These modules were specifically focused on Language and Literature (Language and Literature Guide, 2014) and provided guidance on how to fill out the IB MYP Unit Planner with key/related concepts, global contexts, statement of inquiry, and craft inquiry-based learning experiences.
Key and Related Concepts
One key feature of the IB Programme is the explicit teaching of concepts (MYP: From principles into practice, 2022). The Key and Related Concepts tie directly to the classroom learning. The Key Concept is a flexible “big idea” that can be used to explore ideas, make connections, and add real-world relevance. The Related Concepts provide detailed exploration of Key Concepts and complex ideas.
As an example, reading an article about changing phone technology is literally about Communication (a Key Concept), but is also communicating information to us using a specific medium — a non-fiction article — design choices, and writing style. A Related Concept such as Purpose can help us explore why the article was written and presented this way, and Context can help us understand changing technology and our own perspective.
Global Contexts
Global Contexts allow students to understand and discuss learning as part of the real-world, and to take actions that actually affect the world around them. Learning about globalization and sustainability helps engage students in learning, and helps them understand how their learning and actions can have a direct impact on sustainability.
Statement of Inquiry and Inquiry Questions
Inquiry-based learning encourages students to look at learning as an exploration, and a statement of inquiry is the question that guides that exploration. Rather than a question with a “correct” answer, the statement of inquiry encourages students to explore the Key and Related Concepts and Global Context as part of their learning experience, and the inquiry questions (factual, conceptual, debatable) provide further guidance on how the exploration could proceed.
Learning Experiences
Learning in the IB Programme is inquiry-based, and students should be encouraged to drive their own learning and have a voice in the classroom. Rather than a lecture, students can explore class content on their own or in groups, with teachers facilitating, scaffolding, and supporting student development and reflection. Collaboration is another important feature of the IB Programme, and students are encouraged to develop their collaborative ATL Skills through these learning experiences.
ATL Skills
The IB programme is designed to support students’ academic and professional development, but also their emotional development. These academic, professional, and personal skills are another explicit part of classroom teaching and the MYP Unit Planner, and are called Approaches to Learning (ATL) Skills. They fall into five categories, and have multiple, specific clusters. The categories are: Communication, Social, Self–management, Research, and Thinking Skills. They are consistent across all IB MYP courses, and should be modeled by teachers as a way to develop life-long learning habits.
Assessments
IB Teachers assess students through Formative and Summative Assessments. Formative Assessments are a regular part of classroom learning and allow teachers to collect data, receive feedback, and make adjustments to classroom learning. This is an important way for teachers to give students input into their own learning, and to personalize learning for the students in the classroom. They are also useful in providing feedback to students to show them they are on the right track, and give them an idea of their progress. Summative Assessments are explicit assessments that allow teachers to measure and report on student learning outcomes using the IB Criteria. For Language and Literature, these criteria are Analyzing, Organizing, Producing Text, and Using Language. Each of these criterion have different strands, and must be assessed at least twice each school year.
References
MYP: From principles into practice. (2022). International baccalaureate. International Baccalaureate Organization (UK) Ltd.
Language and Literature Guide (2014). International baccalaureate. International Baccalaureate Organization (UK) Ltd.
Richard Stefano - PME Course progress 