SESSION 4

MYP NEXT CHAPTER TRANSITION 2013/14

10 th March 2014 Inquiry in the Next Chapter

INQUIRY IN UNIT PLANNING

Stage 1 Stage 2

Stage 3

See p. 1 Developing MYP units

HOW DOES IT CONNECT?

Key Concepts Related Concepts Global Contexts

Statements of Inquiry

Inquiry Questions

CREATING A STATEMENT
Teachers construct the statement of inquiry for a unit by combining a key concept, one or more related concepts, and a global context for the unit into a meaningful statement that students can understand
p. 14 Developing MYP units

MORE GUIDANCE
The statement of inquiry: represents a contextualized, conceptual understanding describes a complex relationship that is worthy of inquiry explains clearly what students should understand and why that understanding is meaningful can be qualified (using phrases such as often, may and can) if it is not true in all situations, but is still an important idea can be formulated at different levels of specificity.

EXAMPLE 1
Example: Language A English (MYP3) Personal Histories Unit Title Perspective Key Concept Related Concepts Point of view Genre Setting Orientation in time and place Global Context Inquiry: The way personal histories are reflective of the relationship and interconnectedness between individuals and place Action: exploration of others personal histories through biographical writing Reflection: the personal challenges we have faced and how they have shaped our lives and view of the world Personal histories are informed by perspectives and can be understood through an interpretation of setting

Statement of Inquiry

EXAMPLE 2
Example: Music (MYP5) Medium affects Message Unit Title Change Key Concept Related Concepts Time and Place Audience Intent Scientific and technical innovation Global Context Inquiry: Action: Reflection: Statement of Inquiry Students will understand how technology has transformed the ways in which music reaches its audience through an inquiry into scientific and technical innovation.

EXAMPLE 3
Example: Physical and Health Education (MYP 3) Individual decision making impacts team effectiveness

Unit Title

Key Concept Relationships Movement Related Choice Concepts Space Identities and Relationships Global Inquiry: Students explore the value of relationships with a team environment Context through focusing on the role of the individual Action: Using coaching techniques to inform others about the role of the individual within a team Reflection: How students individual decision making affects the team by making a real world connection Statement of Individual decision making impacts on the effectiveness and coherence of a team as a human made system Inquiry

INQUIRY QUESTIONS
Teachers and students use statements of inquiry to help them identify inquiry questions that are:

factual conceptual debatable

Inquiry questions give shape and scope to a unit of study, and they help to scaffold the objectives that students should strive to achieve. As the unit progresses, both teachers and students can develop additional questions to explore. (Developing, p. 14)

EXAMPLE INQUIRY QUESTIONS

MUSIC UNIT Factual What types of music recording technologies exist, and how do we use them? Conceptual Are some modes of distribution more suitable than others for music of different genres? Is the market so saturated that it has become almost impossible to be seen? PE UNIT Factual What strategies to teams use to work effectively Conceptual How do relationships influence the effectiveness of a team? Debatable How far is the team more important than the individual?

Debatable Technologies are superseded so quickly, there is no A champion team will always point keeping up. Things will come full-circle. beat a team of champions Discuss Discuss

POLS IN NEXT CHAPTER

POL examples POL template NC unit planner \\EINSTEIN\Administration\MYP_Admin\Next Chapter\Planning

LETS BUTCHER PAPER IT

WHERE TO NOW
Last unit of this year to be planned in Next Chapter structure.
Managebac unit planning

POL development in Learning Areas

Next session 25 th March