Co-teaching Pre-planning Statement of inquiry Inquiry questions Summative assessment

Teachers who teach the
same course must have
shared unit plans,
summative assessment
and task sheets.
Teachers must reflect on
the unit together.
Who are my collaborators? How will
we collaborate?
What are the requirements ?
What are the sequence of the units?
How long are the units?
What tools, resources, support do we
have?
When and how often do we meet and
develop the unit plan?
How do I understand the statement
of inquiry of the unit?
Does the statement of inquiry
synthesize the key concept, related
concept(s) and the global context
exploration?
Is the statement of inquiry stated in a
language that is accessible to
students?
What questions are asked to unpack
the statement of inquiry?
Is there at least one factual,
conceptual and debatable question?
What type of thinking is needed for
students to explore these questions?
Do these questions support students
to investigate content, concept and
context?
To what extent, is the summative
assessment authentic?
How do summative tasks connect to
the statement of inquiry?
What object strands are assessed?
What is the timeline of the
summative assessment?
How can the summative assessment
be broken down into small chunks?
Is the task-specific clarification
shared with students?

Assessment
standardization
Teachers who co-teach the
same course, including
interdisciplinary units (IDU),
should meet and
standardize at least one
Pre-planning Statement of Inquiry questions Summative sample that consists of high,
medium and low student
inquiry assessment
work per unit.

MYP Unit
Planing
Implementing
Reflecting Approaches to Approaches to Formative Reflection
learning teaching assessment

Approaches to learning Approaches to teaching Formative assessment Reflection Documentation

What skills are needed in this unit?
How are the skills aligned with
assessment objective strand(s)?
What strategies will students learn to
develop these skills?
When will these skills be explicitly
taught and practiced?
How will the skills support students
completing their summative tasks?
What pre-assessment will be used?
What protocols or strategies can be
used to create learning experiences?
How will approaches to learning skills
and concepts be explicitly taught?
How do learning tasks help students
unpack the statement of inquiry?
What tasks can be formatively
assessed and differentiated?
What objective strands are practiced?
What content, concepts, ATL skills,
and strategies are practiced?
How will students receive feedback?
What evidences will be collected and
recorded?
Are students given time to respond
to feedback and reflect critically?
Do formative tasks support students’
success in their summative tasks?
Do I record my prior-to, during-, and
Unit planners should
after-teaching reflections on MB?
include all necessary
Am my reflections useful to anyone
details in all sections
who will teach this unit next year?
within two weeks
Do I give time for students to reflect
completing the unit.
on their learning portfolio
throughout the unit?
Do I assume my students know how
to reflect?
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