Delivering the MYP: Design (Category 2)
Digital Workbook & Reflection Journal
DAY 1
Inquiry 1: Standards & Practices
Task 1
Activator: Where are we now and where are we going
Read the Practices below:
Standard: Approaches to teaching (0403)
IB programmes encourage approaches to teaching that create learning experiences that are shown to be meaningful to the school community.
Practices:
Approaches to teaching 1: Teachers use inquiry, action and reflection to develop
natural curiosity in students. (0403-01)
 Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100)
 Approaches to teaching 1.2: The school monitors and evaluates inquiry-based teaching strategies and learning engagements. (0403-01-0200)
 Approaches to teaching 1.3: The school provides opportunities for students to actively engage in interactive and exploratory learning environments
and/or play in accordance with programme documentation. (0403-01-0300)
 Approaches to teaching 1.4: Teachers encourage student choice in appropriate places in the curriculum. (0403-01-0400)
 Approaches to teaching 1.5: Teachers facilitate student exploration of their personal interests and ideas. (0403-01-0500)
Approaches to teaching 2: Teachers focus on conceptual understanding to support
students in developing their ideas. (0403-02)
 Approaches to teaching 2.1: Teachers demonstrate strategies focused on conceptual understanding. (0403-02-0100)
 Approaches to teaching 2.2: Teachers plan and facilitate learning experiences through which students can develop their own conceptual
understandings. (0403-02-0200)
 Approaches to teaching 2.3: Students take opportunities to explore and develop their own conceptual understandings in appropriate places in the
curriculum. (0403-02-0300)
Approaches to teaching 3: Teachers use local and global contexts to establish the
relevance of the curriculum. (0403-03)


Approaches to teaching 3.1: Teachers ensure that there are clear examples of connections to local and global contexts in the curriculum. (0403-030100)
Approaches to teaching 3.2: Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts. (0403-03-0200)
Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.
(0403-04)
 Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme
documentation. (0403-04-0100)
 Approaches to teaching 4.2: Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning. (0403-04-0200)
 Approaches to teaching 4.3: The school provides opportunities for students to collaborate based on their strengths and abilities. (0403-04-0300)
 PYP 1: Teachers use flexible grouping of students to maximize learning, ensure student well-being, and provide a variety of opportunities for
collaboration. (0403-04-0311)
Approaches to teaching 5: Teachers remove barriers to learning to enable every
student to develop, pursue and achieve challenging personal learning goals. (0403-05)
 Approaches to teaching 5.1: Teachers consider learner variability when planning students’ personal learning goals. (0403-05-0100)
 Approaches to teaching 5.2: Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students. (0403-05-0200)
 Approaches to teaching 5.3: Teachers use IB-mandated policies to support students. (0403-05-0300)
 Approaches to teaching 5.4: Teachers support language development with consideration for the language profiles of students. (0403-05-0400)
 Approaches to teaching 5.5: Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500)
On the Miro Board, list the following:
 a practice that your school does well
 a practice that you do well
 a practice that your school can improve
 a practice that you can improve.
Share your list with your team & evaluate your own practices on the Beginning to Sharing chart.
Task 2
Learning Engagement: Making Learning Happen
Based on your chosen standard, fill out the four-column chart below. Number each row according to the number of practices in your Learning standard, trying
to maintain some type of alignment within each column.
1
Practice
Teachers use inquiry,
action and reflection to
develop
natural curiosity in
students.
School’s Role
The school should
train and support
teachers for inquiry
classroom
The school should take
care of the resources
and infrastructure
needed.
2
Teachers focus on
conceptual
understanding to
support
students in developing
their ideas.
The school supports
children learning by
providing resources.
3
Teachers use local and
global contexts to
establish the
relevance of the
curriculum.
The entire team
designs the grade level
units
Teacher’s Role
Teachers are informed
about the students’
prior knowledge and
the resources
available.
Teacher encourages
students to think out of
the box (exploration)
still considering the
limitations (space,
resources, time, age)
Teachers can
collaborate actively to
understand the
concepts being done in
other subjects and
incorporate those
concepts in design
unit.
Teacher encourages
the discussion of
different contexts
which can be from
general to specific.
Questions
The subject by itself
does not have many
concepts to be learned
except the Design
cycle.
4
Teachers promote
effective relationships
and purposeful
collaboration to create
a positive and dynamic
learning community.
Self learning, peer
learning, autonomy in
learning, arranging
external
sources/contributors,
field trip
5
Teachers remove
barriers to learning to
enable every
student to develop,
pursue and achieve
challenging personal
learning goals.
Providing the
infrastructure and
resources
6
7
Grouping of the
children with varied
abilities, giving liberty
to students to choose
the problem and
different ways to solve
the problem
Use of different audio,
visual tools, support
language teacher
(EAL)
Inquiry 2: The subject group
Task 1
Learning Engagement Part 1: Using an example TSM unit
Identify the topics:
-
Environmental Science
Energy
Materials
Sustainability
Recycling
Outline possible additional objectives that can
be addressed within the topics (with brief
reasoning):
- Research and Citations
- Tools to represent the statistical data
- CAD
- Simulation tools
How does the example TSM unit embody international mindedness as “explained” through the
exploratory study?
 The content or the objectives mentioned in the TSM unit are global issues so it definitely
encourages students to think from a global perspective in changing situations or different
geographical conditions so that the solution can be easily modified and used.
 The conceptual understanding of different techniques will help the students to design a solution.
 Using MLA citations which are understood by all.

Task 2
Learning Engagement Part 2: Identifying key and related concepts
Objective A
Skills:
Topics:
1.Research:
- Sensors Primary, Secondary,
Arduino
2.ATL skills – Time - TinkerCAD
management,
- Math – Area and
Organization,
Volume
Communication
- Language
Development
Objective B
Skills:
Topics:
- Drawing
Understanding - Annotations of materials andNon-verbal
tools needed for
Communication the product
- Organizational
development
skills
- Using
TinkerCAD to
design the
product
-
Objective C
Skills:
Topics:
CAD
Calibration of the
Precise
sensor
measurement,
Coding
using electronic
components,
Cutting, fixing
– using some
hand tools,
Time
Management
Collaboration
Critical
Thinking
Skills:
Reflection
Testing
Analysis
Objective D
Topics:
Testing based on the
specifications
Testing based on
Client/TA requirements
Related concept(s)
for skills:
Related concept(s)
for topics:
Related concept(s)
for skills:
Collaboration
Markets and Trends
Evaluation
Innovation
Form
Function
Innovation
Form
Function
Perspective
Related
concept(s) for
topics:
Systems
Innovation
Invention
Sustainability
Related concept(s)
for skills:
Form
Function
Innovation
Invention
Adaptation
Related concept(s)
for topics:
Adaptation
Invention
Related
concept(s) for
skills:
Function
Evaluation
Perspective
Related concept(s) for
topics:
Evaluation
Sustainability
Best-fit related concept(s):
Adaptation and Function
Key concept(s) for
skills:
Communication,
Communities,
Development,
Key concept(s) for
topics:
Communities,
Systems
Key concept(s) for
skills:
Communication,
Communities,
Development,
Systems
Key concept(s)
for topics:
Communication,
Communities,
Development,
Systems
Key concept(s) for
skills:
Communication,
Communities,
Development,
Systems
Key concept(s) for
topics:
Communication,
Communities,
Development,
Systems
Best-fit key concept:
Development
Conceptual Understanding:
1. Adaptation may inspire development of new function
2. Adaptation of functions may lead to development
3. Development may be possible by adapting new functions
Key concept(s)
for skills:
Communication,
Communities,
Development,
Systems
Key concept(s) for topics:
Communication,
Communities,
Development, Systems
Inquiry 4: The summative nature of the MYP
Task 1
Learning Engagement: Aspiring to be authentic!
Step 1: Design/revise your authentic summative assessment task using the Galileo “authenticity rubric” for guidance.
Step 2: Highlight the key, related concept(s) and the global context exploration in the assessment task. (see slide 57)
Step 3: Choose the MYP objectives and objective strands that you will use to assess the students’ performance on the summative assessment task.
Step 4: Write a brief statement that explains how your summative assessment task aligns with your statement of inquiry.
Key concept:
Related Concept:
Global Context
(with exploration):
Objective strands:
The summative assessment:
Use the ‘sharing’ column from Evaluating MYP unit plans guide (on Padlet) to complete the prior-to-teaching section of your unit planner:
Inquiry 5: Learner profile & international mindedness.
What is an IB education?
Task 1
Learning Engagement: An International Baccalaureate for All!
Identify how “An International Baccalaureate Education for All” publication represents the four values of an IB education. Fill out the table below:
Value
Centres on learners
Develops effective
approaches to
teaching and
learning
Works within
global contexts
Explores
significant content
Comments
Inquiry 7: Inquiry questions
Task 1
Learning Establishing the purpose of your unit
Factual
Look: at your SOI
Consider: the topics/skills of
your unit
List: which topics/skills you
will need to build factual
knowledge
Conceptual
Look: at your SOI
Consider: the topics/skills of
your unit
List: which topics/skills you
will need to support students in
exploring familiar/unfamiliar
big ideas, issues, facts and
topics that need further
analysis
Debatable
Look: at your SOI
Consider: the topics/skills of
your unit
List: which topics/skills you
will need to enable students to
use facts and concepts to
debate from multiple
perspectives and encourage
synthesis and evaluation.
My list of topics / skills:
My list of topics / skills:
My list of topics / skills:
Concept from my SOI:
Concept from my SOI:
Concept from my SOI:
Inquiry 8: Learning experiences and differentiation
Task 1
Learning Engagement: Include or Differentiate?
Why do we differentiate
and not include?
Why do we include and
not differentiate?
When is it appropriate to
do both...include and
differentiate?
Task 2
Reflection.
Jot down your thoughts to the following questions:
What have you learned?
How will you use it?
When will this happen?