Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Tuesday, June 19th Session IV: 8:30-10:00 Session V: 10:15-11:45 LUNCH: 12:00-1:00 Session VI: 1:00-2:30 Session VII: 2:45-3:45 Tuesday, June 19th Session IV: 8:30 – 10:00 AOI and Mathematics Essential/Guiding Content Questions Areas of Interaction Every AOI can be used with the mathematics you teach. The question is a matter of fit. An AOI should fit the concept naturally. Don’t force an AOI to fit a unit of study. If it feels forced, then it is. Initially, your goal should be to use each one at least once throughout a school year. Remember, the AOI is supposed to help connect your students to the mathematics concepts you want them to learn. Think of the AOI as a lens to help you focus the unit you are trying to teach. Approaches to Learning Please turn to page 9 in your workbook and read through the description for this AOI. MYP’s description for this AOI is found on page 12 in your content guide. This AOI is the easiest to fit into any unit you teach because it asks the student to evaluate his/her own learning. Homo Faber Literally means “Man the Creator”. Should NOT be viewed strictly as our students creating something. Studying the “mathematical” creations of man also incorporates the ideology behind this AOI. Often lends itself with the historical study of a math concept. Homo Faber Examples Trigonometry: sine, cosine, tangent ratios Integer Operations: +, , x, ÷ Homo faber: How does one remember the ratios correctly? Creation of a mnemonic device: Chief Soh Cah Toa Homo faber: good guy/bad guy story Algebra: Slope of a Line Homo faber: What human creations exist that illustrate the use of the concept of slope? Community & Service (aka Service Learning) This AOI is often used in math lessons focused on statistics and probability. Statistical data generated or researched can be used to raise awareness about an issue, and can encourage action/involvement by the students. Although it may be difficult, this AOI can be used with other mathematics concepts. Community & Service Examples Concept: Geometry of Tessalations/Tilings Community & Service: School Grounds/Campus Beautification Concept: Pre-Algebra Concepts Community & Service: Level 5 students design and deliver a lesson to level 2 and/or level 3 students how to solve simple equations. Environment Much like Community & Service, this AOI is often used in units focused on Statistics and Probability. Environment should not be viewed as just understanding and protecting the natural world. Environment could also include that space/area closer to home – home environment and/or school environment Environment Examples Geometry: Golden Ratio Environment: Architecture as art in the community. Does it improve or harm the public environment? Quadratic Functions Environment: Creating a plan for water fountain for a public space/park. Health & Social Education Much like Community & Service and Environment, this AOI is often used with Statistics and Probability units. This AOI asks students to look at how their mind and body could affect the choices they make. Health & Social Education Examples Exponential Growth/Decay Health & Social Education: half life of radioactive materials Exponential Functions Health & Social Education: Interest rates and investments Essential/Guiding Content Questions The MYP Curriculum framework at is core believes that students are more likely to remember what we want them to learn if they use an inquiry-based learning model (also called guided inquiry). Why Use Essential/Guiding Content Questions? We learn… 10% of what we read. 20% of what we hear. 30% of what we see. 50% of what we both see and hear. 70% of what we discuss with others. 80% of what we experience personally. 95% of what we teach to someone else. ~ William Glasser An Effective Essential/Guiding Content Question… is broad-based and frames the unit; helps the student to focus on the “essence” of the unit. elicits more questions from the learner. encourages higher-order thinking skills. incorporates the Area of Interaction to answer. links learner to prior knowledge; extends learning. enhances relevancy of the content; dynamic in nature. does not depend upon recalling of facts, but uses the content to answer. Writing Effective Essential/Guiding Content Questions Can the student find the answer to the question in a book or on the internet? Does the question force the student to navigate through the content to find an answer? Does the question invite the student to delve into the Area of Interaction associated with the question? Are multiple answers possible to this question? Are there any biases that might be implied in the question? Practice Writing an Essential Question Topic/concept: slope of a line Topic/concept: dilations of a geometric figure Topic/concept: medians, quartiles and outliers Topic/concept: translating parabolas Tuesday, June 19th Session V: 10:15– 11:45 Writing an MYP Unit of Work Writing an MYP Unit Lesson During this session, you will write an MYP Unit Lesson. On pages 17 through 20 in your workbook, you have a curricular planning worksheet that will help you focus your thoughts on the unit you will write. Tuesday, June 19th Session VI: 1:00 – 2:30 Discussing/Assessing Units of Work Gallery Walk Tuesday, June 20th Session VII: 2:45 – 3:45 Creating Rubrics to Evaluate the MYP Unit Lessons