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Curriculum Matters- implications of MYP HUMANITIES- new chapter
Transcript of Curriculum Matters- implications of MYP HUMANITIES- new chapter
1. Changing approach to concepts
2. Approaches to learning
3. Assessment development- criteria
4.Curriculum planning- proposed outline
5. Discussion Changes in defining objectives CHALLENGES: CONCEPTS/OBJECTIVES
Develope MYP humanities conceptual framework:
Objective B- Concepts, would disappear and conceptual understanding would be addressed through all objectives.
MYP humanities courses would need to address defined concepts each year of the programme.
Refine the objective strands relating to skills, organising them under two objective headings: investigation and critical thinking. The four objectives as they stand now: Knowing and understanding
Communicating All the corresponding assessment criteria are equally weighted with a maximum level 8. Approaches to learning Much stronger emphasis
Related to command terms
Divided into 8 skills areas:
Not subject specific, but guides will include subject specific examples
Metacognition - new area OVERVIEW OF HUMANITIES KEY ISSUES MONITORING
CHALLENGES Concerns ASSESSMENT DEVELOPMENTS CURRICULUM PLANNING DISCUSSION variety of interpretation of "global contexts"- clear documentation required
metacognition- challenging for prescribed age group
Aol's are seen by some as restrictive AOL IN GLOBAL CONTEXTS Internal assessment
All subjects will have four (4) criteria
Command terms will be used to define levels in all subjects
Mandated interim criteria and objectives
Common criteria will be aligned across subjects where applicable
Optional concept based summative examination Electronic
Disciplinary examination and overarching interdisciplinary exam
Examinations based on key concepts, may be developed around global issues
Disciplinary questions based around a concept, culminating in an interdisciplinary exam
Weighting of the interdisciplinary exam will be greater than subjects. Optional concept based summative examination
Can common criteria be developed across subjects?
clarity on disciplinary examination and overarching interdisciplinary examination How do we feel about these developments?
Are we excited? Optimistic?
Are we missing something? Do we need more clarity on structure of assessments?
How do we do a quality check of personal Projects undertaken so far?
Have we "monitored" our assessments in the current program- who has monitored?
How well does the MYP new chapter- Humanities prepare students for Group 3 IBDP SUBJECTS?
How does it prepare students to take up specific disciplines in Group 3- DP? BENEFITS CLARITY IN CRITERIA RUBRIX OBJECTIVES CRITERIA POSSIBLE SUBJECT OUTLINE Acknowledgments Books that have informed the discussions so far include:
Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel Curriculum: A design to develop learner potential and challenge advanced learners (2ndedition).Thousand Oaks, CA: Corwin Press.
Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-based Learning, c. 2008, Corwin Press Pub
Willingham, D. (2009). Why don't students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom.San Francisco, CA: Jossey-Bass.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.
National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy
Can an understanding of the past help us to embrace the future?A review of current and future developments in the MYP
IBAEM Annual Regional Conference, The Hague, Oct 2011
MYP Humanities Guides 2009 & 2012