S3_myp-the-next-chapter

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

Malcolm Nicolson Head of MYP Development malcolm.nicolson@ibo.org

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MYP around the world Feb 2012: 935 schools (in 81 countries) AFRICA, EUROPE, MIDDLE EAST 155 schools AMERICAS: 657 schools

ASIA PACIFIC: 123 schools

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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 3

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 Page 4

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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MYP commercial publications              

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 Page 6

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, conceptbased 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 Access for schools with national/state curriculum

Continuum between IB programmes

Age appropriateness

Š International Baccalaureate Organization

Key challenges for MYP Choice of subjects

Fewer layers Easy to implement Online curriculum tool

Action

International

Recognition and assessment development

Innovative

Continuum between IB programmes

Alignment of the core of the IB programmes

UK

Access for schools with national/state curriculum

ATL

Criterion related

Global contexts

Age appropriateness Re-design of programme model

Š International Baccalaureate Organization

Externally validated assessment Prescribed concepts

Innovative

Learner

Global contexts

MYP puzzle

Profile Approaches to learning Summative assessment

Action Subject Groups

Inquiry Areas of interaction InterConcept disciplinary based learning

Š International Baccalaureate Organization

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:  Communication  Social  Self-management  Research  Thinking

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

© International Baccalaureate Organization

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) b) c) d)

Surveying schools School visits and in conferences Curriculum review meetings and piloting of draft guides 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 Year 3/4: Culminating task

Year 5: Mandatory: • Moderation of personal project Optional: • External summative assessment (under consideration) • Monitoring

© International Baccalaureate Organization

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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Summary of key developments Significant concepts Areas of interaction (AOIs) 8 subject groups

Optional moderation Certificate of Achievement

Guides Teacher support materials

Curriculum

Assessment

Support

Prescribed concepts with illustrative content Potential replacement of AOIs with global contexts Choice of subjects years 4-5

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

Guides Teacher support materials

Š International Baccalaureate Organization

Engaged students motivated teachers improved preparation for DP recognition and accreditation more children benefitting from the MYP

Proposed Timeline 2011 Development: • Core • Programme model • Concepts • Pilot subject options

2012-2014 Subject guides; authorization and evaluation; Professional development; assessment; piloting all new elements

2014 Launch new MYP, with new assessment model

© International Baccalaureate Organization

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:

@IBMYP For instant updates and MYP news Page 25

Questions

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

ibid@ibo.org

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