Pre‑survey

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Welcome and thank you for participating in this unique learning opportunity! The process involves (1) a short pre‑survey, (2) a web‑based tool that you will interact with, and (3) a post‑survey. Note while names & emails are collected, they are confidential and none of your responses will be shared with anyone!

Name:
Email:
Subject group (select one or more):

Arts Design Individuals & Societies Language & Literature Language Acquisition Mathematics Physical & Health Education (PHE) Sciences

Overview of MYP Global Contexts

Contextualizing learning is not an approach unique to IB, but the MYP has developed a framework to support it systematically. This approach uses a taxonomy of six “Global Contexts” that each have many specific “explorations” to choose from (note developing one’s own “exploration” for a Global Context is supported as well). In addition, the Enhanced MYP project developed an additional component: students may engage with explorations through three different “Lenses” – Individual, Local and Global.

In the MYP, Global Context explorations frame why the learning matters by connecting concepts to real‑life inquiry. This “why” seeks (1) to make learning personally meaningful or (2) to connect learning to larger global issues.

Thus, Global Context explorations are envisioned as meaningfully shaping the inquiry focus of learning and the questions that drive inquiry (not just be a superficial label or “tick‑box” element of unit planning).

Below is an outline of what this could look like in a unit:

Global Context	Identities and relationships
Exploration	Human relationships (families, friends, communities and cultures; what it means to be human)
Contextual lens	Individual lens (personal experiences/values shaping choices)
Focus on Inquiry (e.g. Statement of Inquiry)	Relationships can influence decision‑making in the context of belonging and connection.
Example of Conceptual question	How do relationships shape the choices people make?
Example Inquiry Question	What are some strengths and limitations of practising tolerance?

Section 1

Please indicate your agreement with the following statements.

Disagree strongly, Disagree, Slightly disagree, Neither disagree nor agree, Slightly agree, Agree, Agree strongly

In my MYP class(es):

Q1. Teaching with global context explorations is a top priority for me.

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Q2. I believe use of global context explorations has strong positive impact on student engagement &/or learning.

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Q3. I deliberately plan for global context explorations use to meaningfully shape inquiry and learning.

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Q4. The use of global context explorations strongly aligns with what I think is important in education (e.g. my personal educational values).

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Q5. Use of global context explorations is one of my top 3 most used approaches to teaching and learning.

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Reflecting on my experience as an educator:

Q6. I often critically reflect on my beliefs about what is important in education and how my beliefs shape my every‑day practice in the classroom.

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Q7. In the past, my beliefs about what is or is not important in education have changed and this change has affected my every‑day practice in the classroom.

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Understanding and support:

Q8. I can explain very well what global context explorations are and how they function in MYP learning.

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Q9. I can very effectively use global context explorations in my lessons to positively impact student engagement &/or learning.

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Q10. I can distinguish authentic global context exploration use from superficial use in MYP learning.

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Q11. I have clear, subject‑relevant guidance for how to use global context explorations to enhance learning in MYP classes.

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Professional Identity:

Q12. Considering my MYP subjects:

Global contexts feel central to how I teach and what my subject is “for.”
Global contexts feel compatible, but not central – more of an enhancement.
Global contexts feel peripheral or difficult to fit authentically in my subject.
I’m not sure what global contexts are meant to be in practice for my subject.

Q13. Considering my preferred methods of professional learning support:

I prefer structured tools and independent sense‑making opportunities that are self‑paced.
I prefer in‑person coached practice, guidance in understanding examples, and feedback from people.
I benefit from both approaches depending on what I’m trying to master.

Q14. Which best describes you right now with regard to use of Global Context explorations?

Honestly, not considering using them
Considering using them, but unsure how
Preparing to try to use them soon
Trying occasionally to use them
Using them regularly and prioritizing use

Section 2

Please answer the following questions (at least a few sentences, your input matters!):

Q1. In your subject context, what does “being ready to prioritize Global Context explorations” mean? What would we see in planning or teaching if someone is ready?
Q2. What most influences your readiness or intention rating today in Question 14? (For example: understanding of Global Context explorations, clarity of guidance, time/workload, confidence, peer examples, leadership support, etc.)
Q3. What currently prevents you from making Global Context exploration use a top priority?
Q4. What types of support would most increase your readiness to prioritize Global Contexts in your subject? Why?
Q5. Teachers often indicate they value or use global context explorations though may have limited understanding of how they should be used. What do you think might explain that?

Post‑survey

Thank you for engaging with the web‑based tool aimed at supporting effective contextualized learning. Please consider your use of the tool in answering the following post‑survey questions. As with the pre‑survey, all responses are anonymous.

Section 1

Please indicate your agreement with the following statements.

Disagree strongly, Disagree, Slightly disagree, Neither disagree nor agree, Slightly agree, Agree, Agree strongly

In my MYP class(es):

Q1. I now intend to make teaching with global context explorations a top priority.

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Q2. I now believe use of global context explorations has strong positive impact on student engagement &/or learning.

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Q3. I now want to deliberately plan for global context exploration use to meaningfully shape inquiry and learning.

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Q4. I now believe the use of global context explorations strongly aligns with what I think is important in education (e.g. my personal educational values).

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Q5. I now feel the use of global context explorations could be one of my top 3 most used approaches to teaching and learning.

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Reflecting on my experience as an educator:

Q6. I had an opportunity to critically reflect on my beliefs about what is important in education and how this impacts my every‑day practice in the classroom.

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Q7. Now, my beliefs about what is or is not important in education have changed and this will affect my every‑day practice in the classroom.

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Understanding and support:

Q8. I can now explain what global context explorations are and how they function in MYP learning.

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Q9. I now feel I can very effectively use global context explorations in my lessons to positively impact student engagement &/or learning.

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Q10. I can now distinguish authentic global context exploration use from superficial use in MYP learning.

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Q11. I now have clear, subject‑relevant guidance for how to use global context explorations to enhance learning in MYP classes.

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Professional Identity:

Q12. Considering my MYP subjects at the moment:

Q13. Which best describes you right now with regard to use of Global Context explorations?

Honestly, still not considering using them
Considering using them, but unsure how
Preparing to try to use them soon
Trying occasionally to use them
Using them regularly and prioritizing use

Section 2

Please answer the following questions (at least a few sentences, your input matters!):

Q1. Now that you have had access to the website‑based supports, how do you define “being ready to prioritize Global Context explorations” in your subject context? Has your definition changed? If so, how?
Q2. What most influenced your readiness and intention ratings in Questions 12‑13? (For example: clearer understanding, clarity of guidance, professional learning experience, practice, examples, time/workload, confidence, etc.)
Q3. Compared with before interacting with the web‑based tool, what has changed (if anything) in your willingness or intention to prioritize Global Context explorations? Why?
Q4. What still prevents you from making Global Context exploration use a top priority? What would need to change next for your readiness to increase further?
Q5. Which intervention component(s) most affected your readiness (Interactive Maps + Decision Paths, Micro‑skill Practice, Identity Sprint, or Peer Evidence Hub)? Why?
Q6. After engaging with the web‑based tool, how do you interpret your earlier views of valuing or using Global Context explorations despite limited understanding or documentation? Has your view of that discrepancy changed?
Q7. What types of additional support would most increase your readiness to prioritize Global Context explorations in your subject? Why?
Q8. Educators often indicate they value or use global context explorations, though may have limited understanding of how they should be used. What do you think might explain that?

Thank you!

Your post-survey has been submitted.

Congratulations on completing the module!

You can download your certificate of completion below.

Enhance Your Next Lesson with Context – Start Here

How to complete this step:

Choose the subject you will be teaching and enter a brief description of the lesson or short sequence of lessons you plan to teach.
Describe the key topics, activities or tasks in 2–3 sentences.
When you’re ready, click Looks good to move on.

Enhance an upcoming lesson (or short sequence of lessons) using an MYP Global Context exploration – then see how this could inform lesson or unit design.

Select an MYP Subject

Arts

Sciences

Individuals & Societies

Mathematics

Design

Language & Literature

Language Acquisition

Physical & Health Education

Description of lesson(s) you are about to teach- Describe in 2-3 sentences

Are you ready to explore how MYP Global Contexts may be useful? Choose a lesson you are about to teach to explore using this tool. Describe your chosen lesson(s) including the topics, activities, tasks, discussions, labs, performances, etc.

Micro‑skill Practice

How to complete this step:

Practice using the four micro‑skills by selecting a micro‑skill and reviewing its exemplar.
Try the practice scenarios to build your confidence.
You do not need to complete every micro‑skill; however, completing at least one scenario will help you connect the theory to practice.
When ready, proceed to the Identity Sprint or Peer Evidence Hub.

Practice key micro‑skills to enrich your MYP lessons using Global Context explorations. Select a micro‑skill below to review a subject‑specific exemplar and try out practice prompts.

Select a subject to practice micro‑skills:

Arts

Design

Individuals & Societies

Language & Literature

Language Acquisition

Mathematics

Physical & Health Education (PHE)

Sciences

My Pedagogical Identity

How to complete this step:

Reflect on your teaching practice by choosing either a Self‑Audit prompt or writing a Vignette of your experiences.
Select up to three values that guide your teaching and write a brief credo connecting your values to Global Context exploration.
Choose at least one non‑negotiable practice and explain how it supports your values.
Rate yourself on the contextual awareness aspects.
When you generate your summary, the AI will provide additional insights into your strengths and areas for improvement.

Reflect on your teaching identity and plan how you will integrate Global Context explorations into your lessons.

Confirm or change your subject selection:

Arts

Design

Individuals & Societies

Language & Literature

Language Acquisition

Mathematics

Physical & Health Education (PHE)

Sciences

Choose your reflection format

Self-Audit Vignette

Select a prompt to respond to in the space below:

Describe a lesson where GC exploration use went well: Describe a lesson where GC exploration use did not go well:

Select up to three values that guide your teaching

You may add your own value:

Write a 2–3 sentence credo connecting your values to Global Context exploration use:

A "credo" is a concise statement that connects your teaching values to how you leverage Global Context exploration in your classroom.

Select at least one non‑negotiable practice

Which practice(s) below most directly support your pedagogical values?

Explain how this practice supports your pedagogical values:

Contextual Awareness Check

Rate yourself on each aspect of effective teaching & learning in context.

Identity Sprint Summary

Showcase, Celebrate, Learn

How to complete this step:

Explore the peer evidence hub by viewing the exemplar library or submitting your own example.
Spend at least two minutes exploring before proceeding to the post‑survey.
A reminder will appear every two minutes if you have not yet started the post‑survey.

Browse and share lesson exemplars to celebrate and learn from your peers. You can also submit your own exemplars.

Download your Contextualized Learning Certificate.

Take the final Post‑survey

Upload your own examples or explore examples before moving to the Post‑survey.

Exemplar Library

Filter by subject: Filter by grade:

My Drafts

Submit New Exemplar

Subject: Grade / MYP level: GC selection: Exploration: Selected exploration (editable): The first dropdown above lists the six global contexts. The second shows the explorations for the selected context. You can edit the final exploration text in the box above. Lens: Micro‑skill practiced: Lesson summary: The coping path fields describe how you adjusted your lesson: first describe your initial plan, then any revisions, and finally the outcomes. Coping Path – First attempt: Coping Path – Revision: Coping Path – Outcome: Inquiry focus & questions: Evidence tag: Select the aim that best categorises the exemplar. These aims reflect the diverse dimensions of contextualised learning and allow peers to find exemplars aligned to their pedagogical goals. Planning time: Status: Upload exemplar file (optional):

Learning Pulse Dashboard

Identifying & Using 'Starter Patterns'

How to complete this step:

Explore at least two starter patterns by clicking on the pattern cards below. Each pattern shows when it might be used, a suggested inquiry idea and an authenticity pitfall to avoid.
The AI will recommend a starting pattern and customise the inquiry idea and pitfall based on your lesson.
You can edit the suggested text.
When you’re ready, continue to the Identity Sprint.

Let's continue to explore

Let's explore some common curriculum (lesson or unit) patterns in contextualized learning. Explore at least 2 of the patterns in the boxes below before moving on.

Cue (When to Use):

Try this (GC exploration & inquiry idea):

Potential Pitfalls to Avoid:

Matching my lesson idea with a starter pattern

This section helps you align your lesson idea with a suitable starter pattern. Review the AI suggestion and edit the details below to tailor the pattern to your needs.

Possible Starting Pattern to Consider:

Starting pattern:

Inquiry idea:

Pitfall check:

Your Quick Card has been generated.

Where do you think you are in terms of use of GC explorations?

Given the process you just went through for developing a lesson that incorporates GC explorations, where do you place your use of GC explorations?

Trial - I will pilot in a lesson Extension - I will pilot across multiple lessons Integration - My units are partially aligned Consolidation - My units are fully aligned

Why does contextualizing matter?

How to complete this step:

Explore the categories below by clicking on the boxes to learn how context enriches learning in your subject.
After you’ve explored a few categories, type any questions you have about contextualising learning in the text box.
Click Ask AI to receive guidance and a reflection question.
When you’re ready to continue, click the Proceed to Step 3 button.

Contextualizing supports learning in by enhancing:

After exploring these areas, what questions do you have about contextualizing learning?

Identifying the Inquiry 'Spine' for Learning Engagements

How to complete this step:

Review your lesson description and adjust it if necessary.
Select the specified concept(s) that best fit your lesson.
Choose a Global Context and exploration using the AI suggestions or your own knowledge.
Identify which lens (individual, local or global) you’ll emphasise.
When finished, click Looks good to proceed.

Lesson(s) You Want to Focus On

What topics, skills, themes, or areas is your lesson focused on? You can revise any details about your lesson here.

Specified Concepts

Suggested concept(s):

Your selected concept(s):

Your final selected concept(s):

Global Context Explorations

Choose a global context and exploration:

Suggested global context & exploration:

Your selected global context & exploration:

You can edit your selected exploration here before confirming.

Your final selected global context & exploration:

Feel free to edit this selection.

Individual, Local, or Global Lenses

Select lens:

Individual

Local

Global

What kind of learning is central to your next lesson(s)?

How to complete this step:

Review your inquiry choices above.
Select one of the four areas of focus and choose a specific aspect within that area.
Pick a high‑impact teaching strategy that aligns with your lesson.
Use the AI to explore lesson ideas and choose one that suits your needs.
Provide any additional notes in the optional box.
When you’re satisfied, proceed to the next step.

Let's continue to explore

Which of these 4 areas would you like to focus on in an upcoming lesson(s)?

Combining High Impact Learning Strategies

This step combines pre-matched high impact learning strategies from www.visiblelearningmetax.com with your chosen area of focus. Select one to explore how it could inform lesson design:

Is there anything else we need to know about your lesson(s)?

Bringing It All Together

Kind of Learning Central to Next Lesson:

High Impact Learning Strategy:

Exploration:

Bringing it together – below is your final lesson idea (feel free to edit):

Authenticity & Readiness Check

How to complete this step:

Reflect on whether your new lesson idea truly requires the Global Context exploration you selected.
Provide thoughtful responses to the authenticity and readiness questions.
Rate your readiness for this lesson.
When you’ve answered all questions, proceed to the next step.

Let's continue to explore

Authenticity Check

Would this new lesson idea still make sense if the Global Context Exploration you selected were removed? Why or why not?

Will the new lesson design enhance student engagement? If so, how?

Readiness and the Continuum of Curriculum Review/Design

Let's explore where you think you are at & how you could connect with curriculum review &/or development. Where are you at in terms of readiness to use global context explorations?

I want to:

Trial a lesson: 1 task or activity Extend to Short Lesson Sequence: 2-3 lessons with same inquiry focus Refine Unit Framing: Adapt a unit's inquiry focus or inquiry questions Adapt or Design a Full Unit

Why do you think you are at this step? Please provide an explanation.

Navigation

Start Here: Complete Pre‑Survey

Complete Modules

Interactive Maps + Decision Paths

Micro-skill Practice

My Pedagogical Identity

Showcase, Celebrate, Learn

Final Step: Complete Post‑Survey

Utilities

Utilities

Pre‑survey

Overview of MYP Global Contexts

Section 1

Section 2

Post‑survey

Section 1

Section 2

Thank you!

Congratulations on completing the module!

Enhance Your Next Lesson with Context – Start Here

Select an MYP Subject

Micro‑skill Practice

My Pedagogical Identity

Choose your reflection format

Select up to three values that guide your teaching

Select at least one non‑negotiable practice

Contextual Awareness Check

Identity Sprint Summary

Showcase, Celebrate, Learn

Exemplar Library

My Drafts

Submit New Exemplar

Learning Pulse Dashboard

Identifying & Using 'Starter Patterns'

Let's continue to explore

Matching my lesson idea with a starter pattern

Where do you think you are in terms of use of GC explorations?

Why does contextualizing matter?

Contextualizing supports learning in by enhancing:

Identifying the Inquiry 'Spine' for Learning Engagements

Lesson(s) You Want to Focus On

Specified Concepts

Global Context Explorations

Individual, Local, or Global Lenses

What kind of learning is central to your next lesson(s)?

Let's continue to explore

Combining High Impact Learning Strategies

Bringing It All Together

Authenticity & Readiness Check

Let's continue to explore

Authenticity Check

Readiness and the Continuum of Curriculum Review/Design