1. MYP Technology. Introductory Workshop. Basel. July 2008. Leader: Matt Plummer

2. © International Baccalaureate Organization 2007 Page 2

3. © International Baccalaureate Organization 2007 Page 3 MYP Octagon. “The eight subject groups provide a broad, traditional foundation of knowledge, while the pedagogical devices used to transmit this knowledge aim to increase the students’ awareness of the relationships between the subjects. Students are encouraged to question and evaluate information critically, to seek out and explore the links between subjects, and to develop an awareness of their own place in the world.”

4. © International Baccalaureate Organization 2007 Page 4 FUNDEMENTAL CONCEPTS From its beginning, the MYP has been guided by three fundamental concepts that underpin its development, both internationally and in individual schools:  holistic learning  intercultural awareness  communication

5. © International Baccalaureate Organization 2007 Page 5 Holistic Learning  Holistic learning breaks down the artificial barriers of the different subjects commonly found on a school timetable, enabling students to discover the relationships between different areas of knowledge and between the subject’s content and the real world. The areas of interaction encourage dialogue between different subjects and contribute to enhancing students’ understanding of concepts and issues.

6. © International Baccalaureate Organization 2007 Page 6 Holistic Learning: Technology  This holistic approach implies the need for MYP teachers to:  work closely with their colleagues, both within the technology department and in other departments  provide opportunities for the coordination and integration of subject matter within and across subject groups.  MYP Technology can contribute to the development of holistic learning by providing opportunities for students to  reflect upon the interdependence between technology and other areas of knowledge in the development of products and solutions  help students to appreciate how technology and technological developments have shaped everyday life and society.

7. © International Baccalaureate Organization 2007 Page 7 Intercultural Awareness  The opportunity to develop intercultural awareness through technology can only be fully achieved with the collaboration of the whole school community and by building on relations with the outside world. As students learn about their own and others’ social and national cultures they develop knowledge, skills, attitudes and values such as tolerance, respect and empathy.  Schools are encouraged to explore local and global issues from similar and contrasting cultures to their own in developing and implementing their courses. This will help students to broaden their understanding of themselves as individuals and as members of society.

8. © International Baccalaureate Organization 2007 Page 8 Intercultural Awareness: Technology  MYP technology can contribute to the development of intercultural awareness by providing opportunities for students to:  use local and global examples to examine the influence and the use of technology in different societies and cultures  reflect upon their role and responsibilities as consumers and developers of technology in both local and global settings  promote understanding of and respect for alternative viewpoints from different societies when solving technology problems.

9. © International Baccalaureate Organization 2007 Page 9 Communication  Communication is fundamental to learning as it supports inquiry and understanding. A good command of both verbal and non-verbal forms of communication is essential to learning, understanding and expression. Technology has dramatically changed the way we access information, communicate with others and solve problems.

10. © International Baccalaureate Organization 2007 Page 10 Communication: Technology  MYP technology can contribute to the development of communication by providing opportunities for students to:  become competent in the use of ICT when accessing, processing and communicating information  respond to technology challenges and communicate their ideas creatively through design  explore and assess the effectiveness of different forms of communication  evaluate information and acknowledge sources appropriately.

11. © International Baccalaureate Organization 2007 Page 11 Technology: Aims and Objectives Introduction to MYP technology MYP technology aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges. The MYP technology course aims to:  challenge all students by providing opportunities for different needs and learning styles  encourage students to explore the role of technology in both historical and contemporary contexts  contribute to raising students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues.

12. © International Baccalaureate Organization 2007 Page 12 Technology Courses All MYP technology courses should ensure that students:  are exposed to and address through their projects the three branches of technology: information, materials and systems  use the design cycle for generating ideas and creating products/solutions  work towards meeting the final aims and objectives of MYP technology  are assessed against the published technology assessment criteria for final assessment in year 5.

13. © International Baccalaureate Organization 2007 Page 13 Branches of Technology: Information  MYP technology enables students to identify, access, evaluate and acknowledge a wide range of information sources. Information-based products/solutions use and/or communicate information to perform a task, achieve a purpose, meet a need or solve a problem. Information-based products/solutions often involve computer technology, for example, desktop publishing (DTP), multimedia packages and web pages.  Students are expected to select and handle media and software that are appropriate to the problem being solved.  This aspect of the course should not be confused with the simple use of information as part of the design cycle.

14. © International Baccalaureate Organization 2007 Page 14 Branches of Technology: Materials  In many cases creating a product/solution involves using materials. These may be natural or synthetic, and will differ according to geographical location, culture and available resources.  Students should be able to identify, combine, experiment with, shape and handle different types of materials, and safely dispose of, or recycle, waste products.  Students must select processing techniques that are appropriate to both the chosen material(s) and the product/solution to be created.

15. © International Baccalaureate Organization 2007 Page 15 Branches of Technology: Systems  Systems-based products/solutions involve a group of interdependent items that interact regularly to perform a task or achieve a purpose. These items are materials, components or information that have been incorporated into a system in order to provide a solution to a problem.  Systems in our environment are very diverse: from a microchip to an aircraft flight-control system; from a ballpoint pen to a plotter; from fire-drill procedures to crowd control; from simple electrical circuits to sophisticated alarm systems.  Students need to recognize the parts of a system (input, processing and control, and output) as well as the crucial role each component plays as part of the whole.

16. © International Baccalaureate Organization 2007 Page 16 The Design Cycle

17. © International Baccalaureate Organization 2007 Page 17 Investigate Identify the problem to be solved. At the end of the course, they should be able to:  Evaluate the importance of the problem for life, society and the environment outline the design brief. Develop the design brief. At the end of the course, they should be able to:  Formulate and discuss appropriate questions that guide the investigation  Identify and acknowledge a range of appropriate sources of information  Collect, analyse, select, organize and evaluate information  Evaluate the sources of information. Formulate a design specification. At the end of the course, they should be able to:  List the specific requirements that must be met by the product/solution  Design tests to evaluate the product/solution against the design specification.

18. © International Baccalaureate Organization 2007 Page 18 Design Design the product/solution. At the end of the course, they should be able to:  generate several feasible designs that meet the design specification  evaluate the designs against the design specification  select one design and justify its choice.

19. © International Baccalaureate Organization 2007 Page 19 Plan Plan the product/solution. At the end of the course, they should be able to:  construct a plan to create the product/solution that has a series of logical steps  construct a plan to create the product/solution that makes effective use of resources and time  evaluate the plan and justify any modifications to the design.

20. © International Baccalaureate Organization 2007 Page 20 Create Use appropriate techniques and equipment. At the end of the course, they should be able to:  use a range of appropriate techniques and equipment competently  ensure a safe working environment for themselves and others. Follow the plan. At the end of the course, they should be able to:  follow the plan to produce the product/solution  evaluate the plan and justify any changes to the plan (when necessary). Create the product/solution. At the end of the course, they should be able to:  create a product/solution of appropriate quality.

21. © International Baccalaureate Organization 2007 Page 21 Evaluate Evaluate the product/solution. At the end of the course, they should be able to:  carry out tests to evaluate the product/solution against the design specification  evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user  evaluate the impact of the product/solution on individuals and on society  explain how the product/solution could be improved. Evaluate their use of the design cycle. At the end of the course, they should be able to:  evaluate their performance at each stage of the design cycle  suggest ways in which their performance could be improved.

22. © International Baccalaureate Organization 2007 MYP Classroom

23. © International Baccalaureate Organization 2007 MYP Classroom

24. © International Baccalaureate Organization 2007 MYP Classroom

25. © International Baccalaureate Organization 2007 MYP Classroom

26. © International Baccalaureate Organization 2007 Page 26 Monitoring and Moderation - Similarities Use trained moderators and subject specialists selected by the IBO. Offered in four languages: English, French, Spanish & Chinese. Are conducted on a per subject basis. Consider samples of work representing achievement in the MYP and the Personal Project. Are based on the application of MYP objectives and subject criteria. Involve mailing student work samples to IBCA. Involve INCA sending schools feedback reports.

27. © International Baccalaureate Organization 2007 Page 27 Monitoring and Moderation - Differences Monitoring of AssessmentModeration Advice and GuidanceValidation of School’s results OptionalRequested for MYP Certification Fixed feeVariable fees School specific report by IBOSchool specific report, MYP Certification and Record of achievement Samples from last two years (4&5)Samples of final year September to AprilFixed schedule No changes to school’s final gradeGrades MAY be changed School-specific or IBO descriptors of levels of achievement IBO descriptors only

28. © International Baccalaureate Organization 2007 Page 28 Moderation - Requirements A schools SAMPLE contains 8 folders. (plus one INFORMATION folder) Each FOLDER must contain 2 complete units of work from one student. The 8 FOLDERS should be from strong, average and weaker students. Each UNIT must contain evidence of the assessment criteria Each UNIT must be clearly divided into the 5 sections of the Design Cycle. Each UNIT must clear contain evidence of the final product/solution. The INFORMATION folder should contain information about the tasks, class, students, any handouts, instructions any and all relevant information. Each FOLDER must include form F3.1 as a cover sheet

29. © International Baccalaureate Organization 2007 Page 29 Moderation - Tips and Tricks PLAN AHEAD! Plan from year 4 Read and address any previous school specific reports. Read the previous General Schools Report and heed. Organize the Folders clearly with labeled dividers and ensure they are complete Provide the students with MYP published criteria and encourage their use. Use the OCC and forums for extra help and support Remember that Monitoring and Moderation are all about assisting Technology departments develop the MYP Technology curriculum Choose open ended tasks that facilitate high achievement

30. © International Baccalaureate Organization 2007 Page 30 The Personal Project The Personal Project is a significant body of work produced over an extended period. It is a product of the student's own initiative and should reflect his or her experience of the MYP. The Personal Project provides an excellent opportunity for students to produce a truly creative piece of work of their choice and to demonstrate the skills they have developed in approaches to learning. The AOI are central to the experience of the Person Project, which is intended to be the culmination of the students involvement with the five areas of interaction.

31. © International Baccalaureate Organization 2007 Page 31 The Personal Project The Project is a requirement for all MYP schools The Project enables students to select a topic that is truly important to them. The Project must not from part of any coursework and is completed outside of class time. Supervisors need to confirm the authenticity of the work submitted Supervisors should give formative feedback. Supervisor asses the Project The finished Project must focus upon a topic of theme closely related to one area of interaction Supervisors must provide appropriate guidance The finished Project must include structured writing

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