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) and values (including the IB considers how the unit learner profile) • supports MYP philosophy. links the unit with • appropriate opportunities for student-led action and service learning includes information about • standardization of assessment and data analysis considers the unit in relation • to horizontal and vertical articulation of the subject group. Overall Unit Evaluation Using Inquiry: Establishing the purpose of the unit 1 Statement of inquiry 2 Inquiry questions 3 Summative assessment task 4 Approaches to learning Action: Teaching and learning through inquiry 5 Content 6 Learning process
Emergent Capable 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) • considers how the unit supports MYP philosophy. 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 and values (including the IB learner profile) • links the unit with appropriate opportunities for student-led action and service learning • includes information about standardization of assessment and data analysis • considers the unit in relation to horizontal and vertical articulation of the subject group. Overall Unit Evaluation Using Inquiry: Establishing the purpose of the unit 1 Statement of inquiry 2 Inquiry questions 3 Summative assessment task 4 Approaches to learning Action: Teaching and learning through inquiry 5 Content 6 Learning process
Working%20Towards%20an%20IB%20Education%202017.docx