Thank you to the Grade 9 & 10 parents and students who attended the recent webinars:
Assessment in MYP & intro to Personal Project: Grade 9 (Wednesday 7th October)
Meeting Recording: us02web.zoom.us/rec/share/3ZFigE1k7zjH9yMYWq0wc7VXlYRH-AL5SVnE0Of1hjUIBgvmgtGrdWMnTeojjior.AtoPMXr-xTnOCIYe
Access Passcode: 6w.VTe.@ Assessment in MYP and MYP Pathways
Link to unanswered Q&A:
Assessment in MYP and MYP Pathways: Grade 10 (Thursday 8th October)
Meeting Recording: us02web.zoom.us/rec/share/7g-2Qwk_WwZUMslYycLvo-A-C1I5qgtIdgmkTOmlbmBnYbVEdBbEnvQRTup4f1e4.IB4LvnV02CHrU80T
Access Passcode: P#2citaS
When the problem is not the question and the solution is not the answer…
In his 2008 paper(1) on Inquiry Teaching in the ATM, Andrew Blair(2) says that “knowledge comes pre-packed and is consumed in a way determined by the teacher.” Put that next to the OIS vision statement “We give our students the freedom to think, empower to be…” and you will notice why we have parted ways with teaching mathematics the traditional way.
Inquiry, in mathematics, is the experience of observing patterns, noticing connections and asking questions that challenge what is already known. When using this model in class, the teacher introduces an inquiry prompt (unlike a typical mathematical question) and provides students with opportunities to explore the prompt in several directions. During the process, students exchange their ideas about how to learn and why to learn about a given concept in a certain way. Allowing this type of socialization enables students negotiate their knowledge trajectory based on their ability and previous understanding.
When we decided to introduce this activity in Grade 8, our aim was to have a democratic approach to induce mathematical thinking and habits of mind. Students were given the inquiry prompt (Fig. 1) and set off to work in pairs to generate comments and/or pose questions about the prompt (Fig. 2). Their communication was mostly based on previous understanding of number theory concepts such as odd and even numbers, patterns in multiplication, rules of divisibility, patterns and sequences. (Figs. 3 and 4). They were required to examine the prompt and devise and test some conjectures based on their observations. Some of these conjectures could not be explained from the available information, which led them to the experience of not always reaching the solution for a given problem and keeping it open for further investigation.
The subtitle of this blog post, When the Problem Is Not the Question and the Solution Is Not the Answer:
Mathematical Knowing and Teaching, refers to a seminal academic research paper(3) from the 1990s that has discussed similar ideas on developing an inquiry culture in the mathematics classroom. It is a long but an interesting read to understand how students can develop this important thinking skill to become curious and inquisitive about their knowledge. It highlights how our traditional approach to perceive mathematics as a ‘perfect science’ of ‘accurate solutions’ is fundamentally wrong and rather needs to be replaced with efforts towards developing mathematical habits of mind.
“Give a man a fish and he eats for the day, teach him how to fish and he eats forever…” they say.
Thank you to all those Grade 6 - 8 parents who attended the recent parent session: Introduction to Assessment in MYP - Grades 6 - 8. Due to technical difficulties I apologise to those who could not be part of this session. The link below will take you to the video recording.
Science in Action: Grade 7
The focus of teaching and learning sciences for grade 7 students has been around stimuli and responses in everyday situations. The aim was for students to connect their responses in these situations, to the stimulus and understand the perception pathway in human bodies. Grade 7 students engaged with an informed discussion on ‘why we respond the way we do’. This deepened their understanding of the way the human body responds. In this process, the students developed critical thinking skills, communicated effectively and worked collaboratively to enhance their own learning and learning of their peers.
(Submitted by Ms. Aditi Bhardwaj)
Science in Action: Grade 10
Our Grade 10 students are currently exploring the unit
“ How do machines make our lives better?” in their Science classes . They are building on their ATL Skills - Transfer of learning through the various activities and tasks in this unit. They are drawing connections between the concepts of Motion and the Working of the Musculoskeletal System in Humans and how the knowledge of these concepts inspired the invention and designing of new machines that helps in making our lives better and comfortable. This was one such introductory fun task where the students used their prior knowledge and experience in redesigning a product of their choice. The outcome of this activity was very positive. The students applied their learning from subjects like Design, Arts and Maths to create the 2-Dimensional design of their redesigned product. This brought out the students creativity and innovation. They also got an opportunity to work on their collaborative skills as this activity was performed in groups.
Welcome to our MYP blog. I feel very privileged, as a passionate MYP educator, to be the coordinator at OIS - JVLR. Feel free to visit our blog as we endeavour to make our learning more visible to you.