The Claremont Evaluation Center (CEC) recently completed a study on the implementation of the Middle Years Programme (MYP). This blog will provide more information about the study and the related resources for dissemination with the MYP community.
In mid-2015, the IB commissioned Claremont Evaluation Center (CEC) to lead a multi-year research project on the Middle Years Programme (MYP): Next chapter’s implementation and impact. From 2016 to 2019, the CEC documented schools’ experiences with the MYP: Next chapter, reporting on:
Who participated in this study?
Over 2,500 teachers and 7,000 students were surveyed. The research team also carried out school visits and classroom observations, focus groups and interviews to have a more holistic understanding about the successes and the barriers of implementation.
What did the study find?
The CEC study provided us with a wealth of data about what the implementation of the MYP curriculum looks like around the world in nine critical components:
- Approaches to learning (ATL)
- Interdisciplinary planning
- Service as action
- Vertical articulation
- Global contexts
- Concept-based teaching
- Subject-group flexibility
- Building a quality curriculum
The study identifies common trends, facilitators for implementation (for example, whole-school alignment) and barriers to it (for example, limited resources allocated to ongoing professional development), including examples of, ‘good practices’, in the key strategies. The IB will use the research findings to support schools in further implementing the MYP programme.
With the CEC final summary report being published in the upcoming weeks, it is the right time to engage with the MYP community to:
What are the next steps?
From mid-April, you can access the new resources where you will find:
A podcast with the CEC research team who will discuss the study rationale, how the study was conducted and what surprised them most about the findings.
Four summary reports that detail the implementation of interdisciplinary learning, service as action, approaches to learning (ATL) and vertical articulation in MYP schools across the world.
Examples of, ‘good practices’, in the nine critical components that can help schools reflect on the quality of MYP implementation in their context.
Another podcast featuring two educators, Gabriela Gonzales from Saint Brendan’s School in Uruguay and Natasha Haque from the Aga Khan Academy in Mombasa. They will be discussing the implementation of the MYP collaborative strategies in their school, how the CEC study findings were met by the pedagogical leadership and what actions their school is planning to take to address CEC findings.
After the first round of material release in April 2020, a second round involving MYP key strategies summary reports (concept-based teaching and global contexts) will be published in mid-September and the third and last one on MYP optional strategies (eAssessment and building quality curriculum) will be shared at the end of November.
We hope that the staged release will allow schools to reflect and take stock of the study findings and engage with the MYP community to share what has been successful in their context. Sharing experiences is the best way for all of us to enhance the MYP programme!
We invite schools to access the MYP communities on the programme resource centre to talk and exchange ideas with other MYP schools. Also, feel free to share how you are implementing the MYP in your school on Twitter and don’t forget to use the #implementMYP.
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