Annual Regional Conference International Baccalaureate North America & the Caribbean

Annual Regional Conference

International Baccalaureate North America & the Caribbean

Chicago, Illinois

July 2007

“Maintaining the status quo is not an option” – Jeff Beard, IB director general

Middle Years Programme Update

What’s New in the MYP?

Shani Sniedze-Gregory, acting head of MYP, IB Cardiff Stan Burgoyne, MYP regional manager, IB New York

IB Curriculum and Assessment Office Cardiff, Wales

Shani Sniedze-Gregory, acting head of MYP, IB Cardiff

shani.sniedze-gregory@ibo.org

Responsibilities of the MYP office in Cardiff :

Curriculum & Assessment Workshop Resource Development Assessment

IB North America Regional OfficeNew YorkStan Burgoyne, MYP regional manager, IB New York

stanley.burgoyne@ibo.org

Silke Koester, MYP associate, IB New York

silke.koester@ibo.org

Responsiblities of the MYP office in New : Application Authorization Evaluation Professional Development

Global network of MYP schools

IB North America288

IB Latin America35

IB Asia Pacific90

IB Africa, Europe& the Middle East

MYP update

New identity Ethics in the IB “MYP: from Principles to Practice” and unit planning Harvard Project Zero 1-3-5 Project Flexibility in the MYP Access in the MYP The future of the MYP

The new logo

Learn more on IBNET: www.ibo.org/communications

In different languages …

In different layouts …

In different colours …

For IB World Schools and partners …

Gifts, merchandise and promotional items

Available at http://store.ibo.org in April

Why do all of this?

Our name and reputation is one of our most precious assets.

A professional organization needs a professional identity.

Why do all of this?

More and more, we need people to recognize us:• University admissions officers• Governments• Donors• Educators, parents, students, school boards

An identity built around our values will build commitment within the IB community.

Ethics and ethical education

Ethics: the study of what is morally right or wrong and the examination of moral truth in action

Ethical education: education that guides and supports students and acts them to consider their own choices and actions as they make them, the choices and actions of others, and how theirs and others’ actions may affect the well-being of other people, their society and the world in general

Kohlberg’s Stages of Moral Development

Pre-conventional: obedience and punishment; right behavior means acting in one’s own interest

Conventional: “good boy/girl”; law and order: duty Post-conventional: social contract; principled

conscience – genuine interest in the world of others Lawrence Kohlberg, Harvard Center for Moral Education

ConclusionBoston Seminar on Ethical Education : March 2005

Effective education in ethics in schools does not happen through courses in ethics but through approaching ethical issues or problems through structured inquiry and critical thinking and through developing an environment for learning and a school ethos that consciously addresses ethics in theory and on a practical day to day level. Ethical or moral understanding is formed through the learner developing affective commitments.

Philosophy and Practical

Mission statement

Learner profile

Criterion-referenced assessment

School & teacher self-study

Flexibility

How do we put principles into practice?

MYP: from Principles into Practice

Review of: Implementation and development of the programme Areas of interaction

MYP: from Principles into Practice

MYP principles

Beliefs and values

Written curriculum

Assessed curriculum

Taught curriculum

Organization in the school

Creating an MYP unit

What are the elements of an MYP unit? How do they link together?

Content

Teach content

Links to AoI

Assessment

Curriculum

“Traditional” Method

Contrived or forced links

Content

Teach content

Links to AoI

Assessment

Curriculum

Content

Teach content

Links to AoI

Assessment

Curriculum

Content

Teach content

Links to AoI

Assessment

“Maintaining the status quo is not an option” – Jeff Beard

Context or “Why?”Content or “What?”

Areas of Interaction

Approaches To Learning

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

MYP Fundamental ConceptsIB Learner Profile

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

“content” topics

generalspecific

Alignment and coherence

Curriculum

Standards/ outcomes

Curriculum

Standards/ outcomes

generalspecific

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

Context or “Why?”

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

Content or “What?”

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

“How?”

Unit planner

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

“How?”

Unit planner

Guiding question

Community & Service

Environment

Health & Social

Homo Faber

IB Mission

MYP objectives

Assessment

Criteria

Summative

Formative

Curriculum

Standards/ outcomes

generalspecific

“How?”

Unit planner

Unit question

At a glance: first things first

All goes into stage 1 of the unit planner:

Assessment

Guiding Question

Area of Interaction Significant Content / Big Ideas

Assessment

The Big Picture

Area of Interaction through line

Significant Content / Big Ideas

Unit Question

Which specific MYP objectives

will be addressed during this

Which MYP assessment criteria will

be used?

Alignment during collaborative planning

Choose ONE Area of Interaction

Fertile ground for unit question development

Developing the Unit Question

Unit Question

Summative Performance of Understanding

Assessment task

Unit Question

What about assessment?

Unit Title

Teacher(s) Subject and Grade Level

Time frame and Duration

Stage 1: Integrating significant content, the Areas of Interaction and assessment within a guiding question

MYP Unit Question

Summative performance assessment

What task will allow students the opportunity to answer the guiding question using what

they have learned?

What will constitute acceptable evidence of

understanding?

Which specific MYP objectives will be addressed during this unit?

Which MYP assessment criteria will be used?

Draft Unit planner—August 2008

Area of Interaction Focus

Significant Content

Planning steps will be mandated...

Stage 2: “Backward planning” from the summative assessment to learning activities

Engaging students with the Guiding Question

Formative Assessment

What exemplars will I show students so that they understand

what is required?

Teaching strategies

Resources

...but schools may customize for “best fit”

Stage 3: Planning for learning

Given the targeted understandings, other unit goals and the assessment evidence identified, what will I teach each lesson of the unit?

How will I document this aspect of my planning?

Reflections include students and teachers

Stage 4: Unit ongoing reflections and evaluationStudents

What did the students find compelling?

What student-initiated inquiries arose from the learning?

From the evidence, what enduring

understandings did the students construct?

Possible disciplinary and interdisciplinary connections

How does this connect to earlier/later grades/units?

What interdisciplinary connections, if any,

might be forged through the Areas of Interaction with other units?

Assessment Were students able to demonstrate their

learning?

Did my (summative and formative) assessment tasks allow students to

demonstrate their learning objectives identified for this unit?

Data collection What data am I collecting?

For what purposes will the data be used?

Harvard Project Zero

The IBO is currently in collaboration with Harvard Project Zero (under the School of Education at Harvard University) to produce a document that will explain the process of interdisciplinary teaching and learning

1-3-5 Objectives

Project Outline:• Draft objectives for years 1 and 3 are being written at IBCA to

act as discussion documents for meetings have been taking place. Between 2 and 3 teachers in each subject group are being invited to participate in two day meeting at IBCA. As well as finalizing the content of the objectives, participants will be asked to write up examples of appropriate learning activities that illustrate the essential ideas incorporated within the objectives.

Programme flexibility

Response to local restrictions Minimum 3-year programme in isolation Minimum 2-year programme if linked with PYP or DP Dealt with by regional offices

Not to be confused with curriculum flexibility*See coordinators’ handbook, July 2007

What is an IB continuum?

Mind the gap!

What is an IB continuum?

Pre-IB Pre-IB

Curriculum flexibility

Subject to approval by the regional office Minimum subject quota Minimum time quota Students must meet final objectives in all subjects Mandatory monitoring of assessment two years

after provisional approval from the regional office

Access

Strategy B: Access

To broaden access purposefully where we can have the most impact, particularly with disadvantaged students, so that by 2014, there will be one million students experiencing the IB, drawn from increasingly diverse economic, social and cultural backgrounds.

Access

What does this mean in practice?

Creation of a portfolio of fundable projects

Planning, monitoring and managing growth

Supporting authorized schools to promote and enlarge

their programmes

Strongly encouraging new schools to offer wide access

to the programmes

Access

What does this mean in practice?

Increasing university recognition

Focus resources where they will have the greatest impact

Extending language provision

Using innovative technology

Exploring new delivery models

Exploring other collaborations

1-3-5 project

Examples of modified objectives for years 1 and 3 of the MYP

Examples of possible learning experiences to address these objectives

HOT: Harmonizing of Terminology

IBCA staff is reviewing terminology in all three programmes in effort to harmonize terms across programmes.

One such example is in Judith Fabian’s position statement on teaching and learning in IB programmes

Another example is the removal of Latin terms in all programmes

Change in terminology

Homo faber…

What will it become?

Jeffrey R. Beard, IB director general

The IB in 2020 “Maintaining the status quo is not an option.”

IB in 2020: strategic planning questions

How do we develop the leadership skills and talent we need to further develop the organization worldwide?

How do we involve the growing range of stakeholders beyond the IB World Schools that support our mission and want to contribute?

IB in 2020

How do we create a stronger service culture to ensure that IB World Schools receive the best possible service?

How do we breakdown internal divisions and barriers so that we work as a strong, global team?

IB in 2020

How do we strengthen the name, reputation, identity and sense of values that are core to the IB among our growing range of stakeholders?

How do we scale our services to support the needs of 2 million students by 2020 and become a truly global organization?

Quality Quality Enhance the quality of our programmes

Access AccessBroaden access to our programmes for students worldwide, not just the wealthy

Infrastructure InfrastructureBuild a scaleable infrastructure to ensure high quality school support worldwideP

IB strategy

Current Developments within the IBJeffery Beard - February 2007

Future of the Middle Years Programme

The IB has not changed the original conception of theMYP framework in any way. The programme has,however, developed significantly since 1992 and willcontinue to do so as more schools become involved.

Current thinking in the MYP represents a combinationof wide-ranging research and experience—excellentpractice derived from a variety of national systems

andindependent schools.

Vision and Impact

We are scaling our services to meet your needs

Your ideas and opinions matter

We value open communication

You are the IB!

Annual Regional Conference International Baccalaureate North America & the Caribbean

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