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Middle
Years
Programme
Unit
Planning

O g d e n
I n t e r n a t i o n a l
A u g u s t 2 7 t h ,
2 0 1 4

Agenda
MYP Unit Planner overview/instruction
Questions?
Teacher leaders
BREAK
ManageBac demonstration/tutorial
TIME TO PLAN!!!!!

Objectives
Introduce/Review the new MYP Unit
Planner in order to create the best possible
international curriculum for our students in
grades 6-10.
Begin to implement an electronic IB
management system that will make planning,
collaborating, assessing, and organizing units
of study much easier for all staff and students.

The MYP Unit Planner

It looks like this:

Inquiry

Assessment

Action

Reflection

Inquiry

Conceptually/Thematically based
Very little content specific information
The perfect start to interdisciplinary planning/learning

Inquiry: Key/Related
Concepts
Key Concepts: Big ideas that are both relevant within and across disciplines and
subjects
Choose ONE for each unit. This is the word/phrase that everything revolves around!

Some concepts are highlighted for each subject area that may be the best fit...but dont
feel limited
Related Concepts: Related concepts promote deep learning. They are grounded in specific
disciplines and are useful for exploring key concepts in greater detail.
Related concepts can be found in your subject guides. Make sure you take yours
before leaving!

Inquiry: Global Context


Global contexts direct learning towards independent and shared inquiry into our common humanity
and shared guardianship of the planet.
Using the world as the broadest context for learning, MYP courses can develop meaningful
explorations of:
identities and relationships
orientation in space and time
personal and cultural expression
scientific and technical innovation
globalization and sustainability

Explanations for these are in


From Principles into
Practice

fairness and development


This is what makes a unit and INTERNATIONAL unit of study.
Some Global Contexts seem to fit nicely with certain subject areas, but be sure to expose your
students to many contexts over the course of the year.
When choosing your Key/Related concepts and global context, make sure they are interwoven...
but not redundant.

Statement of Inquiry
One, student-friendly, sentence that frames the key/related
concepts and global context into purposeful learning.
Every lesson, assignment, reading, discussion, quiz, bellringer,
exit pass, etc. should in some way, shape, or form revolve
around this statement.
Key Concept

Related Concepts

Global Context

Statement of
inquiry

Connections

Context/Genres

Orientation in
space and time

Historical contexts
shape literary genre.

Communication

For a team to function


effectively, all team
Personal and
members must
Function/Systems
cultural expression
communicate
efficiently and clearly.

Inquiry Questions
Questions that students can wrestle with to gain
understanding of the statement of inquiry
Factual: Content based questions that can be answered and explained after
practice.
Conceptual: Questions dealing with the key/related concepts.
Debatable: Questions that dont have a clear cut answers. Multiple viewpoints
can be argued with evidence.

Assessment

Call it whatever youd like: inquiry based assessment,


backwards planning, or understanding by design (UBD)...I call
it BEST PRACTICE!

Summative Assessment
!

here
t
r
a
t
Id s

What are you going to ask students to do in order to show their understanding of the statement of
inquiry?
Summative assessments should ideally give students choice, be placed within an authentic context,
have a global significance, and give students the opportunity to exhibit their work.
Use GRASPS to help create authentic assessments:
Goal: The goal is to...
Role: You (student) have been asked to...
Audience: You need to convince...
Situation: The challenge involves dealing with...
Product: You will create a...in order to...
Standards for success: A successful result will...
Be as specific as possible when filling out this section so you know exactly what students will be
asked to do!

Summative Assessment/
Statement of Inquiry

Explain how this shows that students understand and can


demonstrate the statement of inquiry in a real world context in
this box.

Objectives
The MYP has its own assessment criteria which is
used across all 925 MYP schools around the globe.
Its what standardizes the programme to make sure
all MYP students are prepared for DP and beyond!
Each subject area has four (4) assessment criteria
(A, B, C, D)
All assessment criteria have more specific strands
under each criteria.
Teachers must assess all criteria and strands two
times per year.

Criteria/Strands
Criteria

Strands
Years 1, 3, and 5 (6th, 8th, and 10th grade) have their own
rubrics that should be used to grade the criterion and strand
youve selected.

Approaches to Learning
(ATL)
As you develop your summative assessment, ATL skills give you the
opportunity to reflect on the skills students will need in order to
succeed.
There are ten ATL skill clusters: Communication, Collaboration,
Organization, Affective, Reflection, Information literacy, Media
literacy, Critical thinking, Creative thinking, Transfer
If my summative assessment is a group presentation, I need to make
sure my students have proper collaboration and communication
skills. Determining these skills now will help create day-to-day
lessons so students will be successful at the end of the unit. [In
order for students to..(strand)..students must..(ATL skill)...]

Action

Your day-to-day planning.


This can/should change as you progress through the unit and
as changes need to be made.

The subject specific


content that you
will cover over the
course of the unit.
This is your area of
expertise.
CCSS should also
be placed here.

The strategies and activities that you and your students will work
through. Please make these as specific as possible and continue to
add/update over the course of the unit. (This is as close to lesson
plans as the unit planner gets...so the more detailed the better)

Assessments that you will give students over the course of the unit
in order to make sure they are developing the skills needed to
perform well on the summative assessment. Again, being as
detailed as possible (not just writing bellringers, homework)
and updating this frequently will help give the day-to-day activities
context.

Ideas/Plans on how to differentiate for students


with special needs and/or exceptional students who
need a more rigorous curriculum.

A running list of all the materials youve found that you may use throughout the unit.

Reflection
After planning,
what are you
What have you had
excited about?
to change? What
What issues may
went according to
come up? What do
plan? Has your
you believe will be timeline changed?
most challenging?

What worked? What


didnt? What would you
change the next time
around? This is also a
space to record how your
students performed on
the summative
assessment.

Documents that will


come in handy
Your subject guide!
Brand new copies of the brand new subject
guides are here. Dont leave without yours.
From Principles into Practice
This is a larger document that has loads of
information. It will help with unit planning
by explaining the ATL clusters and skills,
and global contexts in depth.

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Ask my dad if
you need any
help with
your unit
plans. Hes
happy to
help!

BREAK!
Please be back
at....

Walkthrough of where to find all important terms between


guide and PTP
One document
SoI not the place to get fancy with the language. Needs to
remain student friendly. Use words from key/related concepts.
Statement of inquiry can be a question?
Summative assessment MUST convey students understanding
of SoI
Put criteria and stands in one chart per department.
Choose about 4-5 strands per unit.
In order for students to (strand)...students must (ATL skill)