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M Y P U n Years
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AA A 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 don’t
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 Explanations for these are in
personal and cultural expression “From Principles into
scientific and technical innovation Practice”
globalization and sustainability
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.
Statement of
Key Concept Related Concepts Global Context
inquiry
Orientation in Historical contexts
Connections Context/Genres
space and time shape literary genre.

For a team to function

effectively, all team
Personal and
Communication Function/Systems members must
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 don’t have a clear cut answers. Multiple viewpoints
can be argued with evidence.
 Assessment

Call it whatever you’d like: inquiry based assessment,

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

here!
t a rt
I’d 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.
It’s 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
you’ve 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 strategies and activities that you and your students will work
The subject specific 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
content that you plans as the unit planner gets...so the more detailed the better)
will cover over the
course of the unit.
Assessments that you will give students over the course of the unit
This is your area of in order to make sure they are developing the skills needed to
expertise. 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.
CCSS should also
be placed here.
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 you’ve found that you may use throughout the unit.
 Reflection

After planning, What worked? What

what are you What have you had didn’t? What would you
excited about? to change? What change the next time
What issues may went according to around? This is also a
space to record how your
come up? What do plan? Has your students performed on
you believe will be timeline changed? the summative
most challenging? assessment.
Documents that will
come in handy
Your subject guide!

Brand new copies of the brand new subject

guides are here. Don’t 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
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your unit
plans. He’s
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 student’s 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)