Evaluating MYP Unit Plans - Weebly
Evaluating MYP unit plans
Evaluating MYP unit plans
Middle Years ProgrammeEvaluating MYP unit plansPublished December 2016Published byInternational Baccalaureate Organization15 Route des Morillons1218 Le Grand-SaconnexGeneva, SwitzerlandRepresented byIB Publishing Ltd, Churchillplein 6, The Hague, 2517JW The Netherlands International Baccalaureate Organization 2016The International Baccalaureate Organization (known as the IB) offers four high-qualityand challenging educational programmes for a worldwide community of schools, aimingto create a better, more peaceful world. This publication is one of a range of materialsproduced to support these programmes.The IB may use a variety of sources in its work and checks information to verify accuracyand authenticity, particularly when using community-based knowledge sources such asWikipedia. The IB respects the principles of intellectual property and makes strenuousefforts to identify and obtain permission before publication from rights holders of allcopyright material used. The IB is grateful for permissions received for material usedin this publication and will be pleased to correct any errors or omissions at the earliestopportunity.All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted, in any form or by any means, without the prior written permissionof the IB, or as expressly permitted by law or by the IB’s own rules and policy. Seewww.ibo.org/copyright.IB merchandise and publications can be purchased through the IB store atstore.ibo.org.Email: sales@ibo.orgInternational Baccalaureate, Baccalauréat International and Bachillerato Internacionalare registered trademarks of the International Baccalaureate Organization.
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ContentsIntroduction 1How to use this document 3Inquiry 4Action 7Reflection 11Summary 12Teaching context Evaluating MYP unit plans13
IntroductionFor use in conjunction with MYP: From principles into practice (May 2014).The unit-planning process is an essential requirement of the MYP. To develop an MYP unit plan, teachers workcollaboratively to establish the purpose of the unit; define the process of teaching and learning throughinquiry; and reflect on the planning, process and impact of the inquiry. The MYP unit-planning process is animportant expression of the inquiry cycle that frames teaching and learning in IB World Schools.InquiryActionReflectionFigure 1The inquiry cycleThis document supports teachers and schools in implementing the MYP unit-planning process. Its purposeis to prompt critical reflection that can lead to more effective teaching and learning. Before evaluating theunit, make sure all required elements are complete.Does the unit include the following? Name of the teacher(s)MYP subject group and the specific discipline(If the unit is part of an integrated course, note which subjects or disciplines are integrated.For modular courses, indicate which discipline the module addresses.)Unit title (a topic, question, content requirement or big idea)Approximate number of guided learning hours (total)Key conceptRelated concept(s)Global context and specific explorationSubject-group objectives and specific relevant strandsTask-specific clarification (description of how teachers helped students understand thecriteria and level descriptors)Evaluating MYP unit plans1
IntroductionDoes the unit include the following? Content that specifies topics and/or local or national standardsLearning experiences/teaching strategies, differentiation, formative assessmentResourcesReflections developed before, during and after teaching2Evaluating MYP unit plans
How to use this documentEvaluating MYP unit plans can be used for self-assessment, collaborative peer review and standardizingfeedback from the IB’s “Building Quality Curriculum” service.Feedback in this process is structured according to the “inquiry–action–reflection” cycle that informsteaching and learning in all IB programmes and organizes the required elements of the MYP unit-planningprocess. Characteristics of effective implementation are arranged according to a developmental scalethat moves from emergent to capable to exemplary. Moving from lower to higher levels of successfulimplementation, this continuum generally parallels terminology that all MYP learners can use to describeincreasing levels of competence.In educational terms, feedback based on this document is designed to be formative—it should be givenand received with the intention of prompting reflection that can lead to further personal and organizationalgrowth.Beginning/developing: emergent implementation that may require substantial revision inorder to create an effectively planned and documented unit of inquiry. These units may benefitfrom extended collaboration that improves clarity, provides greater detail and develops greatercoherence.Using: capable implementation that demonstrates confidence in planning and documenting inquiryusing the MYP collaborative unit-planning process.Sharing: exemplary implementation that provides a model of good practice that can inform andinspire the unit-planning process of other MYP teachers and schools.In planning the curriculum, teachers often move between inquiry, action and reflection; these inquiry-basedaspects of curriculum planning are iterative and interrelated rather than strictly linear. The relationshipbetween these aspects of teaching and learning is dynamic, and any aspect might provide the point fromwhich teachers begin their planning and self-evaluation. The following elements of unit planning arenumbered for reference and convenience only.Evaluating MYP unit plans3
InquiryThe “Inquiry” section of the MYP unit planner identifies the purpose of the unit to ensure its alignment withMYP philosophy and requirements.Statements of inquiry set conceptual understanding in a global context to frame classroom inquiry anddirect purposeful learning. Statements of inquiry summarize “what we will be learning and why” in languagethat is meaningful to students.1. Statement of inquiryBeginning/developingUsingSharingThe statement of inquiry:The statement of inquiry:The statement of inquiry: may not include a clearlyidentifiable key concept,related concept(s) andglobal context includes a key concept,related concept(s) and aspecific global contextexploration may mechanically connectconcepts and globalcontext in the statementof inquiry clearly states a significantunderstanding thatcombines key and relatedconcepts in a meaningfulstatement of inquiryincludes a key concept,related concept(s), anda specific, relevant andengaging global contextexploration meaningfully connects key(broad) and related (deepdisciplinary) concepts inways that students canunderstand develops specificdisciplinary knowledgethat supports transferableunderstanding establishes the unit’srelevancy and long-termvalue by articulating aclear, meaningful purposefor the inquiry represents creativity andappropriate complexity inits synthesis of conceptsand global context. 4offers limited potentialfor transferringunderstanding beyond thecontent of this unituses language that mightoverwhelm students, limittheir ability to engage withthe inquiry or to articulatefor themselves its purposeand value. has the potential todevelop transferableunderstandingcommunicates in studentfriendly language thatinvites inquiry andengagement.Evaluating MYP unit plans
InquiryInquiry questions are drawn from, and inspired by, the statement of inquiry. Factual, conceptual anddebatable questions give shape and scope to the inquiry and promote critical and creative thinking.2. Inquiry questionsBeginning/developingUsingSharingInquiry questions:Inquiry questions:Inquiry questions: include examples offactual, conceptual anddebatable questions are connected to theconcepts and globalcontext included in thestatement of inquirydemonstrate clearunderstanding of therelationship between facts,concepts and debates develop deepunderstanding of conceptsand context combined inthe statement of inquiry offer pathways for diverselearners into the unit’ssubject matter/topic represent appropriatecomplexity that can helpto develop critical andcreative thinking include teacher- andstudent-generatedinquiries help to prepare studentsto undertake summativeassessment. show limitedunderstanding of thedistinction betweenfactual, conceptual anddebatable questionsmay have minimalconnection with eachother and the purpose ofthe unit as described in itsstatement of inquirymay represent a singlepathway into the unit’ssubject matter/topic describe multiplepathways into the unit’ssubject matter/topicare appropriately rigorous.develop too many or toofew questions that may betoo simple or too complexfor the intended learners.Summative assessment task(s) provide evidence for assessing student achievement using requiredMYP subject-group criteria.3. Summative assessmentBeginning/developingUsingSharingThe summative assessmenttask(s):The summative assessmenttask(s):The summative assessmenttask(s): relates clearly to thestatement of inquiry addresses subject-groupobjectivesthoughtfully connectswith the statement ofinquiry addresses relevantsubject-group objectivesby strand offers authentic,challenging, open-endedand varied ways forstudents to demonstratewhat they know,understand and can do has a limited connectionwith the statement ofinquirydoes not clearly addresssubject-group objectivesmay represent anassignment that is notchallenging enough oris too complex for mostlearnersEvaluating MYP unit plans offers students ameaningful opportunityto demonstrate what theyknow, understand andcan do5
Inquiry3. Summative assessmentBeginning/developingUsingSharing may not clearly describewhat students will doto demonstrate theirunderstanding clearly describes whatstudents will do todemonstrate theirunderstanding thoroughly explainswhat students willdo to demonstrateunderstanding may offer limited scopefor differentiation to meetdiverse learning needs. can be differentiated tomeet diverse learningneeds. provides access toreasonable adjustmentsand inclusive assessmentarrangements.MYP units aim to develop a range of approaches to learning (ATL) skills for thinking, self-management,social interaction, communication and research. Teachers identify the specific skills that students willdevelop through their engagement with the unit.4. Approaches to learning (ATL)Beginning/developingUsingSharingATL skills in this unit:ATL skills in this unit:ATL skills in this unit: are specifically identified provide a focus for studentself-evaluation andreflection on personalgrowth and developmentare specificallyidentified and integratemeaningfully with learningengagements andassessment tasks include some indication ofhow the skills are taughtand practised in the unit support progression oflearning across MYP years.offer studentsopportunities to developresponsibility for theirown learning throughindependent practice include clear descriptionsof how skills are explicitlytaught and specificstrategies are practised support a clearly identifiedprogression of learningacross the MYP throughtheir articulation withother subject groups,year levels or school-wideplans (documented in theschool’s ATL chart) help students reach higherlevels of achievementfor the unit’s objectivesthrough relatedsummative assessmenttask(s). 6provide students limitedsupport for achieving theunit’s objectivesoffer students limitedopportunities to developskills that supportindependent learninginclude brief identificationof how the skills aresupported in the unithave some connectionwith a larger plan fordeveloping students’ ATLskills.Evaluating MYP unit plans
ActionThe “Action” section of the MYP unit planner identifies the taught curriculum. Teachers use this section tofocus on how students will learn as well as to identify the content (the disciplinary knowledge and skills) tobe taught and learned throughout the unit.5. ContentBeginning/developingUsingSharingThe unit’s identified subjectmatter/content:The unit’s identified subjectmatter/content:The unit’s identified subjectmatter/content: may not be clearly alignedwith the unit’s key andrelated concepts does not clearly connectwith MYP subject-groupaims and objectiveslists disciplinaryknowledge that illustratesor is informed by the unit’schosen key and relatedconcepts aligns with MYP subjectgroup aims and objectivesincludes disciplinaryknowledge and skills to betaught and learned thatare closely connected withthe chosen key and relatedconcepts clearly andcomprehensively alignswith MYP subject-groupaims and objectives (and,if applicable, required localstandards and content) represents an appropriatedevelopmental challengethat prepares students forfuture study connects new informationand experience with whatstudents already know,building the additionalbackground knowledgenecessary to develop deepunderstanding if relevant, establisheslinks with MYP topics foreAssessment. suggests inappropriateexpectations for the MYPlevel (too low or too high) represents an appropriatelevel of challenge (isreasonable in its breadthand depth) connects new informationand experience with priorunderstanding.is not linked with students’prior understanding.Evaluating MYP unit plans7
ActionThe learning experiences and teaching strategies section of the MYP unit planner focuses on howteachers will create a learning environment that promotes active, inquiry-based learning and developsdisciplinary understanding. These learning experiences and teaching strategies allow students with a rangeof learning needs to meet subject-group aims and objectives.6. Learning processa. Learning experiences and teaching strategiesBeginning/developingUsingSharingLearning experiences andteaching strategies:Learning experiences andteaching strategies:Learning experiences andteaching strategies: describe in sufficient detailwhat students will do andin what order describe with clarity andspecific detail what studentswill do and in what order indicate how studentswill explore concepts andcontext are developmentallyappropriateindicate how studentswill explore concepts andcontext through a varietyof learning experiences are developmentallyappropriate, thoughtprovoking and engaging use a variety of inquirybased approaches forteaching and learning thathelp students connectfactual, conceptual andprocedural knowledge build on prior learning. may require furtherdevelopment andadditional details aboutwhat students will do andin what ordermay need to clarify howstudents will exploreconcepts and contextsmay not bedevelopmentallyappropriate include inquiry-basedteaching strategies.focus on teacher-centredclassroom activities.Formative assessment (assessment for learning) provides teachers and students with insights into theongoing development of knowledge, understanding, skills and attitudes.b. Formative e assessment:Formative assessment:Formative assessment: aligns with the knowledge,understanding and skillsrequired for success insummative assessment provides opportunitiesfor explicit feedback forlearningcomprehensivelyaligns with knowledge,understanding and skillsrequired for success insummative assessment provides variedopportunities for practiceand detailed feedback forlearning 8may not be clearlyconnected with theknowledge, understandingand skills required forsuccess in summativeassessmentprovides limitedopportunities to monitorand support studentlearningEvaluating MYP unit plans
Actionb. Formative assessmentBeginning/developingUsingSharing creates meaningfulevidence that teachers canuse to make adjustmentsto planned experiencesand teaching strategies includes opportunities forpeer assessment and selfassessment.may not create evidencethat teachers can use toadjust planned learningexperiences and teachingstrategies.creates some evidencethat teachers can useto adjust teachingand learning in waysthat promote studentachievement.Differentiation involves modifying teaching strategies to meet the needs of diverse learners and buildingopportunities for each student to develop, pursue and achieve appropriate personal learning goals.c. ferentiation:Differentiation:Differentiation: documents few or genericstrategies that meet theneeds of diverse learners addresses in a verylimited way students’diverse language profilesand learning supportrequirementsdocuments specificstrategies that meet theneeds of diverse learnersin terms of content,process or product offers limited opportunityfor students to pursue andachieve learning goals.addresses students’diverse language profilesand learning supportrequirementsdocuments specificstrategies foraccommodating learningdiversity in terms ofcontent, process andproduct addresses students’diverse language profilesand learning supportrequirements in ways thatuse diversity as a resourcefor all students’ learning allows each student todevelop, pursue andachieve appropriatelearning goals. Evaluating MYP unit plansoffers opportunities forstudents to pursue andachieve learning goals.9
ActionTeachers inventory available resources and consider what people, learning environments and teachingmaterials are necessary to fulfill the unit’s purpose. This section also considers the language and lifeexperiences that students and the larger school community can bring to the inquiry.7. :Resources:Resources: provide some of theinformation and learningenvironments necessaryfor achieving the unit’spurpose provide information andlearning environmentsnecessary for achievingthe unit’s purpose may not support effectivedifferentiationsupport differentiatedlearning through learningsupport or extensionrepresent a range ofentry points and learningenvironments thatcreatively achieve theunit’s purpose may not support thedevelopment of multiplepoints of view represent some culturallyappropriate and diversepoints of viewpromote student inquirythrough learning supportand extension may not considerappropriate technologyintegration. represent diverse andculturally responsivepoints of view integrate technologyeffectively use students’ lifeexperience and multiliteracies to inspirelearning create opportunities foraction and real-worldlearning include meaningfulopportunities forinteraction with people,organizations and facilitiesin the community. 10 integrate appropriatetechnologyacknowledge students’life experience and multiliteracies.Evaluating MYP unit plans
ReflectionThe “Reflection” section of the MYP unit planner provides teachers with an invitation to record theirreflection at three important periods in the unit’s development and implementation: planning, teachingand reviewing success.Critical reflection on the unit plan can provide a starting point for collaborative planning, an ongoingreminder for reflective practice throughout the teaching process, and a format in which to evaluate teachingstrategies and learning outcomes. Teachers can use their own reflection as a model for helping studentslearn reflective practice.8. Before, during and after the unitBeginning/developingUsingSharingReflection before, during andafter teaching the unit:Reflection before, during andafter teaching the unit:Reflection before, during andafter teaching the unit: documents reflection onthe planning, process andimpact of the inquiry notes possible linkswith other programmecomponents(international-mindedness,IB learner profile, ATLskills, interdisciplinaryunderstanding, studentled action and servicelearning)documents thorough andmeaningful reflection onthe planning, process andimpact of the inquiry documents the unit’sconnection with the IB’sphilosophy of education(including internationalmindedness, IB learnerprofile, other ATL skillcategories, interdisciplinaryunderstanding, student-ledaction and service learning) details potential futuredevelopment based onstudent achievement data documents the unit’simpact on students’ intrinsicmotivation and ownershipof their own learning includes informationabout standardization ofassessment and studentachievement considers horizontal andvertical articulation of thesubject group is mindful of teachers’personal response, socialemotional learning andprofessional growth. documents partialreflection on the planning,process or impact of theinquirynotes limitedconnections with otherprogramme components(international-mindedness,IB learner profile, ATLskills, interdisciplinaryunderstanding, studentled action or servicelearning) captures generalobservations about whatwent well and what mightbe improved considers generalstudent motivation andengagement with the unit.Evaluating MYP unit plans specifically noteswhat went well andproposes ideas for futureimprovementreports on studentmotivation andengagement withrespect to specificlearning engagements orassessment tasks.11
ringExemplaryInquiry: Establishing the purpose of the unit1Statement of inquiry2Inquiry questions3Summative assessment task4Approaches to learningAction: Teaching and learning through inquiry5Content6Learning processa. Learning experiences and teachingstrategiesb. Formative assessmentc. Differentiation7ResourcesReflection: Considering the planning, process and impact of the inquiry812Before, during and after teachingEvaluating MYP unit plans
Teaching contextCollaborative planningHow was the unit planned?Students and teachingenvironmentWhat unique local circumstances and student characteristics informed theunit’s development?Task-specificclarificationHow did teachers clarify expected levels of achievement for the unit’ssummative assessment?Subject-group/coursecurriculumHow does the unit fit in the broader plans for teaching and learning?Evaluating MYP unit plans13
Evaluating MYP unit plans 1 Introduction For use in conjunction with MYP: From principles into practice (May 2014). The unit-planning process is an essential requirement of the MYP. To develop an MYP unit plan, teachers work collaboratively to establish the purpose of the unit; define the process of teaching and learning throughFile Size: 1MBPage Count: 23
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