Wayfinder Learning Lab

"Learning is about living, and as such is lifelong." Elkjaer.


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Capturing the Curriculum, Criteria & “Zooming In”

Shortlink to this resource: is.gd/mypassess

Update Sept. 5 2017 based on edits summarized in this update from the IB.

Big Update Dec. 2 2017: added subject group overview (curriculum articulation) tabs for each subject group, with data validation for key, related concepts, ATL. 

If you find this useful, please consider making a donation to one of my chosen charities through Biology4Good

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Capturing the Criteria (and the Curriculum)

After some parent-teacher conferences recently, I was asked to show all of the MYP assessment criteria together and realised I couldn’t find something that met our needs for a single-reference, quick overview of the MYP assessment objectives and criteria.

Screen Shot 2017-04-27 at 17.52.59Here is an attempt to put the big ideas and rubrics together in one place, so that colleagues can quickly see vertical and horizontal articulation and connections, and so that parents have a resource to hand to help understand assessment.

You might find it useful.

To make your own copy, click “File –> Make a copy”.

This slideshow requires JavaScript.

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Disclaimers:

  • This involved a lot of clicking and is bound to have some errors. Big thanks to Mitsuyo-san, our data secretary, who helped with this. 
  • Descriptors in bold did not make it across from text to spreadsheet. Use original descriptors in student assignments.
  • This is intended only as an overview of the programme. Teachers must exercise caution with this, and default to the published guides on the OCC for assessment rubrics, clarifications, rules and guidance.

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Zooming In: Focus on what’s important in assessment

Edit: added 3 May 2017

Why the green bands? 

In each of the subject-area bands, you’ll find the Level 5-6 row accented with green. This is part of something I’m trying to work on with colleagues and students in terms of zooming into the objectives-level of assessment, and was something I used in #HackTheMYP.

The basic idea is this: 

As a model of a 4-band rubric, we typically see the third band as ‘meets objectives‘. This means that the rows below are approaching and above are exceeding.

      • Try it: add up the scores for all 5, all 6 or a combination thereof. What does it come to when you apply the total to the 1-7 conversion chart? This is the kid that meets the outcomes of our core curriculum.

When we get rubrics wrong

When we focus only on the top-band descriptors we may inadvertently end up doing one of two things:

  • Causing students to get stressed by default as they’re aiming for the ‘exceptional’ descriptors first. “The gap” between where they are and want to be is too big; or,
  • Falsely making our core expectations for all students fit the 7-8 band, thus leaving nowhere to go from there – creating a “low ceiling” and no room for extension into genuinely meeting those top descriptors.

If we zoom into the 5-6 band first – in task design and as a student – we are able to set an appropriate expectation for all learners, see how and where to scaffold and support those who need it, and provide a “high ceiling” for innovation, application, analysis, synthesis, etc.

It should then become easier to create the task-specific clarifications. If we can clearly describe the 5-6 “core” band first, we should then make sure that the levels above and below can be really clearly distinguished. In my experience, this is easier than starting at the top and working back.

If you’ve tried this idea (or similar), how did it go?

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The Single-Point Rubric

For a similar discussion and great resources, but in an SBG context, check out Jennifer Gonzalez’s (@cultofpedagogy) posts on the “single point rubric”:

Creating a task-specific clarification in MYP that “Zooms In” to Level 5-6 can save you a lot of time and provide clarity in the single-point sense. 

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Beware of Reductive Rubrics

Here’s an animated gif, made in the Keynote 9, that is a rebuild of an animation I have used in the past. It was inspired by a cartoon that I can’t track down again and would love to find. The intention goes along with the project above: consider the rubric as a launchpad for the outcomes, not the limits. Don’t over-describe the higher achievement levels. 

gif test

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Webb’s DOK 4 As A Filter For Transfer

A more detailed post on this is here, but some key ideas:

Not A Wheel. ASCD.
  • DOK (Depth of Knowledge) is a complementary construct to the success criteria that can give support in levels of thinking. The command terms are very similarly defined.
  • In the “Cultures of Thinking” sense, we could be reflecting on “what thinking moves are required here?” from the understanding map.
  • Webb’s DOK is not a wheel and is not Bloom’s. Check out this post from Erik Francis for ASCD.
  • With the guiding question how else can this be used?”, DOK 4 acts as a Filter for Transfer, and can be accessed from each of levels 1-3.
“How else can this be used?” DOK 4 as a Filter For Transfer


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Standardization: Cycling away from the moderation “event”

A quick post to share a resource, based on some of our work at CA. I love cycle diagrams and was thinking about the process of moderation, planning and the challenges of effective collaboration when there are grades (and a big pile of ‘done’ grading) at stake. 

If you’ve ever tried to ‘moderate’ work that’s based on two or more teachers’ hours of effort in grading, you’ll recognise the challenge. The proposal here is to reframe stadardization as a cycle – various points of entry to working together on a common understanding of assessment – so that teachers align their assessment standards more closely. Post-hoc moderation events may tend towards defense of our own grading work; who wants to go back and change all that work?

Do you think you could put the cycle to work in your own context? 


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Visualising the Curriculum: A Design-Cycle Approach

design-cycleThis year, two of my professional learning ‘Tankyuu‘ goals are to develop the curriculum review cycle for our school and to investigate ways in which we can best communicate our curriculum to the school community: parents, teachers, students and outside agencies.

What kind of MYP Coordinator would I be if I didn’t at least attempt to apply the Design Cycle to this design challenge ;>

Over the coming couple of months, I’ll post updates and ideas to the blog, following the cycle as well as possible. Hopefully by the end of the year I’ll have found the right vehicle for curriculum communication and can start on putting it together.

Why do we need this?

As an international school with a diverse student body, light turnover in faculty and families coming in and out throughout the year, we need to be able to clearly articulate what our students are learning in a way that is understandable to all stakeholders. Where cultural expectations of curriculum might differ, as well as interpretations of an inquiry education (defined below), we need to show the common threads, the ‘safe knowledge’ and the space for exploration in our programmes. As an accredited international school and authorised IB World School, we need to be able to show that learning is built upon clear expectations and that articulation is maintained. As we look towards connecting our curriculum standards to our programme of inquiry, and as we seek to help our parents understand what we do as a school, finding a clear way to reach them is paramount.

Defining Inquiry

Inquiry is creative, critical, reflective thought, built on a foundation of well-taught knowledge, skills and concepts, that invites learners to take action on their learning and ask “what if…?“. (link)

The non-negotiables

Here are some parameters I’m setting before getting started. There will be more as the research develops and the design specifications take shape.

  1. We already use ATLAS Rubicon for curriculum documentation at the school. Teachers have done a lot of work on this over recent years, and we are moving towards using it as a tool for curriculum conversation rather than form compliance. Although it does not currently help our communication with parents, I will prioritise using ATLAS to its fullest potential over suggesting anything new and will not suggest any tool that generates extra work for teachers. If possible, the communication tool will draw from ATLAS to produce something clearer, leaving ATLAS itself as a ‘safe space’ for curriculum development.
  2. Communicating our curriculum needs to help parents understand the connections between curriculum standards, programme frameworks, our learning principles and an inquiry education.
  3. It must be attractive, usable and accessible to parents from different demographics.
  4. It must meet the requirements for CIS/WASC accreditation and for IB programme evaluation (such as producing clear subject group overviews for MYP). As we prepare for a synchronised visit in a couple of years, I’d like to be done by then.

Next Steps

In the inquiring and analysing phase of the cycle I’ll be looking for research on effective curriculum communication tools from the parent perspective, digging deeper into the potential for ATLAS and looking at some products that are available for curriculum visualisation. As I go, I’ll continue to develop the design specification.

If you’re interested in following this journey, I’ll categorise posts with ‘Curriculum’ and tag them with ‘Visualizing Curriculum’. If you have any comments or ideas, please leave them below or let me know on Twitter (@sjtylr)

 

design-cycle-myp-5-criteria-poster

The MYP 5 Design Cycle, with descriptors. Adapted for Canadian Academy from the IB MYP Design Subject Guide (2014).

 


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Taking on the Challenges of Interdisciplinary Learning (Updated 2018)

Reflections: April 2018

Since the original post in early 2016, we’ve made some progress, experienced some great successes and uncovered some further challenges. Enthusiasm is building behind Interdisciplinary Units (IDU’s), though there is still work to be done. I’ve updated the flowchart below to show some other “ways in” to IDU planning. The pdf version has live links to supporting documents.

Some successes

Although we’re still working towards solid IDU’s in all grade levels, there are some which are working well. In MYP3, the “Keen Machines” IDU evolved from a “nifty lifter” design challenge into a more authentic Design-Science connection, generating mechanical solutions to client-based problems around the school, with many creative products. Three years in, this is already ready for the next step in its development, and the teaching team there have done a great job. This quickly spun off into more client-driven Design projects, including a project to redesign school spaces.

Another great example in MYP4 connects LangLit with I&S. Evolving from a long-standing history unit (pre-MYP authorisation, I take no credit at all), involving a Hiroshima trip and bomb-survivor guest-speaker, this connects historical contexts and Hersey’s book. It resulted this year in “A Noiseless Flash” an exhibition of responses to the bomb, empowered by a month of interactions with a professional curator artist-in-residence and attended by the survivor. This authentic, experience-driven unit led to some amazing outcomes, and some participating students told me that her presence at the exhibition increased the quality of their work; the power of the authentic audience. This is an example of a unit that connects to a significant local and historical context.

These two examples contrast in their use of the coordinator. Although the teachers will lead the way in designing all IDU’s, I was more hands-on in the design of the Keen Machines unit, whereas in the Hiroshima unit my role has been “clear (and stay out of) the way” (they would be doing this anyway).

In both cases I am inspired by the passion of the contributing teachers. And in both cases, the coordinator role has included minimising as much administrivia for teachers as possible. Before I leave CA this summer, I need to make sure that the work these teachers have completed is faithfully captured in ATLAS – something I’ll do in conference with them.

Some Challenges

The biggest challenge to successful IDU implementation is the weight of documentation that seems to be expected; the reason for the creation of the flowchart below. Similarly, we are reluctant to formally assess the students’ work and put it on a report card – we’d rather reduce the number of grades given to students. We are experimenting with alternative ways to capture student reflection against the IDU criteria, outlined below, and some EdTech solutions might help.

Another challenge is for partial participation subjects – such as language and arts options – and how they can effectively engage with IDU’s. Two workarounds so far have been to use the subject expertise of some members of a team to support others, and to work towards some smaller “satellite” IDU’s in grade-levels that already have a strong “everyone in” unit. There is still some work to be done here.

Another challenge in IDU implementation is sustainability of projects. With a public showcase of products, it becomes quickly apparent to the upcoming classes what “success” looks like. The challenge of keeping it fresh.

Future Developments

Screen Shot 2018-04-19 at 14.04.51

Developing a new IDU

As momentum gains behind IDU’s, the enthusiasm to connect subjects and build new units increases. In recent meetings, we’ve used Spiderweb discussions (tracked using Equity Maps as a technoid for teachers), to emerge new units. Moving from this into the flowchart helps keep us off screens and in the conversation, and I’m looking forward to helping develop a new MYP2 unit to connect science, PHE and food design; a slightly-asynchronous experience based around nutrition, data analysis and sustainable development.

As subjects roll through curriculum review, new developments and connections (such as the SDG’s/ Global Goals) can inspire action and design of new IDU’s. As a school working towards Creating a Culture of Thinking, developing IDU’s helps energize the force of Opportunities.

Where once we were planning IDU’s to meet a requirement, I’m now trying to keep up with the requests to help create new experiences. It’s an exciting time for IDU development.

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Original Post: January 2016

April 2018: This post is unedited, save for the image.

Here’s a quick post of some work we’ve been doing over the last couple of weeks. Now that the foundations of MYP: Next Chapter are bedded in, with teachers using the guides, working well with the assessment criteria and coming up with some interesting inquiries, it’s time to tackle interdisciplinary units (IDU’s).

Although the school had some IDU’s before, these tended towards more thematic connections; the publication of the IB’s”Fostering interdisciplinary teaching and learning in the MYP guide demands a higher level of sophistication and planning, as well as the use of a separate set of assessment criteria. In the interim period before MYP:NC, we disconnected a few IDU’s to focus on strengthening disciplinary practices, so that when we re-connected, they would be stronger and more authentic to those involved. As a result, more teachers are asking for ways to connect, some of the IDU ideas are evolving and becoming more adventurous and a keen group of teachers have attended (or are about to attend) IDU workshops.

The challenge as coordinator? How to manage and encourage this, whilst ensuring the energy remains in the connections without being diminished by the added burden of a new planner, criteria and restrictions. My solution (for now) is to take on the formal documentation of the new IDU’s and build some support resources, so that the teachers can get on with it. In these prototyping years for the new IDU’s there will be plenty to test and evaluate. One of the key differences in this approach compared to our normal unit planning is that I manage the IDU ATLAS planners: while teachers discuss and plan together, I observe, question and clarify and record the results into the planner. The planner itself won’t be ‘complete’ until at least the second cycle through as we reflect and tinker, but at least we get to test the unit in ‘beta mode’ and see how it grows.

I’ve tried to capture the flow of the IDU in this poster (updated 2018): a visual supplement to the IDU guide that will help us through the process and reduce the amount of pages that teachers need to read. As usual, it’s made in GoogleDrawings, so that I can embed, refine and include links where needed. I’d love to read your feedback in the comments below or on Twitter.

IDU Planning @sjtylr

A sample flowchart for working through the IDU process, distilled from “Fostering interdisciplinary teaching & learning” and MYP Coordinator Support Materials. Click to download as pdf, with active links. Updated April 2018.

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“Culture does not make people. People make Culture.” Chimamanda Adichie

Another great TEDx Talk from Chimamanda Adichie, on “We should all be feminists.” She describes her journey as a feminist and her interactions around feminism with others.

“A feminist is a man or a woman who says ‘Yes, there’s a problem with gender as it is today and we must fix it and we must do better’.” 

I loved this quote about Culture, but the whole talk is worth watching and sharing:

Chimimanda Adichie: "We should all be feminists."

Chimimanda Adichie: “We should all be feminists.”

Since reading about culture and curriculum (Denis Lawton’s ideas), I can’t help but see the connection between what we value and what we teach. As educators we should consider the ‘story’ we promote about gender issues and although I have some way to go, I do try to promote positive gender roles in class and made some significant changes to sexuality education last year.


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New Challenges: Director of Curriculum & PD [for 2015-2017]

Taylor Family at Shichi-Go-San (7-5-3) Ceremony in Kobe.

Taylor Family at Shichi-Go-San (7-5-3) Ceremony in Kobe. Anya had a big say in our decision to stay this year – she knows a great lifestyle and education when she sees it!

In the exciting time of year where international school friends and colleagues are making decisions about their futures – stay or go, which fair, which country, which school – we feel some relief at having made the decision to stay. We’re happy here, the school is great, Japan is brilliant and we have a good life. There’s a lot to be thankful for. But there will be some change…

Just before the Autumn break (it was lovely), I signed on as Director of Curriculum and Professional Development* for the next two years. I’ll keep one teaching block and the MYPCo role, but will be looking at things from a more whole-school perspective, following in the footsteps of the super-capable Tony. They’re big shoes to fill, but I’m proud of the work we’ve done together over the last few years, and I think the school is in a strong place for moving forward (and for the first PYP and MYP programme evaluations). There is an excellent leadership team in PYP, an experienced DPCo coming in and a strong set of Principals. We’ve established a good direction as a school, so I hope that the new Head (to be hired) is a great fit.

So over the remainder of this year we want to make sure everyone is on the same page with MYP: Now Chapter, developing curriculum and classroom practices, establishing protocols for strong IDU’s, gathering evidence for the review and preparing for next year’s PD. It’s going to be a busy few years, but this is the right place to take the next step.

Rock on.

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*Does Director of Curriculum & Professional Learning sound more ‘now’? Or even just Director of Learning?


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Educate for hope, not despair, for a fair and sustainable world.

I wrote this post in 2014, but come back to it often. See edits and additions below the main body. We tread a delicate line between hope and despair; between student action for change and not overwhelming our young learners with the pressure of a future that was shaped by others.  

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We’ve wrecked the world.

Screen Shot 2014-10-13 at 10.29.23 AM

Californian Blue Whales are almost back to historical levels after whaling bans in their range [Image: Getty, free for education].

Inequality, environmental destruction, outbreaks of disease, terrorism and economic collapse. We are (we think) aware of the problems we face – and the message can be one of hopelessness. Do we risk passing on global ignorance to our students – a connected, compassionate generation who are plugged into a media-rich stream of (mis)information?

As we try to bring global issues into the classroom, there is a danger that we promote a message that all is lost; a message reinforced by media reporting on the same issues and clouded by prejudices and emotion? This is something I worry about in international curriculum design and often think about how a globally-informed curriculum can also be a hopeful one.

We can fix it.

We can choose to educate for hope. The solutions to many of problems are out there, or on the cusp of being realised – the technological age is well established and we are reaping the rewards. Now it’s time to recognise the importance of the psychological age. George Monbiot writes that if we terrify people, they will focus on saving themselves, not others; a feeling of hopelessness that accompanies awareness of global issues is unhelpful. Yet if the focus is on the concrete and the hopeful – the actions that we can take to make a difference – then we might affect a more positive outcome.

I would love to see an international school curriculum that produces graduates who are globally literate (as in Hans Rosling’s Ignorance Project) and who are hopeful, compassionate and active ‘fixers of the future‘. With the IB Programmes we have the framework – the ‘heavy lifting’ of the elements of an excellent education has been done for us. As schools we can choose to use that framework to build an inspirational experience.

Edit 2018: Rosling’s posthumously-published book (Factfulness: Ten Reasons We’re Wrong about the World – and Why Things Are Better Than You Think) is out. Here is an excerpt in the Guardian.

We can start with simple actions

Blue whales are recovering and we can re-grow rainforests – so we can reclaim hope in the curriculum with simple actions:

  1. Design units that connect to Global Contexts in authentic ways.
  2. Evaluate our own understandings of the global issues we’re addressing before we teach them.
  3. Use student research and examples to highlight both the reality of of the situation and the actions that can (and are) being taken to make a positive difference.
    • MYP Sciences, Criterion D – I’m looking at you. And you too while we’re at it, and Design Cycle.
  4. Discuss how these actions and our knowledge can be connected to meaningful action.

We want to create a realistic hope – not ignorance, boredom or hopelessness.

We can do it.

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Update Dec 2017: Blue Planet’s Back! 

“We want children to love nature so that they protect it in the future.”

(Patagonia “Family Business” Raising the Next Generation)

Read this post from June 2017 on the Patagonia blog, about the Great Pacific Child Development Center and their studies and efforts to connect kids to nature. Similarly, we can reflect on the kinds of experiences and media that promote positive feelings towards environmental stewardship in our kids. Shows like Blue Planet II and Planet Earth stimulate fantastic conversations in our house and inspire our kids whilst also informing them of the human impacts. They’re not afraid, but they care.

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Update April 2018: International Contexts

“We do not see ecological grief as submitting to despair, and neither does it justify ‘switching off’ from the many environmental problems that confront humanity. Instead, we find great hope in the responses ecological grief is likely to invoke.”

Read this excellent post from the TheConversation/TerraMar Project,Ecological Grief: Understanding Hope & Despair in the Anthropocene.” As you read the piece, think about the psychological impacts of environmental change. What can we do about them? How might you use “Why Them? Why There? Why Then?” in connection with the article to develop IMaGE?

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Update January 2019: #Factfulness & Global Ignorance

Screen Shot 2019-04-21 at 8.05.01 AMAnyone who follows me on Twitter will know how much I love Factfulness by Hans Rosling & family. I have a growing LibGuide full of connected resources for the global ignorance project and data-informed inquiry here. I presented it recently at ACAMIS Tech 2018, and will run an extended session at Learning 2.019 in Nanjing in November.

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Update March 2019: Global Thinking Toolkit

PZ Global Competence Model A3 Portrait Graphics (@sjtylr)The Global Thinking Routines from Veronica Boix-Mansilla’s (@VBoixMansillaGlobal Thinking Bundle, are a set of project zero resources that can help focus classroom action and inquiry. Click here to read the full Global Thinking guide, and here for her piece in Educational Leadership Magazine on How To Be A Global Thinker. I also love her IB blog post on “bringing international mindedness to life” with portraiture.

See this post for more graphics and links.

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Update April 2019: #OurPlanet!

Attenborough & team are back… on Netflix. The new series, Our Planet, does a great job of teaching for hope, not despair, without white-washing the issues. After George Monbiot’s scathing criticism of the more recent series, Our Planet shares the beauty, highlights the issues and show real and inspiring examples of how human actions are already making a positive impact. They have a great website of resources & clips here.

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Links: