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The MYP will continue to be concept -based. Statement of Inquiry. Significant Concept(s). Key Concept:. The IB will define a key concept as timeless, abstract, universal and a one or two word phrase. Sciences.

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slide2

The MYP will continue to be concept-based

Statement of Inquiry

Significant Concept(s)

Key Concept:

The IB will define a key concept as timeless, abstract, universal and a one or two word phrase.

slide3

Sciences

The above table highlights the key concepts across the MYP. The bold, shaded key concepts are contributed by the sciences subject group, while the other key concepts are contributed by other MYP subject groups.

What are the key concepts for humanities?

slide4

Likely key concepts for all eight subject areas

Key concepts

Subject area

Arts

Aesthetics, Change, Communication, Identity

Communication, Change, Connections, Creativity, Perspective

Language A

Communication, Culture

Language B

Time/Place/Space, Change, Global interaction, Systems

Humanities

Relationships, Logic, Form

Mathematics

Change, Communication, Relationships

Physical Education

Relationships, Change, Systems

Sciences

Communication, Communities, Development, Systems

Technology

Subject to change!

slide5

IB position paper

Concept-based teaching and learning

H Lynn Erickson

Please read the Abstract, Introduction and What is concept-based curriculum and instruction?

Skip In what ways are IB programmes concept-based

Please read How is a concept-based curriculum beneficial to student learning? and What are the required pedagogical shifts? Challenges and summary

* Underline/highlight one sentence that speaks to you

slide6

Will continue to be concept-based

Statement of Inquiry

Significant Concept(s)

Key Concept:

Related Concepts:

The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

slide7

Sciences

The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

slide8

Which ones are concepts and which ones are topics?

conflict

World War II

transportation

Chinese migration

values

slide9

Chart Paper

Group Activity:

slide10

Chart Paper

Group Activity:

Course

Grade level/MYP Year

Come up with a topic you will teach in a course and a grade level

Topic

slide11

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

New

Imperialism

slide12

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

New

Imperialism

fact

fact

fact

fact

fact

fact

fact

fact

fact

fact

slide13

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide14

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

Key concept

Apply a key concept

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide15

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

Global interactions

Apply a key concept

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide16

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

Global interactions

Apply a key concept

Related concepts

New

Imperialism

Apply two or three related concepts

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide17

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

Global interactions

Apply a key concept

power, resources, and competition

New

Imperialism

Apply two or three related concepts

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide18

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Statement of Inquiry

Under the topic list critical facts or details students will need to know.

Global interactions

Apply a key concept

power, resources, and competition

New

Imperialism

Apply two or three related concepts

Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful.

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide19

Chart Paper

Group Activity:

European History

Grade 10/Year 5

Come up with a topic you will teach in a course and a grade level

Competition for resources and power impact global interactions.

Under the topic list critical facts or details students will need to know.

Global interactions

Apply a key concept

power, resources, and competition

New

Imperialism

Apply two or three related concepts

Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful.

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide20

Structure of Knowledge-H. Lynn Erickson

Theory

Principles/

Generalizations

Concepts

Concepts

Topics

Topics

Facts

Facts

Facts

Facts

Facts

Facts

Adapted from H. Lynn Erickson

slide21

Statement of Inquiry

Key Concept:

Related Concepts:

slide22

Chart Paper

European History

Grade 10/Year 5

Area of Interaction focus

Competition for resources and power impact global interactions.

Choose a context that fits with the work you just completed. Which of the four contexts below would be a way to frame and focus the unit?

Global interactions

power, resources, and competition

New

Imperialism

Community and Service

Social Darwinism

Nationalism

Health and social education

“civilizing”

Industrial development

Environments

natural resource

social policies

Human Ingenuity

Berlin Conference

slide23

Chart Paper

European History

Grade 10/Year 5

Competition for resources and power impact global interactions.

AOI: Human ingenuity

Global interactions

power, resources, and competition

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

Area of Interaction focus

Human ingenuity

Intended and unintended consequences over global competition for power and resources

Community and Service

Health and social education

Environments

Human ingenuity

slide24

The MYP will continue to use meaningful, engaging contexts

Context

Area of Interaction focus

identities and relationships

Approaches to learning

orientation in space and time

personal and cultural expression

Community and Service

scientific and technical innovation

Health and social education

Environments

globalization and sustainability

Human ingenuity

fairness and development

Subject to change!

slide25

Statement of Inquiry

Context

Key Concept:

Related Concepts:

slide26

Chart Paper

The MYP will continue to approach teaching and learning through inquiry

European History

Grade 10/Year 5

Competition for resources and power impact global interactions.

AOI: Human ingenuity

Global interactions

power, resources, and competition

Unit Question

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

slide27

For know:

Take your Statement of Inquiry and turn it into a “how” or “why” question.

Unit Question:

How can competition for resources and power impact global interactions?

slide28

Chart Paper

European History

Grade 10/Year 5

Competition for resources and power impact global interactions.

AOI: Human ingenuity

How can competition for resources and power impact global interactions?

Global interactions

power, resources, and competition

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

Group Activity:

Come up with a topic you will teach in a course and a grade level

Under the topic list critical facts or details students will need to know.

Apply a key concept

Apply two or three related concepts

Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful.

Add Area of Interaction

Add unit question

slide29

unit planning

Reflection

What? - Identify what has changed about your understanding of the MYP Assessment

So what? - Figure out what was important, and whether or not you should be doing anything about it.

Now what? - What actions will you take? What will you do about it?

grasps
Grasps
  • Goal
  • Role
  • Audience
  • Situation
  • Product, Performance, and Purpose
  • Standards and Criteria for success

Wiggins/McTighe (2005)

slide32

GRASPS

G is for Goal

The goal of a MYP unit is for students to show understanding of the concepts.

  • Goal:
  • Your task is _______________________________________
  • or
  • The goal is to _____________________________________
  • or
  • The problem or challenge is _______________________
  • or
  • The obstacles to overcome are ____________________

Wiggins/McTighe (2005)

slide33

Chart Paper

European History

Grade 10/Year 5

Competition for resources and power (impact) influencedglobal interactions.

AOI: Human ingenuity

How can competition for resources and power (impact) influence global interactions?

Global interactions

power, resources, and competition

New

Imperialism

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

GRASPS

G is for Goal

Your goal is to analyze the intended and unintended consequences of competition for resources and power between nation states.

slide34

GRASPS

Chart Paper

G is for Goal

European History

Grade 10/Year 5

Assessment task

Analyze the intended and unintended consequences of competition for resources and power between nation states.

Your goal is to analyze the intended and unintended consequences of competition for resources and power between nation states.

slide35

GRASPS

Final S is for Standards and criteria for success

The standards and criteria for success can come from the IB objectives

  • Standards and criteria for success:
  • Your performance needs to__________________________
  • or
  • Your work will be judged by__________________________
  • or
  • Your product must meet the following standards______

Wiggins/McTighe (2005)

slide36

GRASPS

Chart Paper

Final S is for Standards and criteria for success

European History

Grade 10/Year 5

Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas.

Assessment task

Analyze the intended and unintended consequences of competition for resources and power between nation states.

Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas.

Wiggins/McTighe (2005)

slide37

Situation:

  • The context you find yourself in is ___________________
  • The challenge involves dealing with _____________________________
  • Role:
  • You are _______________________
  • You have been asked to _________
  • Your job is _____________________
  • Audience:
  • Your clients are _________________
  • The target audience is ___________
  • You need to convince ____________
  • Product, Performance, and Purpose
    • You will create a _________ in order to
    • You need to develop _______ so that

Wiggins/McTighe (2005)

slide38

GRASPS

Chart Paper

European History

Grade 10/Year 5

Assessment task

You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job.

Analyze the intended and unintended consequences of competition for resources and power between nation states.

You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job.

Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas.

Wiggins/McTighe (2005)

slide39

Chart Paper

Chart Paper

European History

Grade 10/Year 5

European History

Grade 10/Year 5

Competition for resources and power (impact) influencedglobal interactions.

Assessment task

AOI: Human ingenuity

Analyze the intended and unintended consequences of competition for resources and power between nation states.

How can competition for resources and power (impact) influence global interactions?

You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job.

Global interactions

power, resources, and competition

New

Imperialism

Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas.

Social Darwinism

Nationalism

“civilizing”

Industrial development

natural resource

social policies

Berlin Conference

Synergy

slide40

Chart Paper

Select Objective strands

European History

Grade 10/Year 5

Assessment task

Objective A:

Analyze the intended and unintended consequences of competition for resources and power between nation states.

  • U
  • U

You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job.

Objective C:

  • U
  • U
  • U
  • U

Your work will be judged by how well you demonstrate yourknowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicateyour ideas.

Objective D:

  • U
  • U
slide41

Aims and Objectives

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience.

Objective

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

These objectives relate directly to the assessment criteria found in the “Assessment criteria” sections.

slide42

Figure 9

The relationship of a subject group’s objective A to the same subject group’s assessment criterion A

and its descriptors of the various achievement levels

From principles into practice page 44

slide43

MYP Objective

Mathematics

Objective D: Reflection in mathematics

MYP Objective Strands

• explain whether his or her results make sense in the context of the problem.

• explain the importance of his or her findings in connection to real life where approriate.

• justify the degree of accuracy of his or her results where appropriate.*(not found in 1-2)

• suggest improvements to the method when necessary. *(not found in 1-2 or 3-4)

level descriptors

achievement levels

The student correctly but briefly explains whether his or her results make sense in the context of the problem.

The student describesthe importance of his or her findings in connection to real life where appropriate.

The student attempts to justify the degree of accuracy of his or her results where appropriate.

3-4

The student critically explains whether his or her results make sense in the context of the problem.

The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate.

The student justifies the degree of accuracy of his or her results where appropriate.

The student suggestsimprovements to the method when necessary.

5-6

*

slide44

European History

Grade 10/Year 5

Assessment task

Analyze the intended and unintended consequences of competition for resources and power between nation states.

You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job.

Your work will be judged by how well you demonstrate yourknowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicateyour ideas.

Chart Paper

Chart Paper

Synergy

Humanities Objectives

A Knowing and understanding

• use humanities terminology in context

• demonstrate knowledge and understanding of subject-specific content and concepts through

developed descriptions, explanations and examples.

C Thinking critically

• analyse concepts, events, issues, models and arguments

• analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations

D Communicating

• communicate information and ideas using an appropriate style for the audience and purpose

• structure information and ideas in a way that is appropriate to the specified format

• document sources of information using a recognized convention.

slide46

Approaches to learning (ATL)

  • Skill Organizers are identified by the bullet. The skill cluster is made up of specific skill sets beneath each organizer in blue. For instance, the skill organizer is communication skills. The skill cluster is interacting and literacy. There are two skill sets interacting, and literacy.
  • Thinking skills:
  • critical thinking, creativity & innovation, reflection, transfer
  • Social skills:
  • collaboration
  • Communication skills:
  • interacting, literacy
  • Self-management skills
  • organization, affective skills
  • Research skills:
  • information and media literacy, critical literacy
slide47

Humanities Objectives

A Knowing and understanding

• use humanities terminology in context

• demonstrate knowledge and understanding of subject-specific content and concepts through

developed descriptions, explanations and examples.

C Thinking critically

• analyse concepts, events, issues, models and arguments

• analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations

D Communicating

• communicate information and ideas using an appropriate style for the audience and purpose

• structure information and ideas in a way that is appropriate to the specified format

• document sources of information using a recognized convention.

Which ATL Skills?

  • Thinking skills:
  • critical thinking, creativity &
  • innovation, reflection, transfer
  • Social skills:
  • collaboration
  • Communication skills:
  • interacting, literacy
  • Self-management skills
  • organization, affective skills
  • Research skills:
  • information and media literacy,
  • critical literacy
slide48

Humanities Objectives

A Knowing and understanding

• use humanities terminology in context

• demonstrate knowledge and understanding of subject-specific content and concepts through

developed descriptions, explanations and examples.

C Thinking critically

• analyse concepts, events, issues, models and arguments

• analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations

D Communicating

• communicate information and ideas using an appropriate style for the audience and purpose

• structure information and ideas in a way that is appropriate to the specified format

• document sources of information using a recognized convention.

These ATL Skills?

  • Thinking skills:
  • critical thinking, creativity
  • transfer
  • Communication skills:
  • interacting, literacy
  • Research skills:
  • information and media literacy,
  • critical literacy