IBMYP INFO NIGHT St James Catholic Global Learning

IB-MYP INFO NIGHT St. James Catholic Global Learning Centre

IB-MYP Programme Belief: ■ “The programme was devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This implies a “living curriculum” one that calls for more than “knowing”: it involves reflective thinking, both critical and creative, about ideas and behaviours. It includes problem solving and analysis, clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to critical thinking and action. ” History of the Middle Years Document; pgs. 25 -26

PYP – MYP: Similarities: Virtues ■ Monthly focus Learner Profile ■ Monthly focus ■ Report Card Focus

PYP – MYP: Similarities: PYP Action Cycle MYP Action Cycle

PYP – MYP: Differences: PYP MYP ■ Six Transdisciplinary Themes ■ Not based on set themes ■ One Homeroom Teacher ■ Six Global Contexts ■ Individual Subjects Influence Themes ■ Specialized Teachers

PYP – MYP: Differences: PYP ■ Transdisciplinary Skills MYP ■ Approaches to Learning

PYP – MYP: Differences: PYP ■ Transdisciplinary Themes ■ Central Idea ■ Key Concepts (8) MYP ■ Global Contexts ■ Statement of Inquiry ■ Key Concepts (16 - subject dependent) ■ Related Concepts (subject dependent) ■ Lines of Inquiry ■ Inquiry Questions ■ Objectives (4 + more) ■ Transdisciplinary Skills (5) ■ Approaches to Learning (144) ■ Grades renamed: Year 1, 2, 3

Making it all Happen: ■ Mr. Stesky – Mathematics, Music, Dance ■ Ms. Maier – Social & Environmental Studies (Yr. 1), Geography (Yr. 2 & 3), History (Yr. 2 & 3), Visual Arts, Drama, Religious Education and Family Life ■ Ms. Marchesan – Language and Literature, Physical Education (all) & Health (Yr. 2) ■ Ms. Martins – French as a Second Language, Science and Technology, Design, Health (Yr. 3) ■ Mr. Kelenc – Program Coordinator, Yr. 3 Project Lead, Health (Yr. 1)

Making it all Happen: Rotary Program: ■ Day divided into: – Three 80 minute blocks + one 40 minute block for FSL – MYP students will see each teacher every day – Homeroom assignments: – Year 1: Ms. Marchesan – Year 2: Ms. Maier – Year 3: Mr. Stesky

Assessment & Evaluation Practices: “The assessment criteria are challenging and more aligned to activities will have to employ in their future careers. Not many jobs entail passing exams on a regular basis. However, they do require people to put together reports, presentations, and 3 D designs and collaborate with others. These are the skills the MYP assesses. ” History of the Middle Years Document; Pg. 34. Quote: Webster: 2008: 5

Assessment & Evaluation Practices: ■ The IB scale for reporting purposes is an 8 point scale ■ ROUGH equivalency chart: Ontario Achievement Level International Baccalaureate Achievement Letter Grade Equivalence Percent Grade Equivalence 4+ 8 A+ 95 – 100 % 4 7 A 90 – 94 % 4 6 A 85 – 89 % 4 - 5 A- 80 – 84 % 3+ 4 B+ 77 – 79 % 3 4 B 73 – 76 % 3 - 4 B- 70 – 72 % 2+ 3 C+ 67 – 69 % 2 3 C 63 – 66 % 2 - 3 C- 60 – 62 % 1+ 2 D+ 57 – 59 % 1 1 D 53 – 56 % 1 - 1 D- 50 – 52 % R 0 R < 50 %

Assessment & Evaluation Practices: IB Level 7 - 8 IB Level 5 – 6 ■ High quality work ■ Generally high-quality work ■ Innovative ■ Some innovation ■ Extensive understanding of concepts ■ Confident ■ Consistently ■ Demonstrates sophisticated critical thinking ■ Creative ■ Independent ■ Transfers knowledge and skills ■ Good to excellent understanding of concepts ■ Shows critical thinking ■ Creative ■ Uses knowledge and skills ■ Frequently ■ Independent

Assessment & Evaluation Practices: IB Level 3 - 4 IB Level 1 – 2 ■ Acceptable to good quality ■ Basic understanding of concepts ■ Few misunderstandings ■ Some critical or creative thinking ■ Some flexibility ■ Requires some support ■ Limited quality ■ Lacks understanding of most concepts ■ Rarely/infrequently demonstrates critical thinking ■ Rarely/infrequently demonstrates creative thinking ■ Inflexible ■ Rarely/infrequently applies knowledge and skills

Assessment & Evaluation Practices:

LEVELS OF ACHIEVEMENT TASK SPECIFIC / GUIDING QUESTIONS / SUCCESS CRITERIA CRITERION COMMAND TERM

Command Terms – Science: Year 3 ■ Criterion A: Knowing and Understanding The student is able to ______ scientific knowledge. ■ 7 – 8: Describe: Give a detailed account or picture of a situation, event, pattern or process. ■ 5 – 6: Outline: Give a brief account or summary. ■ 3 – 4: State: Give a specific name, value or other brief answer without explanation or calculation. ■ 1 – 2: Recall: Remember or recognize from prior learning experiences.

Assessment in Ontario and the MYP Ontario MYP ■ Use learning goals and success criteria to assess student work ■ Use aims, objectives and assessment criteria to assess student work ■ Assess using a 4 level of achievement system ■ Assess using an 8 level system of achievement (broken into 4 groups) ■ Use professional judgement to determine the most appropriate level of student achievement ■ Use professional judgement to determine the “best fit” for a level of student achievement ■ Determine a holistic final grade using achievement chart categories based on most consistent demonstration of ability with consideration for more recent evidence ■ Determine a holistic final grade using assessment criteria based on most consistent demonstration of ability with consideration for more recent evidence

Evaluation (reporting) Practices: ■ Subject areas with connections to IB: – Reporting box will be formatted as such: 1. IB Statement of Inquiry 2. Ministry based curriculum comments and qualifier tied to achievement 3. Examples of task / learning experience 4. IB Criterion Achievement, which will read: ― IB Achievement by Criterion: A – *; B – *; C - *; D - * ― * will be replaced by the Criterion Grade

Evaluation (reporting) Practices: ■ Sample report card comment for Science and Technology: SOI: Innovations provide opportunities to explore functions and relationships. With a high degree of effectiveness, NAME can assess the impact of cell biology on individuals, society, and the environment, as evidenced through his/her virus project on Small Pox. IB Achievement by Criterion: A 5; B 6; C 4; D 5

MYP Portfolio: - Maintained over all three years of the programme - Every student will be provided with a binder and tabs - Time will be provided on a bi-monthly basis to update and reflect Five Sections: ■ Section 1: Subject Reflections ■ Section 2: Skill Reflection – Learning Skills, Attributes, Virtues, Catholic Graduate Expectations ■ Section 3: Co-curricular Log ■ Section 4: Community, Family, Action ■ Section 5: PYP Highlights

Road to Authorization: ■ Timeline: – Present: We are in the CANDIDACY phase – 2017 – 2018: School was assigned a consultant to work with staff – Summer 2018: Application for AUTHORIZATION was received – 2018 – 2019: Verification visit at the school level has been organized and a decision regarding authorization will occur thereafter

Road to Authorization cont’d: Important information to note: ■ Staff + Training: – Demands of specialized training + requirements for authorization ■ Post Authorization: – MYP Certificates at Graduation: School based vs. IB based

Questions for the Team