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  1. 1. International Baccalaureate Made by group 751
  2. 2. Control of curriculum – national systems Adaptation of school’s own curriculum Teaching in many languages
  3. 3.  11-16 years  Flexible framework that meets demands of national, regional or local legislation  The learner is in the centre of the programme  5 areas of interaction
  4. 4. International Education IB Mission Statement IB Learner Profile
  5. 5. Holistic learning Intercultural awareness Communication
  6. 6.  Provide the MYP with its unique core.  Teaching subject areas through these contexts allows to focus on attitudes values skills
  7. 7. the contexts for the MYP fundamental concepts exploration of from academic and the IB learner profile real-world knowledge to issues thoughtful action interdisciplinary approach to higher-order learning thinking skills reflection positive framework for attitudes and a student inquiry sense of common personal and social language responsibility
  8. 8. Awareness and understand ing Reflection Action
  9. 9. Approaches to learning (ATL) Health and social Community education and service Areas of interaction Human Environments ingenuity
  10. 10. • How do I learn best? learn best? •How do I • How do I know? do I know? •How • How do I communicate my understanding? •How do I communicate my understanding? • teaching students how to learn effectively • enable them to take responsibility for their own learning • support student achievement • ensure that students acquire the skills and the confidence to take ownership of their own learning • any new skills should be taught explicitly • analyze from the student’s point of view
  11. 11. • How do we live in relation to each other? • How can I contribute to the community? • How can I help others? • fosters development of the adolescent • the place and role of the student in communities • responsible citizenship • make connections between their development and the benefits that they can bring to the community • the fundamental concept of intercultural awareness - empathy and respect • tools that guide the reflection and allow for formative assessment of student action
  12. 12. Summary Documents Group Journals Discussions Presentations Student-led of Projects Conferences.
  13. 13. • How do I think and act? • How am I changing? • How can I look after myself and others? encompasses a range of issues and how they affect individuals, provides students with human opportunities to inquire key aspects development and interactions of human development 4 different levels: Student learning expectations in terms • ourselves in the wider society of: • ourselves and others • an awareness of and understanding of • understanding ourselves contemporary and historical social issues • looking after ourselves. • reflection on and having opinions • making considered and responsible choices
  14. 14. • What are our environments? • What resources do we have or need? • What are my responsibilities? Students will come to an appreciation and understanding of their effects on their environments: • The natural environment • The built environment • The virtual environment • students should develop an awareness and understanding of a range of environments and their qualities • develop awareness through investigation, discussion and debate • students will come to understand better their responsibilities towards their environments
  15. 15. • Why and how do we create? • What are the consequences? Human ingenuity = the way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize thought.
  16. 16. value learning inquire into subject content Learning Experiences make learning goals explicit interact with the environment accommodate learning styles collaborate with each other
  17. 17.  Learning is in context  Context is relevant  Values and expectations are explicit  They can learn collaboratively  Learning environment is provocative  There is a culture of curiosity at the school
  18. 18. Increased emphasis on Decreased emphasis on  Using a rage of teaching  Teaching about strategies responsibility  Working collaboratively  Viewing the teacher  Viewing Ss as thinkers the sole authority  Involving Ss in learning  Viewing Ss as passive recipients  Focusing on what Ss do not know
  19. 19.  Proved secure learning environments  Strive to develop relationships between teachers, students and parents  Develop classroom environments that are focused on learning
  20. 20. Written Curriculum Taught Assessed Curriculum Curriculum
  21. 21. = a document that describes what will be taught in each subject to each age group. Curriculum development Subject content Contexts
  22. 22. should emphasize the active equal emphasis is given to methodology and to planning teaching and learning construction of meaning encourages teachers to provide opportunities for students to build meaning and refine understanding through structured inquiry The structuring of new experiences by teachers, and the support teachers give to students’ ideas about new experiences, are fundamental to students’ conceptual development
  23. 23. Internal Criterion-related External assessment assessment assessment • tasks are • based upon • align the designed, deve pre- assessment loped and determined requirements applied by criteria that all of the national teachers students or other working with should have system with students in access to. the MYP their schools.
  24. 24. ◦ support and encourage Ss ◦ inform, enhance and improve the teaching process ◦ promote positive St attitudes towards learning ◦ promote a deep understanding ◦ promote the development of higher-order cognitive skills ◦ reflect the international-mindedness of the programme ◦ support the holistic nature of the programme
  25. 25. Assessment strategies Assessments tasks  Observation  Selected response  Open-ended tasks  Performance  Process journals  Portfolio assessment  A note on standardized tests
  26. 26.  Assessment tools Anecdotal Rubrics records Continuums Task-specific holistic rubrics clarifications Examples Checklists Developing rubrics Clarifying published criteria in year 5
  27. 27. is considered throughout the processes involved in planning for learning MYP assessm ent criterion- related model assessment criteria the assessment model gives both subject- teacher and student reliable and group valid information on the actual learning objectives that takes place for each student
  28. 28. Other People Elements
  29. 29. People Coordinator Subject Leaders Constituents Supervisors
  30. 30. Governing Body Professional Educational Development Team Opportunities Units & Elements Teamwork Clear Approach Plans to Planning Programme Development