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Middle Years Programme (MYP) Workshops


Note: These workshops address content that is relevant to the current Middle Years Programme (MYP) curriculum as well as curriculum changes arising from “MYP: The Next Chapter”. (i.e. aspects of unit planning to introduce the key, related, and global contexts).  Final changes and references to the new subject guides start with subject-specific seminars in early 2014. 

The following workshops meet the requirements for authorization.

Note: The head of school must attend a category 1 workshop before the submission of application for candidacy. The coordinator is encouraged to attend with the head of school but may attend during the candidate phase. In addition, candidate schools are required to send at least one teacher from each subject group to the appropriate category 1 workshop during the candidate phase.


Introductory in-school workshop - Launching your MYP

Category 1 workshops - Implementing the Middle Years Programme (MYP) curriculum

Category 2 workshops - Delivering the Middle Years Programme (MYP) curriculum

Category 3 workshops

Design (trilogy or stand alone)

Category 3 Continuum (MYP) workshops

Category 3 Continuum workshops


Introductory in-school workshops

Launching your MYP

Recommended audience: All members of the candidate school’s MYP teaching staff, including specialists, librarians and part-time teachers, must attend, and it is expected that all prospective MYP teachers will attend.

This mandatory introductory in-school workshop provides schools with a consistent knowledge base across all staff and acts as a specific launch point for MYP practice. Participants will be exposed to key elements of the MYP and then will be able to explore these elements further in subject-specific workshops. The workshop must be requested and completed prior to the verification visit.

The eight subject-group representatives and coordinator may or may not have attended a category 1 subject-specific workshop at the time that this induction is scheduled.
The workshop spans one full day (6 hours of instruction) with two sessions in the morning and two sessions in the afternoon.
After completing this introductory workshop, participants will be able to continue their inquiry into the MYP by attending subject-specific category 1 and category 2 workshops as well as subject-specific and topical category 3 workshops.

Category 1 workshops

Implementing the Middle Years Programme (MYP) curriculum

Heads of school/MYP coordinators and subject-group teachers from candidate schools and schools interested in implementing the MYP should enroll in a category 1 workshop in their particular area. Every MYP category 1 workshop explores the philosophical, pedagogical and administrative implications of the IB programme to assist participants as they prepare for their verification visit. Topics covered include:

  1. understanding the IB mission and philosophy through the MYP framework
  1. recognizing the MYP as a relevant and dynamic approach to teaching and learning that invites students to achieve at the highest level
  1. balancing pedagogical practices of inquiry, action and reflection with the written, taught and assessed curriculum model
  1. transforming teaching and learning practices through a concept-based curriculum model
  1. motivating principled action through community and service
  1. collaborating to design a broad and balanced written and taught curriculum to ensure continuity and quality within and across the disciplines, including the following:
  1. conceptually based and contextually referenced unit design
  1. age-appropriate formative experiences that address the aims and objectives of the subject
  1. criterion-related assessments model that helps students recognize their own strengths and weaknesses
  1. alignment of MYP objectives (and their strands) with local standards or requirements.

Heads of school/MYP coordinators: Implementing the Middle Years Programme (MYP) curriculum

Recommended audience: Administrators, heads of school and MYP coordinators.

Note: The head of school must attend a category 1 workshop before the submission of application for candidacy. The coordinator is encouraged to attend with the head of school but may attend during the candidate phase.

This workshop helps school leaders address how a school community must work together to complete successful applications for candidacy and authorization.

MYP subject-group teachers: Implementing the Middle Years Programme (MYP) curriculum

Recommended audience: MYP subject-group teachers new to the MYP at established IB World Schools and teachers from interested or candidate schools preparing for authorization. Educators should enroll in a category 1 workshop in their particular subject area.

NOTE: Language workshops designated as “generic” provide IB professional development for German, Mandarin, Italian, Arabic and other languages that are not presented in language-specific workshops. Most of the time, the workshops are presented in English. The workshops address common content and materials, and language-specific examples from various languages are provided.

  • Arts—Performing: Implementing the Middle Years Programme (MYP) curriculum
  • Arts—Visual: Implementing the Middle Years Programme (MYP) curriculum
  • Humanities: Implementing the Middle Years Programme (MYP) curriculum
  • Language A: Implementing the Middle Years Programme (MYP) curriculum
  • Language B: Implementing the Middle Years Programme (MYP) curriculum
  • Language B: Implementing the Middle Years Programme (MYP) curriculum (generic)
  • Mathematics: Implementing the Middle Years Programme (MYP) curriculum
  • Physical education: Implementing the Middle Years Programme (MYP) curriculum
  • Sciences: Implementing the Middle Years Programme (MYP) curriculum
  • Technology: Implementing the Middle Years Programme (MYP) curriculum

 


Category 2 workshops

Delivering the Middle Years Programme (MYP) curriculum

All category 2 MYP workshops are for administrators, coordinators and teachers who:

  • have been working with the programme for at least one school year
  • have previously attended a category 1 MYP workshop (regional or in-school) facilitated by MYP workshop leaders organized by or through the IB global centre.

Category 2 workshops provide a forum for more experienced MYP school leaders and subject-group teachers to collaborate and reflect on strategies to enhance the ongoing implementation of the programme by all members of the school community. Participants will explore how the written, taught and assessed curriculum engages students to address the challenges of our changing world in the 21st century. Topics include:

  1. methods that promote inquiry and make learning relevant, significant, challenging and engaging
  1. experiential inquiries that accommodate multiple perspectives in a learning environment
  1. scaffolding approaches to learning (ATL) over the course of the programme to help students effectively manage their own learning
  1. designing summative assessment tasks or performances that enable students to demonstrate their understanding in and/or across subject areas
  1. planning and designing appropriate learning experiences that may result in deepening students’ understanding
  1. collaborating to develop task-specific clarifications and exemplars that help students understand their progress and bring transparency to the assessment process
  1. standardizing assessments to ensure a common understanding about the relationship between achievement levels and performance
  1. recording and reporting on student achievement to inform MYP students and their parents of their progress within an international programme.

Heads of school/MYP coordinators: Delivering the Middle Years Programme (MYP) curriculum

Recommended audience: Administrators, heads of school and IB coordinators.

This workshop helps school leaders address how a school community must work together to enhance the implementation of the MYP within the school community.

MYP subject-group teachers: Delivering the Middle Years Programme (MYP) curriculum

Recommended audience: MYP subject-group teachers. Subject-group teachers should enroll in a category 2 workshop in their particular subject area.

NOTE: Language workshops designated as “generic” provide IB professional development for German, Mandarin, Italian, Arabic and other languages that are not presented in language-specific workshops. Most of the time, the workshops are presented in English. The workshops address common content and materials, and language-specific examples from various languages are provided.

  • Arts—Performing: Delivering the Middle Years Programme (MYP) curriculum
  • Arts—Visual: Delivering the Middle Years Programme (MYP) curriculum
  • Humanities: Delivering the Middle Years Programme (MYP) curriculum
  • Language A: Delivering the Middle Years Programme (MYP) curriculum
  • Language B: Delivering the Middle Years Programme (MYP) curriculum
  • Language B: Delivering the Middle Years Programme (MYP) curriculum (generic)
  • Mathematics: Delivering the Middle Years Programme (MYP) curriculum
  • Physical education: Delivering the Middle Years Programme (MYP) curriculum
  • Sciences: Delivering the Middle Years Programme (MYP) curriculum
  • Technology: Delivering the Middle Years Programme (MYP) curriculum
 

Category 3 workshops

*NOTE*: Category 3 workshops have been designed to be of interest to varying audiences.

Action in the MYP

Recommended audience: All.

Although teachers and administrators are perhaps most familiar with the community and service requirements for the Middle Years Programme (MYP), action (or community engagement) is equally central to the IB philosophy and practice. By involving all members of the community—the school and beyond—in identifying and working together to address meaningful local and global issues, we help to create in young people self-determination and positive attitudes about our ability to effect change and create a peaceful society. Participants will explore the concept of community and global engagement in depth, from the IB’s mission to the working classroom. They will understand how to make action in the MYP integral to the overall workings of the school and how to manage the requirements of MYP community and service.


Common sense: IB and the Common Core

Recommended audience: Subject teachers, administrators and heads of school.

The Common Core State Standards (CCSS) will impact many IB World Schools. How will your school or district make sense of the CCSS and the IB? This workshop examines how we can align the CCSS with the IB’s curricular aims and objectives across the IB continuum. The introduction of the CCSS nationwide provides an opportunity for schools and districts to examine the conceptual understandings and procedural skills development of their curriculums, as well as the chance to review the best practices of the IB. We will examine curriculum alignment and coherence between the IB and the CCSS in subject groups, analyse how that will impact instructional delivery of IB programmes, and discuss leadership and structure for effective implementation. This interactive workshop will allow participants to develop a plan for meaningful integration of the CCSS and the IB for their school or district.

 

Creating inclusive classrooms: Access for all students in the MYP (special needs)

Recommended audience: Participants are encouraged to register as team partners—a classroom teacher, learning consultant specialist or teacher specialist supporting students with special needs paired with the school’s IB coordinator or a teacher with general education responsibilities.

Internationally minded schools celebrate diversity, but how do IB World Schools provide an inclusive learning environment ensuring student differences are seen as a means to enrich learning for all? This workshop enables participants to extend their knowledge, skills and understanding of how to provide access and support for all students, focusing on student strengths, capabilities and challenges. Participants will examine how inquiry, as promoted in the MYP, allows each student’s understanding of the world to develop in a manner and at a rate that is unique to that learner. Discussion will focus on educational labels such as “gifted and talented”, “SEN (special educational needs)” and “individual learning needs”. Participants will have the opportunity to reflect on classroom practices and units of inquiry through the lenses of differentiation and the use of ICT to remove barriers to learning. Participants will explore models of collaborative teams that facilitate support for all learners and will create an action plan to develop school policy documents that consistently support access and inclusion for all students.


Design

This trilogy of workshops examines MYP alignment with current assessment research. They allow participants to examine effective assessment theories and practices in order to develop best practice in teaching and learning. Although designed as a trilogy, each workshop is self-standing and has a main focus.

1. Dynamics of authentic assessments for 21st-century learners

Recommended audience: Experienced IB practitioners.

This workshop focuses on the theoretical groundings of MYP assessment as well as those policies and procedures that must be put in place to succeed in a school-wide approach to assessment. It engages participants in exploring MYP assessment philosophy and practices that reflect assessment for 21st-century learning. The first of the three workshops aims to:

  • develop participants’ understanding of MYP philosophy and practices
  • guide participants on how to implement this assessment philosophy in their own schools
  • allow participants to reflect on how the implementation of MYP philosophy impacts the culture of teaching and learning in their own schools.

2. Designing authentic assessments for 21st-century learners

Recommended audience: Experienced IB practitioners.

This workshop will provide concrete strategies to assist teachers in creating a learning culture that connects cognitive and constructivist learning theories to MYP real-world assessment practices. Effective teaching is seen as a process, not a technique, and is rooted in authentic assessment practices. There is a deep exploration of how formative and summative assessments work together to create a well-defined approach to making learning meaningful and authentic. This workshop aims to:

  • develop participants’ understanding of how assessment informs the teaching and learning of students
  • provide participants with a variety of strategies and pedagogies that support the practical application of MYP assessment philosophy
  • allow participants to reflect on how the design of assessment impacts the culture of teaching and learning in their own schools.

3. Differentiating authentic assessments for 21st-century learners

Recommended audience: Experienced IB practitioners.

In this interactive workshop, participants will review the precepts of differentiation and the ways in which it is fundamental to effective teaching and learning for students. It will focus, in particular, on experiencing practical processes that lend themselves to differentiation. Teachers will spend valuable time in groups integrating aspects of the processes covered in the workshop into classroom practice. This workshop aims to:

  • develop participants’ understanding of the teaching aspects present in a differentiated MYP classroom
  • guide participants to build differentiation into units and lessons that teachers currently teach—as appropriate to year level and subject area. This includes designing differentiation goals (and descriptions of what these goals will look like in action) that each workshop participant will use in their day-to-day work
  • allow participants to reflect on how the differentiation of assessment impacts the culture of teaching and learning in their own schools.

Evaluating your MYP

Recommended audience: Teachers, coordinators and administrators.

This workshop is an active, hands-on workshop for teachers, coordinators and administrators who want to understand the MYP evaluation process. The Programme standards and practices (2010) and the Programme evaluation guide and self-study questionnaire: Middle Years Programme (2010) are used as the backbone to analyse this topic. Participants will leave with a self-devised strategic plan for their own school evaluation process that will enable them to continue to move forward when they return to school.


From library to MYP media hub: The central role of librarians in supporting student inquiry

Recommended audience: Librarians, media specialists, other members of staff who are responsible for the school library, MYP coordinators, teachers and administrators.

How can an MYP library become a media hub that reflects, nurtures and fosters the fundamental aims of the MYP? How can it be central to the development of student-centred learning and teaching? MYP librarians must be knowledgeable in all key MYP curriculum documents to gain an overview of the curriculum and of students’ information literacy needs, including academic honesty. With that knowledge, librarians can make significant contributions to unit planning as well as the planning and mapping of approaches to learning (ATL) skills with particular emphasis on the development of 21st-century learning skills. Participants will explore MYP standards and practices and how the library can reflect the IB philosophy and mission. The MYP model, and the library’s role within it, unit planning, the mapping of ATL skills, the inquiry process, 21st-century learning tools, assessment and the personal project will also be explored. Participants will engage in hands-on activities and share experiences, resources and materials including compiling world literature titles for the five years of the programme.


Global contexts for teaching and learning (formerly “Areas of interaction: Teaching and learning in context”)

Recommended audience: All.

In the classroom and beyond, the changing global contexts of international education call for students who are prepared to face complex challenges. Participants will learn how to create teaching and learning communities in which students can increase their understanding of language and culture, and become more globally engaged. This workshop will address the transitional programme verification and evaluation changes as part of the MYP: the next chapter development.  Participants work on how to develop student’s Approaches to Learning (ATL) skills, attitudes and knowledge throughout the MYP. Participants will develop an understanding of the importance of contextual learning for students, key role in plays in a student’s MYP experience and how to develop tasks that ensure a contextual learning will occur.


Inquiry in the MYP

Recommended audience: All.

Inquiry is the pedagogy that underpins all IB programmes. This workshop looks at how the MYP framework provides opportunities for all learners to engage in relevant and significant inquiry through global contexts. Participants will critique a range of inquiry models emphasizing that inquiry is an ongoing process that leads to reflection, new inquiries and deep understanding. Inquiry supports the personal construction of meaning and meaningful action regardless of language competency or learning style.


Integration of MYP technology

Recommended audience: Teachers who teach MYP technology jointly with another subject, teachers and MYP coordinators who are in charge of coordinating MYP technology taught through an integrated approach, and for school administrators and board personnel who may be considering introduction of this teaching approach.

This workshop will guide teachers and school leaders in developing a deeper understanding of MYP technology as one of the subjects of the MYP and of the structures necessary for teaching this subject at schools in which it is not timetabled as a separate subject in one or more years of the programme. This workshop addresses the aims and objectives of MYP technology, the necessary requirements for teaching this MYP subject and appropriate strategies for planning integration of learning in this subject and another subject. Participants will start to develop a vertical plan for MYP technology to guide planning of instruction and will work on creating a sample MYP unit that integrates objectives and assessment strategies from technology and another subject. Participants will consider school-based supports and structures that are necessary for coordination of instruction and assessments in integrated MYP technology courses.

Note: The IB cautions that integration is an approach that is pedagogically and administratively more challenging than teaching approaches where each subject is timetabled and resourced. Therefore, it is not the recommended teaching approach.


Interdisciplinary teaching and learning in the MYP

Recommended audience: The IB recommends that teams of at least two teachers from different subject groups attend so they can work together on a unit plan to use at their home school. Individual teachers are also welcome.

This workshop is based on the MYP guide to interdisciplinary teaching and learning (2010). The workshop will provide background knowledge of the MYP including the philosophy and principles of interdisciplinary unit planning. Participants will gain a deeper understanding of the theory of interdisciplinarity and adopt a hands-on approach to developing an interdisciplinary unit of work within a group. This interactive workshop is designed to provide guidance on how to prepare a step-by-step interdisciplinary unit, from designing a multifaceted question to assessing the work.


Interdisciplinary teaching and learning in the MYP at the American Museum of Natural History

Also available—Attend this workshop in a world-class museum setting. For more information on this great opportunity to work with colleagues to develop an interdisciplinary unit using the museum environment as a resource, visit ibo.org/events and search for “AMNH”.


Managing assessment in the MYP

Recommended audience: School leaders and subject-group teachers.

This workshop is intended for school leaders and subject-group teachers who wish to deepen their understanding of the MYP assessment model with a specific focus on moderation and monitoring of assessment, which is a requirement of all schools one year prior to their programme evaluation. Participants will explore how international-mindedness is woven into the MYP assessment philosophy and come to a better understanding about the relationship between the philosophical underpinnings of the MYP and criterion-related assessment. Modelling a student-centred (holistic) approach, the learning expectations for this category 3 workshop are the same for all subject-group teachers and heads of school/IB coordinators:

  • Heads of school/MYP coordinators: Managing assessment in the MYP
  • Arts—Performing: Managing assessment in the MYP
  • Arts—Visual: Managing assessment in the MYP
  • Humanities: Managing assessment in the MYP
  • Language A: Managing assessment in the MYP
  • Language B: Managing assessment in the MYP
  • Mathematics: Managing assessment in the MYP
  • Physical education: Managing assessment in the MYP
  • Sciences: Managing assessment in the MYP
  • Technology: Managing assessment in the MYP.

Optimizing the stand-alone MYP

Recommended audience: Teachers, coordinators and administrators.

This workshop will model teaching and learning strategies for schools implementing a modified MYP. Using stage 1 of the unit planner, participants will scaffold modified interim objectives with corresponding assessment tasks that are both age-appropriate and task-specific. Through an activity-driven workshop experience, participants will appreciate how the MYP fundamental concept of holistic education correlates with current research related to the design of healthy schools. Using active reflective practices, participants will build an action plan that will allow them to galvanize their own MYP.


Paving the way for MYP success

Recommended audience: School counsellors and other non-classroom professionals.

This is an intensive workshop for school counsellors and other non-classroom professionals, such as curriculum specialists, staff development teachers and educational specialists, who work in or with MYP schools. Participants will deepen their understanding of what it means to be an IB World School and will investigate the impact of MYP implementation on individual school programmes, structures and curriculum development. The workshop will delve into how to create a robust MYP that supports educators’ ability to communicate the IB mission and encourage the development of the learner profile attributes. The workshop will encourage participants to value international-mindedness and responsible action, plan and assess MYP units, support students and teachers who are working on the personal project, offer innovative tools to design the master schedule, help students select courses thoughtfully and develop support systems to broaden access to challenging courses.


Pedagogical leadership

Recommended audience: Subject-area leaders in all disciplines, coordinators and heads of school.

Subject-area leaders in all disciplines, as well as coordinators and heads of school, will participate in discussion and activities that draw upon the work of Carl Glickman, Richard and Rebecca DuFour and others, as well as School Reform Initiative processes and protocols that are as effective with students as well as with adults. Participants will model good teaching and effective collaborative learning; the focus is not on a particular subject area but rather on the way we respond to each other and work together. Although student work will be provided, we encourage participants to bring authentic student work from their own settings, preferably from a variety of subject areas. Through peer-review practices, participants will both discuss and experience work from various philosophical stances that support professional learning communities. Participants will also discuss protocols for analysing text (for example, foundation documents from the IB and the school) and examining student learning as well as adult work.


Personal project

Recommended audience: Coordinators, heads of school, teachers and the whole school community.

This workshop is intended to guide MYP practitioners towards a deeper understanding of the personal project as the culminating activity in the MYP. Participants will conduct a group inquiry that will enable them to explore the different components of the personal project to gain an understanding of the process involved in successfully completing a personal project. Participants will also discover the importance of creating environments that are conducive to student learning and reflection.


In addition to the Category 3 workshops listed above, there are additonal offerings listed under Continuum workshop for the Middle Years Programme (MYP).

  • Backward mapping the IB curriculum from the DP to the MYP
  • Beyond symbolism—Indigenous ways of knowing
  • Creating inclusive classrooms: Access for all students in the PYP/MYP/DP (special needs)
  • Education for international-mindedness
  • EF Tours—Inquiry into Germany and Prague - June 24-July 3, 2013
  • EF Tours—Inquiry into Peru - July 8-July 18, 2013
  • Governance: Introduction to the IB for school owners and board members
  • Inquiry and the librarian across the three programmes
  • Lead the way: How to develop and sustain IB programmes
  • Leadership for school improvement
  • Learner profile
  • Model United Nations (MUN) bridging the MYP and DP
  • Music and inquiry
  • The power of language to transform school culture: Developing a school language policy
  • What’s the big deal? Exploring gender norms, empowerment and human relationships
  • Your district, your IB

 

Please click here for more information about these workshops.