Significant Concept(s) Statement of Inquiry The MYP will continue to be concept-based Key Concept: The IB will define a key concept as timeless, abstract,

Significant Concept(s)

Statement of Inquiry

The MYP will continue to be concept-based

Key Concept:

The IB will define a key concept as timeless, abstract, universal and a one or two word phrase.

The above table highlights the key concepts across the MYP. The bold, shaded key concepts are contributed by the sciences subject group, while the other key concepts are contributed by other MYP subject groups.

What are the key concepts for humanities?

Sciences

Likely key concepts for all eight subject areas

Arts

Key concepts Subject area

Language A

Language B

Humanities

Mathematics

Physical Education

Sciences

Technology

Aesthetics, Change, Communication, Identity

Communication, Change, Connections, Creativity, Perspective

Communication, CultureTime/Place/Space, Change, Global interaction, Systems

Relationships, Logic, Form

Change, Communication, Relationships

Relationships, Change, Systems

Communication, Communities, Development, Systems

Subject to change!

IB position paper

Concept-based teaching and learningH Lynn Erickson

Please read the Abstract, Introduction and What is concept-based curriculum and instruction?

Skip In what ways are IB programmes concept-based

Please read How is a concept-based curriculum beneficial to student learning? and What are the

required pedagogical shifts? Challenges and summary* Underline/highlight one sentence that

speaks to you

Significant Concept(s)


Will continue to be concept-based

Key Concept:

Related Concepts:

The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

Sciences

Which ones are concepts and which ones are topics?

conflict

World War II

transportation

values

Chinese migration

Group Activity:Chart Paper

Come up with a topic you will teach in a course and a grade level


Topic

Course Grade level/MYP Year


NewImperialism


European History Grade 10/Year 5


NewImperialism

Under the topic list critical facts or details students will need to know.

fact

fact



fact

fact

fact

fact

fact

fact

fact

fact


NewImperialism


“civilizing”

Nationalism

Berlin Conference

Social Darwinism

Industrial development

natural resource social policies




NewImperialism


Apply a key concept

“civilizing”

Nationalism

Berlin Conference

Social Darwinism



Key concept




NewImperialism


Apply a key concept

“civilizing”

Nationalism

Berlin Conference

Social Darwinism



Global interactions




NewImperialism


Apply a key concept

“civilizing”

Nationalism

Berlin Conference

Social Darwinism



Global interactions

Apply two or three related concepts

Related concepts




NewImperialism


Apply a key concept

“civilizing”

Nationalism

Berlin Conference

Social Darwinism



Global interactions


power, resources, and competition




NewImperialism


Apply a key concept


“civilizing”

Nationalism

Berlin Conference

Social Darwinism



Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful.

Global interactionspower, resources, and competition

Statement of InquiryCome up with a topic you will teach in a course and a grade level



NewImperialism


Apply a key concept


“civilizing”

Nationalism

Berlin Conference

Social Darwinism





Competition for resources and power impact global interactions.



Facts

Structure of Knowledge-H. Lynn Erickson

Theory

Concepts

Principles/Generalizations

Topics

Adapted from H. Lynn Erickson

Concepts

Topics

Facts

Facts

Facts

Facts

Facts


Key Concept:

Related Concepts:

Chart Paper

NewImperialism

“civilizing”

Nationalism

Berlin Conference

Social Darwinism



Global interactions


European History Grade 10/Year 5Area of Interaction focus

Community and Service

Choose a context that fits with the work you just completed. Which of the four contexts below would be a way to frame and focus the unit?

Health and social education

Environments

Human Ingenuity

power, resources, and competition

Area of Interaction focus


Human ingenuity


Environments

Human ingenuity

Intended and unintended consequences over global competition for power and

resources

Chart Paper

NewImperialism

“civilizing”

Nationalism

Berlin Conference

Social Darwinism

Industrial developmentnatural resourcesocial policies




AOI: Human ingenuity

Area of Interaction focus

Context

The MYP will continue to use meaningful, engaging contexts



Environments

Human ingenuity

Approaches to learning orientation in space and time

personal and cultural expression

scientific and technical innovation

globalization and sustainability

identities and relationships

fairness and development

Subject to change!


Key Concept:

Related Concepts:

Context

The MYP will continue to approach teaching and learning through inquiry

Unit Question

Chart Paper

NewImperialism

“civilizing”

Nationalism

Berlin Conference

Social Darwinism







For know:Take your Statement of Inquiry and

turn it into a “how” or “why” question.

How can competition for resources and power impact global interactions?

Unit Question:

Chart Paper

NewImperialism

“civilizing”

Nationalism

Berlin Conference

Social Darwinism





AOI: Human ingenuityHow can competition for resources and power impact global interactions?

Group Activity:


Apply a key concept




Add Area of Interaction

Add unit question

unit planning

Reflection

What? - Identify what has changed about your understanding of the MYP Assessment

So what? - Figure out what was important, and whether or not you should be doing anything about

it.

Now what? - What actions will you take? What will you do about it?

GraspsGoal

Role

Audience

Situation

Product, Performance, and Purpose

Standards and Criteria for success

Wiggins/McTighe (2005)

GRASPS


G is for Goal

The goal of a MYP unit is for students to show understanding of the concepts.Goal:

• Your task is _______________________________________

or• The goal is to _____________________________________

or• The problem or challenge is _______________________

or• The obstacles to overcome are ____________________

GRASPS

G is for Goal

Your goal is to analyze the

intended and unintended

consequences of competition for resources and

power between nation states.

Chart Paper

NewImperialism

“civilizing”

Nationalism

Berlin Conference

Social Darwinism





How can competition for resources and power (impact) influence global interactions?

Competition for resources and power (impact) influenced global interactions.

GRASPS

G is for GoalChart Paper

Assessment task


Your goal is to analyze the

intended and unintended

consequences of competition for resources and

power between nation states.

Analyze the intended and unintended consequences of competition for resources and power between nation states.

GRASPS


Final S is for Standards and criteria for success

The standards and criteria for success can come from the IB objectives

Standards and criteria for success:

• Your performance needs to__________________________

or• Your work will be judged by__________________________

or• Your product must meet the following standards______

GRASPS


Final S is for Standards and criteria for success

Chart Paper

Assessment task

European History Grade 10/Year 5Your work will be judged by how well you demonstrate

your knowledge and understanding of late Nineteenth

Century Imperialism. As well

as, your ability to think critically and by how well you

communicate your ideas.


Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas.


Audience:

• Your clients are _________________

• The target audience is ___________

• You need to convince ____________

Product, Performance, and Purpose

• You will create a _________ in order to

• You need to develop _______ so that

Situation:

• The context you find yourself in is ___________________

• The challenge involves dealing with _____________________________

Role:

• You are _______________________

• You have been asked to _________

• Your job is _____________________


You’ve been offered a chance to work

with David McCullough, a

renown historian, to help him research his next book. You need to create an

engaging presentation of your research in order to land the

job.

GRASPS Chart Paper

Assessment task




You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job.

Chart Paper

Assessment task





Chart Paper

NewImperialism

“civilizing”

Nationalism

Berlin Conference

Social Darwinism





How can competition for resources and power (impact) influence global interactions?

Competition for resources and power (impact) influenced global interactions.

Synergy

Chart Paper

Assessment task



Your work will be judged by how well you

demonstrate your knowledge and understanding of late Nineteenth Century

Imperialism. As well as, your ability to think critically and by how well you



Select Objective strands

Objective A:

Objective C:

Objective D:

• U• U•U• U

• U• U

• U• U

Aims and Objectives

AimsThe aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience.

ObjectiveThe objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

These objectives relate directly to the assessment criteria found in the “Assessment criteria” sections.

Figure 9The relationship of a subject group’s objective A to the same subject group’s assessment

criterion Aand its descriptors of the various achievement levels

From principles into practice page 44

The student critically explains whether his or her results make sense in the context of the problem.

The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate.

The student justifies the degree of accuracy of his or her results where appropriate.

The student suggests improvements to the method when necessary.

The student correctly but briefly explains whether his or her results make sense in the context of the problem.

The student describes the importance of his or her findings in connection to real life where appropriate.

The student attempts to justify the degree of accuracy of his or her results where appropriate.

3-4

5-6

• explain whether his or her results make sense in the context of the problem.• explain the importance of his or her findings in connection to real life where approriate.• justify the degree of accuracy of his or her results where appropriate.*(not found in 1-2)• suggest improvements to the method when necessary. *(not found in 1-2 or 3-4)

MathematicsObjective D: Reflection in mathematics

MYP Objective Strands

level descriptors

MYP Objective

achievement levels

*

D Communicating

• communicate information and ideas using an appropriate style for the audience and purpose• structure information and ideas in a way that is appropriate to the specified format• document sources of information using a recognized convention.

Humanities Objectives

A Knowing and understanding

• use humanities terminology in context• demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.

• analyse concepts, events, issues, models and arguments• analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations

C Thinking critically

Chart Paper

Assessment task



Your work will be judged by how well you

demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability

to think critically and by how well you



Chart Paper Synergy

Skill Organizers are identified by the bullet. The skill cluster is made up of specific skill sets beneath each organizer in blue. For instance, the skill organizer is communication skills. The skill cluster is interacting and literacy. There are two skill sets interacting, and literacy.

• Thinking skills:critical thinking, creativity & innovation, reflection, transfer• Social skills:collaboration• Communication skills:interacting, literacy• Self-management skillsorganization, affective skills• Research skills:information and media literacy, critical literacy

Approaches to learning (ATL)

• Thinking skills:critical thinking, creativity & innovation, reflection, transfer• Social skills:collaboration• Communication skills:interacting, literacy• Self-management skillsorganization, affective skills• Research skills:information and media literacy, critical literacy

D Communicating



A Knowing and understanding• use humanities terminology in context• demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.



Which ATL Skills?

• Thinking skills:critical thinking, creativity transfer

• Communication skills:interacting, literacy

• Research skills:information and media literacy, critical literacy

D Communicating



A Knowing and understanding• use humanities terminology in context• demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.



These ATL Skills?

Documents

Significant Concept(s) Statement of Inquiry The MYP will continue to be concept-based Key Concept: The IB will define a key concept as timeless, abstract,