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MYP Program

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by

Brian McKay

on 28 May 2011

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Transcript of MYP Program

Teaching and Learning Strategies of the MYP Applying different learning strategies & styles. Importance of using range & balance of teaching strategies How to incorporate appropriate teaching strategies. Contrast alternative instructional strategies that develop interdisciplinary learning Instructional Strategies/Methodologies to Support Cultural Identity
and Intercultural Understanding IB Learner Profile
Open-minded
Caring What is culture? How do we experience culture? What is my cultural heritage? What does it mean to be
discriminated against? International Baccalaureate Organization. (2009). The Middle Years Programme: A basis for practice. Chippenham: Antony Rowe Ltd. Empathy Tolerance Respect Understanding Global Issues Foreign Languages Different aspects of culture Reflection Dialogue Inquiry Action How do we teach? What are the issues? What happens as a result? How Teaching and Learning Resources Are Selected and Evaluated
to Support the Achievement of MYP Outcomes Criteria For Selecting and Evaluating Teaching and Learning
Resources to Represent Multiple Perspectives, Cultural Diversity,
Relevance and Sensitivity Criteria For Selecting and Evaluating Teaching and
Learning Resources to Meet the Needs of Students
Operating in Languages Other Than Their Mother
Tongue, and Those with Special Needs Compare various learning strategies & styles. First priority is do no harm. It's important to keep the
mother tongue. avoids language loss and learning a
second language doesn't affect the
mother language perform better in main subjects Research shows: perform better than students who lose
their mother language better attitude towards their own
culture and have better self-esteem Cultural Criteria learning styles compared to teaching styles relationship(s) between students and teachers behavior social activity in and outside of school Criteria for Second-Language Program ensures the ability for students to communicate effectively
and with confidence in their schools and in their communities ensures students have the ability to express ideas creatively and can express their critical thinking and problem solving in the second language can use learning strategies to help solve problems including unknown words and texts can understand language and how languages are learned intercultural awareness International Baccalaureate Organization. (2004, January). Second-language Acquisition. Retrieved May 22, 2011, from Online Curriculum Centre: http://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=imple Interdisciplinary - purposeful
- disciplines grounded
- integrative Purposeful Inquiry Actively engages students to their own interdisciplinary learning by guiding them to the MYP essential questions. Links academic subjects How do we know? The MYP is based on three important concepts Holistic Learning Intercultural Awareness Communication International Baccalaureate Organization. (2009). The Middle Years Programme: A basis for practice. Chippenham: Antony Rowe Ltd. Constructivist value students points of view structure challengable lessons attach relevance to curriculum structure lessons around big ideas daily classroom investigations All knowledge is interconnected Allows for students to have more inner motivation Develops deeper, more lasting understandings Ability to transfer learning Students develop tolerance and respect for other cultures Develops the ability to understand and commiserate with people from different backgrounds Students learn it's ok for others to be different and for
themselves to be different Necessary to complete the requirements of the IB program Critical for developing different ways of
thinking and expressing oneself Allows students to reflect and express
their ideas and opinions in various forms Making multifaceted unit questions relevant, feasible & clear. Disciplinary understanding that are robust & selective. Integrative understandings that are clearly described, tied to the purpose of the unit understanding. Performance of understanding which foster clarity of purpose, advance understanding of topic & takes advantage of rich experiences & resources. Targeted assessments, both formative & summative, with criterion referenced. Special Needs Criteria Specific learning disabilities Social, emotional, and behavioral issues Physical disabilities Medical issues Mental issues International Baccalaureate Organization. (2011, May). Candidates with Special Assessment Needs. Retrieved May 22, 2011, from Online Curriculum Centre: http://occ.ibo.org/ibis/documents/general/specific_interest/special_needs/d_x_senxx_csn_1105_1_e.pdf All of this is covered by sections of Standard C3:
Teaching and Learning "4. Teaching and learning promotes the understanding and practice of academic honesty. 6. Teaching and learning addresses human commonality, diversity and multiple perspectives. 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response
to students' own needs and the needs of others. 16. Teaching and learning develops the IB learner profile attributes." International Baccalaureate Organization. (2009). The Middle Years Programme: A basis for practice. Chippenham: Antony Rowe Ltd. P. 17. Constructionist Areas of Interaction (AOI) Aproaches to Learning Community & Service Health & Social Education Environments Inquiry Cycle Interdisciplinary Cycle To accomodate the range of abilities & learning styles in the group. We can best fit the student's development & ways of learning. Balance the pursuit of understanding & construction of meaning. Balance the acquisition of knowledge, skills & attitudes. Use of various assessment strategies & resources to meet the needs of each student. Creates a setting for students to become actively engaged in their own planning & assessing
their own learning. Example 2:
http://youtu.be/imCCsGHdrHk Example 1:
Students in year 3 were given the challenge to write a funding proposal for scientific research into a disease as part of a science unit. In this work, students were able to see the role of the genre of persuasive writing across disciplines & to understand the importance of audience in writing. The layout & content of the funding proposal was structured by the teacher using a template that outlined to students the expectations & examples of good practice, focusing on: topic knowledge or content, text structure or organization, language features or style & writing process. This unit illustrated the way in which teachers across all disciplines are teachers of language. The MYP: A basic for practice, IBO The MYP: A basic for practice, IBO IBO, 2008 Understanding by Design, Wiggins & McTighe IBO, 2008 MYP Guide to Interdisciplinary Teaching & Learning, IBO by Ann-Marie Clements and Brian McKay
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