MYP: The next chapter

November 2011: 917 schools (in 81 countries) MYP around the world November 2011: 917 schools (in 81 countries) AFRICA, EUROPE, MIDDLE EAST 149schools AMERICAS: 651 schools ASIA PACIFIC: 117 schools The current MYP: growing at a rate of about 12% world-wide. Why change it?

Key challenges for MYP Access for schools with national/state curriculum Age appropriateness Continuum between IB programmes These were the areas started with. Constraints for national systems with current MYP requirement for 8 subject groups does not fit with national/state requirements for prescribed subject choices MYP assessment does not fit with national/state assessment requirements 5 year structure of MYP is not aligned with many educational systems Data from survey ‘Avoiding the gap’ from 2008 (on perceptions on MYP-DP alignment) suggests that schools want: Programme alignment Harmonised terminology Consistent pedagogical approaches MYP preparing for assessment style in DP MYP subjects aligned with DP subjects Age appropriate. Initial questions posed: Can the differences in education within the age group fit into one model (from PYP to DP) Do we need to make further modifications of the model to allow for age of students? © International Baccalaureate Organization

Key challenges for MYP Criterion related UK Choice of subjects Fewer layers Recognition and assessment development Access for schools with national/state curriculum Age appropriateness Continuum between IB programmes Easy to implement Online curriculum tool Externally validated assessment Innovative ATL Action Prescribed concepts When discussions started, these initial questions generated many others. -how can it be made simpler for teachers? -can we achieve further recognition of the programme? Is that important? -how do the areas of interaction work? Are they restrictive? -where does international-mindedness sit in the programme? Etc. Alignment of the core of the IB programmes Re-design of programme model Global contexts International © International Baccalaureate Organization

© International Baccalaureate Organization Interdisciplinary learningf Learner Profile MYP puzzle Global contexts Innovative Approaches to learning Inquiry Areas of interaction Action Inter- disciplinary learning Summative assessment Concept based Subject Groups There are parts of the programme that are essential in the philosophy of the programme: How do they fit together? Can some be combined? How de we build a cohesive and coherent whole that is easy to understand and implement? This formed the basis of the proposed changes. © International Baccalaureate Organization

Where are we with MYP: the Next Chapter ? Decisions: Proposed changes are still in development and have not yet been approved. Pilots: Aspects of the proposed changes are being piloted and final decisions will be taken as the outcomes of these pilots become clear. Transition: The IB will guide schools in a gradual process and give maximum notice of change. The IB is mindful of the need for schools to be able to allocate resources efficiently. It is important to emphasize that the planned changes are still in development and have not yet been approved.

Curriculum development Contextual learning Evolution of areas of interaction to global contexts Conceptual framework Key and related concepts Disciplinary understandings Central ideas Curriculum planning Alignment across PYP, MYP and DP Contextual learning: AoI’s are seen by some as restrictive. Clear explanations of exactly what is meant by a global contexts will be provided in our documentation. A key aim of global contexts will be that they lead to principled action. Conceptual framework: Key concepts: Transcend the disciplines; Subject guides will provide direction on the most appropriate key concepts Related concepts: Discipline based; subject guides to include possible unit topics for each related concept Disciplinary understandings: important understandings built with the related concepts, bringing depth to the unit and provide ideas for assessment Central idea: overarching, transferable idea Curriculum planning: the planning process will be adapted to align with the changes. Guidance will be provided for schools so that the change will be gradual. Alignment across PYP, MYP and DP: international mindedness, ATL, conceptual understanding, global engagement

Approaches to learning (ATL) ATL to become part of all three programmes Much stronger emphasis Related to command terms Divided into five skills areas common with PYP and DP: Not subject specific, but guides will include subject specific examples Communication Social Self-management Research Thinking ATL will become part of PYP and DP as well Much stronger emphasis on ATL High level essential ATL skills based related to the command terms (see document on OCC) Divided into eight areas metacognition to be the new area of focus within thinking skills – will lead into TOK in the DP Not subject specific but guides will include subject specific examples © International Baccalaureate Organization

Timeline of curriculum development Develop guides by 2014 No guides or TSMs will be published after 2012 until the launch of MYP: the next chapter suite of documents Gathering feedback through: Surveying schools School visits and in conferences Curriculum review meetings and piloting of draft guides Informal feedback received from a range of stakeholders including MYP & DP students All subject guides and MYP: From principles into practice to be piloted in 2012-2013

MYP internal assessment Developments: All subjects are moving to four criteria Mandated interim criteria and objectives for MYP1 and MYP3 will be proposed Command terms will be used to define levels of the criteria in all subjects Common criteria will be aligned across subjects where applicable Monitoring of assessment will continue Investigating whether online training for moderators could be made available as professional development for all MYP teachers. For ‘command terms’ see the document on the OCC that defines these, words such as ‘describe’, ‘analyze’, ‘explain’, ‘discuss’, ‘define’, ‘outline’ etc.

© International Baccalaureate Organization Final Assessment Year 3/4: Culminating task Year 5: Mandatory: Moderation of personal project Optional: External summative assessment Monitoring Year 3 or 4 culminating task will be mandatory for schools that end the programme in that year. Monitoring of assessment remains a requirement for evaluation. The service of monitoring of assessment will also remain available for other years of the programme. © International Baccalaureate Organization

Potential assessment model Investigation is being done into the following model: External assessment in MYP year 5: Will be optional Electronic, criterion related assessment Disciplinary and interdisciplinary components Based on key concepts and developed around global issues Will be piloted and aims for recognition Mandatory moderation for the personal project Subject moderation would be phased out The summative assessment will measure not only knowledge, but also problem-solving skills, critical thinking, analysis and the ability to use knowledge in unfamiliar situations. The proposed assessment will be electronic and criterion-related. disciplinary and lead to a transcript to include lists of graded subjects interdisciplinary with an overarching graded interdisciplinary (ID) task lead to an overall MYP grade. The exams will be based on key concepts, and developed around global issues. Examiners will write disciplinary questions from an inquiry-based approach around key concepts, culminating in an ID assessment, to bring it all together. It is a concept based curriculum with global contexts so the exam can be approached through any content.   The proposed mandatory assessment for the personal project further prepares students for the extended essay assessment. Mandatory moderation of the personal project, the culminating task in the MYP, will also increase global standardization. The proposed external assessment would replace the subject moderation

Subject groups The MYP will remain an octagon and will not move towards a hexagon. Investigation of a flexibility option for schools that have difficulty offering all eight subject groups in MYP years 4-5: Students may have a choice of subject groups in years 4 and 5 of the programme: Minimum of six subject groups must be studied concurrently Language B (or second Language A) mandatory for all students in all years Currently being piloted in schools to study the effects on teaching and learning -Many schools that combine MYP with a national/state/local curriculum have difficulties offering all 8 subject groups -The proposed change is based on the current curriculum flexibility which allows schools to offer 6 subject groups in MYP4-5 as a school-based choice, under certain conditions. The new model would allow schools to provide students with more choice. -In many systems, students at the age of 14-16 start to make some choices in subject groups and this is seen as age-appropriate -The 6 subject groups aligns with the choices in the DP -This is an investigation and the outcomes of the pilot will inform the decision. Subject to IB Board approval.

Feedback from schools Survey sent to coordinators in all IB World Schools, both to schools that had or did not have MYP (May 2011) MYP schools: 94% of respondents considered that, taken together, they would view the changes as being positive in their school IB schools without MYP: 91% of respondents considered that, taken together, they would view the changes as being positive and would consider implementing the MYP in their school. MYP schools Response rate was 62%. 559 schools out of 896 responded. Of those that responded, 98% completed all questions where an answer was required. IB World schools without MYP Response rate was 52%. 127 out of 230 schools responded. Of those that responded, 96% completed all questions where an answer was required. Many responses included extensive written comments which have been very helpful in informing the proposed changes.

Summary of key developments Significant concepts Areas of interaction (AOIs) Eight subject groups Prescribed concepts with illustrative content Potential replacement of AOIs with global contexts Choice of subjects years 4-5 Engaged students motivated teachers improved preparation for DP recognition and accreditation more children benefitting from the MYP Curriculum Optional moderation Certificate of Achievement Assessment Optional external summative assessment (e-assessment) Compulsory PP moderation Year 3/4 culminating task Guides Teacher support materials Support Guides Teacher support materials The MYP is tightening rigour and assessment but with options to suit national or school circumstances. The proposed changes will improve both the teacher and student experience and will allow for more students to access the MYP. © International Baccalaureate Organization

Proposed Timeline 2011 2012-2014 2014 Development: Core Programme model Concepts Pilot subject options Subject guides; authorization and evaluation; Professional development; assessment; piloting all new elements Launch, with first assessment 2015 This is the current planning, subject to further approval. © International Baccalaureate Organization

Transition Professional development will start including new elements for curriculum planning starting in 2012 Transition document for schools and IB educators for the interim period until 2014 Transition document for schools and IB educators when the new documents are published in 2014 Some changes in curriculum planning are already a part of the guide review cycle. These will start to be included in PD in 2012. At the end of January schools will receive/ have received a transition document outlining a few clearly delineated requirements which will be temporarily suspended in order to ensure that schools do not spend time and money on requirements that might not be in effect in 2014 any longer. All schools will need to meet the established requirements in 2014, although a transition period towards full implementation of the new requirements will be offered to schools at that stage as well.

Background information If you are interested in some of the literature that has informed the discussions so far: Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel Curriculum: A design to develop learner potential and challenge advanced learners (2nd edition). Thousand Oaks, CA: Corwin Press. Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-based Learning, c. 2008, Corwin Press Pub Willingham, D. (2009). Why don't students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass. Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD. National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.

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Questions If you have any questions about this review or any suggestions, please contact ibid@ibo.org