MYP in the classroom
teaching and learning in the classroom
Teaching and learning in context
Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded.
Conceptual understanding
Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically.
Approaches to learning (ATL)
A unifying thread throughout all MYP subject groups, approaches to learning provides the foundation for independent learning and encourage the application of students’ knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn.
Service
Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the program, especially in the MYP community project, and to some extent in the personal project. .
Language and identity
MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.
From: MYP for Parents from IBO
Inquiry
Inquiry, Action, and Reflection
Teaching and learning in the MYP is framed by inquiry, action, and reflection.
Inquiry provides the foundation of the written, taught, and assessed curriculum in the MYP. Classroom instruction should focus on students’ prior knowledge and experiences and allow students to explore new knowledge and complex problems within the classroom.
Principled action, a classroom strategy and learning outcome, asks students to make connections to the real world and to learn by doing in and out of the classroom to affect the people and communities around them.
Reflection IB regularly asks students and teachers to reflect on their experiences to deepen their understanding of the content, the skills, and learning. Teachers and students use metacognitive strategies to reflect on their personal development and manage and evaluate learning.
Global contexts
In the MYP, learning contexts should be (or should model) authentic world settings, events, and circumstances.
Contexts for learning in the MYP are chosen from global contexts to encourage international mindedness and global engagement.
For each unit, teachers select one of the global contexts to ground student inquiry and exploration.
MYP Global Contexts.pdf