Corning Roundtable

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<ul><li> 1. Teaching and Learning for the21st century</li></ul><p> 2. Agenda 8:00 - 9:30 9:45 - 11:15 11:15 - 12:45 12:45 - 3:15 (break as needed)Session 1 Session 2 LunchSession 3 3. Comments Questions??Ah- HaConcerns 4. MYP: 2014 Changes to subject groups Current MYP MathematicsLanguage AMYP (first teaching) September 2014Language and literatureMathematicsArtsLanguage BLanguage acquisitionArtsSciencesPersonal ProjectTechnologyPhysical EducationIndividuals and societiesDesignPhysical and health educationSciencesMYP projectsInterdisciplinaryHumanities 5. Speed Dial QuestionsPlayer 1Player 2Player 3Player 4Player 5 6. Day 1 Objectives Inquire into 21st century teaching and learning practices Develop and practice understanding of concept-based learning Inquire into the design of a MYP Unit Planner for 2014 and beyond 7. Dead Poets Society Break into 3 even groups (by looking to see what group needs more or less people) and choose a sense (see, feel, hear)Watch the video clip Each sensory group notes on a piece of paper with a T-Chart what they inferred (traditional/21st century) from the clip using their sense as a filter.Share out your findings 8. Traditional21st Century 9. From the Agriculture Age to the Conceptual AgeAgricultural Age (farmers) 18th centuryIndustrial Age (factory workers) 19th centuryASCD Allen Parish 2010; Rye and HeroldInformation Age (knowledge worker)20th centuryConceptual Age (creators and empathizers)21st century 10. Step-by-Step MYP unit planning 1. Begin with the unit you are revising for teaching Spring 2014 2. Choose drop down MYP Year (1 - 5)3. Type in # of hours (60 min hours.....) 10 11. POWER 12. POWER 13. POWER 14. POWER 15. POWER 16. POWER 17. How does it stack up? Use the Harvard video for data points to inquire further into... 1.Why might concept-based learning be considered by some to be a powerful way to learn? 2.How and why might that approach have affected the Harvard graduates? 3.What key concept might have anchored the weather learning 18. Choose 1 for your unit!Key conceptsAestheticsChangeConnectionsCreativityCultureDevelopmentFormGlobal interactionsIdentityLogicRelationshipsTime, place and spaceSystemsPerspectiveCommunication Communities 19. REFLECTION Visible Thinking Strategy (Harvard Project Zero) On a sticky note, as a break exit ticket, write your reflection on the learning in Session 1 and post on the comments section of the issues bin: I used to think Now I think.. 20. break 21. Related Concepts While the KEY concepts provide breadth, the RELATED concepts provide depth and focus Students are pointed towards full conceptual understanding through the related concepts that emerge from the discipline There are 12 prescribed related concepts for each discipline within a subject group. These all should be used over the course of the five years in your discipline. (Not necessarily EACH year) 22. Choose 2 for your unit 23. Merging key and related conceptsCommunicationPurpose Audience ImperativesPurposeful communication enhances audience engagement. Conceptual Understanding 24. Global Contexts Provide a context for the inquiry at hand Only choose one: Natural flow with the conceptual understanding. 25. Global Contexts Identities and relationships Orientation in time and space Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development 26. Consider what global context a student might explore in this photo 27. Global Contexts Identities and relationships Orientation in time and space Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development 28. Statement of Inquiry1 Key Concept + 2 Related Concepts + 1 Global Context = Statement of Inquiry34Tips: Use active, present tense verbs Avoid proper &amp; personal nouns &amp; pronouns Avoid forms of the verb to be 29. Creating the Statement of Inquiry Choose ONE key concept from the chartChoose 2 related conceptsConceptual Understanding+Global Context=Statement of Inquiry 30. An Example from Language and Literature Key concept: Communication Related concepts: Purpose, Audience ImperativesGlobal Context: Personal and Cultural Expression (analysis &amp; argument)Statement of Inquiry Purposeful communication using analysis and argument enhances audience engagement. 31. Statement of Inquiry Guides the inquiry of the unit Provides the resource for inquiry questions Links the conceptual learning directly to the authentic assessment 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 Unpacked through a series of inquiry questions 32. ReflectChoose one practice from C3 (Teaching and Learning), and consider how the statement of inquiry would drive at least one of these practices from the IB Standards &amp; Practices. 33. C3 Teaching and Learning:2. Engages students as inquirers and thinkers. 3. Builds on what students know and can do. 5. Supports students to become actively responsible for their own learning. 13. Engages students in reflecting on how, what and why they are learning. 15. Encourages students to demonstrate their learning in a variety of ways. 34. lunch 35. Constructing Inquiry Questions 36. The inquiry questions encourage looking at the statement of inquiry Develop inquiry questions through multiple perspectives.We want to lead students from academic knowledge to thoughtful action, helping them to develop positive attitudes and a sense of personal and social responsibility. 37. Students will investigate what an author does to create a compelling characterHow important are multiple points of view to arrive at an understanding?Statement of Inquiry What constitutes character?What makes communication ethical? 38. Process of developing inquiry questions... What will students need to look into in terms of concept/content to adequately wrestle with the statement of inquiry? Students will . . . (choose one): Explore Discover Inquire intoLines of Seek Inquiry begin Search the process...and Investigate begin with ExamineStudents will + Inquiry Verb 39. Students will begin to analyze how they will engage with their student audience in order to open minds to future possibilities by means of a well thought out argument. Students will investigate how to make their communication with their audience purposeful and motivational. Students will purposefully explore their academic choices with respect to their options following graduation. 40. Develop inquiry questions To turn each of these lines of inquiry into questions: Remove the content Keep the concept! Allow for multiple perspectives and answersFactual - may start withwhat and can be looked upConceptual - may start with how/why and should not lead students to a specific answer Debatable - make it provocative where there are at least two sides to the issue at hand 41. Creating the Questions.... Students will begin to analyze how they will engage with their student audience in order to open minds to future possibilities by means of a well thought out argument. Factual: What engages audiences? Students will investigate how to make their communication with their audience purposeful and motivational. Conceptual: How do I use language to communicate? Students will purposefully explore their academic choices with respect to their options following graduation. Debatable: How do the choices I purposefully make now affect my tomorrow? 42. Students will investigate what an author does to create a compelling characterHow important are multiple points of view to arrive at an understanding?Statement of Inquiry What constitutes character?What makes communication ethical? 43. Table Group Share Each person at the table reads aloud the following without any explanation and dialogue of their own: key concept related concepts statement of inquiry Inquiry questions 44. write 3 things learned all on one sticky note 2 new questions... one per sticky note, 1 ah- ha on one sticky note 45. Agenda 8:00 - 9:30 9:45 - 11:15 11:15 - 12:15 12:15 - 3:00 (break as needed)Session 4 Session 5 LunchSession 6 46. Day 2 Objectives Inquire into 21st century teaching and learning practices Develop and practice understanding of concept-based learning Inquire into the evolution of the MYP Unit Planning Process for 2014 and beyond 47. REAL World Experience What is a real life experience that youve recently had that you learned something from? 48. Key research findings Authentic tasks increase student motivation to learn. Stipek (2002) Students beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class. Mitchell (1993) Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning. Newmann (1992) 55 49. Creating, Revising or Rethinking What do you thinkyour summative assessment is? should be? or could be? How is what you are thinking about asking students to do, something that is authentic in order to show what they know? 50. Grasps Goal Role Audience Situation Product, Performance, and Purpose Standards and Criteria for success Wiggins &amp; McTighe 2005 51. Example from our unit planner (G) The goal is to show an understanding of how purposeful communication uses analysis and argument to enhance audience engagement. (R) You are a presenter at a TED talk with a student audience. (A) You need to convince each student in the audience to pursue the most rigorous course of study possible during their high school years. (S) The challenge involves dealing with students and parents who think the basic NY State requirements are good enough. (P) You will create a multi-media presentation in order to convince students and parents that the most rigorous coursework opens a variety of opportunities following graduation. (S) Your performance needs to be at least 10 minutes long, involve at least two different digital media tools, systematically outline how academic choices influence their future, and must allow for appropriate interaction with the audience. 52. Now you try it . . . Create a summative assessment task that asks for a performance of understanding. Set it in a real world context Use the GRASPS process to help design your assessment.Consider what we already know about authentic assessment and 21st Century skills as we work through our design 53. Standards for Success Success. (This is not the place to use ONLY MYP criteria, but also CCSS and criteria for what the teacher would like in terms of their own expectations) Your performance needs to _____________ Your work will be judged by _____________ Your product must meet the following standards ______________ 54. Does the Task allow students to perform at the high end of the rubric? Achievement Levels 0 1-23-45-67-8Descriptors 55. Gallery Walk 56. REFLECTION What might the school experience be like for students when units of work are grounded by an authentic assessment task(s)? 57. The Inquiry CycleActionThe HOW! Inquiry Reflection 58. Inquiry Cycle Investigation For inquiry: HOW does the task allow students to inquire into the topic and show a deeper understanding of the statement of inquiry? For action: HOW does inquiry within the task promote action or the possibility for action? For reflection: HOW does inquiry within the task present the opportunity for reflection? In table groups share out findings. Your thinking will be recorded on chart paper, one for each part of the inquiry cycle Inquiry/Action/Reflection? 59. Objectives and Assessment CriteriaRepresent the structure of knowledge and encompass 4 dimensions: FactualConceptual Procedural MetacognitiveThe MYP objectives and their strands provided in each subject guide for years 1,3, 5 their use is mandatory at least twice each year whenever a summative task is assessed 60. I OBJECT! Criterion A Analysing (Yr. 5) Analyze the effects of the creators choices on an audience Criterion B Organizing (Yr.5) Organize opinions and ideas in a sustained, coherent and logical manner Use referencing and formatting tools to create a presentation style suitable to the context and intention. 61. lunch 62. How are you feeling???? 63. Approaches to Learning - ATL ATL is concerned with: intellectual disciplines, attitudes, strategies and skills learning how to learn awareness of thought processes and their strategic use ATL results in: critical, coherent and independent thinking capacity for problem solving and decision making ATL is a shared responsibility: core of all curriculum development and all teaching logical progression over time. 64. Skills A skill is the learned capacity to carry out pre-determined results and/or the ability to choose and perform the right technique at the right time, effectively and efficiently. Take Note:Skills need to be both implicitly and explicitly developedAlmost any skill could potentially be explored in a given unit, so it is important to be strategic regarding what skill is most important for what units. 65. ATL skill categoriesMYP skill clustersCommunicationCommunicationSocialCollaborationSelf managementOrganization Affective ReflectionResearchInformation literacyMedia literacy ThinkingCritical thinkingCreative thinking Transfer 66. Consider Prior Knowledge How do I know what skills have been taught before? What is my justification for teaching this skill? 67. Consider . . . What cognitive skill or affective skills are actually inherent in the objective strand you have chosen? Communication Social Self Management Research Thinking Ask: In order to master this objective strand, what skill or skills will the student be expected to demonstrate? The corresponding achievement levels determine the level of mastery (achievement) of those skills. 68. .with an objective strand. C (Communicating) (Yr 1)Use appropriate mathematical language (notation, symbols, terminology) in both oral and written statements In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:] comprehend and use language with accuracy, clarity, and discernment (ATL Category: Thinking, Skill Cluster: Critical Thinking) 69. Language and Literature In order for students to analyze the effects of the creators choices on an audience students must gather and organize relevant information to formulate an argument. (ATL Category: Thinking, ATL Cluster: Critical Thinking). In order for students to organize opinions and ideas in a sustained, coherent and logical manner students must structure information in summaries, essays and reports (ATL Category: Communication, ATL Cluste...</p>