MYP planning the unit planner Background to this

MYP planning: the unit planner

Background to this presentation After the publication of MYP: From principles into practice in August 2008, schools are starting to use an MYP unit planner. MYP principles, practices and requirements underlying the planning process are explained in the guide which should be the point of reference in all MYP schools. Page 2 © International Baccalaureate Organization 2007

Purpose of this presentation This presentation aims to highlight and clarify certain elements within the unit planning process, particularly at stage 1 in the process. It has been compiled in collaboration with MYP practitioners, regional IBMYP staff and the IBMYP curriculum and assessment team and may be used to support MYP development in schools. Page 3 © International Baccalaureate Organization 2007

MYP roots “Learning how to learn and the development of the whole person are the guiding principles of this programme. The overall curriculum is designed to encourage moral development in our children and a sense of responsibility to the world community and its environment. ” (from the General statement adopted by ISA in 1982) Page 4 © International Baccalaureate Organization 2007

The MYP programme model Page 5 © International Baccalaureate Organization 2007

Relationship of principles to curriculum IB mission statement IB learner profile MYP fundamental concepts written assessed curriculum taught Page 6 © International Baccalaureate Organization 2007

The unit planning process IB mission statement IB learner profile The contexts – provided by the areas of interaction Page 7 MYP fundamental concepts MYP Content – the topics unit we teach in our subjects planner © International Baccalaureate Organization 2007

MYP curriculum planning- the intention • The content of the subjects should be aligned with the MYP objectives for each year of the programme through vertical planning. • The areas of interaction provide the context for teaching and learning. These elements need to be at the start of curriculum planning in the first stage of planning- see stage 1. Page 8 © International Baccalaureate Organization 2007

Stage 1 of MYP unit planning (abridged) Area of interaction focus Significant concept(s) Which area of interaction will be our focus? Why have we chosen this? What are the big ideas? What do I want my students to retain for years into the future? MYP unit question Page 9 © International Baccalaureate Organization 2007

How does this work in practice? The unit planner is meant as a tool: • Starts from an area of interaction context • Includes the MYP objectives in stage 1 of the planner ØLet’s take an example of a unit from a school that has started to develop their MYP curriculum in the way we just described. How can the unit planner help to further develop this unit? Page 10 © International Baccalaureate Organization 2007

Example from current school curriculum Biology, MYP 3, Photosynthesis, 4 weeks Unit question: • How do plants grow? Content: Students learn about • photosynthesis as the key process producing new plant biomass • carbon dioxide for photosynthesis comes from the air and that the water is absorbed through the roots • chlorophyll enables a plant to utilise light in photosynthesis • the role of the leaf in photosynthesis Page 11 © International Baccalaureate Organization 2007

Example continued Assessment: • Criterion B: communication in science • Criterion C: knowledge and understanding of science • Criterion F: attitudes in science Links to the areas of interaction: • ENVS: the effect of environment on the growth of plants and the effects of plants on the environment • HSE: the importance of plants for food • ATL: problem solving, research skills, collaborative skills, presentation skills • HI: how can we protect or conserve plants and influence how they grow Page 12 © International Baccalaureate Organization 2007

Using the unit planner To make a start, schools sometimes copy and paste the ‘old’ unit plan directly into the planner This could form a starting point for reflection upon the unit ØWhat would this look like in terms of the previous example? Page 13 © International Baccalaureate Organization 2007

“Old content” in planner Area of interaction focus Significant concept(s) Which area of interaction will be our focus? Why have we chosen this? What are the big ideas? What do I want my students to retain for years into the future? ENVS: the effect of environment on the growth of plants, and the effect of plants on the environment HSE: the importance of plants for food ATL: problem solving, research skills, collaborative skills, presentation skills HI: how can we protect or conserve plants and influence how they grow Photosynthesis MYP unit question How do plants grow? Page 14 © International Baccalaureate Organization 2007

Looking through Environments Area of interaction focus Significant concept(s) Which area of interaction will be our focus? Why have we chosen this? What are the big ideas? What do I want my students to retain for years into the future? ENVS: the effect of the environment on the growth of plants and the effects of plants on the environment The importance of plants for life on our planet. MYP unit question To what extent are humans dependent upon plants? Page 15 © International Baccalaureate Organization 2007

Looking through Human ingenuity Area of interaction focus Significant concept(s) Which area of interaction will be our focus? Why have we chosen this? What are the big ideas? What do I want my students to retain for years into the future? HI: how can we protect or conserve plants and influence how they grow The importance of plants for life on our planet. MYP unit question How do pesticides and fertilizers affect an ecosystem? Page 16 © International Baccalaureate Organization 2007

From there. . • These two examples have different unit questions that could lead to very different learning activities and could address different objectives. • The teacher will need to decide which content, skills and objectives he/she wants to address in the unit to determine the most suitable unit question. Numerous assessments tasks may best reflect the complexity of unit questions and significant concepts. The assessment would be included in stage 1. • Thus, the process is not linear but recursive with all steps influencing each other Page 17 © International Baccalaureate Organization 2007

Significant concepts As stated in MYP: From principles into practice on page 74, “the MYP unit will be guided and driven by the MYP unit question that integrates the significant concept(s) of the subject matter with the context provided by one of the areas of interaction”. The significant concepts must be rooted within the subject group first, once the understanding of the concept is consolidated from the disciplinary perspective, students will be in a position to engage in meaningful interdisciplinary understanding later. Page 18 © International Baccalaureate Organization 2007

What makes a good unit? Stage 1 - setting the context and summative assessment(s) Is the unit driven by an open-ended, multifaceted unit question that engages students? Are the significant concepts and unit question conceptually based? Will the unit be guided and driven by the MYP unit question that integrates the significant concept(s) of the subject matter with the context provided by the areas of interaction? Do the assessments distinguish students’ engagement with the MYP unit question and learning objectives? Do the assessments provide varied opportunities for the students to show their knowledge, understanding, skills and attitudes? Have appropriate assessment criteria been selected and aligned with subject objectives? Does it focus on one main area of interaction and potentially leads to interdisciplinary learning? Page 19 © International Baccalaureate Organization 2007

What makes a good unit? Stage 2 – planning for student learning and development Does the unit involve students in a range of learning experiences planned in response to the MYP unit question ? Does the unit plan achieve year level/subject objectives? Do these experiences aim to have real life applications and develop skills for life as well as subject skills development? Does the unit build on the prior knowledge of the students and how is this facilitated? Will the unit use a variety of resources and teaching methodologies that meet the needs of the students? Will positive attitudes be constructed and encouraged? Page 20 © International Baccalaureate Organization 2007

What makes a good unit? Does it contribute to a coherent, school-wide commitment to inquiry that is framed by contexts of local and global significance? Is it a working, organic document rather than a static one? Can the unit affect the hearts and minds of the student? Page 21 © International Baccalaureate Organization 2007