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Collaborative
planningSession 1
MYP U
NIT
S O
F W
OR
K SUBJECT-BASED OR INTERDISCIPLINARY IN NATURE
PR
OG
RA
MM
E O
F IN
QU
IRY
• AREAS OF INTERACTION• UNIT TITLE• UNIT QUESTION• SIGNIFICANT CONCEPTS
INTER
DIS
CIS
CIP
LIN
ARY
LEA
RN
ING
«The process by which
students come to UNDERSTAND bodies of
knowledge and modes of
thinking from 2 or more
disciplines or subject
groups & integrate them
together to create a NEW UNDERSTANDING» ..Purposeful, Structured
& integrativeP.P pg 67 (Eng) / pg 74
AR
EA
S O
F IN
TERA
CTIO
N
• Provide contexts for student inquiry-
content real world• Encourage sts. to see connections• Integrative - Interdisciplinary
From Principles into
Practice Eng. pg 14 / De
Principios a la Practica pg
16
AO
I
• Integrative: Aim to give
opportunities for teachers
to tackle topics and foster
understandings of a
wider scope and to
learn from one another. • Teachers work as a
dynamic team & learn to
consider the curriculum
from the point of view of
the learnerGuide to Interdisciplinary Teaching & Learning
Pg 10 / Guia Interdisciplinaria pg 11
SIG
NIF
ICA
NT
CO
NC
EPTS
Big ideas of the unit that students need to retain for the future
Overarching ideasP.P pg 73 Eng /pg 80 Esp
VS.
CO
NC
EPT B
ASED
TEA
CH
ING
&
LEA
RN
ING
«3D Models focus on
concepts, principles and
generalisatons, using related
facts and skills as tools to
gain deeper understanding of
disciplinary content,
transdisciplinary themes, and
interdisciplinary issues, and
to FACILITATE CONCEPTUAL
TRANSFER through
time,across cultures and
across situations.»Concept based teaching & Learning
Lynn Erickson, IBO 2012 Pg 3 &4
DIF
FER
EN
CE
KEY &
RELA
TED
C
ON
CEPTS
KEY CONCEPTS OR
MACRO CONCEPTS
(Significant concepts)
TRASCEND DISCIPLINES,
DRAW THINKNG BEYOND
THE FACTS INTEGRATE THIINKING AT A
CONCEPTUAL LEVEL FACILIATE THE TRANSFER OF
KNOWLEDGE THROUGH
TIME, CULTURES, SITUATIONS Eg. CHANGE, PERSPECTIVE,
RESPONSIBILITY, INTERDEPENDENCE,
RELATIONSHIPS, SYSTEMS
Erickson Pg 6
RELA
TED
C
ON
CEPTS
RELATED CONCEPTS
OR MICRO CONCEPTS
(Disciplinary Concepts) ARE SMALLER THAN THE KEY CONCEPTS BUT ARE BROAD IDEAS THAT ENCOURAGE A
WAY OF CONNECTING
CONTENT & DIVERSE
THINKING
SESSIO
N 2
: G
EN
ERA
LISATIO
NS Central Idea PYP=
Significant Concept Statement MYPErickson
How
do I k
now
a
conce
pt
is a
co
nce
pt? TimelessUniversalAbstract, or broad
1 or 2 words
REV
ISIO
N
Macro- concept and Micro- concept
IDEN
TIF
YIN
G
TH
E C
ON
CEPTS EXTRAPOLATING THE
CONCEPTS FROM THE
CONTENT YOU ARE TEACHING!
SEE EXERCISE APPENDIX -LYNN
ERICKSON PG 11
A C
ON
CEPT IS
…
• TIMELESS• UNIVERSAL• ABSTRACT TO (DIFFERENT DEGREES)• REPRESENTED BY 1
OR 2 WORDS
How is knowledge structured?
Genera
lisati
ons,
Enduri
ng, ess
enti
al
unders
tandin
gs
“Statements of transferable, conceptual understandings
that are drawn from, and supported by,
the critical content. ”
These ideas transfer, because they can´t be locked in
time, place, person or
location.
These concepts are supported by the knowledge: facts and
skills
Genera
lisati
ons
Conceptual ideas are 2
or more concepts stated
in a relationship Never a proper noun
(names of places, things
or an idea) No past tense Must transfer transcend
across time and cultures
Abstract and broad by
nature
TASK WORKING IN 2 OR 3
CHOOSE A CURRENT
DISCIPLINARY UNIT- IDENTIFY: CONCEPTSREWRITE SIGNIFICANT
CONCEPT STATEMENT
REQ
UIR
ED
PED
AG
OG
ICA
L SH
IFTS • SYNERGISTIC THINKING• TRANSFER OF
KNOWLEDGE & SKILLS• Read more in Erickson
pg 8 (Eng), pg 9 (Esp)
MYP
Goal f
or
Inte
rdis
ciplin
ary
unit
s
To plan 4 Interdisiciplinary
units between the grade this
year!..
1st step: Identify concepts
& rewrite significant
concepts (Conceptual
Understandings)2nd Step: Identify Interdisicplinary connections
through concepts / conceptual understandings
CO
LLA
BO
RATIV
E
PLA
NIN
G T
IME
TASK
REVISE: CURRICULUM CRITICAL
CONTENT / DISCIPLINARY UNITSEXTRAPOLATE CONCEPTS : MACRO (Key)/MICRO (Related)
REWRITE SIGNIFICANT
CONCEPT STATEMENTS
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