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Welcome to myp new teacher training please be seated and prepared to answer at 8 01
Welcome to MYP New Teacher Training![Please be seated and prepared to answer at 8:01.]


I want my students to become ____ people.

- Lost Generation Clip

Welcome to myp new teacher training

Welcome to… MYP New Teacher Training

Lisa Lilley, MYP Coordinator

Adrienne Deckard, Teacher (Science/Technology)

Adrienne Deckard Central High School (Springfield, MO) 2012

Ib learner profile
IB Learner Profile

IB learners strive to be:

  • Inquirers

  • Knowledgeable

  • thinkers

  • Communicators

  • Principled

  • Open-minded

  • Caring

  • Risk-takers

  • Balanced

  • Reflective

Ib mission statement
IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challengingprogrammes of internationaleducation and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people,with their differences, can also be right.

International Baccalaureate (IB)

Primary Years Program


PreK – 5th

Middle Years Program


6th - 10th




11th -12th

  • Pre-MYP

  • No set curriculum

  • Abstract, thematic units

  • Delivery, not content

  • All non-DP classes

  • Personal Project

  • Set curriculum

  • Certificate or diploma seeking students only

  • End of Course Exams

  • Extended Essay

Areas of interaction
Areas of Interaction

  • Theme of your unit

  • Common to all subject areas in the MYP








Approaches to learning
Approaches to Learning

  • Be aware of your own learning…

    • Organizational skills

    • Processing information

    • Communication

  • Self Assessment

Areas of interaction activity
Areas of Interaction Activity

  • Partner with someone from a different subject area. In this case, partner up with language arts

  • Access the OCC

    • Principles to Practice

      • Areas of Interaction

  • Select and claim and Area of Interaction

  • Access MYP AOI Sign Scaffold or MYP AOI Brochure Scaffold

  • Use the internet to search for pictures.

  • Produce a sign that describes/illustrates your AOI.

Approaches to teaching
Approaches to Teaching

  • Backwards Design

  • Inquiry Based Learning

8 subject groups
8 Subject Groups

  • Language A

  • Language B

  • Mathematics

  • Arts

  • Humanities

  • Technology

  • Physical education

  • Sciences

Subject groups activity
Subject Groups Activity

  • Organize into subject groups

  • Access the OCC

    • Subject Guide

      • Aims and Objectives

  • Compare and contrast with SPS MIGS and Objectives

International mindedness
International Mindedness

  • Global Community

  • Utilization, NOT just recognition/celebration, of differences

Program model activity
Program Model Activity

  • Communicating with Stakeholders

    • Parents

    • Future students

    • Current students

    • Other teachers

    • Administrators

    • Counselors

  • Produce an explanation of your class in relation to the IB program

    • Narrative

    • Concept web

    • Outline

    • Illustration

Break until
BREAK until _____

  • Ticket out the door: FEEDBACK CUBE

Phases of unit planning
Phases of Unit Planning

  • Phase 1: The MYP Unit Planner

  • Phase 2: Unpacking content (SPS MIGs)

5 elements of the myp unit planner
5 Elements of the MYP Unit Planner

  • Unit Title

  • Unit Question

  • Major Concept

  • Area of Interaction

  • Unit Assessment

  • Access Unit Planner and


Traditional unit
Traditional Unit

  • The Scientific Method

    • Testable questions, hypotheses, predictions, and conclusions

    • Qualitative and quantitative data

    • Manipulating variables

    • Validity/reliability of an experiment

    • Tables and graphs

    • Observations and inferences

    • Quantities and measurements (Mass, length, volume, temp and time)

What were you thinking


“WHAT were you THINKING?!”

the thought process of

scientific inquiry


Aoi approaches to learning
AOI: Approaches to Learning

  • Be aware of your own learning…

    • Organizational skills

    • Processing information

    • Communication

  • Self Assessment

Unit question
Unit Question

  • What is the difference between thinking, knowing, and predicting?

    • good choices and logical decision making

    • observations and predictions

Major concept
Major Concept

  • Inquiry uses a logical, calculated way of thinking based on sound observations

Well, there’s the sun… so that direction is UP!

Unit assessment
Unit Assessment

  • Design and conduct a laboratory investigation

  • Produce a lab report

4 billion some change

$4 Billion + some change

Unit question1
Unit Question

  • How do we cause and how are we affected by change?

Major concept1
Major Concept

Everything came from somewhere; how did everything come to be?

How will we use these concepts to analyze the unit question
How will we use these concepts to analyze the unit question?

  • By analyzing environments

    • Specifically, the interdependence of humans and both the natural and man-made environment

Unit project
Unit Project

  • Research a case study concerning causes and effects of changes in our environment

  • Orally present your findings to the class

  • Submit a hard copy of your presentation

Unit planning activity
Unit Planning Activity

  • Get out your notes, lesson plans, ideas, objectives, whatever good stuff you brought for your favorite unit.

  • Access the blank MYP Unit Planner.

  • Complete the scaffolding for your favorite unit.

Please be seated and prepared to answer at
Please be seated and prepared to answer at _____.

  • How will you communicate and how will your classroom reflect that you are in an IB/MYP class? Share and discuss.

Practical application of the myp unit planner

Practical Application of the MYP Unit Planner

[a not so practical application]

Introduce as an myp unit
Introduce as an MYP Unit

  • Use a PowerPoint or some other tool for discussion to introduce the unit.

Unit question2
Unit Question

How does your every little move impact the world around you?

Major concept2
Major Concept

All things, living and non-living, contribute in some way to how the whole system works.

Area of interaction environments
Area of Interaction:ENVIRONMENTS

  • What are our environments?

    • Natural, built, or virtual

  • How do I affect my environments?

  • How do my environments affect me?

How to make a human



Unit question3
Unit Question

  • Where are the instructions for making living things, and how are they read?

Significant concept
Significant Concept

  • Instructions must be written so that they can be followed and copied accurately; otherwise unintended results can occur!

How will we use this concept to analyze the unit question
How will we use this concept to analyze the unit question?

Health and Social Education

  • How can “misreading” a recipe impact individuals and communities?

“Although we all like symmetry, it is really imperfection that we owe our existence to.” –Dmitri Kharzeev

Unit assessment1
Unit Assessment

  • Make your own organisms

    • Build an imaginary organism and produce the “recipe” it would have been made from

    • Build a second organism with an error in its recipe

    • Describe how the recipes were followed and compare the resulting organisms

Display the myp unit elements
Display the MYP Unit Elements

  • Visually display the title, question, concept, and assessment.

Refer back to the myp unit elements
Refer Back to the MYP Unit Elements

  • ALWAYS refer to the unit by the unit title.

    • Reference elements of the MYP scaffolding.“You need to know so you can answer the unit question or __ on your final assessment”


  • Use some scaffolding activities that DIRECTLY relate to the MYP question, concept, AOI, or assessment.

Approaches to learning activity forming questions
Approaches to Learning Activity: Forming Questions

  • Get out a blank sheet of paper and number from 1 – 12, skipping a few spaces between numbers.

  • You will have 30 seconds to look at each picture and independently write two questions you would ask to get more information about what the picture is about.

  • Try to write open ended questions that require more than a single word answer.











  • Put a star next to questions that required more than one word to answer.

  • Put another star next to questions that began with who, what, when, where, why, or how.

Share and discuss
Share and Discuss

  • As you look through the pictures again, share and discuss your questions. How much valuable information will each of your questions provide?

  • Modify your questions to provide more important information if necessary.

Unit introduction display activity
Unit Introduction/Display Activity

  • Construct a PP that can be used as an MYP unit introduction and sign.

  • Access the MYP Unit Introduction Scaffolding and use the internet to search for pictures.

A note on assessment
A note on Assessment…

  • Internal only, as opposed to the Diploma Program

  • Subject specific criterion based on Aims and Objectives

  • Achievement levels using linguistic band descriptors

  • Each criterion assessed multiple times within a subject

  • Single assessment may be used to assess multiple criteria

  • Rubrics with accessible language

  • Outcome specific tasks

  • Thematically aligned

  • MYP criterion scores may be used to determine class scores; class scores may not be used to determine MYP criterion scores

  • MYP Program Model

  • MYP Unit Planning

  • Application of the MYP Unit

  • Portfolio of MYP documents/artifacts

  • OCC

  • Contact Info

    • Lisa Lilley, MYP Coordinator

    • Adrienne Deckard, Teacher (Science/Technology)


You have just successfully completed MYP New Teacher Training!