Teaching and Learning for the
21st century
Agenda8:00 - 9:30 Session 19:45 - 11:15 Session 211:15 - 12:45 Lunch12:45 - 3:15 Session 3 (break as needed)
Comments Questions??
Ah- Ha Concerns
ISSUES BIN
MYP: 2014Changes to subject groups
Language BLanguage A Humanities TechnologyPhysical
Education
Language acquisition
Language and literature
Individuals and societies
DesignPhysical and
health education
Mathematics Arts SciencesPersonal Project
Mathematics Arts Sciences MYP projects
Current MYP
MYP (first teaching)
September 2014
Interdisciplinary
Speed Dial
Questions
Player 1 Player 2 Player 3 Player 4 Player 5
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
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
Traditional 21st Century
From the Agriculture Age to the Conceptual Age
18th century 19th century 20th century 21st century
Agricultural Age
(farmers)
Industrial Age
(factory workers)
Information Age
(knowledge worker)
Conceptual Age
(creators and
empathizers)
ASCD Allen Parish 2010; Rye and Herold
10
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.....)
Step-by-Step MYP
unit planning
21st Century
The First Q
uiz...
POWER
POWER
POWER
POWER
POWER
POWER
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
data
Key concepts
Aesthetics ChangeCommunicati
onCommunities
Connections Creativity Culture Development
FormGlobal
interactionsIdentity Logic
Perspective RelationshipsTime, place and space
Systems
Choose 1 for your
unit!
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…………..
break
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)
Related Concepts
RELATED
CONCEPTS
Choose 2 for your
unit
Merging key and related concepts
CommunicationPurpose
Audience Imperatives
Purposeful communication enhances audience engagement.
Conceptual Understanding
• Provide a context for the inquiry at hand
• Only choose one: Natural flow with the conceptual understanding.
Global Contexts
Global Contexts
• Identities and relationships
• Orientation in time and space
• Personal and cultural expression
• Scientific and technical innovation
• Globalization and sustainability
• Fairness and development
Consider what global context a student might explore in this photo
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
1 Key Concept + 2 Related Concepts +1 Global Context= Statement of Inquiry
Statement of Inquiry
Tips: Use active, present tense
verbs •Avoid proper & personal
nouns & pronouns•Avoid forms of the verb ‘to
be’
Creating the Statement of Inquiry
Choose ONE key concept from the
chart
Choose 2 related concepts
Conceptual Understanding
+ Global Context = Statement of Inquiry
An Example from Language and
LiteratureKey concept: Communication
Related concepts: Purpose, Audience Imperatives
Global Context: Personal and Cultural Expression (analysis & argument)
Statement of InquiryPurposeful communication using analysis and argument enhances
audience engagement.
Statement of InquiryGuides the inquiry of the unitProvides the resource for inquiry questionsLinks the conceptual learning directly to the authentic assessmentRepresents a contextualized, conceptual understandingDescribes a complex relationship that is worthy of inquiryExplains clearly what students should understand and why that understanding is meaningfulUnpacked through a series of inquiry questions
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.
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.
C3 – Teaching
and Learning:
lunch
Constructing Inquiry Questions
Develop inquiry questions
•The inquiry questions encourage looking at the statement of inquiry 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.
Students will investigate what an
author does to create a compelling character
Students
will
exam
ine
how auth
ors d
escrib
e
the h
uman co
ndition
from
multi
ple p
oints
of
view
Stu
dents
will
explo
re h
ow
auth
ors
com
munic
ate
What constitutes character?
How important are
multiple points of view to arrive at an understandin
g?
What makes communicatio
n ethical?
Statement of Inquiry
• 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
• Seek
• Search
• Investigate
• Examine
Process of developing inquiry questions...
“Lines of Inquiry”
begin the process...and begin with
Students will + Inquiry Verb
• 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.
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
Develop inquiry
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?
Creating the Questions....
Students will investigate what an
author does to create a compelling character
Students
will
exam
ine
how auth
ors d
escrib
e
the h
uman co
ndition
from
multi
ple p
oints
of
view
Stu
dents
will
explo
re h
ow
auth
ors
com
munic
ate
What constitutes character?
How important are
multiple points of view to arrive at an understandin
g?
What makes communicatio
n ethical?
Statement of Inquiry
• 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
Table Group Share
• write 3 things learned all on one sticky note
• 2 new questions... one per sticky note,
• 1 ah- ha on one sticky note
Agenda8:00 - 9:30 Session 49:45 - 11:15 Session 511:15 - 12:15 Lunch12:15 - 3:00 Session 6 (break as needed)
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
REAL World Experience
What is areal life
experiencethat you’ve recently had
that you learned
something from?
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
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?
Goal Role Audience Situation Product, Performance, and Purpose
Standards and Criteria for success
Grasps
Wiggins & McTighe 2005
(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.
Example from our unit planner
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
Now you try it . . .
• 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 ______________
Standards for Success
Does the Task allow students to perform at the high end of the rubric?
Achievement Levels
Descriptors
0
1 - 2
3 - 4
5 - 6
7 - 8
Gallery Walk
REFLECTION
• What might the school experience be like for students when units of work are grounded by an authentic assessment task(s)?”
Inquiry
Reflection
Action
The HOW!
The Inquiry
Cycle
•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?
Inquiry Cycle Investigation
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
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.
I OBJECT!
lunch
How are you feeling????
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.
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.
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
• How do I know what skills have been taught before?
• What is my justification for teaching this skill?
Consider Prior Knowledge
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.
Consider . . .
….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)
¥ 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)
Language and Literature
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.
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.
Making “Task Specific Clarifications”....
Achievement Levels
Descriptors
1 - 2
3 - 4
5 - 6
7 - 8
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.
89
• 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.
Accommodation
Devise an ATL skill learning activity that:
Uses 21st century strategies
Builds the skill
Allows for differentiation when appropriate
devise a formative assessmentFor 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?
Educate = e (out, up) + duc (lead, pull) + ate (act of)
The act of leading up or drawing out - from the Latin educatus
TEACHERS
Need to know
Excited
Stance on Next Chapter Unit Planning
Worried