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MYP Mind Map by Mind Map: MYP Mind Map

1. Programme Standards & Practices/Learning Standards

1.1. Design Coherent Curriculum

1.1.1. Curriculum Organizes Learning & Teaching

1.1.1.1. Collaborative Planning Time

1.1.1.2. Integrate w/ local, state, national req'ts

1.1.1.3. Allows students to make connections

1.1.1.4. Horizontal/Vertically Aligned

1.1.1.5. Matches Program Document

1.1.2. Teachers & IB Programme

1.1.2.1. Plan & design units

1.1.2.1.1. Interdisciplinary

1.1.2.1.2. Inquiry-Based

1.1.2.2. Reflect on connections & shared concepts

1.1.2.3. Use resources to extend collaboration

1.1.2.4. Use planning/reflection to address IB elements of education

1.1.3. School Engaged in/Shares Curriculum

1.1.3.1. Inform ongoing development

1.1.3.2. Pedagogical teams access community resources

1.1.3.3. School reviews IB requirements

1.1.3.4. Reviews req'd/supporting IB content

1.1.3.5. Ensures curriculum up to date & shared/communicated

1.2. Students are Lifelong Learners

1.2.1. Skills: thinking, research, communication, social, self-management

1.2.2. Students reflect on development of IB attributes

1.2.3. Healthy relationships, collaboration, shared responsibility

1.2.3.1. Collaboration opportunities

1.2.3.2. Student Voice

1.2.3.3. Relationship building

1.2.4. Grow to make informed, reasonable, ethical judgments

1.2.4.1. Academic Integrity

1.2.4.2. Intellectual Property

1.2.4.3. Appropriate citations

1.2.5. Students bring positive change in wide community

1.2.5.1. Action

1.2.5.2. Commitment to Service

1.2.6. Set challenging goals & investigate personal inquiries

1.2.6.1. MYP Personal Project

1.2.7. Opportunities to explore personal/ cultural identities

1.2.7.1. Opportunities

1.2.7.2. Affirmed Identities

1.2.7.3. Language Profiles

1.3. Approaches to Teaching

1.3.1. Teachers develop natural curiosity

1.3.1.1. Inquiry Based Learning Used

1.3.1.2. Monitored by school

1.3.1.3. Student Choice

1.3.2. Focus on conceptual understanding

1.3.3. Use local/global context for relevance

1.3.3.1. Transfer understandings to new/unfamiliar contexts

1.3.4. Promote collaborative/dynamic learning community

1.3.5. Remove barriers to learning

1.3.5.1. Learner variability

1.3.5.2. Prior Knowledge

1.3.5.3. Language Development

1.3.5.4. Multiple Technologies

1.4. Approaches to Assessment

1.4.1. Feedback to improve learning

1.4.1.1. Support stated outcomes

1.4.1.2. Constructive school-based reporting

1.4.2. Varied assessment methods

1.4.2.1. Parent/caregivers have access to documentation

1.4.3. Assessments are consistent, fair, inclusive & transparent

1.4.3.1. Compliance with access

1.4.3.2. External reporting accurate

1.4.3.3. Appeals process

1.4.3.4. Smooth delivery of assessment

1.4.4. Students consolidate learning through assessment

1.4.4.1. Year 5 Personal Project

2. Mathematics Guide

2.1. Mathematics In the MYP

2.2. Written and Taught Curriculum

2.3. Assessed Curriculum

3. Mathematics Framework

3.1. 4 Branches of Mathematical Study

3.1.1. Numerical & Abstract Reasoning

3.1.2. Thinking With Models

3.1.3. Spatial Reasoning

3.1.4. Reasoning With Data

3.2. Recommended Prior Learning

3.2.1. Base 10 Place Value

3.2.2. Associative/Commutative Properties

3.2.3. Operations in Problem Solving

3.2.4. Fractions & Decimals

3.2.5. Complex Operations

3.2.6. Rules for Patterns

3.2.7. Functions to Extend Patterns

3.2.8. Measurement & Conversion

3.2.9. Transformed Figures

3.2.10. Geometric Figures/ Vocab

3.2.11. Data Collection

3.2.12. Graphs

3.2.13. Probability

4. MYP Mind Map

4.1. Students are Lifelong Learners

4.1.1. Skills: thinking, research, communication, social, self-management

4.1.2. Students reflect on development of IB attributes

4.1.3. Healthy relationships, collaboration, shared responsibility

4.1.3.1. Collaboration opportunities

4.1.3.2. Student Voice

4.1.3.3. Relationship building

4.1.4. Grow to make informed, reasonable, ethical judgments

4.1.4.1. Academic Integrity

4.1.4.2. Intellectual Property

4.1.4.3. Appropriate citations

4.1.5. Students bring positive change in wide community

4.1.5.1. Action

4.1.5.2. Commitment to Service

4.1.6. Set challenging goals & investigate personal inquiries

4.1.6.1. MYP Personal Project

4.1.7. Opportunities to explore personal/ cultural identities

4.1.7.1. Opportunities

4.1.7.2. Affirmed Identities

4.1.7.3. Language Profiles

4.2. Programme Standards & Practices/Learning Standards

4.2.1. Design Coherent Curriculum

4.2.1.1. Curriculum Organizes Learning & Teaching

4.2.1.1.1. Collaborative Planning Time

4.2.1.1.2. Integrate w/ local, state, national req'ts

4.2.1.1.3. Allows students to make connections

4.2.1.1.4. Horizontal/Vertically Aligned

4.2.1.1.5. Matches Program Document

4.2.1.2. Teachers & IB Programme

4.2.1.2.1. Plan & design units

4.2.1.2.2. Reflect on connections & shared concepts

4.2.1.2.3. Use resources to extend collaboration

4.2.1.2.4. Use planning/reflection to address IB elements of education

4.2.1.3. School Engaged in/Shares Curriculum

4.2.1.3.1. Inform ongoing development

4.2.1.3.2. Pedagogical teams access community resources

4.2.1.3.3. School reviews IB requirements

4.2.1.3.4. Reviews req'd/supporting IB content

4.2.1.3.5. Ensures curriculum up to date & shared/communicated

4.2.2. Approaches to Teaching

4.2.2.1. Teachers develop natural curiosity

4.2.2.1.1. Inquiry Based Learning Used

4.2.2.1.2. Monitored by school

4.2.2.1.3. Student Choice

4.2.2.2. Focus on conceptual understanding

4.2.2.3. Use local/global context for relevance

4.2.2.3.1. Transfer understandings to new/unfamiliar contexts

4.2.2.4. Promote collaborative/dynamic learning community

4.2.2.5. Remove barriers to learning

4.2.2.5.1. Learner variability

4.2.2.5.2. Prior Knowledge

4.2.2.5.3. Language Development

4.2.2.5.4. Multiple Technologies

4.2.3. Approaches to Assessment

4.2.3.1. Feedback to improve learning

4.2.3.1.1. Support stated outcomes

4.2.3.1.2. Constructive school-based reporting

4.2.3.2. Varied assessment methods

4.2.3.2.1. Parent/caregivers have access to documentation

4.2.3.3. Assessments are consistent, fair, inclusive & transparent

4.2.3.3.1. Compliance with access

4.2.3.3.2. External reporting accurate

4.2.3.3.3. Appeals process

4.2.3.3.4. Smooth delivery of assessment

4.2.3.4. Students consolidate learning through assessment

4.2.3.4.1. Year 5 Personal Project

4.3. Mathematics Guide

4.3.1. Mathematics In the MYP

4.3.2. Written and Taught Curriculum

4.3.3. Assessed Curriculum

4.4. Mathematics Framework

4.4.1. 4 Branches of Mathematical Study

4.4.1.1. Numerical & Abstract Reasoning

4.4.1.2. Thinking With Models

4.4.1.3. Spatial Reasoning

4.4.1.4. Reasoning With Data

4.4.2. Recommended Prior Learning

4.4.2.1. Base 10 Place Value

4.4.2.2. Associative/Commutative Properties

4.4.2.3. Operations in Problem Solving

4.4.2.4. Fractions & Decimals

4.4.2.5. Complex Operations

4.4.2.6. Rules for Patterns

4.4.2.7. Functions to Extend Patterns

4.4.2.8. Measurement & Conversion

4.4.2.9. Transformed Figures

4.4.2.10. Geometric Figures/ Vocab

4.4.2.11. Data Collection

4.4.2.12. Graphs

4.4.2.13. Probability