The Areas of Interaction are… The lens/perspective through which teachers and students view a particular topic, lesson or issue

The five areas of interaction Community and service Approaches to learning Five organizing elements forming the core of the MYP and integrated within the student’s learning Human Ingenuity Health and social education Environments

Defining statements The areas of interaction: are common interactive organizing elements, not subjects provide a focus for teacher planning and instruction help students see the connections between subjects help students understand that real-world problems are solved using skills and concepts from a variety of disciplines can be compared to lenses or foci through which teachers and students approach the different disciplines and establish connections with real life issues are a starting point for the personal project

Implementation of the Areas of Interaction They should provide a framework for inquiry They provide the holistic environment for learning Part of curricular structure through inquiry-based units Lead directly to critical thinking and the higher levels of Bloom’s taxonomy Provide relevance and excitement for learning in both students and teachers

Approaches to Learning The focus is to develop intellectual discipline, attitudes, strategies, and skills which result in independent thought processes and growth. How do I learn best? How do I know? How do I communicate my understanding?

Defining features of Approaches to Learning 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

Community and Service Community and Service starts in the classroom and then extends beyond Emphasis is on developing community awareness, a sense of responsibility, and the skills needed to make an effective contribution to society How do we live in relation to each other? How can I contribute to the community? How can I help others?

Defining features of Community and Service Community and service is concerned with: understanding communities and how they organize themselves community awareness and concern Community and service results in: sense of responsibility, tolerance, respect and empathy affective, creative, ethical and cognitive development awareness of role of individual in a community active participation altruism

The three central elements of community and service Active engagement in service activities to increase responsibilities and initiative; development of satisfaction and self-esteem Development of sophisticated personal answers to fundamental questions Involvement and service Awareness Community and Service Reflection Better awareness of needs to develop quality responses; development of positive attitude

Human Ingenuity This Area of Interaction encourages students to explore relationships between science, ethics and life. It is the core of student-centered learning How have human minds influenced the world? What are the consequences?

Defining features of Human Ingenuity: Human Ingenuity is concerned with: understanding the evolution, processes and products of the human creation appreciating the human capacity and willingness to impact life through creation, innovation, development and transformation exploring relationships between ethics, science., aesthetics and technology Examples: Human ability to create change Scientific and mathematical thought Ethical development Changing perspectives

Environments This Area of Interaction aims to make students aware of their interdependence with different environments so that they develop and enhance their awareness and responsibility for maintaining each of these environments How do we interact with the world at large? What is my role in the environments in which I live, work, and play? What are my responsibilities?

Defining features of Environments Implementation should: Be approached from many perspectives Involve critical thinking Lead to responsible action Encourage intercultural awareness Address both global and local issues Support the whole school

Health and Social Education Health and Social Education prepares students for a mentally and physically healthy life. Students develop a sense of responsibility for their physical and social well-being and are encouraged to explore their own potential to develop healthy relationships with others. How do I think and act? How am I changing? How can I look after myself and others?

Defining features of Health and Social Education Health and social education is concerned with: reflecting on physical, social and emotional health and intelligence examining, discussing and reflecting medical, psychological, sociological, economic and legal aspects of health Health and social education results in: skills and knowledge to make informed choices responsibility for self and others’ well-being a physically and mentally healthy life

Content or “What?” Context or “Why?” IB Mission Learner Profile Fundamental Concepts MYP objectives Assessment Criteria Summative Formative Curriculum Standards/ outcomes “content” topics general specific Alignment and coherence Areas of Interaction ATL Community & Service Environment Health & Social Human Ingenuity Content or “What?” Context or “Why?”

Unpacking the MYP Unit Planner What are the elements of an MYP unit? How are they interwoven? The MYP unit planner may also be used for interdisciplinary unit planning when two teachers from two different subject areas come together to plan.

Development of Unit Question Area of Interaction Big Idea Unit Question A question that helps the student figure out “why do I need to know this?”

What about assessment? Aligning Standards & MYP Objectives Area of Interaction Unit Question Assessment Appropriate TASK MYP Assessment CRITERIA