Written Assignment You are required to complete Part A and Part B of the Written Assignment.

Part A

Analyze the readings and videos for this unit.

• Consider two educational strengths and two potential weaknesses each (eight total) of the PYP and MYP IB program.
• Synthesize the readings to discuss these two strengths and two weaknesses each (eight total) for both age groups, Primary and Middle Years.
• Provide examples to support your claims.
• Use references and cite from the unit readings, unit videos, and outside readings in order to support your claims.

Part B

Provide a complete lesson plan for one content-area lesson using the collaborative approach to learning. For the lesson plan template

• Refer to p. 5 (p. 32, Table 1.1 Constructivist Learning Design Template).

While designing the lesson plan using the collaborative approach, take a look at the content you need to teach and consider the below point:

• Instead of just looking to see if students are on task in the group, you also need to see HOW they are working together.
• Include at least two scholarly references within the lesson plan.

The lesson plan should be the final page of your paper, after your references.

Part A of your assignment paper must be between 4 and 5 pages, not including the lesson plan or the required title and reference pages. Submit for peer review upon completion. Cite at least two course readings and two outside resources (at least four total). The paper must be double-spaced using 12 point Times New Roman font. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used,

Papers will be assessed using the Assignment Rubric

Describes two strengths and two weaknesses of both the PYP and MYP -Fully explains two strengths and two weaknesses of the PYP and MYP and connects course and/or outside readings

Provides examples to support strengths and weaknesses -Provides at least two examples each to support strengths and weaknesses of PYP and MYP and offers mitigations of weaknesses

Connects course resources and outside resources to support claims – Connects more than two course resources and two outside resources to support claims

Attached lesson plan displays elements of CLD (Constructivist Learning Design)- Lesson plan uses CLD, applies the collaborative approach, and includes references used

Uses APA formatting throughout the activity – APA formatting is mostly correct with only one or two errors.

Written communication – No syntax, spelling, or grammatical errors making the paper very easy to read

Readings:

Reading/Video Assignment

For readings that are hyperlinked:

• Click on the hyperlink and you will go directly to the source. If you include the resource in your assignment, you must include the URL as part of the reference, in accordance with APA rules.

Constructivist Learning Design

Gagnon, G. W. Jr., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.

• Log into the UoPeople library and go to LIRN. Click on Access to Library and Information Resource Network, go to Education and click on EBook Central. Search for the entire name of the ebook.
• Read p. 5 (pp. 32, Table I.1 Constructivist Learning Design Template).
• You will use this template as a sample lesson plan.

IB Practices in the PYP and MYP Programs

International Baccalaureate. (2016). The IB primary years programme.

• This short bulletin explains the value of an IB programme for primary-aged children.

Medwell, J., Cooker, L., Bailey, L., & Winchip, E. (n.d.). The impact of the PYP exhibition on the development of international-mindedness, critical thinking, and attributes of the IB learner profile.The University of Nottingham School of Education.

• Read pp. 6 -19; 81-87
• This research study selection discusses the IB PYP background for the impacts of exhibition projects completed across several IB PYP schools internationally. Teachers, students, and parents/caregivers were also contributors to this study and its results.

Wade, J., Wolanin, N., & McGaughey, T. (2015). A study of critical thinking skills in the International Baccalaureate middle years programme. International Baccalaureate Organization.

• Read pp. vii-41
• This research study reading selection discusses a comparative analysis of non-IB MYP students to IB MYP students in several different schools. Findings compare and contrast both non-IB and IB student and teacher applications of critical thinking instructional techniques and learning in various schools.

Videos:

International Baccalaureate. (2018a). Get to know the primary years programme [Video]. Vimeo. https://vimeo.com/258756029

• This webinar shares how the IB Primary Years Programme can strengthen student learning with a global perspective as well as within a school community.

International Baccalaureate. (2018b). Get to know the Middle Years Programme [Video]. Vimeo. https://vimeo.com/258755863

• This webinar shares information about the IB Middle Years Programme and its rigorous framework that instructionally challenges this age group to connect academics to the real world around them.

Optional Resources:
Aklog, F. (2021, January). Research on the International Baccalaureate – An annotated bibliography of studies published in 2020. Primary years programme – IB.

• This publication offers a large number of research articles, studies, conference presentations, and other resources about different aspects of the IB programs.
• This would be an excellent resource to keep for your capstone research study.

Barratt Hacking, E., & Taylor, C. A. (2020). Reconceptualizing international mindedness in and for a posthuman world. International Journal of Development Education and Global Learning, 12(2), 133-151.

• This article originates from a perspective that IB should not focus solely on the human impact of international mindedness, but on the planet as a system.

Christoff, A. (2021). Global citizenship perceptions and practices within the International Baccalaureate middle years programme. Journal of International Social Studies, 11(1), 103-118.

• This multi-case study investigated how teaching in an International Baccalaureate Middle Years Programme Individuals and Societies classroom influenced teachers’ global citizenship perceptions and pedagogy.

Dickson, A., Perry, L. B., & Ledger, S. (2021). Challenges of the International Baccalaureate middle years programme: Insights for school leaders and policy makers. Education Policy Analysis Archives, 29(137), 1-28.

• This qualitative study examined the challenges of employing the IB MYP.

Optional Videos :

International Baccalaureate. (2016, April 18). The value of an IB education with Stanford University’s Debra Von Bargen [Video]. YouTube.

• An IB parent explains her firsthand experience with the IB education system.

International Baccalaureate. (2019, November 18). What is an IB education? [Video]. YouTube.

• This video provides an overview of the IB education system.