Transcript IBMYP- an overview - Legacy Academy of Excellence

Grade 5 Parent
Evening
IBMYP
The Middle School
Years
Laraine Reason
What are the Middle School Years?
Middle School Research –
The Roller Coaster Years
• Biological-puberty
• Cognitive – goal setting, taking control of
learning
• Moral and Ethical – values “right and wrong”
• Psychological and Social Changes- peer
relationships, sense of individuality
Biological
• Accelerated physical development – girls more
physically developed
• Bone growth faster than muscle- awkward
• Great variability in physiological development
13/14yr old – difference between peers
• Sexual growth – before emotional & social
maturity
• Fluctuations in basal metabolism – tired to
restless
Cognitive
• Metacognition
• Move from concrete
stage to more abstract
thought
• Consideration for ideas
contrary to fact
• Intellectually at risk
• Analysis of the power of
political ideals
• Ability to project ideas
into future -anticipate
• Ego-centric and
argumentative
• Exhibit independent
critical thought
• Consider academic
goals as secondary to
personal and social
concerns
Moral and Ethical Development
• Idealistic
• Ask the big questions
• Are reflective,
introspective, analytical
about thoughts
• Seek to explore the
moral and ethical issues
exposed through
media/ friends
Psychological Development - at no other point in
human development are they most likely to encounter so much diversity – in relation
to self and others
• Erratic inconsistent
behaviours –anxiety
and fear
• Emotive- sensitive,
easily offended
• Moody, restless,
vulnerable
• Searching for identity –
”who am I?”
Middle school- What Students Say:
• “ I had to organize myself more, I was pretty
disorganized”
• “you are treating me more like an adult”
• “you have to be a bit more responsible, as you
have so many classes and teachers”
• “It was pretty hard at first, and I kept on
forgetting things and losing things”
Middle School – What Students Say:
• “Cool. I got a real locker”
• “the school work is harder”
• “There are more classes and lots more
teachers”
• “Lots of different teachers, that was hard”
• “So many books and teachers”
Where To From Here? Elementary - MYP
• Shift in structure requires a shift in thinking
• Students in MYP can see up to six teachers a
day
• Subjects often operate in isolation
• Students need to organise books, equipment
and compartmentalise time
• Need to adopt some good organisation
practices
Goal Setting is a Priority – short and
long term goals
• Students must write their goals and put them
up on display at home – Short term (week)
and Long term (monthly/ term)
Tips From Parents
• Middle school – work is harder, more
teachers, more classes, more personalities =
different expectations
• Pack school bag the night before
• Check that child has everything they need for
that day
• Timetable on the refrigerator
• Folder for “home notes”
More Tips From Parents
• Be there when child needs a ride, or has a
game
• Go to all meetings or parent info nights at
school
• Check what is needed before leaving school –
i.e.. Books, assignment questions
Time Management Matrix
Important
Not Important
Urgent
Not Urgent
Crisis
Pressing problem
Deadline- driven
Planning and preparation
required
Long-term project
Recreation- relaxation
Some phone calls
Emails
Popular activities
Trivial tasks
Some phone calls
Junk mail
Busy work
Intelligence – How Do We Learn?
• Research is showing Genes are constantly
activated and deactivated by stimuli –The
Genius in All of US David Shenk)
• Talent is not always gift bestowed – but a
product of highly concentrated effort
• Deliberate practice – can actually produce
changes in the brain patterns
Gardner’s 8 Multiple Intelligences
Logical-Mathematical Intelligence
Hard sciences and maths
Emphasis on the rational
Good at finding patterns
Cause and effect
Concepts and sequencing of ideas
Think Albert Einstein
Spatial- Intelligence
Creating and re-creating pictures
Often engineers, architects, artists
Can often convert words into mental
pictures, graphs, process models
Keen sense of location and direction
Bodily-Kinesthetic Intelligence
Relates to the physical self and
manipulation of one’s own body
Make precise body movements with
ease
Tactile sense is well developed
Learn best by moving and acting out
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Spiritual Intelligence
The socially competent
Good team players and negotiators
Sensitive to others moods and can read
the group dynamic pretty well
Usually friendly and outgoing
They learn best when they can relate to
others in peer tutoring situations
Able to understand own feelings
Usually choose to work on own as they
use ad trust their self-understanding
Able to form realistic goals
Have a very realistic conception of self
Highly attuned to the natural world
Natural objects and living animals
including the elements
Tend to notice patterns, features and
anomalies in the environment
Show a deep understanding and
appreciation of the environment
Think Charles Darwin
Need for it to be included because of its
effect on people –truth value
The basis of the three IB
programmes
The broad nature of study, including more than one language
The flexibility of delivery of the curriculum –
It is a coherent broad-based international curriculum
A foundation of values that are known as the Learner Profile
Criteria based assessment
Task objectives
in rubric format
Continual assessment
Varied tasks
Grade 10- The End game
Personal Project
Record of Achievement
IBMYP Certificate
The IB Learner Profile- the
mortar for the building
blocks
• The Learner Profile is the mission statement
translated into a set of values and tenets
• The Learner profile – creates what the IB
views as values or principles that are
immersed in all the IB programmes
The Learner Profile is about the whole
person – emphasising, intellectual, personal,
emotional and social growth
Learner Profiles
• Risk-Taker
• Inquirer
• Knowledgeable
•Balance
• Communicator
• Principled
• Open-Minded
• Reflective
• Thinker
• Caring
Approaches to Learning Skills
MYP
- Research Skills
- Communication Skills
- Social Skills
- Self-Management Skills
- Thinking Skills
Bloom’s Knowledge Dimensions
Cognitive Processes
The
Knowledge
Dimensions
Factual
Conceptual
Procedural
Metacognitive
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Knowledge Dimensions Defined
• Factual Knowledge is
knowledge that is basic to
specific disciplines. This
dimension refers to
essential facts,
terminology, details or
elements students must
know to understand a
subject
• Conceptual Knowledge is
knowledge of
classifications, principles,
generalizations, theories,
models, or structures
important to a discipline d
• Procedural Knowledge
refers to information or
knowledge that helps
students to do something
specific to a subject, It also
refers to methods of
inquiry, very specific skills,
techniques, and particular
methodologies.
Parents are the Key to Maximising
Student Success
How Can Parents Help?
• Check Day Books
(diaries) daily – use to
communicate with
school
• Set up study area
• Establish a routine –
important
• Timetable on refrigerator
• Check homework
Be Engaged in Your Child’s Learning
• Look at homework and
discuss ways that
activity can be
addressed
• Respect your child’s
choices
• Be a “sounding board”
for your child
• Show an interest
Be A Role Model Not a Critic
• “Children have never been very good at
listening to their elders, but they have never
failed to imitate them” James Baldwin (author)