S3_myp-the-next-chapter

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MYP: The next chapterIBAP annual regional conference 15-18 March 2012

Malcolm NicolsonHead of MYP [email protected]

MYP around the world

Feb 2012: 935 schools (in 81 countries)

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AMERICAS:657 schools ASIA PACIFIC:

123 schools

AFRICA, EUROPE,

MIDDLE EAST

155 schools

Who are we?MYP development team based in The Hague:

• Malcolm Nicolson – Head of MYP Development

• Steve O’Regan – Administrator

MYP curriculum and assessment managers

• Danielle Veilleux – Humanities, Personal Project and Arts

• Sean Rankin – Sciences and PE

• Andy Mayes – Technology and Maths

• Margareth Harris – Languages A and Languages B

Resource Development Officers (TSMs, workshop resources)

• Christelle Bazin – team leader and coordinator’s handbook

• Philippa Elliot - social media

• Lucia Capasso – next chapter support

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Moderation and Monitoring

MYP assessment now managed from Cardiff by IB assessment.

All moderator and senior moderator training now online

Advantages being:

Work at own pace

No need for release time from schools

Global consistency of training

Ability to refer back to discussions and advice

Access

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Publications

• Personal project guide (Jan 2011)

• Personal project TSM (April 2011)

• Sciences continuum TSM (July 2011)

Humanities guide and TSM (Feb/March 2012)

Language B guide and TSM (March 2012)

Nothing else until 2014 (MYP: the next chapter)

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Mathematics Taskbank – now available

Language A Taskbank – now available

MYP Interact (French translation) – now available

MYP Inquire – May 2012

Taskbank Online: Humanities – May 2012

Taskbank Online: English B – May 2012

Taskbank Online: Spanish B – May 2012

Taskbank Online: French B – 2012

IB Skills: A Practical Guide to ATL (student and teacher editions) –September 2012

MYP Assess (French translation) – 2013

IB Skills: A Practical Guide to Sciences – 2013

IB Skills: A Practical Guide to Arts – 2013

IB Skills: A Practical Guide to Technology – 2013

Taskbank Online: Sciences, Mathematics and English A versions – 2013

MYP commercial publications

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History of the MYP

Can we embrace the future by valuing the past?

MYP: the next chapter

The IB is reviewing the design of the MYP by 2014, aiming to provide a structure that more clearly enables students to be successful in further IB studies while also facilitating schools in combining the MYP with the requirements of national/state systems. The new design will create an innovative, concept-based and appropriately assessed programme for 11-16 year olds that fully reflects the IB principles of teaching and learning.

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Key challenges for MYP

© International Baccalaureate Organization

Access for schools with national/state

curriculum

Age appropriateness

Continuum between IB

programmes

Key challenges for MYP

© International Baccalaureate Organization

Access for schools with national/state

curriculum

Age appropriateness

Continuum between IB

programmes

Re-design of programme

model

Recognition and assessment

development

Alignment of the core of the IB programmes

Easy to implement

Global contexts

Innovative

Externally validated

assessment

Action

ATL

Fewer layers

Online curriculum

tool

Prescribed concepts

Choice of subjects

UK

Criterion related

International

MYP puzzle

© International Baccalaureate Organization

Innovative

Concept based

Summative assessment

Learner

Profile

Approaches to

learning

Global contexts

Inquiry

Action

Subject

Groups

Areas of interaction

Inter-disciplinary

learning

Where are we with MYP: the Next Chapter ?

• Decisions: Proposed changes are still in development and have not yet been approved.

• Pilots: Aspects of the proposed changes are being piloted and final decisions will be taken as the outcomes of these pilots become clear.

• Transition: The IB will guide schools in a gradual process and give maximum notice of change. The IB is mindful of the need for schools to be able to allocate resources efficiently.

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Curriculum development

• Contextual learning– Evolution of areas of interaction to global contexts

• Conceptual framework– Key and related concepts

– Disciplinary understandings

– Central ideas

• Curriculum planning

• Alignment across PYP, MYP and DP

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Approaches to learning

• ATL to become part of all three programmes

• Much stronger emphasis

• Related to command terms

• Divided into 5 skills areas common with PYP and DP:

• Not subject specific, but guides will include subject specific examples

© International Baccalaureate Organization

Communication Social Self-management Research Thinking

Timeline of curriculum development

• Develop guides by 2014

• No guides or TSMs will be published after 2012 until the launch of MYP: the next chapter suite of documents

• Gathering feedback through:a) Surveying schools

b) School visits and in conferences

c) Curriculum review meetings and piloting of draft guides

d) Informal feedback received from a range of stakeholders including MYP & DP students

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MYP internal assessment

Developments:

• All subjects are moving to four criteria

• Mandated interim criteria and objectives for MYP1 and MYP3 will be proposed

• Command terms will be used to define levels of the criteria in all subjects

• Common criteria will be aligned across subjects where applicable

• Monitoring of assessment will continue– Investigating whether online training for moderators could be made

available as professional development for all MYP teachers.

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Final Assessment

© International Baccalaureate Organization

Year 3/4:Culminating task

Year 5:Mandatory:• Moderation of personal

projectOptional: • External summative

assessment (under consideration)

• Monitoring

Potential assessment model

• Mandatory moderation for the personal project

and investigation into the following model:

• External assessment in MYP5:– To be optional

– Electronic, criterion related assessment

– Disciplinary and interdisciplinary components

– Based on key concepts and developed around global issues

– To be piloted and aims for recognition

• If external assessment is introduced, existing subject moderation will be phased out

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Subject groups

• The MYP will remain an octagon and will not move towards a hexagon.

• Investigation of a flexibility option for schools that have difficulty offering all 8 subject groups in MYP4-5:

Students may have a choice of subject groups in years 4 and 5 of the programme:– Minimum of 6 subject groups must be studied concurrently

– Language B (or second Language A) mandatory for all students in all years

• Currently being piloted in schools to study the effects on teaching and learning

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Feedback from schools

Survey sent to coordinators in all IB World Schools, both to schools that had or did not have MYP (May 2011)

• MYP schools: 94% of respondents considered that, taken together, they would view the changes as being positive in their school

• IB schools without MYP: 91% of respondents considered that, taken together, they would view the changes as being positive and would consider implementing the MYP in their school.

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Curriculum

Assessment

Support

Summary of key developments

© International Baccalaureate Organization

Significant conceptsAreas of interaction

(AOIs)8 subject groups

Prescribed concepts with illustrative contentPotential replacement of AOIs with global contextsChoice of subjects years 4-5

Optional moderation

Certificate of Achievement

Optional external summative assessment (under consideration)Compulsory PP moderationYear 3/4 culminating task

GuidesTeacher support

materials

GuidesTeacher support materials

Engaged students

motivated teachers

improved preparation for DP

recognition and accreditation

more children benefitting from the MYP

Proposed Timeline

© International Baccalaureate Organization

Development:• Core• Programme

model• Concepts• Pilot subject

options

Subject guides;authorization and

evaluation;Professional

development;assessment; piloting

all new elements

Launch new MYP, with new

assessment model

2011 20142012-2014

Transition

• Professional development will start including new elements for curriculum planning starting in 2012

• Transition document for schools and IB educators for the interim period until 2014

• Transition document for schools and IB educators when the new documents are published in 2014

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Background information

If you are interested in some of the literature that has informed the discussions so far:

Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel Curriculum: A design to develop learner potential and challenge advanced learners (2nd edition). Thousand Oaks, CA: Corwin Press.

Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-based Learning, c. 2008, Corwin Press Pub

Willingham, D. (2009). Why don't students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.

National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.

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Keep up to date

You can find and post messages about the MYP using:

@IBMYPFor instant updates and MYP news

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Questions

If you have any questions about this review or any suggestions, please contact

[email protected]

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