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Oxford’s MYP Programme Parent Night
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Three Fundamental Concepts: Communication Holistic Learning Intercultural Awareness MYP Programme Model
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The Primary Years Programme (PYP) for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside. The Middle Years Programme (MYP) for students aged 11 to 16 provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects. The Diploma Programme (DP) for students aged 16 to 19 is a demanding two-year curriculum that meets the needs of highly motivated students, and leads to a qualification that is recognized by leading universities around the world. IB at a Glance
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The school curriculum: State and National Curriculum depending on subject area Common Core (English, Math, Science, Social Studies) Smarter Balanced Assessment, yearly standard test beginning 2014-2015 Previously released sample items match the standards and practices of MYP nicely What will my child be learning?
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Emphasis on international and cultural perspectives Holistic learning and assessing Focus on communication (writing, speaking, listening, reading) All 8 subject areas are equal Unique to MYP
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Learner Profile (development of the child) Community Service (opportunities to act, think, and reflect) Areas of Interaction (teaching subjects through contexts/focus on attitudes, values, and skills) Approaches to Learning (subject-specific skills) Unique to MYP
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Acquisition of a second language supported by 3 fundamental concepts: Communication, Holistic Learning, Intercultural Awareness). Supports Oxford’s commitment to a 5 th Core Students will study the same language for the five-year programme. Goals 1. Gain competence in a language other than mother tongue 2. Develop a respect for- and understanding of- diverse linguistic and cultural heritages 3. Become equipped with a skills base to facilitate further language learning. Language B Language B is a student’s secondary language that is studied in each year of the programme, grades 6-10.
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Is a process: formative and summative assessment Formative the gathering and analysis of information about student performance provide timely feedback to students on their performance adjust instruction according to the results Summative to identify what students know, understand, can do and feel at different stages in the learning process end-of-unit of evaluations what the student has learned overall and how well he can apply that learning
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Students are part of the process: Recognize and understand strengths and weaknesses Learn how to work on or within weaknesses Continue to build on strengths Understand what is expected of them from the beginning Reflect on learning Supports and encourages learning
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Uses Best Practices as a guide to teaching Teacher Collaboration throughout the assessment process Before the Unit: determining essential standards and linking them to summative assessments, creating formative assessments During the unit: creating activities and tweaking them, discuss readdressing material as needed End of Unit (grading): determining consistent grading standards Reflection upon unit for next year Enhances the teaching process
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Assignments are set up using the GRASPS model: Goal Role Audience Situation Product Standards (you will be measured on) We have selected the GRASPS model because it is recommended by IB and mirrors the format of questions on the Smarter-Balanced Assessment. Uses real-world application of problems
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GRASPS at a Glance Goal: Your task is... The goal is to... The problem or challenge is... The obstacles to overcome are... Role: You are.... You have been asked to... Your job is... Audience: Your clients are... The target audience is... You need to convince... Situation: The context you find yourself in is... The challenge involves dealing with... Product, Performance, Purpose: You will create a... in order to... You need to develop... So that... Standards and Criteria for Success: Your performance needs to... Your work will be judged by... Your product must meet the following standards....
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Develops higher-order cognitive skills
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Supports the development of the whole child Standards measure assessment Approaches to Learning builds on skills (beyond the content) Community Service and Approaches to Learning develops awareness and understanding within the communities we live and beyond Learner Profile develops a sense of self Supports holistic learning
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What does holistic learning look like? Cross-Curricular lessons and units 8 Equal Subject-Areas Writing across the curriculum Transfer of ideas/skills from one subject to the next Holistic assessment (IB rubrics) Reflection Supports holistic learning
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Is a process: formative and summative Supports and encourages learning Enhances the teaching process Uses real-world application of problems Develops higher-order cognitive skills Supports holistic learning Uses reflection Assessment
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Uses Reflection Student Reflection Within the formative assessment process To self-assess summative units End of units After Community Service Teacher Reflection Within the Formative assessment process End of units With colleagues As individuals
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Questions on Assessment?
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Programme Policies Academic Honesty Policy Assessment Policy Language Policy Special Needs Policy **All policies can be found on the District Website under the International Baccalaureate tab on the Middle School or High School page The Process of Creation Created by OHS/OMS staff members Reviewed MYP and current District Standards and Practices Read articles relating to Best Practice Used a drafting and revision cycle
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States the practicing philosophy for teachers and students regarding academic work Defines Academic Dishonesty: Plagiarism Collusion Duplication Manipulation Gives the penalties for Academic Dishonesty: Student given opportunity to resubmit / Code of Conduct still applies Academic Honesty Policy
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Explains the definition of assessment and its purposes Defines the expectation of the parent, student, and teacher in assessment/academic work Defines the different types of assessment strategies States the MYP subject-area assessment requirements (prescribed minimum tasks) Assessment Policy
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States the Language Philosophy (all teachers are language teachers) Identifies Oxford Language Profile (Mother Tongue and Second Language Acquisition) Describes how support is given Identifies the goals for teaching and learning of primary and secondary languages Language Policy
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Lists the goals of the Special Needs policy Defines the expectations of all stakeholders (parents, students, administration, MYP staff) Describes the population of Special Needs students (Conditions, disorders, and barriers) Explains how we identify and service these students Special Needs Policy
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Questions on Policy?
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Look for Information on... Community Service Currently, as students participate in Community Service, we ask them to reflect upon the experience (guided reflection) Look for the Community Service guide in June 2013 Personal Project First class to complete Personal Project: Class of 2018 (current 7 th graders) Look for guide June 2014 Students must complete PP in 10 th grade to receive MYP Certificate
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Students may elect to continue on through the Diploma Programme in their final two years or select another route offered at OHS. Students interested in continuing on with IB should contact Mr. Nuss or Mr. Eldridge. What happens after 10 th grade?
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Questions? Mrs. Darnell Ext 4181 molly.darnell@oxfordschools.org
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