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The IB MYP at Millbrook is a school-wide program at the 9th and 10th grade level. Any teacher who teaches any students at that level, is considered an IB MYP teacher.
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IB MYP (Middle Years Programme) is more than just a title for teachers; it represents a philosophical approach to education that is student-centered and focuses on: 
  • building conceptual understanding 
  • contextualizing teaching and learning 
  • developing approaches to learning (ATL) skills
  • creating connections to service as action in the classroom
  • valuing language and identity
  • supporting learning diversity and inclusion.                      (MYP From Principles to Practice, 2014)

a MYP at Millbrook Classroom Looks like..

In the IB, inquiry is KEY! Click the link above to see what an IB MYP class should look like at MHS. Click this link to see a simplified version of what we should see, hear, and expect when we enter a classroom at Millbrook. 

MYP teachers work collaboratively within and outside of their subject area to ensure that students have enriching experiences that help them have a deep understanding not only of subject specific content, but also an appreciation of ideas that transcend their disciplines and engage in complex ideas that they can transfer and apply in new situations. This collaboration helps teachers ensure the different elements of MYP are evident and effective in teaching and learning: ​
  • planning concrete, memorable engagements that can be differentiated for students' individual needs
  • illustrating and providing concrete examples of conceptual and theoretical ideas
  • offering pathways towards authentic assessments
  • inspiring critical and creative thinking as students encounter multiple, and sometimes conflicting, value systems and cultural perspectives, including concepts that are open to different interpretations...
  • providing lenses through which to compare various conceptions of reality
  • promoting inquiry-based teaching strategies
  • leading towards work awareness, vocational planning, and the exploration of school-to-career pathways
  • linking classroom learning to action and service learning 
  • promoting self-regulation as students learn to find their own personal contexts and making meaning for themselves
  • becoming more autonomous, strategic, and self-motivated individuals
  • building up the skills and experience necessary to transfer learning from one context to another
  • exploring the many ways the application of concepts can vary among human cultures, and drawing attention to our common humanity                                                                                               
                                                                 (MYP From Principles to Practice, 2014)