As I wrap up my summer holidays and prepare for the new school year, my thoughts turn to connecting with both new and veteran MYP teachers. During staff orientation week, it’s crucial to have interactive MYP workshops that utilize their energy and create a collaborative environment. These workshops provide invaluable opportunities for teachers to come together, exchange ideas, and plan their academic year ahead.
These sessions are essential for setting the right tone. They’re not just about sharing dry information—they’re about creating a dynamic environment where everyone can collaborate and feel ready and prepared for the new academic year. Ideally, the interactive MYP workshops should model what MYP classrooms should look, sound, and feel like, engaging teachers in reflecting on their teaching strategies, learning environment, and, most importantly, their students. Additionally, this ensures that the workshops are engaging and enjoyable for everyone involved.
To support this collaborative spirit, I’m excited to share three interactive MYP workshops that MYP Coordinators or academic leaders can implement during the induction period. These recommendations stem from my own reflections on what might be useful for teachers. Additionally, I suggest sending out a survey to inquire about topics that teachers feel would benefit them the most at the start of the school year. This creates a more collaborative and proactive learning environment, ensuring that the workshops meet the specific needs of your teaching community.
Investing time in these interactive workshops at the beginning of the year ensures that teachers are well-equipped and excited to teach the MYP curriculum. Ultimately, we want to foster a collaborative and proactive learning community.
If you want to find out more about how to onboard new teachers effectively, check out my blog post “Effective MYP Teacher Onboarding: Ideas and Activities for Success”. It provides practical ideas to ensure a smooth and successful start for new educators in your school community.
When planning interactive MYP workshops for adult learners, it’s essential to be mindful of cognitive overload. Without careful consideration, the abundance of information presented can overwhelm participants, leading to reduced engagement and retention. This is particularly important as adult learners often bring diverse experiences and knowledge levels to the table, necessitating a balanced approach to ensure everyone benefits.
Understanding cognitive load is crucial for designing effective workshops for MYP educators. Cognitive load refers to the amount of information that working memory can handle at one time. It’s imperative to balance the mental effort required from new and experienced teachers to make learning efficient and engaging.
Reducing cognitive load is essential not only for effective workshops but also for modeling the kind of teaching we aim to implement in the classroom. By managing cognitive load thoughtfully, we ensure that teachers can absorb, process, and retain comprehensive input, mirroring how we want students to learn. What we demonstrate in the workshop should help teachers make connections and facilitate transfer of knowledge to their own teaching practices. A helpful resource to delve deeper into this topic is this article on reducing cognitive load in training activities.
A new school year brings boundless opportunities for educators to reflect and explore new approaches to their teaching methods. Both new and experienced teachers can benefit from interactive workshops designed specifically to address the challenges and opportunities unique to the Middle Years Programme (MYP). Below are three possible workshop ideas that teachers could discuss and explore at the beginning of the school year. These workshops are designed to create an inclusive, student-centered environment within the MYP framework, addressing its core elements and aligning with the IB philosophy.
Creating a learner-centered environment is essential for fostering student agency and engagement. This workshop will provide strategies and practical activities to help teachers design learner-centered classrooms and create inclusive learning environments that meet the needs of all students. These ideas align with IB standards and are useful for both new and experienced teachers. Participants will leave the workshop with immediate, actionable ideas and strategies to apply right away in their classrooms, ensuring a seamless transition to more student-empowering and active learning spaces.
To start, the MYP Coordinator can initiate an inclusion activity such as “I learn best when…”. This activity encourages participants to reflect on and share their personal optimal learning conditions, setting a reflective and collaborative tone for the workshop.
Following the inclusion activity, the MYP Coordinator can guide teachers through a hands-on activity where they sketch their ideal classroom layout. This exercise prompts participants to think critically about how to arrange furniture and create a seating chart that promotes collaboration and inclusivity. Teachers are encouraged to consider various factors such as accessibility, flexibility, and comfort in their designs. For those who share classrooms, collaborating on the design can ensure that the learning environment meets everyone’s needs and fosters a cohesive educational experience.
The importance of a well-thought-out seating chart cannot be overstated, as it plays a crucial role in shaping classroom dynamics. A strategically designed seating chart can facilitate effective communication, foster positive interactions among students, and enhance overall classroom management. By thoughtfully placing students in positions that encourage group work and peer support, teachers can create an environment that is conducive to active learning and student engagement. Moreover, considering individual needs in seating arrangements — such as proximity to the teacher for additional support or positioning to minimize distractions — enhances inclusivity and ensures that all students have equitable opportunities to participate and succeed.
After this activity, time should be allocated for teachers to discuss what makes a learning environment student-centered and inclusive. This discussion period allows participants to share insights, challenges, and best practices, fostering a deeper understanding of the core principles involved. Teachers should then have the opportunity to review and revise their classroom design sketches based on the feedback and ideas exchanged. The MYP Coordinator should emphasize the importance of creating learner-centered environments that empower students and support active learning. Providing practical examples, encouraging group discussions, and offering constructive feedback will help teachers visualize the implementation of these strategies in their classrooms. This approach ensures that teachers leave with a clear vision and actionable steps to design their classroom environments in ways that align with IB standards and enhance student engagement.
Following a discussion of the elements that make a learning environment student-centred and inclusive, they will discuss the importance of creating essential agreements with students and how to actively involve them in this process. Essential agreements are collaborative and democratically developed norms that guide classroom behavior, promoting a sense of ownership and responsibility among students. By involving students in the creation of these agreements, teachers empower them to set and uphold their own standards for behavior and interactions, fostering a sense of community and mutual respect. During this discussion, teachers can discuss various strategies to engage students in the process, such as having students share what hinders or helps their learning, holding roundtable discussions on dos and don’ts, and voting on norms.
They can also share experiences and best practices, emphasizing the role of positive reinforcement and consistent follow-up to ensure the agreements are meaningful and effective. This practice not only aligns with IB standards but also helps to build a classroom culture where students feel heard, respected, and invested in their own learning environment, ultimately leading to improved behavior and engagement.
To create a learner-centered classroom, it’s important to think about how the physical space can encourage collaboration, creativity, and independence. By thoughtfully designing classroom layouts and seating arrangements, teachers can develop environments that not only meet the needs of all students but also foster a sense of agency and engagement. This ensures that every student feels empowered to participate actively and independently in their learning journey.
Standard: Designing a coherent curriculum
Coherent curriculum (0401-02): Teachers collaborate to design, plan and deliver the school’s IB programme(s).
Standard: Approaches to teaching
Approaches to teaching (0403-05): Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.
This idea is inspired by Jitendra Pandey, who recently shared how he debunks common myths in the MYP for new teachers on LinkedIn. It is so important to clarify and highlight the true strengths of the MYP. However, this workshop can also be immensely beneficial for MYP veteran teachers.
Veteran teachers often have extensive experience but may still hold on to outdated or incorrect perceptions of the MYP. By participating in a myth-busting workshop, these educators can refresh their understanding and stay updated with the latest developments and changes within the programme. Moreover, veteran teachers play a pivotal role in mentoring new educators; having an accurate and thorough understanding of the MYP allows them to provide better guidance and support, ensuring the perpetuation of best practices within their schools.
We can start an engaging inclusion activity to create a sense of anticipation and curiosity. An example activity is “MYP Myth Bingo” to pique participants’ curiosity and introduce MYP myths right in the beginning of the session. This activity encourages participants to migle, discuss, and either confirm or debunk common MYP myths as they fill out their bingo cards, setting an interactive and clarifying tone for the workshop.
After the initial activity, the MYP Coordinator can guide teachers through a myth-busting session structured around evidence-based explanations and real-life examples. In small groups, participants can analyze specific myths, research their origins, and present their findings. This collaborative effort encourages critical thinking and leverages collective expertise to dispel inaccuracies. Teachers will benefit from detailed explanations backed by pedagogical research, creating a more informed and cohesive understanding of the MYP framework.
Moreover, it’s crucial to address the role that these myths play in impacting teachers’ and students’ perceptions of the MYP. By openly discussing the challenges posed by misinformation, teachers can share strategies and insights for overcoming these obstacles. This honest dialogue fosters a supportive community where educators feel empowered to implement the MYP with confidence and clarity.
Concluding the workshop, the MYP Coordinator should facilitate a reflective session, encouraging participants to share how their perspectives have shifted. By revisiting their initial misconceptions and comparing them with their newfound understanding, teachers can appreciate the growth and learning that has transpired. This reflective practice not only solidifies their knowledge but also reinforces the importance of continuous professional development and critical inquiry.
Standard: Purpose
Purpose 1.1: The school develops a mission, vision and strategy that reflect the IB mission and philosophy. (0101-01-0100)
Purpose 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile. (0101-03)
Standard: Teacher support
Teacher support 1.2: The school demonstrates that teachers have used current and relevant programme documentation to implement the programme in their classroom teaching (0203-01-0200)
Engaging students through inquiry-based learning can transform a classroom into a vibrant environment of discovery and curiosity. This approach encourages students to ask questions, explore new ideas, and develop critical thinking skills.
We are innately curious beings, driven by a desire to explore and question our surroundings. To take advantage of this fundamental aspect of human nature and enhance participants’ understanding of inquiry-based learning, the MYP Coordinator can initiate an inclusion activity called “Curiosity Sparks.” Participants will be asked to think about a moment when they were deeply curious about a topic or question, then write down a brief description of that moment and what ignited their curiosity. They will share their stories in small groups, discussing what made those experiences engaging and memorable. A few participants will then share their stories with the larger group, highlighting common themes that emerge.
Following the “Curiosity Sparks” activity, the MYP Coordinator can guide all teachers—both new and veteran—through a collaborative review and revision of the first unit they will be teaching. This practical exercise encourages participants to critically consider how to structure their units to inspire questioning, exploration, and discovery, following the inquiry cycle of reflect, act, and take action. Teachers will individually review their current unit plans, reflecting on successes and areas for improvement, and then share their insights in small groups. New teachers can benefit from the experience and knowledge shared by their veteran peers, gaining practical tips and understanding inquiry-based strategies more deeply. Veteran teachers, on the other hand, can gain fresh perspectives and innovative ideas from the new teachers. Together, they will brainstorm and identify key questions and activities that drive inquiry, incorporating factors such as student interests, real-world connections, and diverse assessment methods. By finalizing their revised unit plans and leveraging group feedback, all teachers will leave with a tangible, inquiry-rich unit plan ready for implementation. This approach ensures that the units are dynamic, cater to the diverse needs of students, and foster an engaging learning experience, thereby maximizing student engagement and learning outcomes.
Standard: Approaches to teaching
Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)
Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100)
Approaches to teaching 1.2: The school monitors and evaluates inquiry-based teaching strategies and learning engagements. (0403-01-0200)
Starting the school year with MYP interactive workshops lays a vital foundation for effective teaching and learning. These initial sessions provide practical strategies that both new and experienced teachers can implement immediately in their classrooms, ensuring a unified and inquiry-based approach from the outset. Holding these workshops at the beginning of the school year allows MYP coordinators and school leaders to set clear expectations, align teaching practices, and foster a culture of continuous learning and collaboration. I hope these kick-off workshops can enhance professional development and positively impact student outcomes.
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