1. Teaching and Learning for
the
21st century

2. Agenda
8:00 - 9:30
9:45 - 11:15
11:15 - 12:45
12:45 - 3:15
(break as needed)
Session 1
Session 2
Lunch
Session 3

3. Comments Questions??
Ah- Ha
Concerns

4. MYP: 2014
Changes to subject groups
Current MYP
Mathematics
Language A
MYP (first
teaching)
September
2014
Language and
literature
Mathematics
Arts
Language B
Language
acquisition
Arts
Sciences
Personal
Project
Technology
Physical
Education
Individuals and
societies
Design
Physical and
health
education
Sciences
MYP projects
Interdisciplinary
Humanities

5. Speed Dial
Questions
Player 1
Player 2
Player 3
Player 4
Player 5

6. Day 1 Objectives
• Inquire into 21st century teaching and
learning practices
• Develop and practice understanding of
concept-based learning
• Inquire into the design of a MYP Unit
Planner for 2014 and beyond

7. Dead Poet’s Society
Break into 3 even groups (by looking to see what
group needs more or less people) and choose a
sense (see, feel, hear)
Watch the video clip
Each sensory group notes on a piece of paper
with a T-Chart what they inferred (traditional/21st
century) from the clip using their sense as a filter.
Share out your findings

8. Traditional
21st Century

9. From the Agriculture Age
to the Conceptual Age
Agricultural
Age (farmers)
18th century
Industrial
Age
(factory
workers)
19th century
ASCD Allen Parish 2010; Rye and Herold
Information
Age
(knowledge
worker)
20th century
Conceptual
Age
(creators and
empathizers)
21st century

10. Step-by-Step
MYP
unit planning
1. Begin with the unit
you are revising for
teaching Spring 2014
2. Choose drop down
MYP Year (1 - 5)
3. Type in # of hours
(60 min hours.....)
10

13. POWER

14. POWER

15. POWER

16. POWER

17. POWER

18. POWER

21. How does it stack up?
• Use the Harvard video for data
points to inquire further into...
1.Why might concept-based
learning be considered by some
to be a powerful way to learn?
2.How and why might that
approach have affected the
Harvard graduates?
3.What key concept might have
anchored the “weather” learning

22. Choose 1
for your
unit!
Key concepts
Aesthetics
Change
Connections
Creativity
Culture
Development
Form
Global
interactions
Identity
Logic
Relationships
Time, place
and space
Systems
Perspective
Communication Communities

23. REFLECTION
• Visible Thinking Strategy
•
(Harvard Project Zero)
• On a sticky note, as a “break exit ticket”, write
your reflection on the learning in Session 1 and
post on the comments section of the issues bin:
• I used to think………
• Now I think…………..

24. break

25. Related Concepts
While the KEY concepts provide breadth,
the RELATED concepts provide depth
and focus
Students are pointed towards full conceptual
understanding through the related concepts that emerge
from the discipline
There are 12 prescribed related concepts for each
discipline within a subject group. These all should be
used over the course of the five years in your discipline.
(Not necessarily EACH year)

26. Choose 2
for your
unit

27. Merging key and related concepts
Communication
Purpose
Audience Imperatives
Purposeful communication enhances
audience engagement.
Conceptual Understanding

28. Global Contexts
• Provide a context for the
inquiry at hand
• Only choose one:
Natural flow with the
conceptual
understanding.

31. Global Contexts
• Identities and relationships
• Orientation in time and
space
• Personal and cultural
expression
• Scientific and technical
innovation
• Globalization and
sustainability
• Fairness and development

32. Consider
what
global
context a
student
might
explore in
this photo

33. Global Contexts
• Identities and relationships
• Orientation in time and
space
• Personal and cultural
expression
• Scientific and technical
innovation
• Globalization and
sustainability
• Fairness and development

34. Statement of Inquiry
1 Key Concept +
2 Related Concepts
+
1 Global Context
= Statement of
Inquiry
34
Tips:
Use active, present tense verbs
•Avoid proper & personal nouns &
pronouns
•Avoid forms of the verb ‘to be’

35. Creating the Statement of Inquiry
Choose ONE key
concept from the
chart
Choose 2 related
concepts
Conceptual Understanding
+
Global Context
=
Statement of Inquiry

36. An Example from
Language and Literature
Key concept: Communication
Related concepts: Purpose,
Audience Imperatives
Global Context: Personal and
Cultural Expression (analysis &
argument)
Statement of Inquiry
Purposeful communication using analysis and
argument enhances audience engagement.

37. Statement of Inquiry
Guides the inquiry of the unit
Provides the resource for inquiry questions
Links the conceptual learning directly to the
authentic assessment
Represents a contextualized, conceptual
understanding
Describes a complex relationship that is worthy of
inquiry
Explains clearly what students should understand
and why that understanding is meaningful
Unpacked through a series of inquiry questions

39. Reflect
Choose one practice from C3 (Teaching and Learning), and
consider how the statement of inquiry would drive at least
one of these practices from the IB Standards & Practices.

40. C3 –
Teaching and
Learning:
2. Engages students as inquirers
and thinkers.
3. Builds on what students know
and can do.
5. Supports students to become
actively responsible for their own
learning.
13. Engages students in
reflecting on how, what and why
they are learning.
15. Encourages students to
demonstrate their learning in a
variety of ways.

41. lunch

42. Constructing Inquiry Questions

43. •The inquiry questions encourage
looking at the statement of inquiry
Develop inquiry questions
through multiple perspectives.
•We want to lead students from
academic knowledge to thoughtful
action, helping them to develop
positive attitudes and a sense of
personal and social responsibility.

44. Students will investigate
what an author does to
create a compelling
character
How important
are multiple
points of view to
arrive at an
understanding?
Statement
of Inquiry
What
constitutes
character?
What makes
communication
ethical?

45. Process of developing inquiry questions...
•
What will students need to look into in terms
of concept/content to adequately wrestle with
the statement of inquiry?
Students will . . . (choose one):
• Explore
• Discover
• Inquire into
“Lines of • Seek
Inquiry” begin
• Search
the
•
process...and Investigate
begin with • Examine
Students will +
Inquiry Verb

46. •Students will begin to analyze how they will engage with their student audience in
order to open minds to future possibilities by means of a well thought out argument.
•Students will investigate how to make their communication with their audience
purposeful and motivational.
•Students will purposefully explore their academic choices with respect to their
options following graduation.

47. Develop inquiry
questions
To turn each of these
“lines of inquiry” into
questions:
Remove the content
Keep the concept!
Allow for multiple
perspectives and
answers
Factual - may start with
“what” and can be looked
up
Conceptual - may start with
“how/why” and should
not lead students to a
specific answer
Debatable - make it
provocative where there
are at least two sides to
the issue at hand

48. Creating the Questions....
•Students will begin to analyze how they will engage with their student audience in
order to open minds to future possibilities by means of a well thought out argument.
Factual: What engages audiences?
•Students will investigate how to make their communication with their audience
purposeful and motivational.
Conceptual: How do I use language to communicate?
•Students will purposefully explore their academic choices with respect to their
options following graduation.
Debatable: How do the choices I purposefully make now affect my tomorrow?

49. Students will investigate
what an author does to
create a compelling
character
How important
are multiple
points of view to
arrive at an
understanding?
Statement
of Inquiry
What
constitutes
character?
What makes
communication
ethical?

50. Table Group Share
• Each person at the table reads aloud the
following without any explanation and dialogue
of their own:
• key concept
• related concepts
• statement of inquiry
• Inquiry questions

51. • write 3 things
learned all on one
sticky note
• 2 new questions...
one per sticky
note,
• 1 ah- ha on one
sticky note

52. Agenda
8:00 - 9:30
9:45 - 11:15
11:15 - 12:15
12:15 - 3:00
(break as needed)
Session 4
Session 5
Lunch
Session 6

53. Day 2 Objectives
• Inquire into 21st century teaching and
learning practices
• Develop and practice understanding of
concept-based learning
• Inquire into the evolution of the MYP Unit
Planning Process for 2014 and beyond

54. REAL World Experience
What is a
real life
experience
that you’ve
recently had that
you learned
something from?

55. Key research findings
“Authentic tasks increase student motivation to
learn.”
— Stipek (2002)
“Student’s beliefs about real-world significance of
what they are learning were a strong predictor of
their interest and enjoyment of math class.”
— Mitchell (1993)
“Students give highest interest ratings to classes
that make them think hard and require them to
participate actively in thinking and learning.”
— Newmann (1992)
55

56. Creating, Revising or
Rethinking
• What do you think
your summative assessment
is? should be? or could be?
• How is what you are thinking about asking
students to do, something that is authentic in
order to show what they know?

58. Grasps
 Goal
 Role
 Audience
 Situation
 Product, Performance, and Purpose
 Standards and Criteria for success
Wiggins & McTighe 2005

60. Example from our unit planner
(G) The goal is to show an understanding of how purposeful
communication uses analysis and argument to enhance audience
engagement. (R) You are a presenter at a TED talk with a student
audience. (A) You need to convince each student in the audience to
pursue the most rigorous course of study possible during their high
school years. (S) The challenge involves dealing with students and
parents who think the basic NY State requirements are good enough.
(P) You will create a multi-media presentation in order to convince
students and parents that the most rigorous coursework opens a variety
of opportunities following graduation. (S) Your performance needs to
be at least 10 minutes long, involve at least two different digital media
tools, systematically outline how academic choices influence their
future, and must allow for appropriate interaction with the audience.

61. Now you try it . . .
Create a summative assessment task
that asks for a performance of
understanding.
Set it in a real world context
Use the GRASPS process to help
design your assessment.
Consider what we already know about
authentic assessment and 21st Century
skills as we work through our design

64. Standards
for
Success
•
Success. (This is not the place to use ONLY MYP
criteria, but also CCSS and criteria for what the
teacher would like in terms of their own expectations)
• Your performance needs to _____________
• Your work will be judged by _____________
• Your product must meet the following standards
______________

65. Does the Task allow students to perform at the
high end of the rubric?
Achievement
Levels
0
1-2
3-4
5-6
7-8
Descriptors

66. Gallery Walk

67. REFLECTION
•
What might the school
experience be like for
students when units of
work are grounded by
an authentic
assessment task(s)?”

70. The
Inquiry
Cycle
Action
The HOW!
Inquiry
Reflection

71. Inquiry Cycle Investigation
For inquiry:
“HOW does the task allow students to inquire into
the topic and show a deeper understanding of the
statement of inquiry?”
•
• For action:
“HOW does inquiry within the task promote action
or the possibility for action?”
• For reflection:
“HOW does inquiry within the task present the
opportunity for reflection?”
• In table groups share out findings. Your thinking
will be recorded on chart paper, one for each part
of the inquiry cycle… Inquiry/Action/Reflection?

72. Objectives and Assessment
Criteria
Represent the structure of knowledge and encompass
4 dimensions:
Factual
Conceptual
Procedural
Metacognitive
The MYP objectives and their strands provided in
each subject guide for years 1,3, 5 their use is
mandatory at least twice each year whenever a
summative task is assessed

73. I OBJECT!
Criterion A – Analysing (Yr. 5)
Analyze the effects of the
creator’s choices on an
audience
Criterion B – Organizing (Yr.5)
Organize opinions and
ideas in a sustained, coherent
and logical manner
Use referencing and
formatting tools to create a
presentation style suitable to
the context and intention.

75. lunch

76. How are you
feeling????

78. Approaches to Learning - ATL
ATL is concerned with:
•intellectual disciplines, attitudes, strategies and skills
“learning how to learn”
• awareness of thought processes and their strategic
use
ATL results in:
• critical, coherent and independent thinking
• capacity for problem solving and decision making
ATL is a shared responsibility:
• core of all curriculum development and all teaching
• logical progression over time.

79. Skills
A skill is the learned capacity to carry out
pre-determined results and/or the ability to
choose and perform the right technique at
the right time, effectively and efficiently.
Take Note:
•
Skills need to be both implicitly and
explicitly developed
•
Almost any skill could potentially be
explored in a given unit, so it is important to
be strategic regarding what skill is most
important for what units.

80. ATL skill categories
MYP skill clusters
Communication
Communication
Social
Collaboration
Self management
Organization
Affective
Reflection
Research
Information literacy
Media literacy
Thinking
Critical thinking
Creative thinking
Transfer

81. Consider Prior Knowledge
• How do I know what skills have been taught
before?
• What is my justification for teaching this skill?

82. Consider . . .
What cognitive skill or affective skills are actually inherent in the objective strand
you have chosen?
Communication
Social
Self Management
Research
Thinking
Ask: In order to master this objective strand, what skill or skills will the student be
expected to demonstrate?
The corresponding achievement levels determine the level of mastery
(achievement) of those skills.

83. ….with an objective strand….
• C (Communicating) (Yr 1)
Use appropriate mathematical language (notation, symbols,
terminology) in both oral and written statements
In order for students to [strand:] use appropriate
mathematical language (symbols, terminology) in both oral
and written statements students must [skill:] comprehend and
use language with accuracy, clarity, and discernment (ATL
Category: Thinking, Skill Cluster: Critical Thinking)

84. Language and Literature
¥ In order for students to analyze the effects of the creator’s choices on
an audience students must gather and organize relevant information to
formulate an argument. (ATL Category: Thinking, ATL Cluster: Critical
Thinking).
¥ In order for students to organize opinions and ideas in a sustained,
coherent and logical manner students must structure information in
summaries, essays and reports (ATL Category: Communication, ATL
Cluster: Communication)
¥ In order for students to use referencing and formatting tools to create a
presentation style suitable to the context and intention students must
communicate information and ideas effectively to multiple audiences
using a variety of media and formats. (ATL Category: Research, ATL
Cluster: Media literacy)

85. Your turn!
Choose an objective strand for your unit and make sure it
is the appropriate year
Look at the ATL Skill Categories and choose the most
likely Category based on the strand
Look at the ATL Skill Cluster(s) within the Category and
choose the most likely Skill Cluster
Choose a skill
Preface the strand with “in order to” and end the strand
with students must.....by identifying discrete skill(s) using
the ATL skill chart to be taught.

86. ATL and Authentic Assessment
When considering all skills: Don’t forget to analyze
the process of completing the task from the
student’s point of view
What strategies and skills might be needed for
students to succeed with this task? Add a skill or
two should you want to teach that explicitly.
Use the chosen objective strands to make
informed decisions about what ATL skills to
discretely teach.
You might use the CCSS to also inform choice of
skills.

87. Making “Task Specific Clarifications”....
Achievement
Levels
1-2
3-4
5-6
7-8
Descriptors

88. “Examine the words in the strand(s)”
• When there are words such as a “wide range” it is appropriate
to say “at least 4” or give a range such as 4-7.
• If there is a specific word count range then insert this in the
task-specific clarification.
• If there is a selection of things to choose from in the published
descriptors that are separated by commas, then it is
appropriate to delete those that are not being measured by the
task.
• If the wording states “and/or”, then, once again, it is
appropriate to keep both or delete one. However, it it says
“and” then the task must provide for such.
88

89. Accommodation
•
For students who require further accommodation, the rubrics
remain the same if those students are in the SAME course to
ensure a standardized approach. However, the task may be
modified to allow all students the equal opportunity to achieve
should they have documented learning differences and should be
modified according to their individual learning plan that has been
agreed upon at the school.
89

90. Devise an ATL skill learning
activity that:
Uses 21st century
strategies
Builds the skill
Allows for differentiation
when appropriate

91. devise a formative
assessment
For this same learning activity . . .
Based on which of your inquiry questions?
Will you also be activating prior knowledge?
What kind of feedback will you give?

92. TEACHERS
Educate =
e (out, up) +
duc (lead, pull) +
ate (act of)
The act of leading up or
drawing out - from the
Latin educatus

93. Need to know
Worried
Excited
Stance on Next Chapter Unit Planning