There are three aspects of developing an MYP unit: establishing the purpose of the unit; defining the process of teaching and learning through inquiry; and reflecting on the planning, process and impact of the inquiry.
These aspects are developed by placing elements of “backwards planning” (Wiggins and McTighe 2005) in an MYP context. The relationship between these aspects of teaching and learning is dynamic, and any aspect might provide the point from which teachers begin their planning. In planning curriculum, teachers often move among inquiry, action and reflection; these inquiry-based aspects of curriculum planning are iterative and interrelated rather than strictly linear. |
InquiryThe “Inquiry” section of the MYP unit planner identifies the purpose of the unit to ensure its alignment with MYP philosophy and requirements. The components of this section of the MYP unit planner are: concepts, global contexts, statement of inquiry, inquiry questions, subject-group objectives, summative assessment and ATL.
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ActionThe “Action” section of the MYP unit planner identifies the taught curriculum. Teachers use this section to focus on how students will learn. Teachers plan and record the content, learning process and resources that they use in the course of the unit.
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ReflectionThe “Reflection” section of the MYP unit planner provides teachers with an invitation to record their reflection at three important periods in the unit’s development and implementation. Reflection in the unit planner can provide a starting point for collaborative planning, an ongoing reminder for reflective practice throughout the teaching process, and a format in which to evaluate teaching strategies and learning outcomes.
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