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

2. 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

3. 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

4. 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

5. 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?

6. 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

7. 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?

8. 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

9. 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

10. 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?

11. 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

12. 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?

13. 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

14. 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?

15. 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

16. 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?”

17. 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.

18. 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?”

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