Category 1 – Heads of school/IB coordinators: Implementing the MYP curriculum
Recommended for: Administrators, heads of school and IB coordinators. NOTE: The head of school must attend a category 1 workshop before the submission of application for candidacy. The coordinator is encouraged to attend with the head of school but may attend during the candidate phase. Heads of school and MYP coordinators from candidate schools and schools interested in implementing the MYP should enroll in this category 1 workshop. Participants explore the philosophical, pedagogical and administrative implications of the IB programme to assist them as they prepare for the verification visit.
This workshop encourages participants to:
- Develop a leadership approach around collaboration and collegiality
- Transform teaching, learning and assessment practices through a concept-based curriculum that ignites inquiry, action and reflection in global contexts
- Motivate their school community to innovate and take risks
- Align the school’s educational beliefs and values to reflect those of the IB in order to implement a challenging programme of international education.
Category 2 – MYP subject-group teachers: Delivering the MYP curriculum
Recommended for: MYP subject-group teachers. Subject-group teachers should enroll in a category 2 workshop in their particular subject area. Teachers from candidate and authorized schools who have at least one year of experience in delivering the MYP should enroll in these category 2 workshops as part of their continued professional development.
Participants collaborate and reflect on effective teaching, learning and assessment strategies in each of the MYP subject groups.
- These workshops encourage participants to:
- Take a collaborative approach to the structures and principles of the subject group framework and guidelines
- Evaluate effective teaching and learning strategies and continue to design tasks that will support the implementation of the subject group framework and guidelines
- Reflect upon the relevance, innovation and rigour of student-centred environments
- Share challenges and successes in a continued effort to align educational beliefs and values to reflect those of the IB in order to create a challenging programme of international education
- Reflect upon personal practices and capabilities
Category 3 – The learning environment and inquiry
Recommended for: Teachers, administrators, business managers, property managers and architects who are considering changes to their physical school environment. New trends are emerging in contemporary education. Learning environments and space can have a significant impact on school improvement and student learning.
This workshop moves beyond the classroom environment and considers the “environment” as all that surrounds a student. Through case studies and research into learning environments, you will investigate alternative learning environments that support PYP practice and explore the pedagogical shifts that can occur as a result of the innovative use of spaces. The workshop will challenge you to think about current workspaces and look at how they can positively influence PYP practice.
Individuals & Societies / Performing Arts
Category 3 – Service learning in the MYP
Category 3 – Service learning in the MYP
Recommended for: All. Today’s complex issues allow for diverse ways for students to respond in a principled way with relevance, creativity, rigor and empathy. Action, central to the MYP programme and the IB mission, focuses on learning by doing and experiencing, a key component in constructivist models of education.
In this workshop, you will move from a narrower understanding of community and service into a wider, more inclusive view of action as community engagement, as well as an authentic context for learning and achievement in school. You will explore the meaning of service learning and gain insight into how to plan engaging, developmentally appropriate service activities that are grounded in relevant global contexts. You will inquire into how responsible action, tightly connected with sustained inquiry and critical reflection, will develop the kinds of attributes described by the IB learner profile that are essential for success in future academic pursuits and adult life.