![]() More than half have prior experience with at least one other language besides English, and all DDEMS students will study an additional language (Spanish, French, or Mandarin Chinese) throughout their time with us. Our students represent a tapestry of cultures from all around the globe. The goal for each student is to discover the best ways they learn and to develop the confidence to try new things, reflect on their learning, and to recognize and appreciate the diversity of learning needs that exist within the community. Elements of the five ATL clusters are represented in each MYP unit across all classes. The focus of Approaches to Learning in the MYP is to assist students in to develop the self-knowledge and skills they need to become successful learners both independently and with others. These contexts build on challenges and problems of global significance in order to facilitate a concrete link between curriculum and the real world. global and provide common points of entry for inquiries into what it means to be internationally minded, framing investigations that promote multilingualism, intercultural understanding and global engagement. MYP Global Contexts are lenses to look at abstract learning with a connected view. By reflecting on their service experience, students gain a greater awareness of the community and world they live in, and their role and responsibility in improving the lives of themselves and others. Our schoolwide plan for service includes a gradual release of support toward the goal of developing students as independent and empowered change agents within their community. Guided or classroom learning that leads to action addressing an authentic community need is most meaningful when allowing for student initiative that incorporates their interests, skills and talents. In all DDEMS classes, units of instruction are each framed around one key concept. MYP Key concepts are big ideas that represent enduring understandings and serve as an integrating theme to encourage the transfer of ideas within and across the disciplines “as students search for patterns and connections in the creation of new knowledge.” Concepts are abstract, promote interdisciplinary approach and are not restricted to one particular subject area. The Middle Years Programme of the IB was developed with 6 important components: Learning about, discussing, practicing, and reflecting on these 11 characteristics of all lifelong learners provide a robust framework for teachers and students to communicate about their continued growth and development over time. The traits of the IB Learner Profile are at the very core of the work we do with students at DDEMS. At DDEMS, we aim to ignite a love of learning in all of our students, empower them as change agents to design solutions for challenges of global significance, and build upon the strengths of their diversity to come together as a robust and dynamic cultural tapestry of individuals in a familial atmosphere. ![]() Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things communities and the relationships within and between them access to equal opportunities peace and conflict resolution.The three parts of our mission align with the goals of the IB to to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities the structure and function of organizations societal decision-making economic activities and their impact on humankind and the environment. How the world works: an inquiry into the natural world and its laws the interaction between the natural world (physical and biological) and human societies how humans use their understanding of scientific principles the impact of scientific and technological advances on society and on the environment. How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values the ways in which we reflect on, extend and enjoy our creativity our appreciation of the aesthetic. ![]() Where we are in place and time: an inquiry into orientation in place and time personal histories homes and journeys the discoveries, explorations and migrations of humankind the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives. Who we are: an inquiry into the nature of the self beliefs and values personal, physical, mental, social and spiritual health human relationships including families, friends, communities and cultures rights and responsibilities what it means to be human. ![]()
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