Fundamental Concepts Areas of Interaction Community & Service Learner Profile Assessment
The MYP is designed to teach students to become independent learners who can recognize relationships between school subjects and the world outside, who can adapt to new situations and combine relevant knowledge, practical and social intelligence to solve authentic problems alone or in groups.
It is also devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world.This implies a "living curriculum" (Beane, 1990), one which calls for more than "knowing": it involves reflective thinking, both critical and creative, about ideas and behaviours. It includes problem solving and analysis, clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to critical thinking and action.
There are three fundamental concepts of the IB programme. They are communication, holistic learning, and intercultural awareness. These ideas are fused into every element of our school from lessons in all subject-areas to after school activities and bulletin board displays.
COMMUNICATION is fundamental to learning, as it supports inquiry and understanding. Different forms of communication allow student reflection and expression. MYP places particular emphasis on language acquisition and allows students to explore multiple forms of expression.
HOLISTIC LEARNING emphasizes the links between the disciplines, providing a global view of situations and issues. Students become more aware of their learning and come to see knowledge as an interrelated whole.
INTERCULTURAL AWARENESS emphasizes our concern with developing students' attitudes, knowledge, and skills as they learn about their own and others' social and national cultures.
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Areas of Interaction
There are five Areas of Interaction in the IB/ MYP. These areas serve as lenses to see the world and the people in it from different perspectives. They are taught in creative ways throughout the program including interdisciplinary units, projects, and special events. The five areas are: Approaches to Learning, Community & Service, Health & Social Education, Environments, and Human Ingenuity.
Approaches to Learning
Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies.
Community & Service
This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship. The emphasis is on building relationships in the community, a sense of responsibility, and the skills needed to make an effective contribution to society.
Health & Social Education
This area deals with physical, social and emotional health and intelligence. These are key aspects of development leading to complete and healthy lives. It makes students aware of potential hazards and gives them tools to make informed choices.
This area aims to develop students' awareness of their interdependence with the environment so that they understand and accept their responsibilities.. Each day students are confronted with global environmental issues- political and economic- which require balanced understanding. Students also face environmental situations at home and at school which require decision-making.
Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life.
Community & Service
The Northwoods Park Middle School IB Program requires all students to complete community service. Education neither ends nor begins in the classroom, and essential aspects of learning exist in the world outside. Community service projects balance the emphasis on academic achievement with experiences that benefit others who need help. Additionally, the community service projects challenge and extend each individual to develop a spirit of discovery and self-reliance, to encourage development of personal skills, and to inspire awareness, concern, and responsibility in service to the local and global community.
Students should complete a reflection form for each different activity they participate in. All reflections must be placed in the Communioty & Service Section of the IB Portfolio located in homeroom.
Students will be recognized throughout the year for their outstanding service efforts.
The minimum hours required by each student is as follows:
6th Grade- 5 hours
7th & 8th Grade- 10 hours
Please see the forms & files section for reflections, and the presentations for more information.
IB Learner Profile
The IB Learner Profile is the IBO mission statement translated into a set of learning outcomes for the 21st century. The Learner Profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of students, families and teachers, uniting them in a common purpose. The attributes of the Learner Profile define the type of learner the IBO hopes to develop through the MYP.
IB LEARNERS ARE:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research, and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas, and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiatives in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
In the IB/MYP students are assessed using a criterion-referenced approach and will not be assessed against other students. Asssessment reflects achievement against the defined criteria for each subject area (Language A, Language B (Foreign Language), Sciences, Mathematics, Humanities (Social Studies), Arts, Technology and Physical Education.)
Continuous assessment is essential in teaching and learning, and is done formatively (ongoing) and summatively to identify strengths and weaknesses.
The MYP places Approaches to Learning at the core of the curriculum; therefore, some forms of process assessment will focus less on the product itself than on the thought processes leading to the desired outcome.
Assessment tasks and activities are varied and include projects, exhibitions, oral presentations, demonstrations, essays, tests, quizzes, and self- and peer evaluation.
We use rubrics for Summative Assessments. To see specific criterion, please see Files: IB Assessments.
Assessed student work is displayed in an IB Portfolio. Please see IB Portfolios under Files for more details on how the Protfolio is organized and what it includes.