The MYP does not provide a prescribed curriculum, but a methodology for content delivery and a framework for teaching and learning.
No significant differences were found between IB schools and their comparison schools in math and reading achievement as measured by the Texas Assessment of Knowledge and Skills. However, structured classroom observations indicated that favorable instructional practices and student behaviors and activities occurred more frequently in IB classrooms than in non-IB Texas classrooms.
Researchers concluded that while this is suggestive that the overall quality of instruction is higher at IB schools, implementation varied from school to school, and some of the favorable instructional practices are used more often in some IB schools than in others.
Positive outcomes of the IB as identified by teachers and administrators in case studies included increased teacher collaboration, authentic assessment, increased student motivation for learning, development of critical thinking skills, and increased student global and cultural awareness.
Challenges identified by teachers and administrators included staff recruitment and retention, balancing the IB with state and district requirements, the additional time needed for collaborative lesson planning and paperwork, the difficulty and workload for students, student mobility, and lack of support from districts parents or teachers.
The ISA assesses student performance in Grades 3 to 10 across four domains: On the other hand, there was insufficient evidence to suggest that IB schools authorized for a longer period produce better student outcomes, and no clear patterns were noted in student performance across IB full continuum schools and single or dual programme schools.
The study examined the experience of four pilot sites that implemented MYP to DP pathways in their middle and high schools, and tested and gave feedback on the new supports.
The study found that schools' challenges included 1 building an MYP pathway across middle and high schools in different buildings with different organizations, 2 meshing the MYP and DP philosophies and pedagogies, 3 getting past preconceived notions of IB as a selective honors programme, 4 funding DP exams and fees, 5 the pressure to focus time, attention and resources on state exams and expectations at the expense of the IB, 6 developing safety net supports for students who needed additional motivation and academic preparation, and 7 high principal and teacher turnover.
The most successful support service was facilitating access to IB professional development, including on- and off-site workshops. Guidance counselor training and involvement was particularly important to expanding access to IB and to the college admissions process.
|Middle School/IB Curriculum - St. James Academy||Tuck Everlasting, Natalie Babbit 2. Call of the Wild, Jack London, 4.|
|Keep up to date with the MYP: The new MYP unit planning process | IB Community Blog||Subjects Description Academic Writing in a Global Context addresses the issue of the pressure on academics worldwide to produce their work in English in scholarly publishing, and why the growth of the use of academic English matters.|
|Student Guide - GFHS MYP Personal Project||How is it possible to put topics such as bullying, sex education and school rules within a conceptual framework?|
Participation in the grant itself, with direct support and advocacy from the IB regional office and access to the network of peer schools was also key. The effects of on-site coaching were mixed, but most effective when coaches had both expertise in IB and experience in urban schools.
Professional Learning Groups, adopted with assistance from the coaches, were useful in making meetings more productive, in spreading IB to more staff, and in distributing leadership more widely.
The study noted while schools saw progress in expanding enrollment, implementing organizational change, and increasing test scores, a fully constructed MYP to DP pipline would take at least 6 years to take the first cohort of students through the diploma. In keeping with this, only the school that had the fully functioning pipeline by the end of the study showed a strong pattern of increase in diplomas awarded.IBAP Regional Workshops, PYP, MYP, DP and Continuum, Cat 1, Cat 2 and Cat 3 Workshops, Beijing, China, Nov Workshop participants are responsible for booking their own accommodation and making their way to the workshop venue.
Keep up to date with the MYP: The new MYP unit planning process. Welcome to the first in a series of blog posts that will feature stories from Middle Years Programme (MYP) practitioners in IB World Schools around the globe.
related concept(s) and global context, as you would imagine in a conceptually driven curriculum model, proves.
An outline of the foundations of the Middle Years Programme (MYP) social emotional learning (SEL) curriculum. Building on these driving principles, the next challenge was to investigate whether it was possible to cover the traditional pastoral curriculum topics within a MYP framework.
Once chosen, the global context should be clarified through a specific exploration (examples of specific explorations can be found within the section on “Inquiry: Establishing the purpose of the unit” in the document MYP: From principles into practice). At Gimnasio del Norte, students use the list of possible global context explorations from MYP: From principles into practice () to jump-start their thinking.
At the Kaust School, students brainstorm ideas based on a range of global contexts before they finalize their selected topic in consultation with personal project supervisors.
MYP Global Contexts. Possible explorations to develop: Notes global; reflect on the • markets, commodities • human impact on the environment • commonality, diversity and interconnection • consumption, conservation, natural. opportunities and tensions provided by.