International Baccalaureate Organization /183

153 Appendix F Sample summary of assessment task for language A (1) Page 2 of 2 Reflect on a passage and demonstrate an understanding of the characters Respond to aspects of non fiction MYP language A workshop resource pack International Baccalaureate Organization /183

154 Appendix C Organizing MYP language A in the school Page 1 of 2 PART A 1. How do we address the requirements of MYP language A? 2. How integrated does an MYP language A course need to be? 3. How can MYP language A integrate with the state/national curriculum? 4. How much time should be spent on language A? MYP language A workshop resource pack International Baccalaureate Organization /183

155 Appendix C Organizing MYP language A in the school Page 2 of 2 PART B 5. What sorts of resources are necessary for the effective teaching of language A? MYP language A workshop resource pack International Baccalaureate Organization /183

156 Appendix F Sample summary of assessment task for language A (1) Page 1 of 2 Tasks Year 1 Year 2 Year 3 Years 4 5 ESSAY (literary, argumentative, persuasive, analytical, 500 1,000 words or 600 1,200 Chinese characters in length) Analyze and compare two literary works Take a position for or against an issue (for example, the death penalty) Analyze the author s tone, style, or use of literary devices Write a letter to the editor about an important issue CREATIVE WRITING (of a maximum of 1,000 words or 1,200 Chinese characters, plus an optional rationale of a maximum of 300 words or 360 Chinese characters) Re write a chapter from another character s point of view Write an original folk tale, fable or myth Write an original science fiction story, fantasy, mystery, play Write an original short story Write original poetry Write a character sketch Write several diary entries as a character in a literary work RESPONSE TO LITERATURE (written response 500 1,000 words or 600 1,200 Chinese characters in length, or oral response Discuss the total effect of a poem on the reader (eg, impact, devices, topic) Discuss the use of symbolism in the literature Discuss the major conflicts in the literature MYP language A workshop resource pack International Baccalaureate Organization /183

157 Appendix F Sample summary of assessment task for language A (1) Page 2 of 2 Reflect on a passage and demonstrate an understanding of the characters Respond to aspects of non fiction MYP language A workshop resource pack International Baccalaureate Organization /183

158 Developing modified assessment criteria The MYP provides a framework of aims, final (year 5) objectives and assessment criteria for each subject group, that act as a reference point for schools to develop their curriculum. This framework focuses on knowledge, conceptual understandings, skills and attitudes to be developed with students by the end of the programme. The assessment criteria allow teachers to measure and assess the level of student success in reaching the objectives of each subject group. It is important to notice that there is a direct correspondence, or alignment, between each assessment criterion with each corresponding final objective: objective A is aligned with criterion A, objective B with criterion B, and so on. This correspondence, or alignment, is an important aspect to consider when developing interim objectives and modifying assessment criteria for years 1 4. The year 5 MYP objectives and assessment criteria are already aligned, but schools must develop a coherent framework of interim objectives and aligned modified assessment criteria for years 1 4 of the programme. It should be noted, however, that schools might choose to use year 3 objectives and criteria in year 2 and those for year 5 in year 4. The MYP provides schools with examples of interim objectives for years 1 and 3 for all subject groups; these are published as appendices to the subject group guides on the OCC. Schools may use these examples, or may choose to develop their own interim objectives for years 1 4. When developing modified assessment criteria for years 1 4 of the programme, schools should refer to the Assessment section in MYP: From principles into practice (August 2008). This section (specifically page 45 in the PDF version) explains the rationale for developing modified criteria and the importance of aligning the modified criteria with the interim objectives. It also lists points teachers must follow when modifying criteria and aligning with interim objectives (see page 46 of the PDF version). The following aspects of developing modified criteria are emphasized. Assessment criteria should be modified in years 1 4 of the MYP (see note above regarding years 2 and 4). This is best done through the use of rubrics. It is vital that the modified assessment criteria should be developed from the interim objectives, whether these are the published exemplar interim objectives or interim objectives developed by the school. Any modification of criteria must stem from, and be aligned with, modified objectives. Every strand of each interim objective must be represented in the modified criteria. The year 5 assessment criteria in the subject groups should be used as a model for how the strands of the objectives are represented in the criteria for that subject. Modification in years 1 4 can involve changing or defining the language in the level descriptors to make it more comprehensible to students and to adjust the achievement level expected of students. The words in bold in the level descriptors indicate the difference between the achievement levels in each assessment criterion. The gradation in the value statements in each of these levels should remain the same and should clearly differentiate degrees of achievement. Both the words in bold and in plain font in the criterion level descriptors can be changed. Assessment criteria cannot be modified in year 5 of the MYP but can be clarified (task-specific clarification), making the criteria specific to a unit of work. For example, in arts it is expected that criteria A and B would be clarified for the unit of work they are being used to assess. Schools are encouraged to post queries, share examples and engage in further discussion of the above on the OCC. MYP coordinators may seek further advice from IB Cardiff staff. 158/183

159 Appendix G Sample summary of assessment task for language A (2) Page 1 of 2 Tasks Criterion A Criterion B Criterion C ESSAY (literary, argumentative, persuasive, analytical, 500 1,000 words or 600 1,200 Chinese characters in length) Analyze and compare two literary works Take a position for or against an issue (for example, the death penalty) Analyze the author s tone, style, or use of literary devices Write a letter to the editor about an important CREATIVE WRITING (of a maximum of 1,000 words or 1,200 Chinese characters, plus an optional rationale of a maximum of 300 words or 360 Chinese characters) Re write a chapter from another character s point of view Write an original folk tale, fable or myth Write an original science fiction story, fantasy, mystery, play Write an original short story Write original poetry Write a character sketch Write several diary entries as a character in a literary work RESPONSE TO LITERATURE (written response 500 1,000 words or 600 1,200 Chinese characters in length, or oral response 3 to 5 minutes in length) Discuss the total effect of a poem on the reader (e.g., impact, devices, topic) Discuss the use of symbolism in the literature Discuss the major conflicts in the literature MYP language A workshop resource pack International Baccalaureate Organization /183

160 Appendix G Sample summary of assessment task for language A (2) Page 2 of 2 Reflect on a passage and demonstrate an understanding of the characters Respond to aspects of non fiction MYP language A workshop resource pack International Baccalaureate Organization /183

161 COMPASS POINTS A routine for examining propositions 1. E = Excited What excites you about this idea or proposition? What s the upside? 2. W = Worrisome What do you find worrisome about this idea or proposition? What s the downside? 3. N = Need to Know What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things? 4. S = Stance or Suggestion for Moving Forward What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition? Purpose: Why use this routine? To help students flesh out an idea or proposition and eventually evaluate it. Application: When and where can I use this routine? This routine works well to explore various sides and facets of a proposition or idea prior to taking a stand or expressing an opinion on it. For instance, the school may be considering the idea of a dress code, a teacher might present the class with idea of altering the room arrangement, a character in a book might be confronted with making a choice, a politician might be putting forth a new way of structuring taxes, and so on. Launch: What are some tips for starting and using this routine? The routine needs to be modeled with the whole group initially with responses recorded for the entire class to see. This enables students to build on each other s ideas. You might record responses using the directions of a compass to provide a visual anchor. That is, draw a compass in the center of the board and then record responses corresponding the appropriate direction: E, W, N, or S. It is generally easiest for students to begin with what is exciting or positive about the idea or proposition and then move to worrisome and need to know. Students might be asked to write down their individual stance or suggestion for moving forward after the initial group discussion. You can also ask students to make an initial judgment or evaluation of the idea or proposition before doing the compass points and then ask them how their thinking has changed after discussion using the compass points routine. 161/183

162 Page 1 Performance Assessment: GRASPS When constructing performance assessment tasks, it helps to use the acronym GRASPS: G R A S P Real-world Goal Real-world Role Real-world Audience Real-world Situation Real-world Products or Performances S Standards GOAL Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. ROLE Define the role of the students in the task. State the job of the students for the task. AUDIENCE Identify the target audience within the context of the scenario. Example audiences might include a client or committee. SITUATION Set the context of the scenario. Explain the situation. PRODUCT Clarify what the students will create and why they will create it. STANDARDS and CRITERIA [INDICATORS] Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students. Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development March /183

163 Page 2 Constructing a Performance Task Scenario Using GRASPS Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the tables above to help you brainstorm possible scenarios. Note: These are idea starters. Resist the urge to fill in all of the blanks! Goal: Your task is Your goal is to The problem or challenge is The obstacle to overcome is Role: You are You have been asked to Your job is Audience: Your clients are The target audience is You need to convince Situation: The context you find yourself in is The challenge involves dealing with Product, Performance, and Purpose: You will create a in order to You need to develop so that Standards and Criteria for Success: Your performance needs to Your work will be judged by Your product must meet the following standard (quality) A successful result will Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development March /183

164 Appendix M Assessment methods Page 1 of 1 How will my school s methods of assessment reflect the fundamental concepts? Assessment to continue using Using a range of assessment include Factual tests Skills-based Memory-based Can I answer the unit question? In many ways? Which of your examples reflect: Holistic learning? Intercultural awareness? Communication? MYP fundamental concept workshop resources International Baccalaureate Organization /183

165 Appendix C Purpose of assessment and grades Page 1 of 1 Rate the following items using the scale 1 4. Circle and/or provide a written comment. 1= not at all 4= to a great extent 1. In your school, to what extent is assessment used for: administrative purposes (promotion to next grade level, class rank, credits, etc.) feedback (to parents and students) guidance (choice of courses, career, orientation) instructional planning (curriculum development, class instruction) student motivation In your school, which of the following is considered the most appropriate: norm referencing criterion related referencing to knowledge gain (distance travelled) In your school, to what extent do assessment and grading take into account: academic achievement effort behaviour attendance MYP assessment workshop resource pack International Baccalaureate Organization /183

166 The OCC 166/183

167 Online Curriculum Centre Getting Online Step by Step Getting started What information do I need? You will need three pieces of information: school code, username, and password. Where do I get this information? This information is available from the coordinator in your school. Log on to (see diagram on right for guidance) Now that you have your access information (school code, username, password), and have navigated to the home page of the OCC ( you will need to fill in your access information and click Login. What do I need to do? Type in your access information into these three boxes located on the top left of your screen, then click Login. When you log in for the first time, you will be asked to provide some information about yourself on a registration form. This takes less than five minutes to complete and when you have finished, the site will customize itself to suit your particular needs. After this you can start to browse the site. What information do I need to register with the site? Your name, a valid address, and a unique, private password. What decisions do I have to make and what do they mean? The information you are asked to provide tells the OCC about your intended use and preferences so shortcuts can be created. This allows you quick access to the areas of the site that are most relevant to you. It also provides the OCC team with invaluable information about how teachers are using the site. First Fill in your personal details Fill in your first name and surname. Enter your address. Put in your preferred password. Please Note: Fields marked with an asterisk (*) must be completed by all users. Second State your language preference What language would you prefer to read the site in? Third Other information required to register with the site Why is this important? The other information you are asked to supply (your current role, languages in which you teach, etc) provides the OCC team with information that will help them make decisions about the future development of the site. Why do I have to indicate the subjects I teach and the support areas in which I am interested? This allows the OCC to set up shortcuts for you, which makes navigation much quicker and simpler. Please note: regardless of your choice here the IBO will never release this information to a third party. Remember to read the Terms and conditions of use. Can I change my mind? You can update this information at any time by selecting my profile from any OCC page in the left-hand menu. Click Continue and enter your default programme homepage from the following screen and your are done. Getting online some FAQs What if I forget my access information? Contact the OCC team at online@ibo.org. Can I share the information with other staff members? No, but they can get their own details. Please see the Terms and Conditions of Use document. Can I change the password and other details? Yes, you can. Once you have accessed the site go to My Profile in the left-hand menu of any OCC page and fill in a new password and any other details you want to change. What are the terms and conditions? This section explains the ways in which you can use the site. What about all the software I need? The site does require some software and a list can be found on the log in page. If you find your computer cannot do certain tasks contact a school technician or the OCC team. Please refer to the Online Curriculum Centre Resources and Online Curriculum Centre Forums pamphlets if you require further assistance in using the OCC. OCC Support Material: OCC Getting Online Step by Step IBO /183