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Stephanie Gronholz

on 23 April 2013

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Transcript of IBPD@MIS

McAuliffe International School Moving Towards an IB Education The McAuliffe Mission Areas of Interaction Essential Questions Sample MYP Concepts (Macro Concepts) McAuliffe International School is a rigorous, high-performing middle school that prepares all students for success in high school, college and life. McAuliffe International School develops inquiring, knowledgeable and caring young people through the collaborative efforts of students, teachers, parents and community. In order to accomplish this mission, McAuliffe International School:

provides a rigorous and challenging learning environment enabling each child to reach his or her full academic potential.
empowers students to be: open-minded, reflective, creative, and critical. Students are encouraged to take risks intellectually and to become lifelong learners.
develops caring and principled students who show empathy, compassion and respect towards the feelings and needs of others. Students demonstrate a personal commitment to service and make a positive difference in the lives of others and the environment. Significant Concepts February PD Objective: Teachers will develop a unified concept statement for April's units. The Middle Years Programme
Unit Plan The IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. You will learn about the areas of interaction at IB training this summer, as well as at our in-school workshop in October. Today's Objective: Teachers will develop a conceptual question for their next unit. Conflict
Change Perspective
Revolution I can
Google the Krebs cycle. But I have to understand the concept of interaction with my own mind. Concepts are timeless and universal. "It is the Conceptual Mind that …
creates connections to prior experience and finds relevance
synergistically works with factual level of knowledge to develop the intellect
creates deeper understanding at the factual and conceptual levels
recognizes the transferability of knowledge
becomes the springboard for inspiration and action"

(Erickson) What do I need to add to my existing plans in order to ensure concept-based instruction? Are my existing concepts topics or concepts? What do I want my students to remember from this unit in 40 years? What ideas in my current unit will transfer to other subject areas? Each teacher chooses three concepts that would fit her current plans. We vote to narrow our choices. We work in pairs to create a concept statement. We tweak. Unified
concept Social Studies
concept Math
concept Science
concept The Arts
Concept Physical Education
Concept Why does concept-based learning matter? World Language
Concept Language Arts
concept Enduring understandings are "abstract, transferable [big ideas], themes or processes at the heart of a subject." These concepts:
Uncover abstract or misunderstood ideas
Reveal ideas
Connect to the lives of students

(Wiggins & McTighe, authors of Understanding by Design) On your own or in your team, refine a micro concept that connects to our shared macro concept. Why do questions matter? They motivate students towards "autonomy, mastery and purpose," which, Daniel Pink argues, "make the world a little bit better." I like to think of Essential Questions as
an inquiry into the Significant Concept. Note: In its current form, the MYP unit plan promotes ONE single conceptual question.

The changes that are coming in 2014, referenced as "MYP: The Next Chapter," allow for tiered questions: factual, conceptual and debatable.

We are focusing today on conceptual questions. Conceptual Question:
How do our relationships
with family members impact
the decisions we make? Factual Questions: Content:
Romeo and Juliet

Relationships What motivates Romeo and Juliet to be together?
What are the roles of Friar Lawrence and Nurse in the young lovers' lives?
What does Capulet want Juliet to do? We want our students to remember this factual information for at least the next four months and hopefully the next four years. We want our students to be exploring these conceptual questions for the next forty years. AN EXAMPLE ONE: Identify your content and concept in the next unit. TWO: Turn your concept into a question. THREE: Check your
conceptual question against
the rubric. Set up an appointment with me (via Outlook or a simple email) to review your question. I can also help you brainstorm ways to integrate the significant concept and essential question into activities and assessment. MYP Unit Plan Rubrics
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