0. MYP: now and in the future
IBA Associations
21 February 2013

1. MYP Now

2. Education for 11-16 year olds
When you were this age:
What did you like about school?
What did you not like about school?
-Think, pair, share + ask for some answers
Then explain:
First look at what the current programme is
Then see what challenges are

3. Historical Background of MYP
began in 1980’s: initiative of International Schools Association (ISA) known as ISAC
1994 taken over by IBO
since 1994: major curriculum development and growth
11-16 year olds
Develop a framework that allowed flexibility to meet local requirements
Stating objectives in each subject
Curriculum has developed, philosophy has remained the same

4. What influenced MYP?
"If learners are not involved in their learning, they do not learn".
The educational discourse in our nation has been limited to the following statement: "Test scores are too low.  Make them go up.”
"the highest quality teaching and learning comes when we have the greatest autonomy for the teacher and the learner".
Do we really want our schools to resemble test-preparation cram courses?
Quotes from Newspapers and magazines
-MYP developed as response to this discussion – discussion still ongoing today

5. What influenced the MYP?
UNESCO Learning, The Treasure Within 1996
Simply speaking, the Commission felt that education throughout life is based upon four pillars:
learning to know,
learning to do,
learning to live together and
learning to be. 

6. What does MYP bring? Rewards High expectations Meaningful learning
Assessment which promotes learning
Rigour and relevance
Generates a powerful professional learning community
Align with local requirements
Encourages innovation and creativity
High expectations
Teachers
Students
Collaborative school community
How many of you came into the IB because you are idealists and you feel that working to educate young people is one of the most rewarding things you can do? School boards and administrators tell us that they choose the MYP
Because the IB philosophy as expressed in the mission statement is the sort of educational philosophy the school wants to operate within,
Because of the programme’s flexibility for working alongside national educational requirements,
Because of the chance it gives the teachers to develop curriculum that is real and makes connections with the students’ lives, and
Because of the variety of authentic assessment practices and their rigour and relevance.

7. February 2013: 1000 schools (in 90 countries)
MYP around the world
February 2013: schools (in 90 countries)
IBAEM:
163 schools
AMERICAS:
702 schools
ASIA PACIFIC:
135 schools
LMG

8. The MYP programme model
Summary
I notice, I wonder
The student is at the centre of the curriculum model. There are eight subject groups. Students have to take at least one subject from each of the subject groups in each year of the programme. This ensures the student has a broad and balanced curriculum.
Each of the subjects has its specific skills and concepts as reflected in the subject’s objectives and assessment criteria. Yet students need to become increasingly aware of the connections between the subjects, between the subject content and the world outside the classroom, rather than considering the subjects as isolated from one another.
The MYP’s fundamental concept of holistic learning is fostered through the areas of interaction. The areas of interaction surround the student in the model and are the central elements of the MYP. They provide perspectives for learning within and across the subject groups. They allow connections among the subjects themselves, and between the subjects and real-life issues.
Note: teaching and learning through the areas involves both reflection and action.

9. Contextual learning
Currently five areas of interaction shape contextual learning in the MYP
Approaches to Learning
Community and Service
Human Ingenuity
Environment
Health and Social Education
Contexts through which the subjects are taught:
ATL: “learning to learn”
Community and service: becoming reflective and active members of the communities
Human ingenuity: the human creator and innovator
Environment: caring for our environment
Health and social education: looking after ourselves.

10. MYP assessment: Formative and summative
Grading
Evaluation
Assessment
Assessment is something you do constantly as a teacher. As I am giving this presentation, I am assessing whether you understand me. I look to see whether you are engaged and interested.
Evaluation is part of assessment and means I give you feedback on my observations.
Grading is assigning a value to an assessment.
As you move further to the centre of this circle, learning diminishes. Once a piece of work has received a grade, it is no longer of interest to the student to continue the learning process. Feedback along the way encourages learning. This is why formative assessment is so important.
MYP uses criteria for assessment so that students have more feedback in what they are doing well and where they can improve

11. Conceptual understanding
Example for Sciences from the OCC

12. Types of PP Written piece of work on special topic
Piece of literary fiction
Presentation of a new student/community organization
Presentation of a business, management or organizational plan
Types of PP
Original science experiment
Original work of art
Invention or specially designed object/system
Whatever form the personal project takes, the supervisor and the student must agree that the finished product allows the student to investigate and focus on a theme, topic and/or issue closely connected to at least one area of interaction and include structured writing.
The students need to choose carefully the type and goal of their project in terms of the skills and techniques that are required to bring it to a successful conclusion. Some projects may be too ambitious, require overly complex procedures or require a lengthy process of learning, leading to unrealistic projects:
realistic project: a student who has studied the piano for a number of years decides to write and interpret a musical score for parts of a school play.
unrealistic project: a student decides to learn to play the piano as a personal project.
The topic, theme or idea for the personal project should initially be chosen by the students and followed by discussion with a supervisor who should ensure that the goal of the personal project is:
well defined
clearly focused on one or more areas of interaction
attainable by the student
of clear interest to the student.
Presentation of a special event

13. What do you think?
If you had been in the MYP, how might this have made a difference in how you experienced your schooling?
Think, pair, share.

14. So why change it?

15. MYP: the next chapter
Big picture

16. MYP: the next chapter challenges...
Overview of challenges :
This graphic works from the centre out and illustrates the challenges and some of the questions/solutions voiced by educators and the MYP Development team when they addressed the evolutionary process
Access for schools with a national/state curriculum (choice of subjects, ease of implementation, recognition/assessment,etc etc )
Continuum between IB programmes (solution Approaches to Teaching and Learning, aligning core of the programmes)
Age appropriateness = innovative assessment, more choice in subject groups in MYP4-5)
Recognition and assessment development (solution externally validated assessment) etc
Additional questions...
-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?
Etc.

17. MYP: the next chapter solutions...
EVOLUTIONARY and INNOVATIVE
Development of MYP for students
aged 11-16
Subject group flexibility MYP4-5
New PP moderation = global consistency
Greater guidance and support
Core to continuum
Innovative eAssessment options
Emphasis on ‘Approaches to Learning’
Concept based curriculum
Innovative concept based assessment
Contextual learning areas
Facilitate improved integration
Assessment model = Recognition
Overview - The evolution to MYP next chapter builds on the solid foundation of the MYP to provide a structure that more directly enables students to be successful in further IB studies + facilitates schools in combining the MYP with the requirements of national/state school systems for students aged 11-16
MYPnc is an evolutionary development of the MYP to provide a more explicit, concept-based curriculum, encouraging teaching and learning for increased student engagement and deeper understanding
Contextual learning, areas of interaction to global contexts = globally engaged students. Increased motivation, more likelihood to want to make a difference to the world
Innovative, concept based assessment is enabled by the development of prescribed concepts.
Emphasis on Approaches to Learning (ATL) The learner (learner profile) is at the core of all IB programmes. The redesigned MYP will actively help to develop all aspects of the learner profile by teaching good learning skills through ATL. The MYP/NC aims to support schools in developing students who are self-directed, self-managed, self-regulated, independent and autonomous learners
Provides the skills to best prepare for success in DP, IBCC and beyond
ATL embedded within all programmes and aligns with PYP, DP and IBCC,
Innovative eAssessment options = On-screen assessments will utilise rich media stimulus presented in an intuitive and unique IB interface
eAssessment: assesses student understanding that positively impacts on curriculum design
assesses students in the same way they work best in the 21st century
demonstrates students’ ability to use conceptual learning in new situations
Best preparation for DP and IBCC MYP/NC is an integral part of the IB Continuum of education, providing increased alignment and a more cohesive bridge between the Primary Years Programme and the Diploma Programme, or the IB Career-related Certificate
Assessment model may lead to recognition by govts and universities
Rigorous assessment can lead to MYP Qualification and accreditation of the MYP
MYPnc allows improved integration within national/state system requirements – and IB support for delivery of both.
Facilitate Improved integration/support for national and state education systems
Subject choice – ease of implementation for schools working in state or national systems
Subject choice – enabling students to specialise ahead of IBCC or DP, eg additional languages, arts, sciences or vocational courses

18. Embrace the future by valuing the past
MYP: the next chapter
Embrace the future by valuing the past
MYP, current programme model
MYP, first programme model

19. MYP: the next chapter
Concepts
Contexts
ATL
Unit plans

20. People travel to wonder at the height of mountains, at the huge waves of the sea, at the long courses of rivers, at the vast compass of the ocean, at the circular motion of the star; and they pas by themselves without wondering.
St. Augustine

21. MYP: the next chapter Increased student engagement
MYP concept based curriculum:
Encourages learning and deep understanding of important concepts
Increases motivation for learning, students develop attributes of the Learner Profile to become lifelong learners
Provides better alignment across all IB programmes
Builds on conceptual framework in PYP and is best preparation for DP/IBCC and further education
Current literature consistently discusses the importance of teaching to the deeper understanding of concepts, principles and universal generalizations
Deep understanding based on idea-centred teaching and learning versus coverage-centred.
Relating facts to concepts and essential conceptual understanding engages the intellect on two levels—factual and conceptual—and provides greater retention of factual knowledge.
Providing connections between disciplines
Increases student motivation for learning
Create personal relevance, as students relate new knowledge to prior knowledge, and encourage understanding of cultures and environments across global contexts through the transfer of knowledge
Emphasis on thinking skills and reflection developing student identity
PYP-MYP-DP/IBCC continuum: All have a conceptual basis, incorporated in an age- appropriate way.

22. MYP: the next chapter Approaches to Learning (ATL)
ATL develops the learning skills to best prepare for success in DP, IBCC and beyond
ATL provides greater alignment between PYP, MYP, DP and IBCC
The IB programmes share five broad skill organizers for ATL to provide a flow of skill development from the PYP through the MYP and into the DP:
thinking skills
social skills
communication skills
self-management skills
research skills.
When engaging with all MYP units of work, students will be developing and using their ATL skills. The purpose of ATL is to support student achievement measured against the subject-group objectives. A well-developed ATL framework will help develop the attitudes and skills needed to make learning effective.

23. MYP: the next chapter Concept based curriculum
Conceptual framework
Contextual learning
Approaches to learning
Social and emotional learning
Research
Service as action
Conceptual framework
Key concepts: Overarching concepts that have relevance within the subject group but also transcend it and provide connections to other subject groups
Related concepts: provide depth and relate to disciplinary understandings
Contextual learning
Evolution of areas of interaction to global contexts: placing learning within a context that is relevant for students
Approaches to learning – in common with PYP and DP, now divided into five skills area
Communication, social, self-management, research, thinking
Social and emotional learning: refers to skills to manage self, relate to others and make decisions. As part of a holistic programme, MYP schools are encouraged to consider the social and emotional needs of students in teaching and learning, in addition to their academic needs ( developing learner profile attributes)
Service as action: Service is part of every IB programme. In the MYP action is an essential component of the learning process.
Current research in education for year-olds underpins the design of the programme
Alignment
Research underpins the new design of the MYP
MYP: the next chapter is better aligned
with PYP, DP and the IBCC

24. MYP: the next chapter Increased teacher support
Concepts in guides – greater guidance and support for teachers
TSM’s – greater guidance for teachers using new media
Draft guides piloted during 2011/12
Existing MYP Schools, workshop leaders and teachers will be guided, step by step, throughout the process
Guides in development for issue 2014
No guides or TSMs will now be published until the launch of MYP: the next chapter suite of documents

25. MYP Unit plans
CONNECT: How are the ideas and information presented CONNECTED to what you already know?
EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?
CHALLENGE: What is still CHALLENGING or confusing to you to get your mind around? What questions, wonderings or puzzles do you know have?

26. MYP: the next chapter
Preparation for DP

27. MYP preparing for DP: 2012 data
Result DP
All candidates
MYP
Pass rate
78.4%
83.8%
Students Achieving 40+
6.6%
7.4%
% gaining bilingual diploma
24.5%
40.0%

28. MYP preparing for DP: 2012 data

29. MYP preparing for DP: EE in 2012

30. Aligning MYP-DP: Future models

31. International Schools’ Assessment (ISA)
Assesses reading, mathematics and writing (narrative and opinion).
Assesses grades 3 to 10.
A mix of multiple-choice and open-ended questions in reading and mathematics, and two essays in writing.
Aligned with the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) construct.
ISA is loosely curriculum based.

32. Performance of IB and non-IB students
KEY FINDINGS
On a global level, PYP and MYP students outperformed non-IB students in all four assessment areas in majority of grades.
Strongest effects noted in grade 10.
Grades 9 and 10 IB students averaged significantly higher than OECD countries’ PISA means in math and reading.
Less variation between IB schools than non-IB schools.
High proportions of agreement among PYP and MYP students across all dimensions of the student well-being questionnaires.
89% of grade 5 students agreed their schools provided a supportive learning environment, and school experiences were useful preparation for other aspects of life.
About 84% of grade 9 students agreed they were engaged with their work and challenged to attempt more complex problems.

33. MYP: the next chapter Assessment Subject group flexibility
Collaborative project
Transition

34. MYP: the next chapter Assessment model
Recognition: assessment must be rigorous and acceptable to external stakeholders such as universities, governments and regulators
Assessment model can lead to MYP qualification and accreditation of the MYP = recognition with governments and universities

35. MYP : the next chapter Assessment
Recognition: assessment must be
rigorous
Concept-based assessment
Focus on concepts
Mandatory Moderation of Personal Project
PP Moderation = global consistency
Recognition: assessment must be rigorous and acceptable to external stakeholders- universities governments regulators
The amount and demands of assessment will be proportionate to the student age and to the requirements of the qualification
Concept-based assessment enabled by development of prescribed concepts
Focusing on concepts rather than subject knowledge precludes teaching to the test
Mandatory Moderation of Personal Project samples electronically checked using specially designed plagiarism detection software

36. MYP : the next chapter Assessment
On-screen assessments
Applying concepts in unfamiliar situations
Assessment model design
Optional MYP summative eAssessments
21st century approach
On-screen assessment means that students will not need to be online during the assessment. The school will need an internet connection only to download the assessment.
On-screen assessments will utilise rich media stimulus presented in an intuitive and unique IB interface
Measures students applying concepts in unfamiliar situations
The assessment model is designed to maximise teaching time, minimise overall costs, keep the burden of assessment on students within reason
Optional MYP summative eAssessments have interdisciplinary component
Use of new technology reflects 21st century approach to teaching and learning

37. MYP: the next chapter Timeline
* Research and gathering feedback throughout the process to ensure smooth transition for schools launch in September 2014

38. MYP: the next chapter Piloting the subject group guides
Participating schools in the following countries:

39. MYP: the next chapter Subject choice
Subject group flexibility –possibility for student choice with a minimum of six subject groups in the last two years
Ease of implementation for schools working in state or national systems
Creates opportunities ahead of DP/IBCC for students to specialize – with additional languages, sciences, arts or vocational courses
Six from eight in MYP4-5:
It is recommended and preferred that students study at least one discipline from each of the eight subject groups in these years.
If the school and students are better served by students in years 4 and 5 studying fewer than eight subject groups, students must choose one discipline from each of a minimum of six subject groups: Five mandatory subject groups + 1 choice:
* Maths,
* Language A (Language and literature)
* Language B (Language acquisition) ,
* Sciences (Individuals and societies)
* Humanities
* (plus one)

40. MYP: the next chapter Changes to subject groups
Current MYP
Mathematics
Arts
Sciences
Personal Project
Language A
Language B
Humanities
Technology
Physical Education
MYP : the next chapter, teaching from
September 2014
Language and literature
Language acquisition
Individuals and societies
Design
Physical and health education
MYP NEXT CHAPTER still has eight subject groups
Offering subject flexibility option for schools in MYP 4-5
Mathematics
Arts
Sciences
Personal Project

41. MYP: the next chapter Professional Development
IB Professional Development is the best preparation for MYP: the next chapter
Category 1 and 2 workshops scheduled to match November pre-publications of subject area guides and MYP: the next chapter, Principles into Practice
New category 3 workshops offered to schools in 2014, will include
Approaches to learning
Socio-emotional learning
A trilogy of assessment workshops

42. MYP: the next chapter Transition
CONTINUED PD ENSURES SUCCESS
STEP BY STEP GUIDANCE
NEW ELEMENTS INTRODUCED INTO PD FROM 2013
MANY REQUIREMENTS IDENTICAL
TRANSITION WILL BE GRADUAL
REQUIREMENTS
PUBLISHED 2014
Continual Participation in Professional Development will ensure that schools are given the support they need to prepare for 2014
Existing MYP schools, workshop leaders and teachers will be guided, step by step, throughout the process.
New elements such as key and related concepts will be introduced into professional development from 2013
Since the revision will build upon the current strengths of MYP many requirements will remain identical.
The transition for schools to the revised MYP will be gradual

43. MYP: the next chapter Transition timeline - 2013
August
MYP Coordinators Handbook includes new rule for subject group flexibility in MYP4-5
September
OCC: Pre-published draft unit planner
October
OCC: Publication of teacher support material for approaches to learning, inquiry and service
November
OCC: Pre-published draft guides for all subjects, personal projects and new interdisciplinary guide
OCC: Transition document for schools indicating timeline for implementation of the new requirements from September 2014

44. MYP: the next chapter Transition timeline - 2014
January
OCC: Publication of revised Programme standards and practices and Guide to programme evaluation and self-study questionnaire
OCC: pre-Published draft MYP: from principles into practice
February
Revised applications for candidacy and authorization available online
April
Last submission for subject moderation northern hemisphere
May
Registration of students for compulsory personal project moderation and optional MYP eAssessment in June 2015
October
OCC: Publication of subject guides, personal project guide, new interdisciplinary guide and MYP: From principles into practice
December
OCC: Publication of teacher support material for subject guides and personal project

45. MYP: the next chapter The essentials...
MYP: the next chapter will launch in schools in September 2014
First assessment will occur in June 2015
Existing MYP schools, workshop leaders and teachers will be guided, step by step, throughout the process
IB Professional Development is the best preparation for MYP: the next chapter teaching

46. for instant updates and MYP news
MYP: the next chapter
Keep up to date
Online curriculum centre (OCC)
find and post messages about the MYP using:
@IBMYP
for instant updates and MYP news

47. Questions?

48. September 2012

49. Performance comparison between IB school students (PYP and MYP) and non-IB school students on the International Schools’ Assessment (ISA) Phases I and II
Australian Council for Educational Research
2010 and 2012

50. Study design Phase I: 2007/2008/2009 ISA sittings
IB students = 23,515; non-IB students = 14,317
Subject and regional analyses on four ISA assessment areas
PISA benchmark analysis
Top-performing IB schools analysis
Phase II: 2010/2011 ISA sittings
>28,000 students, 121 schools, 50 countries
Replication of phase I using more recent data, with closer examination of particular findings:
the impact of number of programmes and length of authorization
Country analysis in Asia (new)
Multilevel analysis of school variance (new)
Student questionnaires (grades 5, 6, 8 and 9) (new)

51. International Schools’ Assessment (ISA)
Assesses reading, mathematics and writing (narrative and opinion).
Assesses grades 3 to 10.
A mix of multiple-choice and open-ended questions in reading and mathematics, and two essays in writing.
Aligned with the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) construct.
Student well-being questionnaires (grades 5, 6, 8 and 9) (Phase II)
Four primary-year dimensions; seven secondary-year dimensions.
ISA is loosely curriculum based.

52. Key findings
On a global level, PYP and MYP students outperformed non-IB students in all four assessment areas in majority of grades.
Strongest effects noted in grade 10.
Grades 9 and 10 IB students averaged significantly higher than OECD countries’ PISA means in math and reading.
Less variation between IB schools than non-IB schools.
High proportions of agreement among PYP and MYP students across all dimensions of the student well-being questionnaires.
89% of grade 5 students agreed their schools provided a supportive learning environment, and school experiences were useful preparation for other aspects of life.
About 84% of grade 9 students agreed they were engaged with their work and challenged to attempt more complex problems.

53. Performance of IB and non-IB students

54. IB grade 9/10 students on PISA benchmark
Reading