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Matrix of 21st Century Framworks, Critical Thinking, Problem solving,…
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Problem solving
identifying problems—including deductive reasoning, evaluating solutions to problems
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creating novel solutions—including the combination of critical and creative strategies, considering a problem from multiple perspectives
self-evaluation—including the keeping of learning journals reflecting at different stages in the learning process on learning experiences in order to support personal development through thinking about meta-cognition (the way we think and learn)
making connections—including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations
inquiring in different contexts— including changing the context of an inquiry to gain various perspectives.
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Interdisciplinary themes (e.g. global issues, environment, conservation, etc.)
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Critical thinking
accessing information—including researching from a variety of sources, transferring and summarizing information using a range of technologies, identifying primary and secondary sources
selecting and organizing information— including identifying points of view, bias and weaknesses, using primary and secondary sources, making connections between a variety of resources, collecting, recording and verifying data
referencing—including the use of citing, footnotes and referencing of sources, respecting the concept of intellectual property rights
eveloping questions, developing the skills of critical analysis and using the inquiry cycle
ombination of critical and creative strategies, considering a problem from multiple perspectives
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Creativity
Ability to create new thoughts, concepts and designs
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Information, media, and technology skills
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Communication
Active listening----including non-verbal communication, and listening to and following directions and procedures
literacy—including reading strategies, using and interpreting a range of contentspecific terminology, interpreting meaning through cultural understanding
being informed—including the use of a variety of media, receiving feedback informing others—including presentation skills using a variety of media, clear speaking, writing for different purposes and giving feedback
presentation skills using a variety of media, clear speaking, writing for different purposes and giving feedback
Information, media, and technology skills
accessing information—including researching from a variety of sources, transferring and summarizing information using a range of technologies, identifying primary and secondary sources
selecting and organizing information— including identifying points of view, bias and weaknesses, using primary and secondary sources, making connections between a variety of resources, collecting, recording and verifying data
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Collaboration
working in groups—including delegating and taking responsibility, adapting to roles, resolving group conflicts, demonstrating teamwork
accepting others—including analyzing others’ ideas, respecting others’ points of view, and using ideas critically
personal challenges—including respecting cultural differences, negotiating goals and limitations with peers and with teachers, taking responsibility for own actions
Creativity
The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:
• Creativity – arts, and other experiences that involve creative thinking.
• Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
• Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.
CAS enables students to enhance their personal and interpersonal development by learning through experience.
It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.
At the same time, CAS is an important counterbalance to the academic pressures of the DP.
Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP). Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS.
Interdisciplinary themes (e.g. global issues, environment, conservation, etc.)
Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental needs of students and prepares them for further academic study and life in an increasingly interconnected world. The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledge across eight subject groups.
The aims of interdisciplinary learning in the MYP are to: • develop a deeper understanding of learning skills and apply them in meaningful contexts • integrate conceptual learning, ways of knowing and methods of inquiring from multiple disciplines • inquire into compelling issues, ideas and challenges by creating products or explaining phenomena • reflect on and communicate understanding of the interdisciplinary learning process
MYP schools must engage students in at least one collaboratively planned interdisciplinary unit in each year of the MYP in order to integrate knowledge and skills from two or more subject groups in an interdisciplinary manner.