Session+1+Curriculum+and+Inquiry

=**__OBJECTIVES__**:=
 * To grasp the inquiry-based approach that is supported in IB standards and practices.
 * To assess participants' understanding of inquiry and build upon their prior experience.

=**__RESOURCES__**:= =Standard A - Philosophy #6= =Standard B1 - Leadership and structure #3= =Standard C3 - Teaching and learning #2, 3, 5, 9, 14, 15, 16=
 * 6. The school promotes open communication based on understanding and respect.
 * 3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).
 * 2. Teaching and learning engages students as inquirers and thinkers.
 * 3. Teaching and learning builds on what students know and can do.
 * 5. Teaching and learning supports students to become actively responsible for their own learning.
 * 9. Teaching and learning uses a range and variety of strategies.
 * 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.
 * 15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.
 * 16. Teaching and learning develops the IB learner profile attributes.

= **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 challenging programmes of international education 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. = = = **What's in the middle of the MYP?** =



"Nothing builds understanding and trust more reliably than listening. Nothing depletes trust more than failing to do so."
~ T. Friedman

= Activity 1: Introductions = =Create a name tag with the following info:=
 * Front side: First name and a symbol that identifies you
 * Backside: Where you are from.

=Introduce yourself and EXPLAIN your symbol to your table neighbours first, then walk around the room and meet-and-greet.=
 * = =Command term= ||= =MYP definition= ||
 * = = Explain = ||= =Give a detailed account including reason or causes.= ||

Goal: Enhance the understanding of the IB philosophy and programme model.

 * Participants will make connections between the programme framework and practice
 * Participants will enhance their understanding of the role of assessment in IB programmes
 * Participants will discuss and analyze standards and practices appropriate to their role

Goal: Improve the quality of programme delivery

 * Participants will engage in discussion and activities aimed at sharing pedagogical techniques such as: Best practice in the classroom, teaching and learning methodologies, and finding, sharing, developing and using resources.

== The unique word //concertacion// (Spanish word from the Latin meaning 'to decide together') captures the synergy of many people each doing what they do best. It is a holistic approach to action. It transforms the idea of 'leadership' from an individual capacity to a collective one. ==

IB Learner Profile and the aims of the MYP Programme
= = The Learner Profile should be an integral part of any curriculum design model or assessment practice. It is interesting to investigate what the Learner Profile looks like in Mathematics.


 * **Classroom practices**should allow more opportunities for students to:
 * be genuine inquirers
 * work effectively as part of a team
 * discuss ethical issues
 * observe teachers model empathy, compassion and respect


 * **Assessment practices**should create opportunities for students to:
 * take intellectual risks in a supportive environment
 * use their multiple intelligences
 * identify their unique learning styles
 * reflect on tasks and what they have learned from them

= Activity 2: Yes or No! =

Image source: http://aveneca.com/yesno.html

= Write down a question that you want answered during this workshop (your question could be about inquiry and the MYP or about MYP assessment)--but you must write it so that you get either a yes or no answer. =

=Find at least 11 people to ask your question to and record your yes or no responses.=

=When time has elapsed--or you have your 11 answers--sit back down at your table and total your responses.=

= Activity 3: What is it you want to know? = Image source: http://www.therenegadewriter.com =On chart paper draw a circle that covers the whole paper.=

=Then draw an inner circle large enough to hold 4-sticky notes.=

=Split the outer ring into as many parts as there are the number of people in your group.=

=In your own section, write down questions on stick notes (one question per note) regarding MYP implementation.=

=** Synthesize ** your group's question down to 4 for the whole group and place those 4 sticky notes into the centre circle.=

=CLICK ON THE "MYP PROGRAMME STANDARDS AND PRACTICE PDF. FILE BELOW= == == =After discussing as a group, go to the programme standards on the wall and place the stick notes on the appropriate standard(s).=


 * = =Command term= ||= =MYP definition= ||
 * = = Synthesize = ||= =Combine different ideas in order to create new understanding.= ||

= Activity 4: Inquiring about inquiry =

=Draw a T-Chart on a piece of chart paper=
 * on one side write: "What I know for sure about using "inquiry" in the classroom"
 * on the other side write: "What I want to know about using "inquiry in the classroom"

=Be very specific rather than broad in your remarks. For example, "I want to know how to use inquiry in the classroom" is too broad. A more effective formulation would be, "I want to know how you assess inquiry".=

=Circulate around the room to read what the other group have written.=

= Reflect in your own journal on, "what challenges might arise with regard to implementing inquiry in all classrooms?"=


 * = =Command term= ||= =MYP definition= ||
 * = = Reflect = ||= =Think about deeply; consider.= ||

= Session understanding/reflection: Individual or in pairs =
 * How does our changing world create a platform for inquiry in the MYP classroom?
 * How could the IB standards and practices as a resource support you further in developing inquiry methods in planning for teaching and learning in your MYP classroom?


 * ** Activity: What does the IB Learner Profile look like in Mathematics? **
 * working in pairs, choose one attribute of the IB Learner Profile and design/construct a poster which characterizes that attribute. The challenge is to make your poster mathematically relevant. A good source for pictures is flickrcc. These are all licensed under the Creative Commons.
 * View the IB Learner Profile.pdf.
 * Example here Inquirers Poster.pdf

Examples of IB Learner Profile Posters made by workshop participants:



Alternative Activity

 * The following problem can be solved in at least 8 ways in the last four years of high school. How can you work with this problem in the context of the Learner Profile? Source: nrich maths



In this one problem you meet many important aspects of mathematics education. Encouraging students to look for **alternative solutions** or the "best" solutions. It also brings to light the **interrelatedness** of different areas of Mathematics. You may look for solutions from the following branches of mathematics: **trigonometry**, vectors, matrices, **coordinate geometry**, complex numbers and pure geometry. Students can be given the opportunity to **reflect** on and share their solutions. How does this problem relate to the aims of the MYP Mathematics Programme? From the guide, it states that students should be able to:


 * **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**
 * ** justify ** the degree of accuracy of his or her results where appropriate
 * ** suggest improvements ** to the method when necessary.



How can we design an investigation around it?

Check the Solutionafter you have found as many solutions as possible.

--- // : //


 * The central place of the student **

The programme model of the MYP places the learner at its centre. This underscores the IB's belief in education the whole person, and placing importance on student inquiry. MYP students are making the transition from early puberty to mid-adolescence, which is a crucial period of personal, social and intellectual development, of uncertainty and questioning. The MYP is designed to guide students in their search for a sense of place in their natural and social environments. (pg 13)


 * Supporting student inquiry **

The areas of interaction are at the heart of inquiry and active learning, and can encourage students to take responsible action in a variety of contexts encountered through the curriculum. For teachers and students, the areas of interaction provide a means to inquire into subject content by questioning, explaining, discovering and "doing". (pg 21)