Conceptual Understanding

Service as Action

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.  In all DDEMS classes, units of instruction are each framed around one key concept.

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. 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.  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.

Teaching and Learning In Context

Approaches to Learning (ATL)

MYP Global Contexts are lenses to look at abstract learning with a connected view. 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. These contexts build on challenges and problems of global significance in order to facilitate a concrete link between curriculum and the real world.

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.  Elements of the five ATL clusters are represented in each MYP unit across all classes. 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.

Language and Identity

Learning Diversity and Inclusion

Our students represent a tapestry of cultures from all around the globe.  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.  We believe in the concept of additive bilingualism - supporting ALL students to learn a second (or third) language (L2) while retaining and deepening skill in the L1 (mother tongue). We are beginning to explore the concept of translanguaging by planning for the use of both L1 and L2 across classes to encourage the continued and dynamic development of a multilingual student body of global citizens.

At DDEMS, we firmly believe that ALL students will thrive if we can provide them with an environment to explore, grow, make mistakes, learn from them, experience success, and celebrate those achievements.  All students access the full MYP curriculum with appropriate supports as needed. Teachers collaborate frequently to develop differentiation opportunities and to design supports for groups and individuals. Student support is layered, personal and ever-changing as our teachers work together through the Student Intervention Team (SIT) framework to refine and align supports that will allow each student to reach the fullest potential.