___________________________________________________________________ ___________________________________________________________________ Tips for your Statement of Inquiry Should not use proper or personal nouns or pronouns Should not use the verb “to be” Should have a present verb and contain at least two concepts and a reference to a Global Context exploration Is a transferable idea May need a qualifier (often, may, can) if it is not true in all situations, but is an important idea. EVALUATING STATEMENTS OF INQUIRY Statement of inquiry Beginning/developing Emergent Using Capable Sharing Exemplary The statement of inquiry: • offers limited potential for transferring understanding beyond the content of this unit • does not clearly include an identified MYP key concept, related concepts and global context • may mechanically connect programme elements, with limited description of the unit’s purpose and significance • uses language that might overwhelm students, limit their ability to engage with the inquiry, or articulate for themselves its purpose and value. The statement of inquiry: • clearly explains a significant conceptual understanding of appropriate complexity • identifies a specific global context and exploration • communicates in language that invites inquiry and engagement • has potential for the development of transferrable understanding. The statement of inquiry: • establishes the unit’s relevancy and long-term value by articulating a clear, meaningful purpose for the inquiry • establishes the unit’s purpose within a specific, relevant and engaging exploration of a global context • effectively connects key and related (deep disciplinary) concepts in ways that students can understand and remember • represents creativity and complexity in its synthesis of MYP concepts and the chosen global context • develops specific disciplinary knowledge that supports transferable understanding.
Why does ...work? Using what you have learned, how would you solve ...? from ...? What assumptions can you make/were made about ...? What is your analysis of ...? What ideas validate ...? What conclusions can you deduce ...? what conditions ...? How would you test ...? What would happen if ...? How would you combine ...to create a different ...? What changes would you make to revise ...? What criteria would you use to assess ...? What choice would you have in ...situation? What data was used to evaluate ...? What is your opinion of ...? Which ...is valid? Would it be better if ...? Why/why not? Question stems taken from EVALUATIONG INQUIRY QUESTIONS Here is a rubric from IB we can use to evaluate our Inquiry Questions. Inquiry Questions Using Capable Sharing Exemplary Inquiry questions: • include examples of factual, conceptual and debatable questions • are clearly relevant to the purpose of the unit • are developed to address the of diverse learners • are appropriately rigorous. Inquiry questions: • demonstrate clear understanding of the relationship between facts, concepts and debates • provide variety, generate interest, establish relevance and represent appropriate complexity • include teacher- and questions that lead to deeper understanding • identify structured or scaffolded learning pathways • develop sophisticated critical and creative thinking • help to prepare students to undertake summative assessment.
How Do ATL Fit Into Instruction? Make sure that the ATL can be tied back to your Objectives, Summative Assessments and learning experiences. You should only select an Approach to Learning if you will explicitly teach the skill and provide students feedback on it over the course of the unit. How can students demonstrate their developing ATL skills? Communication Communication Skills How can students communicate through interaction? Exchanging thoughts, messages and information effectively through interaction • Give and receive meaningful feedback • Use intercultural understanding to interpret communication • Use a variety of speaking techniques to communicate with a variety of audiences • Use appropriate forms of writing for different purposes and audiences • Use a variety of media to communicate with a range of audiences • Interpret and use effectively modes of non-verbal communication • Negotiate ideas and knowledge with peers and teachers • Participate in, and contribute to, digital social media networks • Collaborate with peers and experts using a variety of digital environments and media • Share ideas with multiple audiences using a variety of digital environments and media How can students demonstrate communication through language? Reading, writing and using language to gather and communicate information • Read critically and for comprehension • Read a variety of sources for information and for pleasure • Make inferences and draw conclusions • Use and interpret a range of discipline-specific terms and symbols • Write for different purposes • Understand and use mathematical notation • Paraphrase accurately and concisely • Preview and skim texts to build understanding • Take effective notes in class • Make effective summary notes for studying • Use a variety of organizers for academic writing • Find information for disciplinary and interdisciplinary inquiries, using a variety of media • Organize and depict information logically • Structure information in summaries, essays and reports Social
Collaboration Skills How can students collaborate? Working effectively with others • Use social media networks appropriately to build and develop relationships • Practice empathy • Delegate and share responsibility for decision-making • Help others to succeed • Take responsibility for one’s own actions • Manage and resolve conflict, and work collaboratively in teams • consensus • Make fair and equitable decisions • Listen actively to other perspectives and ideas • Negotiate effectively • Encourage others to contribute • Exercise leadership and take on a variety of roles within groups • Give and receive meaningful feedback • Advocate for one’s own rights and needs Self Management Organization Skills How can students demonstrate organization skills? Managing time and tasks effectively • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations/performances) • Keep and use a weekly planner for assignments • Set goals that are challenging and realistic • Plan strategies and take action to achieve personal and academic goals • Bring necessary equipment and supplies to class • Keep an organized and logical system of information files/notebooks • Use appropriate strategies for organizing complex information • Understand and use sensory learning preferences (learning styles) • Select and use technology effectively and productively Affective How can students manage their own state of mind? Managing of mind • Mindfulness awareness –– Practice focus and concentration –– Practice strategies to develop mental –– Practice strategies to overcome distractions –– Practice being aware of body–mind connections • Perseverance –– Demonstrate persistence and perseverance –– Practice delaying gratification • Emotional management –– Practice strategies to overcome impulsiveness and anger –– Practice strategies to prevent and eliminate bullying –– Practice strategies to reduce stress and anxiety • Self-motivation –– Practice analyzing and attributing causes for failure –– Practice managing self-talk –– Practice positive thinking • Resilience –– Practice “bouncing back” after adversity, mistakes and failures
Subject Objectives Strands of the subject objectives Possible learning experiences ATL Skill Resources A Subject Objectives Strands of the subject objectives Possible learning experiences Resources B Subject Objectives Strands of the subject objectives Possible learning experiences Resources C Subject Objectives Strands of the subject objectives Possible learning experiences Resources D EVALUATING LEARNING EXPERIENCES a) Learning experiences and teaching strategies Beginning/developing Emergent Using Capable Sharing Exemplary Learning experiences and teaching strategies: • do not clearly align with the unit’s purpose and content • offer limited variety and more teacher-centred classroom activities Learning experiences and teaching strategies: • with the unit’s purpose • include some inquiry-based approaches to teaching • are developmentally (age) appropriate Learning experiences and teaching strategies: • are appropriate for the unit’s content and aligned with its purpose • build on prior learning
Formative assessment: • provides few opportunities to monitor and support student learning • is not clearly connected with the knowledge, understanding and skills required for success in summative assessment • offers few opportunities to create evidence that teachers can use to adjust their teaching plans. Formative assessment: • provides opportunities for practice and explicit feedback for learning • aligns with knowledge, understanding and skills required for success in summative assessment • creates evidence that teachers can use to adjust teaching and learning in ways that promote student achievement. Formative assessment: • provides opportunities for practice and explicit feedback for learning • provides multiple opportunities to monitor and support student learning • comprehensively aligns with knowledge, understanding and skills required for success in summative assessment • creates evidence that teachers can use to make adjustments to planned experiences and teaching strategies • considers opportunities for peer assessment and Differentiation Differentiation (modifying teaching strategies to meet the needs of diverse learners) can build opportunities in which each student can develop, pursue and achieve appropriate personal learning goals. When considering pedagogical approaches to meeting individual learning needs, teachers also need to consider each student’s language profile. The IB identifies four important principles to promote equal access to the curriculum for all learners and to support the development of the whole person through differentiated teaching and learning, as illustrated in figure 10. From Principles to Practice p. 68 EVALUATING DIFFERENTIATION Differentiation Beginning/developing Emergent Using Capable Sharing Exemplary
Differentiation: • documents limited strategies for accommodating learning diversity. Differentiation: • considers content, process and product • takes into account students’ language profiles and learning support requirements. Differentiation: • offers opportunities in each student can develop, pursue and achieve appropriate learning goals • considers content, process and product • takes into account students’ language profiles and learning support requirements, using student diversity as a resource for all students’ learning. Resources Teachers need to investigate available resources and consider what additional resources might be necessary for the unit. Important resources to consider include: instructional materials and classroom technologies textbooks and other written and visual texts teaching materials developed by businesses and not-for-profit organizations educational games and simulations teaching aids and manipulatives learning environments beyond the classroom students’ diverse languages and cultures families, experts and other primary sources in the school and the community school, university and community libraries digital resources, including the internet. From Principles to Practice p 69 EVALUATING RESOURCES 7) Resources Beginning/developing Emergent Using Capable Sharing Exemplary
Emergent Capable Exemplary Reflection before, during and after teaching: • documents reflection that includes at least one phase of the teaching process • partially considers connections to other programme components • captures general observations about what went well and what might be improved. Reflection before, during and after teaching: • documents reflection on the planning, process and impact of the inquiry • notes possible links with other subject groups and opportunities for student-led action and service learning • considers student engagement • notes potential future development (opportunities for improvement) • considers how the unit supports MYP philosophy. Reflection before, during and after teaching: • demonstrates thorough and meaningful reflection throughout the teaching and learning process • encompasses the written, taught and assessed curriculum • makes interdisciplinary connections • documents the unit’s reflection of the IB’s mission and values (including the IB learner profile) • links the unit with appropriate opportunities for student-led action and service learning • includes information about standardization of assessment and data analysis • considers the unit in relation to horizontal and vertical articulation of the subject group. Overall Unit Evaluation Using Inquiry: Establishing the purpose of the unit 1 Statement of inquiry 2 Inquiry questions 3 Summative assessment task 4 Approaches to learning Action: Teaching and learning through inquiry 5 Content 6 Learning process