This blog post details a Programme Development Plan (PDP) focused on enhancing research skills in the Middle Years Programme (MYP). Data analysis reveals that many students struggle with key research skills, including:
● Synthesizing information from multiple sources
● Citing sources correctly
● Formulating research questions
These research skill gaps directly impact student achievement in the Personal Project and subject-specific assessments. This PDP aims to bridge these gaps, aligning with the school's strategic goal of developing independent, inquiry-driven learners. The plan, built upon the IB programme standards and practices, will be implemented in three phases:
1. Foundation: Establishing a team, auditing skills, and developing a framework for professional development
2. Implementation: Teacher training, explicit research skill instruction, monitoring, and launching student support systems
3. Review and Refinement: Data analysis, adjustments based on feedback, and documentation of best practices
The post will further detail the goals and anticipated impact of the programme. It will also outline the strategies employed to achieve these goals, including the utilization of published research and best practices from other MYP schools.
Programme Development Plan: Developing Research Skills in MYP
Standards and Practices
● What practice(s) need to be in place for this development to be successful?
○ Culture 2: The school implements, communicates, and regularly reviews an academic integrity policy that creates cultures of ethical academic practice.
○ Student Support 2.1: The school implements and reviews systems and processes to identify the needs of students.
● What practice(s) identify the people who are responsible for the work?
○ Leadership 3: The school ensures that leadership and governance understand all applicable IB rules, regulations and guidelines, and have established systems to ensure compliance.
○ Teachers 3.1: Teachers plan and reflect collaboratively to strengthen the transdisciplinary/interdisciplinary implementation of the programme(s).
● What practice or practices show how the work will be done? That is, what actions will be taken?
○ Approaches to Teaching 2: Teachers use IB-mandated approaches to teaching.
○ Resources 2: The school identifies and provides appropriate resources to implement the programme(s) and meet programme requirements.
● What practice or practices indicate why the school is undertaking the work? That is, what is the reason for this focus?
○ Purpose 1: The school develops and promotes the IB mission statement and philosophy.
○ Culture 1: The school secures access to an IB education for the broadest possible range of students.
● What will change for students? (Identify the target: all students or subsets of students.)
This programme targets all MYP students, with a particular focus on:
○ Students preparing for Personal Project
○ Students transitioning between programme years
○ Students needing additional support in research methodology
● How will you learn what the impact of the work is? (What data or evidence will be gathered?)
○ Implementation 3: The school regularly reviews and follows all IB rules, regulations, and guidelines to support programme implementation and ongoing development.
○ Student Support 2.2: The school monitors and evaluates its systems and processes to improve the support of student learning and development. This will be measured through monthly skill assessments, quarterly progress reviews, and semester evaluation reports.
● What examples or research will inform the approach or activities?
○ IB research publications on ATL skill development
○ Academic research on information literacy
○ Best practices in digital citizenship education
○ Current studies on metacognition and self-regulated learning
● What examples shared from other schools might inform the school's approach or activities?
○ Case studies from successful MYP schools
○ Shared practices through IB networking events
○ Regional association collaboration
○ Professional learning communities
● How might research (published or unpublished) inform the school's approach or activities?
● The programme will draw from:
○ Published research:
■ IB research papers on ATL skills development
■ Peer-reviewed studies on research skill acquisition
■ Educational technology integration studies
○ School-based action research:
■ Teacher inquiry projects
■ Student learning data analysis
■ Programme evaluation findings
Executive Summary
This Programme Development Plan (PDP) outlines a comprehensive approach to enhancing research skills across the MYP programme. It is informed by data analysis indicating that a significant percentage of students struggle with various aspects of research, including evaluating source credibility, synthesizing information, citing sources, and formulating research questions. The programme aims to address these gaps through systematic implementation, monitoring, and evaluation of targeted interventions.
Goals and Success Criteria
1. Primary Goals:
○ Increase the percentage of students demonstrating proficient research skills from 45% to 80% within 18 months
○ Achieve 90% teacher implementation of explicit research skill instruction across subjects
○ Improve Personal Project research methodology scores by 25%
2. Success Criteria:
○ Students independently apply research skills across subjects
○ Teachers integrate research skill development in unit planning
○ Library/media resources show increased student engagement
○ Assessment data reflects improved research capabilities
Implementation Strategy
Phase 1: Foundation (Months 1-3)
● Establish Research Skills Development Team (RSDT)
● Conduct detailed skills audit across subjects
● Develop research skills progression framework
● Create professional development schedule
● Design monitoring tools and templates
Phase 2: Implementation (Months 4-12)
● Roll out teacher training programme
● Implement explicit research skill instruction
● Begin regular monitoring and data collection
● Launch student support systems
● Initiate parent communication plan
Phase 3: Review and Refinement (Months 13-18)
● Analyze implementation data
● Adjust strategies based on feedback
● Scale successful practices
● Document best practices
● Plan for sustainability
Professional Development
Initial Training (Month 1)
● Research skills framework
● Assessment strategies
● Digital tools workshop
Ongoing Support
● Monthly coaching sessions
● Peer observation cycles
● Professional learning communities
Appendices
A. Implementation Tools
B. Monitoring Templates
C. Evaluation Tools
This plan draws upon best practices and research to support the development of research skills in MYP students and aligns with IB programme standards and practices to ensure a comprehensive and effective approach.
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