Implementing the MYP: Arts Cat1 By Pat OConnor · • Understand the benefits of the MYP curriculum framework to support the needs for 21st century learning ... build evidence and

Implementing the MYP: ArtsCat1

By Pat OConnor

Workshop AimsThe aims of the teaching and learning of the workshop are toencourage and enable participants to:• align their educational beliefs and values to reflect those of

the IB in order to create a challenging programme ofinternational education

• develop an understanding of the structures and principles ofthe subject group framework and guidelines

• prepare teaching strategies and to design tasks that willsupport the implementation of the subject group andguidelines

• engage in relevant, significant, challenging student-centeredenvironments

Housekeeping

Materials

Logistics

Reflection Journal

Agenda Day 1

– Session 1 – Philosophy

– Session 2 – Written Curriculum (aims, objectives)

– Session 3 – Written Curriculum (concepts and

contexts)

– Session 4 – Written Curriculum (inquiry)

Agenda Day 2

– Session 5 – Written Curriculum (summative

assessment)

– Session 6 – Taught curriculum (ATLs)

– Session 7 – Taught curriculum (task clarifications,

formative assessment and differentiation)

– Session 8 – Field inquiry

Agenda Day 3

– Session 9 – Field inquiry presentations

– Session 10 – Assessed curriculum (standardization

and reporting)

– Session 11 – Assessed curriculum (personal

project and community project)

– Session 12 – Written, taught, and assessed

curriculum

Introductions - Alter Ego

• With a bigger group- we’d do this:• Walk around the room and introduce yourself to the other participants.

• When asked to stop please introduce the person you last talked to, to therest of the group.

• With our group let’s just introduce ourselves1. Write your name on place setting2. Tell us your school3. Your countries4. Your subject5. Your passions

Share and Trade

• Now we are all familiar with one another sit downwith your Alter Ego and trade and share yourthoughts before starting the workshop.

• Talk about:• Your situation• Your school• Your concerns• Decide on one question you would like answering by the

end of this workshop

Session 1 – PhilosophyMYP Standards and practices

Perspectives for the millenium

Session Understandings

• Understand the benefits of the MYP curriculumframework to support the needs for 21st centurylearning

• Recognize the MYP curriculum framework as aflexible model and identify its main components

• Became familiar with the standards andpractices and with their impact on teaching andlearning in MYP schools and classrooms

Page 11

Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caringyoung people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The IB continuum of international education

IB mission statement

PYP MYP

Programme standards and practices

IB learner profile

PYP MYP DP IBCC

Page 12

MYP programme model

Eight subject groups Concepts and

contexts

IB learner profile Student at the

center

Page 13

Discuss:1. What are the MYP arts requirements and how do

we address them?2. What is an integrated arts course?3. How can MYP arts integrate with the local/national

curriculum?4. How much time should be spent on the different

arts?5. What sorts of resources are necessary for the

effective teaching of arts?

Discipline basedSubject componentSubject skillTheoryKnowledge based

Project basedThemeQuestionArtworksArts theorists/practitionersWorld traditions/styles/movements

Interdisciplinary basedThemeQuestionInterdisciplinary skills (ATL)Global context generated ideasContent/stimulus from other disciplines

Methods for structuring curriculum

Page 16

Communicators Risk-takers

Principled

Thinkers Balanced

Reflective Inquirers

Caring

Open-mindedKnowledgeable

The IB Learner Profile for the community

Thinking about our teaching practice

What does it mean to be a teacher in and for the 21st century? What do students need to be

successful today?

Brain-storm

Learners of the new millennium –See, think, wonder

What does it make you wonder?

...

What do you think?

…

What do you see?

…

Shift happens21st C teachers

“See, Think, Wonder” routinedeveloped by Project Zero atthe Harvard Graduate School ofEducation.

What do schools need to do to develop

the needs of the 21st century skills?

The Programme standards and practices

IB Standard C: Curriculum

Standard C2: Written

curriculum

Standard C3: Teaching and

learning

Standard C1: Collaborative

planning

Standard C4: Assessment

Visible thinking –Headlines

Time for reflection

Session ends at 10:00Next session starts at 10:30

Session 2Written curriculum:

AimsObjectives

RequirementsOCC and Resources

Planning for teaching and learning

Session Understandings• Become acquainted with the Arts guide and its structure and

content• Understand the subject-group requirements as stated in the

guide• Reflect about the aims of the subject group and the extent

to which they support the development of the IB learnerprofile

• Understand the MYP Arts objectives and the progressionfrom MYP 1 to 3 to 5 (vertical planning)

• Discuss local curriculum alignment with the MYP objectives• Begin to use the Arts Teachers Support Material as a

pedagogical resource

Aims: Arts• The aims of any MYP subject state in a general way what the

teacher may expect to teach or do, and what the student mayexpect to experience or learn.

• In addition, they suggest how the student may be changed bythe learning experience.

The aims of MYP Arts are to encourage and enable students to:

• create and present art• develop skills specific to the discipline• engage in a process of creative exploration and (self-)discovery• make purposeful connections between investigation and practice• understand the relationship between art and its contexts• respond to and reflect on art• deepen their understanding of the world.

Aims: Arts

Consider the MYP Arts curriculum and how it relates to the IBlearner profile.

After reading the MYP Arts aims, identify how they relate to theattributes of the IB learner profile.

Arts aims Learner profile attributes Briefly justify

123456

Aims: Arts

Activity:• Working in pairs or individually• Take one or two subject aims• Create a TV commercial / news report / visual

presentation / song / dance that clearly explain bothaims

• Present to the whole group after preparation

Scavenger Hunt

• Log on to the OCC using your access code or the workshop access code

• Take a “hunt” through your MYP Arts guide to find• Aims• Objectives• Requirements• Interdisciplinary Teaching

and Learning

Note page numbers for further reference of these sections of the guide

Arts requirementsThe MYP requires at least 50 hours of teaching time for each subjectgroup in each year of the programme.

In MYP years 1 to 3, arts course structures include a minimum of onevisual art discipline and one performing art discipline.

Students studying an art form in year 5 will have engaged in structuredlearning in the same art form in earlier years of the programme (studentstransferring from other schools may be exceptions to this requirement);it is advisable that students continue their learning of a selected artsdiscipline from year 4 into year 5 of the programme for certification.

Students use the arts process journal in all years of the programme tobuild evidence and support for their learning in all four MYP artsobjectives.

Options for structuring of the course

A) Modular

B) Integrated performing arts/integrated visual arts

C) Discrete disciplines• Visual art• Media• Drama• Music• Dance

The six thinking hatsWhat are some challenges the requirements present for yourschool?

What excites you about the requirements? What are the potential curriculum improvements?

How do you feel about these requirements?

Which of the requirements might not work?

What are some of the reasons these requirements have been put in place?

What ideas do you have for implementingthe requirements?

Objectives: ArtsThe objectives of any MYP subject state the specific targets thatare set for learning in that subject.

• They define what the student will be able to accomplish as aresult of studying the subject.

• The objectives of MYP Arts encompass the factual, conceptual,procedural and metacognitive dimensions of knowledge.

• Each objective is elaborated by a number of strands; a strand isan aspect or indicator of the learning expectation.

A – Knowing and understanding B – Developing skills C – Thinking creativelyD – Responding

Arts objectives

Arts objectives

Activity:• Participants into two groups.• Each group will rotate around each of the objectives (3-5

minutes on each) with the following inquiry questions:

• 1. What is the Arts objective about?• 2. What are your initial ideas/ possible activities from the

different Arts subjects that come to mind when you readthe objective strands?

• 3. Are there any links you can make between theobjectives?

Curriulum Overview - Arts

Download the curriculum overview from the Arts TSMThinking about the curriculum in your school:

• What are the positives of this overview?• How can the overview be helpful?• How will this overview help you evaluate your

curriculum vertically and horizontally?

Reflection

I used to think………………………………....

Now I think………………………..Session ends at 12:00

Next session starts at 1:00

Session 3 - Conceptual and Contextual Understandings

in Arts

Session Understandings• Understand the concept-based approach to teaching

and learning in MYP and its impact on teaching andlearning in Arts

• Recognise and explore the relationship between theconcepts (key and related) to the structure ofknowledge present in this learning area

• Understand the role of MYP global contexts indeveloping meaningful, relevant and engaging learningexperiences

See / Think / Wonder“Entre Les Murs”

• What do you see?

• What do you think about that?

• What does it make you wonder?

Stage 1 of the Unit Planner

Key Concepts Related Concepts Global context

Statement of Inquiry

Inquiry Questions

Which graphic best represents the relationship among topics, concepts, and skills?

A. B.

C.

MYP Conceptual Framework

According to Erickson (2008), concepts range from macro to micro in terms of scope, but all concepts meet the following criteria:

– Timeless– Universal– Abstract – Represented by 1 or 2 words, or a short

phrase

Why develop learning engagements around Concepts?

• Concepts give meaning and connection to discrete facts and skills.

• Promote critical thinking and differentiation with open ended possibilities

• Promotes real understanding through student engagement

Concepts

There are two types of concepts in the MYP:

• Key concepts

• Related concepts

Key concepts

• Represented by one or two words• Used in all subject groups in order to develop breadth

of understanding and promote disciplinary and interdisciplinary learning

• Sixteen prescribed key concepts, each contributed by one or more subject groups

• Schools can develop additional key concepts to meet local circumstances and requirements

Key concepts across subject groups

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global interactions Identity Logic

Perspective Relationships Time, placeand space Systems

It is useful to know that….

• Concepts can be interpreted differently and exploredfrom various perspectives at different levels ofcomplexity during the MYP years.

• Key concepts form the basis of the curriculum externallyassessed by an optional MYP e-Assessment which canlead to MYP course results and contribute to theawarding of the MYP certificate.

• Teachers will have to work with all the subject keyconcepts across the whole MYP years.

Related concepts

• While the key concepts provide breadth, related concepts provide depth for inquiry.

• Move beyond facts and topics to engage higher order thinking skills that students need to be critical and creative

• Vehicle for students rigorously to explore the essence of subject groups and disciplines

• Twelve prescribed related concepts for each discipline• Teachers can develop others to meet local circumstances

and curriculum requirements

Arts related concepts

Key and Related Concepts

Key Concept Context

Statement of inquiry

Inquiry questions

Related Concept

How do concepts fit into the overall structure of knowledge?

What is their relationship between topics, facts, and skills.

© 2011 H. Lynn Erickson-See presentationat IB conference

Check understanding: concepts or topics?

Impresionismrevolution

patterns Rome Theatre of the Absurd power PicassoinnovationCasablancahuman rights cooperation

Timeless?Universal?Abstract?Represented by 1 or 2 words, or a short phrase?

Extra credit:Identify content you could explore

through the concepts and concepts you could explore through the content

Factual knowledge or conceptual understanding?

• Technological changes can impact changes and culture• Identities and relationships• There are powerful connections to be understood

between a culture and its authentic art forms• Personal and historical journeys lend to our identity and

behaviour• Use of colors• The use of symbols to communicate• Changes in culture influence changes in music• Limited resources will directly impact the aesthetics of art,

but not artistry• Character can be clearly expressed without the need for

verbal communication

Conceptual understandings

• There are powerful connections to be understood between a culture and its authentic art forms

• Personal and historical journeys lend to our identity and behaviour

• Changes in culture influence changes in music• Limited resources will directly impact the aesthetics of art,

but not artistry

What are the underlying concepts behind the conceptual understandings?

Exploring key and related conceptsYou will explore how concepts can be used to structure the

curriculum:

• In grouping according to subject-group expertise, review the list of key and related concepts for your subject group

• Consider your course outline or syllabus and brainstorm possible units you already teach

• Consider the units and identify which concepts (key and related) from the list could be explored for each case

Why?!?

Take the concepts, topics, facts and skills to create a explanation you would provide to a student who asked

“Why are we learning this?”

Work with your partner to create an explanation of two minutes or less that is clear and concise. Why is it important to provide students with an explanation?

Introducing context

Key Concept Context

Statement of inquiry

Inquiry questions

Related Concept

Global contexts

• IB programmes aim to develop internationalmindedness in a global context.

• Global contexts make learning relevant and enablestudents to develop competencies and personalvalues necessary for global engagement.

• Students will do this through exploring personal, local,national and/or international issues and ideas ofglobal significance.

Global Contexts

• Allow for relevance, engagement and a direct route for inquiry for the ever changing world. All effective learning is contextual. Help answers the question: Why are we learning this?

• Celebrate our common humanity and encourage responsibility for our shared guardianship of the planet.

• Comprise a range of ideas and issues that can be personally, locally, nationally, internationally and global significant.

The MYP global contexts

Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

See section Curriculum: Written “Learning in context”

Group discussion

• Volunteer an arts unit for each of the Global contexts

• Eg. For Orientation in space and time a unit on various art styles from a particular era, say, the Modern Art era.

• What else?

Globalization and sustainability

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.CHECK AGAINST FINAL VERSION IN FPIP

Global contexts

Global context

Descriptor

Matching context and descriptor

Match the global context

with the appropriate descriptor

How do we see Arts in context?Consider what Global Context a student might use explore this pictureNow your turn!On your table , you have a photograph. 1. Pick ONE global context and discuss why this would be a

good global context for exploring this picture. 2. Write your justification in your journal3. Move to the table to your right and do the same without

reading what the first group wrote4. Do 1 and 2 again with the second photo

Globalization and sustainability

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

Global context

Descriptor Strand

Identifying your global contexts

In subject arts groups start a unitplanner and enter key and relatedconcepts and your global context withthe descriptor strand for that context.

Tweet it! .... IB MYP @ibmyp

• In 140 characters or less

What do global contexts do?.......If you have twitter feel free to tweet thisSession ends at 2:30Next session starts at 3:00

#GlobalContexts

Follow me @ibmyp

Session 4 – Statements of inquiry and inquiry

questions in Arts

Session Understandings

• Identify how the inquiry cycle can look, sound andfeel like in an Arts classroom

• Recognize and explore how the inquiry cycleframes meaningful, relevant and engaging learningin Arts

• Understand how concepts and context aresynthesized into a statement of inquiry and applythis understanding

• Understand how to create factual, conceptual anddebatable questions that guide inquiry

Stage 1 of the unit planner

Key Concept Context

Statement of inquiry

Inquiry questions

Related Concept

What do people do when they inquire?• Make sections for each person

in the group on the chart paper• Brainstorm your ideas of what

it means to inquire• Turn the paper and read

another’s thoughts• Star the most powerful

thought/idea in that section• Rotate and repeat until you

have seen all sections• Look at your section and the

thoughts/ideas chosen by others

As a group come up with a definition of inquiry and list its four most important features.

Group List

Individual idea of what people

do when they

inquire

The Inquiry Cycle

What do people do when they inquire?

The Inquiry Cycle

Key Concept Context

Statement of inquiry

Inquiry questions

Related Concept

The Statement of Inquiry

• Is a sentence which synthesizes the key concept, one ormore related concepts, and the context

• Are clear statements about the relationships betweentwo or more concepts, in context

• Facilitates synergistic thinking• Transfers through time and across cultures• Can provide universal understandings• Frames the focus of the unit

Putting concepts in context

Concepts Global Context

Statement of inquiry

Assessment

Putting concepts in context

Concepts Global Context

Statement of inquiry

Key: Aesthetics

Related: presentation

Assessment

Putting concepts in context

Concepts Global Context

Statement of inquiry

Key: Aesthetics

Related: presentation

Global context: Scientific and technical innovation

Putting concepts in context

Concepts Global Context

Statement of inquiry

Key: Aesthetics

Related: presentation

Assessment

Global context: Scientific and technical innovation

SOI: Using an understanding of scientific principles, sensory

experiences can be used to manipulate an audience’s

mood, feeling and responses.

The statement of inquiry• Should not use proper or personal nouns or

pronouns

• Should have a present tense verb and contain at least two concepts and a reference to a context.

• Is a transferable idea supported by factual content

• Many need a qualifier if it is not true in all situations, but is still an important idea.

Design a statement of inquiry

• Go back to your unit planner• Write a statement (not a question) which synthesizes these to

create the understanding (s) of the unit

To check if the statement is appropriate:Ask “so what?” why is this important to understand?Ask yourself if you could use this statement for another unit or in another discipline/subject.

Inquiry questions• Now that you have a statement of inquiry what questions will

be generated during this unit?– Brainstorm the questions students might ask and write

each individual question on a sticky note.– Read all the questions generated by the group and sort

them. You decided on the name and number ofcategories.

– Be prepared to share with the whole group.

Inquiry questions…

• Frame the scope of a unit of study without limiting student-initiated inquiries.

• Are drawn from the inquiry statement.

• Should engage and show that the inquiry itself is worth inquiring into.

• Are used along with learning experiences to engage the students in the study.

Can be of three types

factual, conceptual and debatable

Create a Venn Diagram illustrating the similarities and differences between the three types of questions.

Factual questions Conceptual questions Debatable questions

• Knowledge/fact-based

• Content-driven

• Skills-related

• Supported by evidence

• Can be used to explore terminology in the statement of inquiry

• Frequently topical

• Encourage recall and comprehension

• Enable exploration of big ideas that connect facts and topics

• Highlight opportunities to compare and contrast

• Explore contradictions

• Lead to deeper disciplinary and interdisciplinary understanding

• Promote transfer to familiar or less familiar situations, issues, ideas and contexts

• Encourage analysis and application

• Enable the use of facts and concepts to debate a position

• Promote discussion

• Explore significant ideas and issues from multiple perspectives

• Can be contested

• Have tension

• May be deliberately provocative

• Encourage synthesis and evaluation

Criteria for inquiry questions

Types of inquiry questions

Factual • What conventions or elements can be identified as specific to the genre?

Conceptual • In what ways can the arts influence or even change a society?

Debatable/ provocative

• Is everyone an artist?• When does art become labelled as provocative?

Back to the Questions

• Now…

• Go back to the questions and sort and organize them into three categories

»Factual»Debatable»Conceptual

MYP Unit planner

Key concept Related concept(s) Context

Statement of inquiry

Inquiry questionsFactual

Conceptual

Debatable

Establishing the purpose of the unit

Gallery Walk

Reflection of the day

• Exit cards:–Two stars and a whish for tomorrow

• Two learnings of the day• A whish for tomorrow

Session ends at 4:30Have a good evening

WELCOME TO DAY 2!– Session 5 –Written Curriculum (summative assessment)

– Session 6 –Taught curriculum (ATLs)

– Session 7 – Taught curriculum (task clarifications,

formative assessment and differentiation)

– Session 8 – Field Inquiry

Session 5 – Summative Assessment in Arts

Session 5 Understandings

• Explore, recognize and understand the MYPsummative assessment task design principles

• Understand the relationship between the statementof inquiry, the objectives and the summativeassessment task

• Apply their understanding to describe therelationship between the statement of inquiry andthe summative assessment task for the unit theyare creating

The What? Why? How? of assessment

What?

Why? How?

The process of collecting and analysing

information about the students’ achievements to improve teaching and

enhance learning.

What is Assessment?

Assessment in the MYP aims to:

• Support and encourage student learning by providing feedback on thelearning process

• Inform, enhance and improve the teaching process• Promote positive student attitudes towards learning• Promote a deep understanding of subject content by supporting students

in their inquiries set in real-world contexts• Promote the development of higher-order cognitive skills by providing

rigorous final objectives that value these skills• Reflect the international-mindedness of the programme by allowing for

assessments to be set in a variety of cultural and linguistic contexts• Support the holistic nature of the programme by including in its model

principles that take account of the development of the whole student.

Collecting evidence

Analysis of evidence

Feedback to students

Adjustment of teaching

TeachingFormative

assessment

Making judgment

Grading

Reporting

Summativeassessment

Page 100

Summative Assessment

Judgment made by teacher at predetermined intervals

Based on shared

objectives

Applied to suitable

assessment tasks

Statement on Inquiry and Objective

• Go back to the OCC and find the Arts guide• Find the assessment criteria

What is the relationship between the assessment criteria and the objectives?

Aligning the written and assessed curriculums

See in “MYP: From Principles into Practice”, Page 36. Figure 9

Summative assessment in the plannerSummative assessmentObjectives:

(I save a copy of the unit planner as template and add

:

All objectives, all strands)

Outline of summative assessmenttask(s):

(what will the students do that

will be assessed?)

Relationship between summativeassessment task(s) and statement ofinquiry:

(I always paste my SoIhere as a clear

reminder)

Approaches to learning (ATL)

Statement of Inquiry and Objectives

Using the statement of inquiry developed yesterday consider:

What are the key learning outcomes for students in terms of the objectives?

(Note – All objectives should not be included here)Share your ideas with a partner for feedback!

Statements of Inquiry and AssessmentHow would you gather evidence to show that students have achieved the learning outcomes you identified?• Brainstorm a list of potential summative

assessments that would show this key learning

• Share with your partner for feedback!

Summative assessment

Summative assessmentObjectives:

A, B, C, D (all strands)

Outline of summative assessmenttask(s):

The students will design a lighting and / or sound design for a scene

Relationship between summativeassessment task(s) and statement ofinquiry:

Students will create a lighting and/or sound design for a scene of their choice (set only, possibly manequinsbut no actors) and present it to an audience of peers. They will purposefully use their knowledge of lighting/sound principles and research into the effects of lighting / sound on the human psyche, in order to evoke specific moods / emotional responses. They will consider the feedback from their audience on the

design and its effect.Approaches to learning (ATL)

Unit: Lighting and SoundKey concept: aesthetics Related concepts: response, mood, atmosphere GC: interrelationship between people and the natural world SoI: Sensory experiences of lighting and sound can be used to manipulate an audience's mood, feeling and responses.

Summative assessment

Summative assessmentObjectives:

A, B, C, D (all strands)

Outline of summative assessmenttask(s):

The students will design a lighting and / or sound design for a scene

Relationship between summativeassessment task(s) and statement ofinquiry:

Students will create a lighting and/or sound design for a scene of their choice (set only, possibly manequinsbut no actors) and present it to an audience of peers. They will purposefully use their knowledge of lighting/sound principles and research into the effects of lighting / sound on the human psyche, in order to evoke specific moods / emotional responses. They will consider the feedback from their audience on the

design and its effect.Approaches to learning (ATL)

Unit: Lighting and SoundKey concept: aesthetics Related concepts: response, mood, atmosphere GC: interrelationship between people and the natural world SoI: Sensory experiences of lighting and sound can be used to manipulate an audience's mood, feeling and responses.

Reflection: Summative assessment

Challenge

Extend

Connect

Reflection Newspaper Headline

If you were the editor of a newspaper what would your headline be for summative assessment after this session.

Create your headline around an important feature for summative assessment in the MYP.

Post these on the reflective wall.

Session 6 – Objectives and ATL in Arts

Session 6 Objectives

• Understand the structure of ATL categories andclusters

• Identify and explain possible Arts focus areas for ATLskills

• Recognize the importance of selecting ATL skills thatalign to the objective of a unit

Approaches to Learning apply and transfer

http://www.youtube.com/watch?v=3PycZtfns_U

Approaches to Learningapply and transfer

“The ultimate aim of a curriculum is independent transfer; i.e., for students to be able to employ their learning, autonomously and thoughtfully, to varied

complex situations, inside and outside of school. Lacking the capacity to independently apply their

learning, a student will be neither college nor workplace ready.”

Grant Wiggins and Jay McTighe

Approaches to Learning in the MYP

The aim of ATL is to produce excellent learners, and ultimately, by the time they leave school, self-regulated learners, absolutely ready for higher level study in the world of commerce,

enterprise or academia.

Task-specific clarifications

• The criteria provided in the Arts guide are generic and they describe holistic judgments of students’ achievements.

• Teachers often find it helpful to specify how criteria strands will be assessed in the context of a specific task.

• Task-specific clarifications… are assessment tools that bring further specificity to the assessment criteria.

Example year 5- ArtsCriterion A for a research project on Commedia Dell ´Arte

Achievement level

Level descriptor Task-specific clarification

7–8

The student:

i. demonstrates excellentknowledge and understanding of the art form studied, including concepts, processes and excellent use of subject-specific terminology

You can identify and explain effectively which are the elements of commedia such as masked types, use of scenarios, use of the stage stock characters, lazzis, zannie or fools, actors´ improvisation skills and the effects they create in production.

A strand of clarity

• For the unit you have been creating choose onedescriptor strand from the criteria you selected foryour unit

• Create a TSC for this strand based on your unit’ssummative assessment task

• Ensure that you think about the following threeareas:1. Progressive alignment from 1 -2, 3 -4, 5-6, 7- 82. Ensuring the command terms remain present in the TSC3. Providing precise information that clarify and deepen

students understanding of how they will be assessed

Creating Formative Learning Experiences• As a group you are to design the formative learning

experiences for your unit. Make sure you focus on:

1. The role and nature2. Alignment with the objectives of the unit3. Alignment with summative assessment task4. ATL skill indicator development5. Factual, procedural and conceptual knowledge

development

Listen to the sreencast of formative assessment in theArts TSM and…

When you think about assessment in the MYP what comes to mind?

What makes you think that?!

The MYP unit planner (2014)

Page 140

Planning for teaching and learning through inquiry

Content Learning processLearning experiences and teaching strategies

Formative assessment

Differentiation

Resources

A diversified classroom…

Implies diversified learning….

That demands diversified teaching….

If all students are different, how can they possibly learn the same way?

What is differentiation?

To proactivly design teaching and learning strategies with variances in mind

Seeking to ensure that: “what a student learns, how he/she learns it, andhow the student demonstrates what he/she has learned is a match for thatstudent's readiness level, interests, and preferred mode of learning”(Tomlinson, 2004)

One size doesn’t fit all

Differentiation is an approach designed to ensure that what a student learns, how (s)he learns it, and how

the student demonstrates what (s)he has learned is a match for the student’s readiness level, interests, and

preferred mode of learning. Tomlinson (2004)

Sharing practice

1. How are we currently differentiating teaching and learning?

1. What are the challenges we face with differentiation?

• Heterogeneous/homogeneous grouping (depending on aim)

• Choice of content (when we want students to master a skill). Example: students chose topic of research project , by filling out a learning contract

• Choice of form (when we want students to demonstrate understanding of content or concepts) Ej. “TIC-TAC-TOE”, “Restaurant Menus”

• Visual aids or adapted readings

Examples of teaching strategies todifferentiate:

Sharing practice

On separate post it notes reflect on:• A simple way you will differentiate a learning experience

during the next unit you are going to teach• A simple way you can differentiate a teaching strategy

during the next unit you are going to teach.

Place these reflections on the reflection wall.

Agenda Day 3

• Session 9 – Field inquiry presentations.

• Session 10 - Assessed curriculum (standardization and

reporting)

• Session 11 - Assessed curriculum (personal project and

community project)

• Session 12–Written, taught, and assessed curriculum

Determining a grade

• All schools offering the MYP must use the publishedsubject-specific criteria and achievement leveldescriptors to determine final internal grades.

• To arrive at a criterion levels total for each student,teachers will need to total the final achievementlevels in each of the criteria.

• Subject groups must address all strands of all fourassessment criteria at least twice in each year ofthe MYP

Álbum vs. snapshot

J. McTighe and A. Carol: “Considering evidence of learning in diverse classrooms” inIntegrating differentiated instruction and understanding by design. Page: 59-82

• Role play

Assessment 1 • Essay

Assessment 2

• Informal observation

Assessment 3 • Written test

Assessment4EVIDENDENCES

OF UNDERSTANDING

CriteriaTasks Criterion A Criterion B Criterion C Criterion D

Research Project 6

Presentation of a devised scene 8 6

Critical review 4 7

Oral presentations 5 7 6 7

Test 6 8

Example of summativeassessments: how would you “mark” thisstudent?

CriteriaTasks

Criterion A Criterion B Criterion C Criterion D

Research Project 6

Presentation of a devised scene 4 8 6

Critical review 7

Oral presentations 5 7 6 7

Test 6 8

Final levels 6 7 6 7

61 2 3 4 7

Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 28 - 32

Immediate Action

From today’s sessions: What is the one new understanding that you feel you must implement

immediately on your return to your school?

Personal reflection

As a result of this session:

•

•

•

• Session ends 12:00

• Next session at 1:00

Standard Practice• On your table are two standards from MYP

Programmes standards and practices

• For each standard write down three practices thathave been explored during the workshop

• Write these practices on the chart paper, leavesome space for responses

• Stick your two standards and practices sheets upon the wall

Standard Practice Gallery Walk

• At the first paper you arrive at you need to note down one key way you would explain to the verification team that they are meeting one of the practices writen on the paper.

• When continuing on the gallery walk you can either expand upon the way already noted, or add one further way to meet one of the practices noted on the chart paper.

Back to those headlines…A second question involves probing how ideas of what

is most important and central to the topic being explored has changed over time.

Go back to the headline you wrote in the first session and make any changes – even write a new headline if you

wish. Be prepared to share the headline and your thinking!

How has your headline changed based on our discussions?

How does it differ from what you would have said yesterday?

Final questions and challenges

• What last questions do we have?• Are there any challenges we still need to deal with?• Are we ready to implement Arts in our schools?

Don’t forget to create a strategic plan for your departments implementation of the programme

that suits your schools context

Assessing the workshopI came expecting … I got …

I value … I want next ….

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Thank you!!!!