Implementing the MYP: Arts

Cat1
By Pat OConnor
 Workshop Aims
The aims of the teaching and learning of the workshop are to
encourage and enable participants to:
• align their educational beliefs and values to reflect those of
the IB in order to create a challenging programme of
international education
• develop an understanding of the structures and principles of
the subject group framework and guidelines
• prepare teaching strategies and to design tasks that will
support the implementation of the subject group and
guidelines
• engage in relevant, significant, challenging student-centered
environments
 Housekeeping

Materials

Logistics

Reflection Journal
 Agenda Day 1

– Session 1 – Philosophy

– Session 2 – Written Curriculum (aims, objectives)

– Session 3 – Written Curriculum (concepts and

contexts)

– Session 4 – Written Curriculum (inquiry)

 Agenda Day 2

– Session 5 – Written Curriculum (summative

assessment)

– Session 6 – Taught curriculum (ATLs)

– Session 7 – Taught curriculum (task clarifications,

formative assessment and differentiation)

– Session 8 – Field inquiry

 Agenda Day 3

– Session 9 – Field inquiry presentations

– Session 10 – Assessed curriculum (standardization

and reporting)

– Session 11 – Assessed curriculum (personal

project and community project)

– Session 12 – Written, taught, and assessed

curriculum
Introductions - Alter Ego

• With a bigger group- we’d do this:

• Walk around the room and introduce yourself to the other participants.

• When asked to stop please introduce the person you last talked to, to the
rest of the group.
• With our group let’s just introduce ourselves
1. Write your name on place setting
2. Tell us your school
3. Your countries
4. Your subject
5. Your passions
Share and Trade

• Now we are all familiar with one another sit down

with your Alter Ego and trade and share your
thoughts before starting the workshop.

• Talk about:
• Your situation
• Your school
• Your concerns
• Decide on one question you would like answering by the
end of this workshop
Session 1 – Philosophy
MYP Standards and practices
Perspectives for the
millenium
Session Understandings

• Understand the benefits of the MYP curriculum

framework to support the needs for 21st century
learning
• Recognize the MYP curriculum framework as a
flexible model and identify its main components
• Became familiar with the standards and
practices and with their impact on teaching and
learning in MYP schools and classrooms
Mission Statement

The International Baccalaureate Organization 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 IBO 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.

Page 11
 The IB continuum of international
education
IB mission statement

IB learner profile

Programme standards and

practices

PYP MYP
PYP MYP DP IBCC

Page 12
 MYP programme model

Eight subject
groups Concepts and
contexts

IB learner
Student at the
profile
center

Page 13
Discuss:
1. What are the MYP arts requirements and how do
we address them?
2. What is an integrated arts course?
3. How can MYP arts integrate with the local/national
curriculum?
4. How much time should be spent on the different
arts?
5. What sorts of resources are necessary for the
effective teaching of arts?
Methods for structuring curriculum

Discipline based Interdisciplinary based

Subject component Theme
Subject skill Question
Theory Interdisciplinary skills (ATL)
Knowledge based Global context generated ideas
Content/stimulus from other
disciplines
Project based
Theme
Question
Artworks
Arts theorists/practitioners
World traditions/styles/movements
The IB Learner Profile for the community

Communicators
Thinkers Caring Balanced Risk-takers

Reflective Knowledgeable Open-minded Principled

Inquirers

Page 16
Thinking about our teaching practice

Brain-storm

What does it mean to be a teacher in and for the

21st century? What do students need to be
successful today?
Learners of the new millennium –
See, think, wonder

Shift happens
21st C teachers

What do you see?

What do you think?

What does it make you wonder?

...
“See, Think, Wonder” routine
developed by Project Zero at
the Harvard Graduate School of
Education.
What do schools need to do to develop

the needs of the 21st century skills?

The Programme standards and
practices
IB Standard C: Curriculum

Standard C2:
Standard C4:
Written
Assessment
curriculum

Standard C1: Standard C3:

Collaborative Teaching and
planning learning
Visible thinking –Headlines
 Time for reflection

Session ends at 10:00

Next session starts at 10:30
 Session 2
Written curriculum:
Aims
Objectives
Requirements
OCC and Resources
Planning for teaching and learning
 Session Understandings
• Become acquainted with the Arts guide and its structure and
content
• Understand the subject-group requirements as stated in the
guide
• Reflect about the aims of the subject group and the extent
to which they support the development of the IB learner
profile
• Understand the MYP Arts objectives and the progression
from MYP 1 to 3 to 5 (vertical planning)
• Discuss local curriculum alignment with the MYP objectives
• Begin to use the Arts Teachers Support Material as a
pedagogical resource
 Aims: Arts
• The aims of any MYP subject state in a general way what the
teacher may expect to teach or do, and what the student may
expect to experience or learn.
• In addition, they suggest how the student may be changed by
the learning experience.

The aims of MYP Arts are to encourage and enable students to:

• create and present art

• develop skills specific to the discipline
• engage in a process of creative exploration and (self-)discovery
• make purposeful connections between investigation and practice
• understand the relationship between art and its contexts
• respond to and reflect on art
• deepen their understanding of the world.
 Aims: Arts

Consider the MYP Arts curriculum and how it relates to the IB

learner profile.

After reading the MYP Arts aims, identify how they relate to the
attributes of the IB learner profile.

Learner profile
Arts aims Briefly justify
attributes
1
2
3
4
5
6
 Aims: Arts
Activity:
• Working in pairs or individually
• Take one or two subject aims
• Create a TV commercial / news report / visual
presentation / song / dance that clearly explain both
aims
• Present to the whole group after preparation
Scavenger Hunt
• Log on to the OCC using your
access code or the workshop
access code

• Take a “hunt” through your

MYP Arts guide to find
• Aims
• Objectives
• Requirements
• Interdisciplinary Teaching
and Learning

Note page numbers for further

reference of these sections of
the guide
 Arts requirements
The MYP requires at least 50 hours of teaching time for each subject
group in each year of the programme.

 In MYP years 1 to 3, arts course structures include a minimum of one

visual art discipline and one performing art discipline.

 Students studying an art form in year 5 will have engaged in structured

learning in the same art form in earlier years of the programme (students
transferring from other schools may be exceptions to this requirement);
it is advisable that students continue their learning of a selected arts
discipline from year 4 into year 5 of the programme for certification.

 Students use the arts process journal in all years of the programme to
build evidence and support for their learning in all four MYP arts
objectives.
 Options for structuring of the course

A) Modular

B) Integrated performing arts/integrated visual arts

C) Discrete disciplines
• Visual art
• Media
• Drama
• Music
• Dance
 The six thinking hats
What are some challenges the
requirements present for your
Which of the requirements school?
might not work?

What excites you about

the requirements? What are
the potential
curriculum improvements?

What are some of the

reasons these requirements
have been put in place? How do you feel about
these requirements?

What ideas do you have for implementing

the requirements?
 Objectives: Arts
The objectives of any MYP subject state the specific targets that
are set for learning in that subject.

• They define what the student will be able to accomplish as a

result of studying the subject.
• The objectives of MYP Arts encompass the factual, conceptual,
procedural and metacognitive dimensions of knowledge.
• Each objective is elaborated by a number of strands; a strand is
an aspect or indicator of the learning expectation.

A – Knowing and understanding

B – Developing skills
C – Thinking creatively
D – Responding
Arts objectives
 Arts objectives
Activity:
• Participants into two groups.
• Each group will rotate around each of the objectives (3-5
minutes on each) with the following inquiry questions:

• 1. What is the Arts objective about?

• 2. What are your initial ideas/ possible activities from the
different Arts subjects that come to mind when you read
the objective strands?
• 3. Are there any links you can make between the
objectives?
Curriulum Overview - Arts

Download the curriculum overview from the Arts TSM

Thinking about the curriculum in your school:

• What are the positives of this overview?

• How can the overview be helpful?
• How will this overview help you evaluate your
curriculum vertically and horizontally?
Reflection

I used to think………………………………....

Now I think………………………..
Session ends at 12:00
Next session starts at 1:00
Session 3 - Conceptual and
Contextual Understandings
in Arts
 Session Understandings
• Understand the concept-based approach to teaching
and learning in MYP and its impact on teaching and
learning in Arts
• Recognise and explore the relationship between the
concepts (key and related) to the structure of
knowledge present in this learning area
• Understand the role of MYP global contexts in
developing meaningful, relevant and engaging learning
experiences
See / Think / Wonder
“Entre Les Murs”

• What do you see?

• What do you think about that?

• What does it make you wonder?

 Stage 1 of the Unit Planner
Key Concepts Related Concepts Global context

Statement of Inquiry

Inquiry Questions
 Which graphic best represents the relationship among
topics, concepts, and skills?

A. B.

C.
 MYP Conceptual Framework
According to Erickson (2008), concepts range
from macro to micro in terms of scope, but all
concepts meet the following criteria:

– Timeless
– Universal
– Abstract
– Represented by 1 or 2 words, or a short
phrase
 Why develop learning engagements
around Concepts?

• Concepts give meaning and connection to

discrete facts and skills.
• Promote critical thinking and differentiation
with open ended possibilities
• Promotes real understanding through
student engagement
Concepts

There are two types of concepts in the MYP:

• Key concepts

• Related concepts
Key concepts

• Represented by one or two words

• Used in all subject groups in order to develop breadth
of understanding and promote disciplinary and
interdisciplinary learning
• Sixteen prescribed key concepts, each contributed
by one or more subject groups
• Schools can develop additional key concepts to meet
local circumstances and requirements
Key concepts across subject groups

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Global
Form Identity Logic
interactions

Time, place
Perspective Relationships Systems
and space
It is useful to know that….
• Concepts can be interpreted differently and explored
from various perspectives at different levels of
complexity during the MYP years.

• Key concepts form the basis of the curriculum externally

assessed by an optional MYP e-Assessment which can
lead to MYP course results and contribute to the
awarding of the MYP certificate.

• Teachers will have to work with all the subject key

concepts across the whole MYP years.
Related concepts
• While the key concepts provide breadth, related concepts
provide depth for inquiry.
• Move beyond facts and topics to engage higher order
thinking skills that students need to be critical and creative
• Vehicle for students rigorously to explore the essence of
subject groups and disciplines
• Twelve prescribed related concepts for each discipline
• Teachers can develop others to meet local circumstances
and curriculum requirements
Arts related concepts
Key and Related Concepts

Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
How do concepts fit into the overall
structure of knowledge?

What is their relationship between

topics, facts, and skills.

© 2011 H. Lynn Erickson-See presentation

at IB conference
Check understanding: concepts or topics?

Impresionism
revolution
Timeless?
Universal? patterns
Abstract? Rome
Represented by 1 or Theatre of the
2 words, or a short Absurd
phrase? power
Picasso
innovation
Extra credit:
Identify content you could explore Casablanca
through the concepts and concepts you human rights
could explore through the content cooperation
 Factual knowledge or conceptual
understanding?
• Technological changes can impact changes and culture
• Identities and relationships
• There are powerful connections to be understood
between a culture and its authentic art forms
• Personal and historical journeys lend to our identity and
behaviour
• Use of colors
• The use of symbols to communicate
• Changes in culture influence changes in music
• Limited resources will directly impact the aesthetics of art,
but not artistry
• Character can be clearly expressed without the need for
verbal communication
Conceptual understandings

• There are powerful connections to be understood

between a culture and its authentic art forms
• Personal and historical journeys lend to our identity and
behaviour
• Changes in culture influence changes in music
• Limited resources will directly impact the aesthetics of art,
but not artistry

What are the underlying concepts behind the conceptual

understandings?
Exploring key and related concepts
You will explore how concepts can be used to structure the
curriculum:

• In grouping according to subject-group expertise, review

the list of key and related concepts for your subject group

• Consider your course outline or syllabus and brainstorm

possible units you already teach

• Consider the units and identify which concepts (key and

related) from the list could be explored for each case
 Why?!?

Take the concepts, topics, facts and skills to create a explanation

you would provide to a student who asked

“Why are we learning this?”

Work with your partner to create an explanation of two minutes or less that is
clear and concise. Why is it important to provide students with an
explanation?
 Introducing context
Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
 Global contexts
• IB programmes aim to develop international
mindedness in a global context.

• Global contexts make learning relevant and enable

students to develop competencies and personal
values necessary for global engagement.

• Students will do this through exploring personal, local,

national and/or international issues and ideas of
global significance.
 Global Contexts
• Allow for relevance, engagement and a direct route
for inquiry for the ever changing world. All effective
learning is contextual. Help answers the question:
Why are we learning this?
• Celebrate our common humanity and encourage
responsibility for our shared guardianship of the
planet.
• Comprise a range of ideas and issues that can be
personally, locally, nationally, internationally and
global significant.
 The MYP global contexts

 Identities and relationships

 Orientation in space and time

 Personal and cultural expression

 Scientific and technical innovation

 Globalization and sustainability

 Fairness and development

See section Curriculum: Written “Learning in context”

 Group discussion
• Volunteer an arts unit for each of the Global
contexts
• Eg. For Orientation in space and time a unit
on various art styles from a particular era, say,
the Modern Art era.
• What else?
 Global contexts

Globalization and sustainability

Global context

Students will explore rights and responsibilities; the relationship between

communities; sharing finite resources with other people and with other living
things; access to equal opportunities; peace and conflict resolution.
CHECK AGAINST FINAL VERSION IN FPIP
Descriptor
 Matching context and descriptor

Match the global context

with the appropriate descriptor

How do we see Arts in context?
Consider what Global Context a student might
use explore this picture
Now your turn!
On your table , you have a photograph.
1. Pick ONE global context and discuss why this would be a
good global context for exploring this picture.
2. Write your justification in your journal
3. Move to the table to your right and do the same without
reading what the first group wrote
4. Do 1 and 2 again with the second photo
 Identifying your global contexts
Globalization and sustainability

Global context

Students will explore rights and responsibilities; the relationship between

communities; sharing finite resources with other people and with other living
things; access to equal opportunities; peace and conflict resolution.

In subject arts groups start a unit

Descriptor Strand
planner and enter key and related
concepts and your global context with
the descriptor strand for that context.
Tweet it! .... IB MYP @ibmyp

• In 140 characters or less

#GlobalContext
What do global s

contexts do?....... Follow me

@ibmyp
If you have twitter
feel free to tweet this
Session ends at 2:30
Next session starts at 3:00
Session 4 – Statements
of inquiry and inquiry
questions in Arts
Session Understandings
• Identify how the inquiry cycle can look, sound and
feel like in an Arts classroom
• Recognize and explore how the inquiry cycle
frames meaningful, relevant and engaging learning
in Arts
• Understand how concepts and context are
synthesized into a statement of inquiry and apply
this understanding
• Understand how to create factual, conceptual and
debatable questions that guide inquiry
Stage 1 of the unit planner

Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
What do people do when they inquire?
• Make sections for each person
in the group on the chart paper
• Brainstorm your ideas of what
it means to inquire
• Turn the paper and read
another’s thoughts Individu
• Star the most powerful al idea
of what Group
thought/idea in that section people List
• Rotate and repeat until you do
have seen all sections when
they
• Look at your section and the inquire
thoughts/ideas chosen by
others
As a group come up with a
definition of inquiry and list its
four most important features.
 The Inquiry Cycle

What do people do when they inquire?

The Inquiry Cycle
Key Concept Related Concept Context

Statement of
inquiry

Inquiry
questions
The Statement of Inquiry

• Is a sentence which synthesizes the key concept, one or

more related concepts, and the context
• Are clear statements about the relationships between
two or more concepts, in context
• Facilitates synergistic thinking
• Transfers through time and across cultures
• Can provide universal understandings
• Frames the focus of the unit
 Putting concepts in context

Global Statement
Concepts
Context of inquiry

Assessment
 Putting concepts in context
Key: Aesthetics

Related:
presentation

Global Statement
Concepts
Context of inquiry

Assessment
 Putting concepts in context
Key: Aesthetics
Global context:
Scientific and
Related: technical
presentation innovation

Global Statement
Concepts
Context of inquiry
 Putting concepts in context
Global context: SOI: Using an understanding
Key: Aesthetics Scientific and of scientific principles, sensory
technical experiences can be used to
Related: innovation manipulate an audience’s
mood, feeling and responses.
presentation

Global Statement
Concepts
Context of inquiry

Assessment
 The statement of inquiry
• Should not use proper or personal nouns or
pronouns

• Should have a present tense verb and contain at

least two concepts and a reference to a context.

• Is a transferable idea supported by factual

content

• Many need a qualifier if it is not true in all

situations, but is still an important idea.
 Design a statement of inquiry
• Go back to your unit planner
• Write a statement (not a question) which synthesizes these to
create the understanding (s) of the unit

To check if the statement is appropriate:

Ask “so what?” why is this important to understand?
Ask yourself if you could use this statement for another unit or in
another discipline/subject.
 Inquiry questions
• Now that you have a statement of inquiry what questions will
be generated during this unit?
– Brainstorm the questions students might ask and write
each individual question on a sticky note.
– Read all the questions generated by the group and sort
them. You decided on the name and number of
categories.
– Be prepared to share with the whole group.
Inquiry questions…

• Frame the scope of a unit of study

without limiting student-initiated
inquiries.
• Are drawn from the inquiry
statement.
• Should engage and show that the
inquiry itself is worth inquiring into.
• Are used along with learning
experiences to engage the students
in the study.
 Can be of three types
Create a Venn Diagram illustrating the similarities and differences
between the three types of questions.

factual, conceptual and debatable

 Criteria for inquiry questions
Factual questions
• Knowledge/fact-based
• Content-driven
• Skills-related
• Supported by evidence
• Can be used to explore
terminology in the statement of
inquiry
• Frequently topical
• Encourage recall and
comprehension
Conceptual questions
• Enable exploration of big ideas
that connect facts and topics
• Highlight opportunities to
compare and contrast
• Explore contradictions
• Lead to deeper disciplinary and
interdisciplinary understanding
• Promote transfer to familiar or
less familiar situations, issues,
ideas and contexts
• Encourage analysis and
application
Debatable questions
• Enable the use of facts and
concepts to debate a position
• Promote discussion
• Explore significant ideas and
issues from multiple perspectives
• Can be contested
• Have tension
• May be deliberately provocative
• Encourage synthesis and
evaluation
 Types of inquiry questions

Factual • What conventions or elements can be identified as

specific to the genre?

Conceptual • In what ways can the arts influence or even change a

society?

Debatable/ • Is everyone an artist?

• When does art become labelled as provocative?
provocative
 Back to the Questions
• Now…

• Go back to the questions and sort and organize

them into three categories
»Factual
»Debatable
»Conceptual
 MYP Unit planner
Establishing the purpose of the unit

Key concept Related concept(s) Context

Statement of inquiry

Inquiry questions
Factual

Conceptual

Debatable
Gallery Walk
 Reflection of the day
• Exit cards:
– Two stars and a whish for tomorrow
• Two learnings of the day
• A whish for tomorrow

Session ends at 4:30

Have a good evening
 WELCOME TO DAY 2!
– Session 5 –Written Curriculum (summative assessment)

– Session 6 –Taught curriculum (ATLs)

– Session 7 – Taught curriculum (task clarifications,

formative assessment and differentiation)

– Session 8 – Field Inquiry

Session 5 – Summative
Assessment in Arts
 Session 5 Understandings

• Explore, recognize and understand the MYP

summative assessment task design principles
• Understand the relationship between the statement
of inquiry, the objectives and the summative
assessment task
• Apply their understanding to describe the
relationship between the statement of inquiry and
the summative assessment task for the unit they
are creating
 The What? Why? How?
of assessment

What?

Why? How?
 What is Assessment?

The process of
collecting and analysing
information about the
students’ achievements
to improve teaching and
enhance learning.
Assessment in the MYP aims to:
• Support and encourage student learning by providing feedback on the
learning process
• Inform, enhance and improve the teaching process
• Promote positive student attitudes towards learning
• Promote a deep understanding of subject content by supporting students
in their inquiries set in real-world contexts
• Promote the development of higher-order cognitive skills by providing
rigorous final objectives that value these skills
• Reflect the international-mindedness of the programme by allowing for
assessments to be set in a variety of cultural and linguistic contexts
• Support the holistic nature of the programme by including in its model
principles that take account of the development of the whole student.
 Collecting
evidence Summative
assessment

Analysis of Making
Teaching judgment
Formative evidence
assessment

Grading

Adjustment Feedback to
of teaching students

Reporting
 Summative Assessment

 Judgment made by
teacher at
predetermined intervals

 Based on shared
objectives

 Applied to suitable
assessment tasks
Page 100
 Statement on Inquiry and Objective

• Go back to the OCC and find the Arts guide

• Find the assessment criteria

What is the relationship between the

assessment criteria and the objectives?
Aligning the written and assessed
curriculums

See in “MYP: From Principles into Practice”, Page 36. Figure 9

 Summative assessment in the planner
Summative assessment
Objectives: Outline of summative assessment Relationship between summative
task(s): assessment task(s) and statement of
inquiry:

(I save a copy of the unit (what will the (I always paste my SoI
planner as template and add students do that here as a clear
:
will be reminder)
All objectives, all strands)
assessed?)

Approaches to learning (ATL)

 Statement of Inquiry and Objectives

Using the statement of inquiry developed

yesterday consider:
What are the key learning outcomes for
students in terms of the objectives?

(Note – All objectives should not be included here)

Share your ideas with a partner for feedback!
Statements of Inquiry and Assessment
How would you gather evidence to show that
students have achieved the learning outcomes
you identified?
• Brainstorm a list of potential summative
assessments that would show this key learning

• Share with your partner for feedback!

Summative assessment
Unit: Lighting and Sound
Key concept: aesthetics Related concepts: response, mood, atmosphere GC: interrelationship between
people and the natural world SoI: Sensory experiences of lighting and sound can be used to manipulate an
audience's mood, feeling and responses.
Summative assessment
Objectives: Outline of summative assessment Relationship between summative
task(s): assessment task(s) and statement of
inquiry:

A, B, C, D (all strands) Students will create a lighting and/or

The students will design a
lighting and / or sound
design for a scene
Approaches to learning (ATL)
sound design for a scene of their
choice (set only, possibly manequins
but no actors) and present it to an
audience of peers. They will
purposefully use their knowledge of
lighting/sound principles and
research into the effects of lighting /
sound on the human psyche, in order
to evoke specific moods / emotional
responses. They will consider the
feedback from their audience on the
design and its effect.
Summative assessment
Unit: Lighting and Sound
Key concept: aesthetics Related concepts: response, mood, atmosphere GC: interrelationship between
people and the natural world SoI: Sensory experiences of lighting and sound can be used to manipulate an
audience's mood, feeling and responses.
Summative assessment
Objectives: Outline of summative assessment Relationship between summative
task(s): assessment task(s) and statement of
inquiry:

A, B, C, D (all strands) Students will create a lighting and/or

The students will design a
lighting and / or sound
design for a scene
Approaches to learning (ATL)
sound design for a scene of their
choice (set only, possibly manequins
but no actors) and present it to an
audience of peers. They will
purposefully use their knowledge of
lighting/sound principles and
research into the effects of lighting /
sound on the human psyche, in order
to evoke specific moods / emotional
responses. They will consider the
feedback from their audience on the
design and its effect.
Reflection: Summative assessment

Connect

Extend

Challenge
Reflection Newspaper Headline
 If you were the editor of a newspaper what
would your headline be for summative
assessment after this session.

 Create your headline around an important

feature for summative assessment in the
MYP.

 Post these on the reflective wall.

Session 6 – Objectives and
ATL in Arts
 Session 6 Objectives

• Understand the structure of ATL categories and

clusters
• Identify and explain possible Arts focus areas for ATL
skills
• Recognize the importance of selecting ATL skills that
align to the objective of a unit
 Approaches to Learning
apply and transfer

http://www.youtube.com/watch?v=3PycZtfns_U
 Approaches to Learning
apply and transfer

“The ultimate aim of a curriculum is independent

transfer; i.e., for students to be able to employ their
learning, autonomously and thoughtfully, to varied
complex situations, inside and outside of school.
Lacking the capacity to independently apply their
learning, a student will be neither college nor
workplace ready.”
Grant Wiggins and Jay McTighe
 Approaches to Learning in the MYP
The aim of ATL is to produce excellent learners,
and ultimately, by the time they leave school,
self-regulated learners, absolutely ready for
higher level study in the world of commerce,
enterprise or academia.
Task-specific clarifications

• The criteria provided in the Arts guide are generic

and they describe holistic judgments of students’
achievements.
• Teachers often find it helpful to specify how criteria
strands will be assessed in the context of a specific
task.
• Task-specific clarifications… are assessment
tools that bring further specificity to the assessment
criteria.
 Example year 5- Arts
Criterion A for a research project on Commedia Dell ´Arte
Achievem Level descriptor
ent level
The student:
i. demonstrates excellent
knowledge and understanding
of the art form studied,
including concepts, processes
7–8 and excellent use of subject-
specific terminology
Task-specific clarification
You can identify and explain effectively
which are the elements of commedia
such as masked types, use of scenarios,
use of the stage stock characters, lazzis,
zannie or fools, actors´ improvisation
skills and the effects they create in
production.
A strand of clarity

• For the unit you have been creating choose one

descriptor strand from the criteria you selected for
your unit
• Create a TSC for this strand based on your unit’s
summative assessment task
• Ensure that you think about the following three
areas:
1. Progressive alignment from 1 -2, 3 -4, 5-6, 7- 8
2. Ensuring the command terms remain present in the TSC
3. Providing precise information that clarify and deepen
students understanding of how they will be assessed
Creating Formative Learning
Experiences
• As a group you are to design the formative learning
experiences for your unit. Make sure you focus on:

1. The role and nature

2. Alignment with the objectives of the unit
3. Alignment with summative assessment task
4. ATL skill indicator development
5. Factual, procedural and conceptual knowledge
development
Listen to the sreencast of formative assessment in the
Arts TSM and…

When you think about assessment in the MYP what

comes to mind?

What makes you think that?!

The MYP unit planner (2014)
Planning for teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

Formative assessment

Differentiation

Resources

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 A diversified classroom…

Implies diversified learning….

That demands diversified teaching….

If all students are different, how can they possibly learn the same way?
 What is differentiation?
To proactivly design teaching and learning strategies with variances in mind

Seeking to ensure that: “what a student learns, how he/she learns it, and
how the student demonstrates what he/she has learned is a match for that
student's readiness level, interests, and preferred mode of learning”
(Tomlinson, 2004)
One size doesn’t fit all

Differentiation is an approach designed to ensure that

what a student learns, how (s)he learns it, and how
the student demonstrates what (s)he has learned is a
match for the student’s readiness level, interests, and
preferred mode of learning.
Tomlinson (2004)
Sharing practice

1. How are we currently

differentiating teaching
and learning?

1. What are the challenges

we face with
differentiation?
Examples of teaching strategies to
differentiate:

• Heterogeneous/homogeneous grouping (depending on aim)

• Choice of content (when we want students to master a skill).
Example: students chose topic of research project , by filling
out a learning contract
• Choice of form (when we want students to demonstrate
understanding of content or concepts) Ej. “TIC-TAC-TOE”,
“Restaurant Menus”
• Visual aids or adapted readings
Sharing practice

On separate post it notes reflect on:

• A simple way you will differentiate a learning experience
during the next unit you are going to teach
• A simple way you can differentiate a teaching strategy
during the next unit you are going to teach.

Place these reflections on the

reflection wall.
Agenda Day 3
• Session 9 – Field inquiry presentations.
• Session 10 - Assessed curriculum (standardization and
reporting)
• Session 11 - Assessed curriculum (personal project and
community project)
• Session 12–Written, taught, and assessed curriculum
Determining a grade
• All schools offering the MYP must use the published
subject-specific criteria and achievement level
descriptors to determine final internal grades.

• To arrive at a criterion levels total for each student,

teachers will need to total the final achievement
levels in each of the criteria.

• Subject groups must address all strands of all four

assessment criteria at least twice in each year of
the MYP
 Álbum vs. snapshot

• Role play • Informal

Assessment observation
2 Assessment4
EVIDENDENCES
OF
Assessment 1 • Essay Assessment 3 UNDERSTANDING
• Written test

J. McTighe and A. Carol: “Considering evidence of learning in diverse classrooms” in

Integrating differentiated instruction and understanding by design. Page: 59-82
Example of summative
assessments: how would you “mark” this
student?

Criteria
Tasks Criterion A Criterion B Criterion C Criterion D

Research Project 6
Presentation of a
8 6
devised scene
Critical review 4 7
Oral presentations 5 7 6 7
Test 6 8
 Criteria
Criterion A Criterion B Criterion C Criterion D
Tasks
Research Project 6
Presentation of a
4 8 6
devised scene
Critical review 7
Oral presentations 5 7 6 7
Test 6 8
Final levels 6 7 6 7

6
1 2 3 4 7
Boundaries 1-5 6-9 10 - 14 15 - 18 28 - 32
Immediate Action

From today’s sessions: What is the one new

understanding that you feel you must implement
immediately on your return to your school?
 Personal reflection

As a result of this session:

•
• Session ends 12:00

• Next session at 1:00

Standard Practice
• On your table are two standards from MYP
Programmes standards and practices

• For each standard write down three practices that

have been explored during the workshop

• Write these practices on the chart paper, leave

some space for responses

• Stick your two standards and practices sheets up

on the wall
Standard Practice Gallery Walk

• At the first paper you arrive at you need to note

down one key way you would explain to the
verification team that they are meeting one of the
practices writen on the paper.

• When continuing on the gallery walk you can either

expand upon the way already noted, or add one
further way to meet one of the practices noted on
the chart paper.
Back to those headlines…
A second question involves probing how ideas of what
is most important and central to the topic being explored
has changed over time.

Go back to the headline you wrote in the first session and

make any changes – even write a new headline if you
wish. Be prepared to share the headline and your
thinking!

How has your headline changed based on our

discussions?
How does it differ from what you would have said
yesterday?
Final questions and challenges

• What last questions do we have?

• Are there any challenges we still need to deal with?
• Are we ready to implement Arts in our schools?

Don’t forget to create a strategic plan for your

departments implementation of the programme
that suits your schools context
Assessing the workshop
I came expecting … I got …

I value … I want next ….

 Thank you!!!!

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