I recently accepted a post an an international school in Tanzania which runs the IB Curriculum. For a while now I have considered the IB framework the most well positioned to adapt to the needs of students in the 21st century. So due to my interest in getting a deeper understanding of the IB framework and a desire for a fresh perspective on education, I decided to uproot my life and move to Tanzania.
As preparation for my new role, I started the process of familiarising myself with the structure of the MYP (Middle Years Program)- Mathematics program, as it seems as if a lot of my time will initially require being involved with that. Below is a useful graphic for understanding how the MYP – Mathematics program, fits into the overall IB offering for schooling. The MYP is generally applicable to 11 -16 year olds.
The most natural progression to the MYP program does seem to lead in from the IB PYP (Primary Years Program) However from what I can tell it’s not an absolute pre-requisite, as students do seem to be able to join an MYP program, coming from other frameworks / curricula such as Cambridge/ Common Core or individual country based programs.
Structural Elements of MYP Mathematics
The most helpful document I found initially to orientate myself was the MYP Mathematics Guide from Sep 2014 / Jan 2015, in terms of getting a good overview of the structure. I have taken relevant screenshots from this document to further highlight the key aspects.
The IB Learner Profile is a useful thing to consider as you thing about the activities you want to engage with your class if you are to build and develop these attributes.
The Guide also talks about reading MYP: From Principles into Practice
Overall MYP Program Graphic
Taken from the Guide, I found the following helpful
” The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.”
An interesting paragraph taken from the section: Nature of Mathematics:
An interesting paragraph taken from the section: Mathematics across the IB Curriculum
Aims of MYP Mathematics
Objectives of MYP Mathematics
Official Sites recommended for Resources
Recently I had to put together a summary of important details related to the GR12 Maths curriculum in South Africa in relation to a workshop I was preparing. I thought it would useful to preserve a record of the documents I retrieved for this purpose. I also did a MindMap which divided P1 and P2 into two theoretical 3 hour revision sessions, weighted by the mark allocation applied in the final exam.
Link to full GR12 Exam Guidelines Document
Link to CAPS Document for FET Mathematics
I have been thinking a lot lately about the fundamentals of education. There is so much written about new innovations or new ideas on the web these days and it’s easy to get overwhelmed as a teacher. It’s also hard to know how to capture the good stuff you see out there, and actually use it to make your the learning environment a more effective and exciting place to be.
A strategy that I am being drawn to more and more is mindmapping excellent pedagogical content I see on the web to retain and process the information. I can then come back to it a later stage and customise it for my context and hopefully add even more useful information to this new resource that informs my ever growing skills as a teacher.
I have a small example below taken from one of my favourite Youtube Talks done by Robert Duke. In it he mentions what he thinks are the fundamental skills of effective teaching. This is something all teachers would benefit from bearing in mind whenever they plan for learning engagements. However it’s easy for this view point to get lost, amongst the business that is the normal school day. However by creating a mindmap you create an efficient visual template, you can use as a base, the next time you do planning for an original learning engagement. Below is the simple example I created from the talk I mentioned above.
The tool that I use most of the time is called MindMup.
Link to Full Mindmap
I recently had the privilege of designing a circle Geometry Workshop for the UCT 100Up Programme. All in all I really enjoyed the experience. Below are the resources I created for the Project.
PDF of Resources
I stumbled across this book a while back and was struck by what a nicely collated collection of activities, games and methods it was, especially for a teacher who is trying to make their classroom active as opposed to passive. It’s real value is in it’s simplicity and grouping of activities by topic , it’s a great thing to glance at , to give you a creative spark for your lesson. I managed to create the Mindmap below, listing some of the strategies mentioned in the book.
I am always on the lookout for great educational content that can be repurposed. This booklet clearly took an enormous amount of time to put together and the rigour with which it was assembled is staggering. It is a fantastic example of designing an educational resource & experience to the highest possible standard.
My thinking is that this booklet could be a rich starting point for any number of project based learning initiatives. With my particular focus being on Mathematics. I will add to this post in future as I begin to unpack the potential of the resource in my classroom.
This is a great site if you are looking to improve your general thinking skills, through solving problems in Maths & Science.
Hans Rosling & Visualising Data
This is still one of my favourite videos for understanding why Visuals can make a huge difference in translating Data into meaningful information. With the abundance of Data now being captured about our lives – I think there are some wonderful School Mathematics Projects just waiting to be done by inquisitive students.