Senn High School
Friday, January 24, 2014

• Benjamin Bateman
• bgbateman@cps.edu
• Senn HS
• Ann Marie Ryan
• aryan3@luc.edu
• Loyola University
• Charlie Tocci
• ctocci@luc.edu
• Loyola University

Introductions
If I were…I would be…
An animal
A movie
A book
A color
A famous person
A plant
A place in the world
A metaphor or sentence
A country
A song
A product
A car
An artist
A poem
A food
A cartoon
A super hero
A musical instrument
An actor
I would be…
E.g. Ben “The Sting” Bateman

Aims: Individual and Society
• The aims of any MYP subject state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn.
• In addition, they suggest how the student may be changed by the learning experience.

• appreciate human and environmental commonalities and diversity
• understand the interactions and interdependence of individuals, societies and the environment
• understand how both environmental and human systems operate and evolve
• identify and develop concern for the well-being of human communities and the natural environment
• act as responsible citizens of local and global communities
• develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.

In what ways do you see the IB Mission and/or
Learner Profile supported by the aims of your subject?
Discuss at your table.
Share with the whole group.

Key Concepts
Related Concepts
Conceptual Questions Global Context
Objectives
Approaches to Learning
Statement of Inquiry
Assessment Criteria
Factual Questions
Debatable Questions

• According to Erickson (2008), concepts range from macro to micro in terms of scope, but all concepts meet the following criteria:
– Timeless
– Universal
– Abstract
– Represented by 1 or 2 words, or a short phrase

Watch the video clip by Lynn Erickson
While you watch, do the following visible thinking routine:
I used to think…
Now I think…

• Broad, organising, powerful ideas
• “A mental construct that is timeless, universal and abstract” (Erickson 2008)
• A big idea that can be described in two ways: as involving an enduring conception or principle that transcends its origins, subject matter, or place in time; and as a linchpin idea-one crucial to students’ ability to understand a subject.” (Wiggins and McTighe 1998)

• Transcend the subject groups
• Subject groups do not have to use all of the key concepts listed in MYP: From principles into practice
• Subject guides will provide the prescribed key concepts
• Teachers are not limited to the prescribed key concepts
• They facilitate disciplinary, intra-disciplinary and interdisciplinary learning, and connections with other subjects

Aesthetics
Connections
Global interactions
Perspective
(definitions on p. 4 of Developing MYP Units)
Change
Creativity
Form
Culture
Time, Place and space
Systems
Identity
Logic
Communities
Development
Relationships
Communication

Key concepts in Individuals & Societies
Aesthetics
Connections
(details on p.16 of I&S subject guide)
Change Form Communities
Creativity Culture Development
Relationships Global
Interactions
Perspective
Time, Place &
Space
Systems
Identity
Logic Communication

• While the key concepts provide breadth, the related concepts provide depth to the programme.
• Related concepts emerge from the discipline and provide conceptual focus and depth to understanding related to disciplinary content.
• They can be viewed through any of the key concepts, though some might be more clearly related to specific ones
• Related concepts can be found on p.18-19 (organized by discipline/major topic)
• Definitions of related concepts can be found on p.17.

Which key concept does the related concept align to best?
1. Power (econ, geography, business)
2. Citizenship (poli sci/civics/gov)
3. Sustainability (geography)
Make a choice and be prepared to stand your ground:
• Why did you move there?
• What made you make that choice?

Key Concept Related Concept Context
Statement of inquiry
Inquiry questions

Key Concept Related Concept Context
Statement of inquiry
Inquiry questions

Using the Statement of Inquiry (SoI) that has been shown to your group:
Identify the Related concepts from this Statement of Inquiry
Select which Key concept provides the strongest framework for the unit.
Choose three possible areas of teaching content that would allow students to explore the SoI.

Topic # 3 – Written Curriculum: Global contexts and International Mindedness

Key Concept
Related Concept Context
Statement of inquiry
Inquiry questions

• Global contexts make learning relevant and enable students to develop competencies and personal values necessary for global engagement.
• Students will do this through exploring personal, local, national and/or international issues and ideas of global significance.

• allow for relevance, engagement and a direct route for inquiry into next millennium perspectives. All effective learning is contextual. Help answer the question: Why are we learning this?
• celebrate our common humanity and encourage responsibility for our shared guardianship of the planet.
• comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant

 identities and relationships
 orientation in time and space
 personal and cultural expression
 scientific and technical innovation
 globalization and sustainability
 fairness and development

Global contexts further develop global learning from PYP transdisciplinary themes

Who am I? Who are we?
STRANDS: Students will explore
 identity;
 beliefs and values;
 personal, physical, mental, social and spiritual health;
 human relationships including families, friends, communities and cultures;
 what it means to be human.

What is the meaning of “when” and “where”?
STRANDS: Students will explore
 personal histories;
 homes and journeys;
 turning points in humankind;
 discoveries;
 explorations and migrations of humankind;
 the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

What is the nature and purpose of creative expression?
STRANDS: Students will explore
 the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;
 the ways in which we reflect on, extend and enjoy our creativity;
 our appreciation of the aesthetic
.

How do we understand the worlds in which we live?
STRANDS: Students will explore
 the natural world and its laws;
 the interaction between people and the natural world;
 how humans use their understanding of scientific principles;
 the impact of scientific and technological advances on communities and environments;
 the impact of environments on human activity;
 how humans adapt environments to their needs.

How is everything connected ?
STRANDS: Students will explore
 the interconnectedness of human-made systems and communities;
 the relationship between local and global processes;
 how local experiences mediate the global;
 The opportunities and tensions provided by world interconnectedness;
 the impact of decision-making on humankind and the environment.

What are the consequences of our common humanity?
STRANDS: Students will explore
 rights and responsibilities;
 the relationship between communities;
 sharing finite resources with other people and with other living things;
 access to equal opportunities;
 peace and conflict resolution.

• Create opportunities for dynamic cycles of inquiry/action/reflection that lead toward intercultural understanding and global engagement
• Support the developmental needs of adolescents
(expanding social/mental/social/community horizons)
• Provide multiple entry points for all subject groups
• When selecting context for unit, if possible, choose one that is distinct from the concepts taught to allow students to access concepts in a different way

In your groups you have been given a topic for a Individuals and
Society unit.
Your task is to contextualize this topic.
1. Explore how the use of at least two different global contexts would shape the nature of the unit
2. Select a global context and descriptor strand that you feel best contextualizes this unit and develop your marketing pitch
3. Sell your contextualised topic in the style of the Grand
Bazaar (open market)
Global contexts can be thought of as a way to SELL your topic, making it relevant to students’ place in the world.

The global context I feel most comfortable with is _____ because _____.
The global context I have the most difficulty with is _____ because ______.
Global contexts make my subject group ______ because
_________.

Key Concept Related Concept Context
Statement of inquiry
Inquiry questions

The statement of inquiry:
• should not use proper or personal nouns, or pronouns.
• should have a present tense verb and contain at least two concepts and a reference to a context.
• is a transferable idea supported by factual content.
• may need a qualifier (often, may, can) if it is not true in all situations, but is still an important idea.

The example shows how a Language and Literature teacher has used a global context and concepts for an advertising unit to develop a statement of inquiry-
Statement of Inquiry Concepts
Communication
(KEY)
Bias (RELATED)
Audience (RELATED)
Stylistic choices
(RELATED)
Form (RELATED)
Global contexts: through an inquiry into…
Identities and relationships orientation in time and space
Personal and cultural expression
Scientific and technical innovation
Globalization and sustainability
Fairness and development
Persuasive texts, specifically in marketing and politics, use language intended to influence our behavior and decisions.

The statement of inquiry:
• should not use proper or personal nouns, or pronouns.
• should have a present tense verb and contain at least two concepts and a reference to a context.
• is a transferable idea supported by factual content.
• may need a qualifier (often, may, can) if it is not true in all situations, but is still an important idea.

• In course teams or table groups:
• Year level
• Topic
• Key Concept
• Related concept(s)
• Global Contexts
Write a statement (not a question) which synthesises these to create the understanding(s) for the unit
To check if this statement is appropriate:
• Ask ‘so what?’ Why is this important to understand?
• Does it incorporate the key and related concepts?
• Does it transcend the discipline enough to allow for interdisciplinary inquiry?

Key concept
Related concept(s) Context
Statement of inquiry

• Place post it notes on the unit planners providing constructive feedback using the evaluating unit planners document
• Once you have received feedback then if necessary re-word your statement of inquiry.

Key Concept
Related Concept Context
Statement of inquiry
Inquiry questions

• A teacher develops inquiry questions which explore the statement of inquiry in order to ensure adequate conceptual depth from the inquiry.
• Students are encouraged to develop their own questions in order to satisfy curiosity and deepen understanding

• Frame the scope of a unit of study without limiting student-initiated inquiries.
• Are drawn from the inquiry statement.
• Should engage and show that the inquiry itself is worth inquiring into.
• Are for the teacher to use in designing the inquiry for students.
• Are used along with learning experiences to engage the students in the study.
• Should be of three types: factual, conceptual and debatable

Factual
Can use starters ‘What...’ or ‘Which....’
Open questions which you might Google but find many variations in your answers
Eg: What techniques do advertisers employ to influence an audience?
Conceptual Can use starters ‘How....’ or ‘Why...’
Open ended questions which unpack a concept or a relationship between concepts
Eg: How can we avoid being manipulated by what we see, hear and read?
Debatable/ provocative
Can use starters ‘Do...’ or ‘Is....’
Debatable questions provoke discussion
Eg: Is there ever a time when advertisements become unethical?

• In your table groups using the SoI you have just developed design three inquiry questions for your unit (a factual, a debatable and a conceptual).
• On a separate piece of paper develop a possible response sheet to your questions. This sheet should include all the possible responses your students may have to your 3 inquiry questions.
Do these questions allow your students to engage with the SoI? If not your questions need refining.

You now have another group’s planner and will be playing the role of the student:
• Try to think through the mind of that year level
• You have 10 minutes to respond to the three inquiry questions that you have on your table
• Be prepared to give feedback

• Do your questions need alterations?
• You have 5 minutes to know make those necessary changes.
• You should post these revised questions on your unit planner

BACK TO THE UNIT PLANNER
Summative assessment
– Objectives
– Outline of summative assessment task(s)
– Relationship between summative assessment task(s) and the Statement of Inquiry

LANGUAGE &
LITERATURE
LANGUAGE
ACQUISITION
INDIVIDUALS &
SOCIETIES
SCIENCES
A
B
Analysing
Organizing
Comprehending spoken & visual text
Comprehending written & visual text
C Producing text Communicating in response to text
D Using language Using language in spoken or written form
Knowing & understanding
Investigating
Communicating
Thinking critically
Knowing & understanding
Inquiring & designing
Processing & evaluating
Reflecting on the impacts of science
MATHEMATICS PHYSICAL & HEALTH
ED
ARTS
A Knowing & understanding
B Investigating patterns
Knowing & understanding
Planning for performance
Knowing & understanding
Developing skills
C Communicating Applying & performing Thinking creatively
DESIGN
Inquiring & analysing
Developing ideas
Creating the solution
D Applying math in real-life contexts
Reflecting & improving performance
Responding Evaluating

The objectives represent the structure of knowledge of the MYP
• Factual knowledge
• Conceptual knowledge
• Procedural knowledge
They encompass the knowledge, understanding, skills and attitudes that we expect students to develop through the subject

Objectives: Individuals and Society
The objectives of any MYP subject state the specific targets that are set for learning in that subject.
2014 I&S guide
A – Knowing and Understanding
B – Investigating
• They define what the student will be able to accomplish as a result of studying the subject.
• The objectives of MYP language and literature encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.
• Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation.
C – Communicating
D – Thinking Critically

Look at the objectives on page 8;
Compare them to the assessment criteria on page 27
WHAT DO YOU NOTICE??

Using the SoI you developed in the previous session, your group will need to determine:
Which objective(s) and strands allow you to create an authentic summative assessment so that students can explore the SoI.
Use the Individuals and Society objectives overview on pages 8 & 9 or 27 – 39 in the guide to determine which objectives and strands lead you in creating an authentic summative assessment

Summative assessment tasks must be designed to allow students to meet the objectives and explore the statement of inquiry.
There should be a relationship between summative assessment task(s) and the statement of inquiry, and between these and the objectives.

Creating Summative Assessment Tasks
Concept
Global
Context
Statement of inquiry
Inquiry Questions
Summative assessment task(s )

In your table groups begin to design and construct your summative assessment task(s) for the unit you have been developing.
Remember:
– Summative assessment tasks must be designed to allow students to meet the objectives and explore the
statement of inquiry.
– There should be a relationship between summative assessment task(s) and the statement of inquiry, and between these and the objectives.

G = Goal “Your task is…”
R = Role “ You are a…”
A = Audience “Your audience is…”
S = Situation “The challenge involves dealing with…”
P = Product, Performance and Purpose
“You will create a ___________ in order to _____________.”
• Suggested structure to develop depth and complexity for the assessment task
S = Standards and Criteria for Success
“Your performance needs to…”

Read through the task created and evaluate using the following questions:
– Where does the task allow for each of the selected objective strands to be met?
– How and where does the task allow students to engage with the concepts of the unit?
– How and where does the task allow students to engage with the context of the unit?
– Does the task give students the opportunity to reach the highest descriptor band for each strand?
– How are the command terms used in the task?
– Was this an authentic summative assessment task, aligned to real world experiences? Why/Why not?

ATL develops the learning skills to best prepare students for success in DP,
IBCC and beyond
ATL provides greater alignment between
PYP, MYP, DP and IBCC

The MYP extends ATL skill categories into 10 developmentally appropriate clusters
ATL skill categories
Communication
Social
Self management
Research
Thinking
MYP skill clusters
I. Communication
II. Collaboration
III. Organization
IV. Affective
V. Reflection
VI. Information literacy
VII. Media literacy
VIII. Critical thinking
IX. Creative thinking
X. Transfer

After watching the video the video discuss the
ATL clusters at your table:
• Which skills do you think the job interview candidate is missing?

Unit: Utopias
Group presentation
ATL Category
Social Skills
ATL Cluster and specific skill
Collaboration: Working in groups
Practice adapting to roles, resolving group conflicts, demonstrating teamwork for planning and delivering the presentation

Approaches to learning
Self-management (reflection): Students write about how they can incorporate feedback on an essay into revisions or future assignments.
Thinking (transfer): [identify task]
?? objectives
Objective D
Objective ?
Communication skills ( communication):
[identify task]
Objective ?

Now apply your ATL skill categories, skill clusters and specific skills to your unit. Ensure that these skills:
– Are the ones that will be explicitly explored through the unit
– Are essential to student success in the unit
What will be your teaching and learning strategies for this unit?
– How will these help students become self regulated learners and become metacognitive thinkers?

Topic # 7 – Taught Curriculum: Task
Specific Clarifications and Formative
Learning Engagements

 The clarification allows students to access the criteria more easily.
 The clarification makes it very clear what the student needs to do to reach each band.
 The clarification aligns with and reflects the criteria from the guide.

• Enter the criteria strand descriptors assessed in your summative task for each mark band
Achievement
Level
1-2
3-4
5-6
7-8
Descriptor
Insert Criterion descriptor from the guide
Insert Criterion descriptor from the guide
Insert Criterion descriptor from the guide
Insert Criterion descriptor from the guide
TSC

• Using the summative assessment task from your unit now create task-specific clarifications for this task
Descriptor TSC Achievement
Level
1-2 ?
3-4
5-6
7-8
Insert Criterion descriptor from the guide
Insert Criterion descriptor from the guide
Insert Criterion descriptor from the guide
Insert Criterion descriptor from the guide
?
?
?

• Share your task and rubric with TSC’s with another table group
• After viewing TSC’s for summative assessment provide feedback with the original questions:
1. Does the clarification allow students to access the criteria more easily?
2. Does the clarification make it very clear what the student needs to do to reach the band?
3. Does the clarification align with and reflect the criteria from the guide?

The summative assessment rubric including the MYP criteria/strand descriptors for the appropriate grade level AND task-specific clarifications should be submitted with the
Unit Planner.

Formative Assessment
 part of the learning process
 based on shared objectives
 applied to ongoing work
 regular feedback sessions

The following are questions that teachers might ask themselves when planning learning experiences for students in the “Action” section of the planner.
• Are we assuming or presuming any prior knowledge or skills; will we need to teach these first?
• What student misconceptions might we encounter?
• What plans do we have if we find that the knowledge or skill level is above or below the standard required?

Questions we should be considering when we design the learning experiences for our students:
1. How will students know what is expected of them?
2. How are we differentiating teaching and learning for all to address individual student learning needs?
3. How will you differentiate the content to support the needs of the students?

Teachers should ensure that a range of learning experiences and teaching strategies:
– are embedded in the curriculum
– builds upon prior learning
– are placed in context and based on real, essential issues
– are age-appropriate, thought-provoking and engaging
– are based on the differing needs of all students
– are open-ended and involve teaching problem-solving skills
– gives students the opportunity to practice and apply their new understandings and skills.

Teaching
Collecting evidence
Summative assessment
Making judgment
Formative assessment
Analysis of evidence
Grading
Adjustment of teaching
Feedback to students
Reporting

Topic # 8 – Assessed Curriculum:
Standardization, Recording and
Reporting

A future PD will be held to review MYP assessment and grading practices…
…but here’s an overview:

In pairs, discuss:
What goes into your students’ grades?
How do you arrive at their grade?
Whose decision is this?
Pair with someone who has given IBMYP grades and discuss how they arrive at those grades.

Name:
Determining a final subject grade
Task
Analysis of a poem
Response to literature
Creative task
Speech
A
5
4
Grade: Section:
Levels achieved by the Student
C B
6
4 6
7
5
5
5
D
6
Final Level of
Achievement
Criterion Levels Total /32 Final Subject Grade
Final Subject Grade
Boundaries
1
1 - 5
2
6 - 9
3
10 - 14
4
15 - 18
5
19 - 23
6
24 - 27
7
28 - 32

Name:
Determining a final subject grade
Task
Analysis of a poem
Response to literature
Creative task
Speech
A
5
4
Grade: Section:
Levels achieved by the Student
C B
6
4 6
7
5
5
5
D
6
Final Level of
Achievement
4
Criterion Levels Total /32
5 7
Final Subject Grade
5
Final Subject Grade
Boundaries
1
1 - 5
2
6 - 9
3
10 - 14
4
15 - 18
5
19 - 23
6
24 - 27
7
28 - 32

Name:
Determining a final subject grade
Task
Analysis of a poem
Response to literature
Creative task
Speech
A
5
4
Grade: Section:
Levels achieved by the Student
C B
6
4 6
7
5
5
5
D
6
Final Level of
Achievement
4
Criterion Levels Total 21
/32
Final Subject Grade
Boundaries
1
1 - 5
2
6 - 9
3
10 - 14
5 7 5
Final Subject Grade 5
4
15 - 18
5
19 - 23
6
24 - 27
7
28 - 32

As a table discuss the following questions:
• What strategies for keeping CPS and MYP grades running concurrently?
• Which ones work well?
Come to a common agreement on a strategy you will share with the rest of the group

• Where more than one teacher is teaching the same subject group, the process of internal standardization must take place before final achievement levels are awarded. Internal standardization of assessment is also required for the personal project (or the community project if the school does not offer MYP year 5). The process involves teachers meeting to come to a common understanding on the criteria and achievement levels and how they are applied. In so doing, teachers are increasing the reliability of their judgments.

• In certain cases, it may appear that the student has not fulfilled all of the descriptors in a lower band but has fulfilled some in a higher band. In those cases, teachers must use their professional judgment in determining the descriptor that best fits the student’s performance.

Topic # 9 – Reflection: Considering the
Planning, Process, & Impact of the
Inquiry

• Read the suggested reflection questions on pp. 28-29 in Developing MYP Units.
• The requisite reflections appear in bold type on the Unit Planner.
• Why are these reflective questions particularly valuable?
• Are there other questions you might feel compelled to answer? Why?

How does the curriculum planning process help to ensure that we are supporting the IB Learner
Profile and IB Mission?