EVALUATING RESOURCES 7) Resources Beginning/developing Using Sharing Emergent Capable Exemplary Resources: Resources: Resources: • provide some of the • provide the information and • represent a range of information and learning learning environments creative springboards to environments necessary for necessary for achieving the learning achieving the unit’s purpose. unit’s purpose • integrate technology • represent culturally effectively responsive and diverse points • create opportunities for of view hands-on learning • support differentiated • utilize people, organizations learning. and facilities from the community • take into account students’ experiences and literacies • use multilingualism as a resource • promote further student inquiry. Evaluating Reflections Before, during and after the unit Beginning/developing Using Sharing Emergent Capable Exemplary Reflection before, during and Reflection before, during and Reflection before, during and after teaching: after teaching: after teaching: • documents reflection that • documents reflection on the • demonstrates thorough and includes at least one phase of planning, process and impact meaningful reflection the teaching process of the inquiry throughout the teaching and • partially considers • notes possible links with learning process connections to other other subject groups and • encompasses the written, programme components opportunities for student-led taught and assessed • captures general action and service learning curriculum observations about what went • considers student • makes interdisciplinary well and what might be engagement connections improved. • notes potential future • documents the unit’s development (opportunities reflection of the IB’s mission for improvement)
EVALUATING RESOURCES 7) Resources Beginning/developing Emergent Using Capable Sharing Exemplary Resources: • provide some of the information and learning environments necessary for achieving the unit’s purpose. Resources: • provide the information and learning environments necessary for achieving the unit’s purpose • represent culturally responsive and diverse points of view • support differentiated learning. Resources: • represent a range of creative springboards to learning • integrate technology effectively • create opportunities for hands-on learning • utilize people, organizations and facilities from the community • take into account students’ experiences and literacies • use multilingualism as a resource • promote further student inquiry. Evaluating Reflections Before, during and after the unit Beginning/developing Emergent Using Capable Sharing Exemplary Reflection before, during and after teaching: • documents reflection that includes at least one phase of the teaching process • partially considers connections to other programme components • captures general observations about what went well and what might be improved. Reflection before, during and after teaching: • documents reflection on the planning, process and impact of the inquiry • notes possible links with other subject groups and opportunities for student-led action and service learning • considers student engagement • notes potential future development (opportunities for improvement) Reflection before, during and after teaching: • demonstrates thorough and meaningful reflection throughout the teaching and learning process • encompasses the written, taught and assessed curriculum • makes interdisciplinary connections • documents the unit’s reflection of the IB’s mission
Evaluating%20MYP%20Rubrics%20in%20WORD.docx