QAIS MYP 1 Students Co-lead MYP Parent Education Morning | QAIS 中学部一年级协助指导中学部家长教育早会

QAIS MYP 1 Students Co-lead MYP Parent Education Morning | QAIS 中学部一年级协助指导中学部家长教育早会

In order to develop a sense of belonging in a culture, individuals need to feel a strong and deep connection with its values, its beliefs, the relationships that exists at its core, and with the way it works. Since  the MYP is an educational model in which parents, students, and teachers are considered learners, it is important to explore different ways to attain this feeling.

Parents have already been sensitized about MYP jargon, and have engaged in understanding MYP assessment criteria, the role of feedback, and concept-based learning.  For this reason, in this new chapter of MYP Parent Education, we wanted them to explore what lies at the core of the MYP model: The learner.

Therefore, MYP1, grade 6, students and I joined forces and prepared a session in which we would model the inquiry-based learning process in the MYP and, at the same time, showcase the essential elements that constitute the MYP experience: The IB Learner Profile, Approaches to Learning, International Mindedness, Concept-based learning, and Service as Action. We wanted parents to see how these elements gain shape in the learning process, so that parents can have an idea of what they may look like.

The objective of our MYP Educational mornings is to support parents not only to understand the MYP, but also to develop their parent+learner skills so that they can support their children’s learning by turning their homes into an extension of the school. We want our parents to also personify the attributes of the learner profile, and to value the kind of learning that their children experience at QAIS MYP.

At QAIS, we are constantly finding new ways to stimulate students’ learning, and to support them to find and use a wide array of learning tools, in order to become a better version of themselves. Needless to say, we want this for our parents to.

The following video showcases how, Henri Yan of grade 6 presented their learning journey to parents.  This video is the preamble to the student-led presentations, in which all grade 6 students collaborated.


为了在一种文化中培养归属感,个体需要与它的价值观、信仰、作为核心部分的人际关系,及它们的相互作用影响有紧密的联系。由于MYP是一种教育模式,父母、学生和老师都被认为是学习者,所以探索不同的方法来获得这种感觉是很重要的。

家长们已经对MYP的术语很敏感,并且已经开始理解MYP的评估标准,反馈的作用,以及基于概念的学习。出于这个原因,在MYP父母教育的新篇章中,我们希望他们探索在MYP模式的核心:学习者。

因此,MYP一年级,即六年级,学生和我团结协作,一起准备了一次会议,会议中我们将模拟MYP中基于探究的学习过程,同时展示构成MYP体验的基本要素:IB学习者,学习方法,国际情怀,基于概念的学习,和有行动力的服务。

我们的MYP教育早会的目标是帮助家长不仅要了解MYP,还要培养他们的父母兼学习者的技能,这样他们就可以通过把学校教育延伸至家庭,来支持他们的孩子的学习。我们希望我们的父母也能赋予自己学习者形象的特点,并重视他们的孩子在QAIS初中部中的学习经历。

在QAIS,我们一直在寻找新的方法来激励学生的学习,并支持他们寻找和使用各种各样的学习工具,以使他们成为更好的自己。

同样的,我们也想要我们的父母能这样做。

下面的视频展示了六年级的亨利杨向父母们展示了他们的学习之旅。这段视频的开场是以学生展示为主要内容,所有的6年级学生都参与其中。

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Parents who attended this session have witnessed the power of the MYP through the experiences of the students who presented. Likewise, they had an opportunity to ask about the role of reading, homework, research, and non-academic activities.


参加这次会议的家长们通过亲身体验学生的呈现各种学习成果,见证了MYP的力量。同样,他们也有机会询问阅读、家庭作业、研究和非学术活动的作用。

MYP 1 students took turns to present an aspect of their service-led unit, which also highlighted one of the core elements of the MYP: Key Concepts, Global Contexts, ATL Skills, The IB Learner Profile, Service as Action, and International Mindedness. They did a wonderful job presenting their learning, and sharing their views on the themes covered in this unit.

These are some of the points addressed in students’ presentation:

  • An explanation of the Global Context for their service-led unit: Fairness and development.
  • Examples of the learning experiences for their unit: How can we use language to speak about fairness?
    a) Visual Literacy
    b) Visible Thinking routines
    c) Literature read in this unit: A long Walk to Water and the Carbon Diaries.
    d) Research on countries that have water shortage problems
    e) Information paper writing using their research
    f) Studying questions types to produce a survey
    g) Using a survey to find out how informed people in their neighborhood were about water waste and water saving.
    h) Report of their survey findings
    i) A poem to culminate their presentation

MYP 一年级学生轮流展示他们以服务为主的单元的一个方面,这也突出了MYP的一个核心要素:关键概念、全球语境、ATL技能、IB学习者概况、服务行动和国际情怀。他们做了一份出色的工作,展示了他们的学习,并分享了他们对这个单元所涉及的主题的看法。

这些是学生演讲中提到的一些要点:

l 对其服务单元的全球语境的解释:公平与发展。

l 他们的学习经历的例子:我们如何用语言来谈论公平?

a)视觉认知能力

b)可视思维习惯

c)在这个单元里文学阅读: 《A long Walk to Water》和《Carbon Diaries》。

d)关于缺水问题国家的研究

e)利用他们的研究来撰写论文

f)针对研究问题的类型来进行一项调查

g)通过一项调查来发现他们周围的人们是如何浪费水资源和节约用水的。

h)报告他们的调查结果

i)用一首诗将他们的展示推向高潮

Through their presentations , in which they showed and explained all of the outcomes they completed in this unit of work in Language Acquisition, students  exemplified the learning richness in an MYP learning environment, the importance we placed on thinking and reflection, and the emphasis that we place in learning in order to develop a better understanding of the world. I am proud to say that students’ insights showed parents why the learning process should matter more than a simple exam.


在他们的介绍中,他们展示和解释了所有在这个单元中完成的学习任务和学习效果,学生们也示例了在MYP学习环境下学到的丰富知识,致力于思考及反思的重要性,并强调了学习的目的性在于更好的了解我们的世界。我很自豪地说,学生们的见解告诉家长,为什么学习过程比简单的考试更重要。

At the end of this service-led unit, they presented their learning journey to parents and to all of the secondary students. This video presents the culmination of their presentation, in which they recited the poem “Dear Matafele Peinam” by Kathy Jetnil-Kijiner of the Marshall Islands.


在这个以服务为导向的单元结束时,他们向家长和所有的中学生展示了他们的学习之旅。这段视频展示了他们演讲的精彩部分,即诗歌诵读《Dear Matafele Peinam》,诗人是来自马绍尔群岛的凯西詹特妮柯基涅。

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MYP, Teaching & Learning, and Language Acquisition Coordinator| English B Teacher | Grade 6-7 Advisor.

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