Session+4+Scaffolding

=__**Aim**__:=
 * Scaffolding approaches to learning over the course of the programme helps students effectively manage their own learning.

=**__Objectives__**:=
 * To develop an understanding of how skills identified in ATL are build using an inquiry process.
 * To begin to understand how to use ATL skills to design the learning engagement process within the MYP unit planner.

=__**Resources**__:=
 * [[file:MYP From Principles to Practice.pdf]]
 * [[file:MYP Command Terms.pdf]]
 * [[file:Programme standards and practices.pdf]]

=="If one teachers for skill, skill will come--but little else. If one teaches for skill, conceptual understanding and problem solving all three will come--and there will be little or no difference along the skills dimensions when you compare performance with instruction on skills alone." ~Shoenfeld, 2008==

(pages 71 - 78)

= ACTIVITY: APPROACHES TO LEARNING =

__Resources__:
Interim Objectives ATLs Learning Engagement that Models Inquiry

• Choose an interim objective strand for your unit  • Preface the strand with “ in order to ” and end the strand with “students must” .....by identifying discrete skill(s) to be taught. • Look at the ATL Skill Categories and put your skill(s) in the appropriate Category. • Look at the ATL Skill Clusters and put your skill(s) in the appropriate Cluster by naming the skill set.

= = Source:

Sample Unit Question: What contributions has mathematics made to human civilizations?
Here's an assessment--criterion C--you can use that is related to the unit topic of understanding number systems in ancient civilizations.

=Hong Kong IB Participants (mathematics, physical education, and music teachers) discussing interdisciplinary units=

Reflection: What aspects of this process worked well? What did not work well? How can the process of collaborative planning work?
= An Effective MYP Mathematics Programme =

Click here to see how a group of year five MYP advanced mathematics students in the Netherlands explore the significant concept, “Theoretical models are often used to attempt to describe a variety of naturally occurring phenomena; such as population growth” through the Areas of Interaction context of Environments.

Participants that are bilingual in French can click here to see how a group of year one MYP students in Canada explore the unit question, "How can Mathematics help us to make decisions that support healthy eating?"

All teachers are language teachers. View this document [[file:aprilmypworkshop/Math for ESL.pdf|Math for ESL.pdf]] to help develop mathematical literacy for all students in your Math class.
Source: @http://www.turningpts.org/

**Reflect: When designing your MYP Mathematics programme, you will need to consider the following items:**

 * 1) How much time does your school give you to collaborate within your department, and with other departments? Check out this document [[file:Mathematics LESSON STUDY.pdf]]
 * 2) How does your school map its curriculum?
 * 3) How many times will each criterion be assessed? What will each assessment look like?
 * 4) What resources are available to you and your students?
 * 5) Will the Year 5 students (grade 10) have the necessary foundation to be successful in the DP Mathematics Programme?

==What might a four year scope and sequence look like? == The scope and sequence will need to be translated into unit plans. To help you plan, the MYP - DP Continuum can be found ** here . **

It is important to develop comprehensive unit plans that incorporate the fundamental principles of the IB. Click on the.

Links to MYP Mathematics unit planners (which are available on the OCC):


 * MYP Math Unit Plan Year 1.pdf
 * MYP Math Unit Year 3.pdf
 * MYP Math Unit Year 5.pdf

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