How to Actually Teach Conceptually in the MYP

Conceptual understanding in the MYP is not created simply by writing a key concept, related concepts, or statement of inquiry into a unit planner. A beautiful curriculum planner does not automatically lead to conceptual thinking. In this video, I explain how MYP teachers can actually teach conceptually by using six practical strategies for conceptual understanding: classification, representation, generalization, concepts-in-use, internalization, and near and far transfer. These strategies help students move from disconnected facts toward transferable understanding that can travel across subjects and contexts. The video explores how teachers can design learning experiences where students sort, represent, connect, practise, and transfer ideas, turning concepts into active tools for thinking rather than decorative language in the planner. This is especially useful for IB MYP teachers, coordinators, workshop leaders, and educators interested in concept-based learning, inquiry, and curriculum design. Chapters / Timestamps 00:00 — The problem with perfect curriculum planners 00:35 — Why concepts must become pedagogical tools 01:02 — The cognitive journey of conceptual understanding 01:19 — Strategy 1: Classification 01:54 — Strategy 2: Representation 02:28 — Strategy 3: Generalization 02:57 — Strategy 4: Concepts-in-use 03:26 — Strategy 5: Internalization 03:52 — Strategy 6: Near and far transfer 04:18 — From written framework to student cognition #IBMYP #ConceptualUnderstanding #ConceptBasedLearning #IBEducation #MYPTeachers #InquiryBasedLearning #CurriculumDesign #InternationalSchools #TeachingStrategies #IBTeachers #ConceptualTeaching #MYPConcepts #Conceptsinclass