1. 7. Presentation (2')~5'30"
1.1. What is a concept?
1.1.1. A concept is a “big idea”—a principle or notion that is enduring, the significance of which goes beyond particular origins, subject matter or place in time.
1.1.2. Use the concept of "form" as an example
1.1.3. Concepts range from macro to micro in terms of scope but they have commonalities
1.1.3.1. Valued and meaningful across time, place and space
1.1.3.2. Abstract
1.1.3.3. Concise (represented by one or two words, or a short phrase)
1.1.3.4. Express common attributes of specific examples
1.2. Why conceptual learning?
1.2.1. Schema: organized clusters of knowledge for almost everything
1.3. Concepts in MYP
1.3.1. Conceptual understanding is framed by prescribed key and related concepts.
1.3.2. Teachers must use these concepts to develop the curriculum.
1.3.3. 16 Key concepts (macro) contributed from 8 subject groups
1.3.3.1. Use Form as an example
1.3.4. 12 related concepts are grounded in specific disciplines, explore key concepts in greater detail, providing depth to the programme.
2. 8. Experimentation (1')~6'30"
2.1. Padlet: Drag and drop each item under each concept
3. 9. Reflection (15")
3.1. Revisit the objectives.
4. 11. Evaluation (10'')
4.1. Ask participants to rate their understanding on the scale of 1-5 in the chat box.
5. 12. Inspiration (10")
5.1. Share a quote from Alex Peterson, the first Director General of the IB: "What matters is not the absorption and regurgitation either of fact or pre-digested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise (Peterson, 197a, cited in International Baccalaureate, p2)."
6. 13. Celebration (10'')~8'00"
6.1. Great work today! Thanks for working hard.
7. 10. Conclusion (15")~7'00"
8. 1. Salutation (30")
8.1. Welcome everybody into the session. Greet by addressing their names. Smile. Small talk.
9. 2. Protection (10")
9.1. Let’s keep our cameras on as usual. Please participate, be open and engaged.
9.2. We're in a safe vitual environment. If we're hacked, please log off and log back in again.
9.3. Please make youself comfortable. Snacks and drinks are allowed.
10. 3. Introduction (30")~1'30''
10.1. We all know one of the most important features in IB is conceptual learning.
10.2. PYP and MYP students encounter key and related concepts, and students in the DP and CP further develop their conceptual understandings.
10.3. We're going to explore concept-driven learning in the MYP.
10.3.1. What is a concept?
10.3.2. Why conceptual learning in fundamental for learning?
10.3.3. Concepts in MYP
10.3.4. Objectives
10.3.4.1. Understand why concept-driven learning is important.
10.3.4.2. Describe the differences between key concepts and related concepts in the MYP.