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How can we apply learning to continue to grow?

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How can we apply learning to continue to grow?

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3 New ideas
2 Questions
1 Golden rule

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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What are the possible entry points into collaborative inquiry?

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What are the possible entry points into collaborative inquiry?

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How are statement of inquiry and inquiry questions used to drive inquiry?  

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How are statement of inquiry and inquiry questions used to drive inquiry?  

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How does understanding the nature of assessment inspire learning and teaching?

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How does understanding the nature of assessment inspire learning and teaching?

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What is the nature of meaningful learning and teaching?

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What is the nature of meaningful learning and teaching?

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How can we build a progression of learning to support deep understanding?

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How can we build a progression of learning to support deep understanding?

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How do learning and teaching inspire action?

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How do learning and teaching inspire action?

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Can we have synthesis without foundation?

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Can we have synthesis without foundation?

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Individually, invite participants to write down, in a nutshell, three take away messages to remember regarding how to foster ID teaching and learning at their schools.
Return to their headlines from session one and have them decide if the headline still holds true and the reason why, or if not, how they would now change the headline.

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Learning and teaching of an interdisciplinary unit for the online workshop 2020

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How does interdisciplinarity help us understand the news?

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How does interdisciplinarity help us understand the news?

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Select a local or global issue that demands an ID approach to be truly understood or resolved.
Explain why the interdisciplinary approach is necessary (purpose and utility).
Identify what disciplines would be necessary to achieve the purpose. What would each provide?
What would you lose if you only focused on the issue from the perspective of one discipline instead of using an integrated approach?

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How are statements of inquiry and inquiry questions used to drive inquiry?

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How are statements of inquiry and inquiry questions used to drive inquiry?

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We will start with a question (the what, the when, the why and the how of eAssessment).

Take 3 minutes to write ideas on the Jamboard by each question.

Next, visit the points made by your fellow participants and add a response.
Jamboard here

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What key IB educational principles are evident in the
IB mission statement?

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Making interdisciplinary understanding visible in summative assessment

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Making interdisciplinary understanding visible in summative assessment

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How does understanding purpose help build foundations?

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How does understanding purpose help build foundations?

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Your turn! Learning engagements that build towards the summative assessment task

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Your turn! Learning engagements that build towards the summative assessment task

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Consider the summative assessment task you have designed, and the ID criteria explored in this session.

Select a relevant ATL skill cluster, group and indicator to develop in your unit to support students in preparing for the summative assessment task.

Design an interdisciplinary learning experience that:

allows students to practice and develop the selected ATL skill  gives students a chance to practice and prepare for the summative task (formative assessment)

allows the teacher to provide meaningful feedback.

Identify possible opportunities to differentiate the teaching and learning to support all students.

Be ready to share with your newly developed unit ideas.

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Return to your individual reflections from day 1 and day 2

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Return to your individual reflections from day 1 and day 2

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Consider any new learning from today and add in your action log of things you want to start doing when you return to your school, and/or those things you want to continue doing and/or those things you want to stop doing.

Prepare an IDU implemetation plan for when you return to your school.

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YOUR TURN: Designing an integrative understanding worth inquiring into

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YOUR TURN: Designing an integrative understanding worth inquiring into

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Return to your unit from session 2

Revise the purpose and complete the first section, including the statement of inquiry
Consider the documents:

Evaluating MYP interdisciplinary unit plans​.

Annotated planner (TSM)

Try to reach the sharing level.

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Less experienced participants will design a unit planner (using their subject as one of the disciplines) up to the statement of inquiry considering the different elements explored thus far

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Less experienced participants will design a unit planner (using their subject as one of the disciplines) up to the statement of inquiry considering the different elements explored thus far

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Use the videos Conceptual understanding, global contexts and Statement of inquiry

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Scenario 1: There is a new MYP coordinator at the school who has decided to launch a thematic fair at the end of the year to showcase the great work you do at school. The theme will be based on the UN international year topic and all subject-groups will have to contribute something for the fair. Your syllabus is in no way related to this year´s topic. Should this approach be modified?
Scenario 2: Two teachers have a very powerful idea for an ID unit, but the content needed for the unit will be addressed during different times of the school year and changing the content sequence is not an option due to logistic constrains. Is there a way to move forward with this unit or should they give up?
Scenario 3: Everyone at the school is happy with the way interdisciplinary teaching and learning is taking place, but there is a problem in terms of implementation that the school needs to address. Interdisciplinary assessment reporting: student´s results in interdisciplinary units are currently not shared with parents and there is no reporting system in place for ID. What creative reporting strategies could be employed?
Scenario 4: You are caught in the start of the year
and there is never enough time to identify possible opportunities for ID units. Additionally, because
students select courses in the older MYP years, you do not necessarily share the same students with all year level teachers. How might this school go about making ID possible?

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Consider all of your learnings and experiences from today.

Identify three things you want to start doing when you return to your school, two things you want to continue doing and one thing you want to stop doing.

Write it down in your action log.

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Elect a spokesperson to capture the main themes here!

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Analysis of a summative assessment task sample

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Analysis of a summative assessment task sample

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1. How does the summative assessment task allow students to meet each objective strand?

2. What type of evidence would students have to provide in order to meet the objective strands and show understanding of the statement of inquiry?

3. To what extent are some of the design principles discussed in this session evident? Is it an authentic task?

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Interdisciplinary teaching and learning in the MYP

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Interdisciplinary teaching and learning in the MYP

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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More experienced participants will deconstruct a unit to provide commentary and feedback, compare your feedback to BQC feedback and improve the unit to make it stronger

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More experienced participants will deconstruct a unit to provide commentary and feedback, compare your feedback to BQC feedback and improve the unit to make it stronger

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Reflect upon the outcome of this session and read the Q&A section in the guide.

Add to the Padlet:

•one word that captured your attention

•one phrase that moved, engaged or provoked you

•one sentence that you felt captures the core idea of the session.

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Create an infographic or other visual to explain the material

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Reflection: Interdisciplinary teaching and learning is like:

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Reflection: Interdisciplinary teaching and learning is like:

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Create a simile to synthesize what interdisciplinary teaching and learning is like for you.

For example "window, as it allows us to look beyond your familiar surroundings"

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3. MYP unit planning_ Statement of inquiry.mp4

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Statement of inquiry:
Lifestyle choices impact the functioning of human body systems and can influence the degree of one’s health and well-being

Factual:

Conceptual:

Debatable:

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Consider an authentic ID unit from an MYP school.
You will deconstruct and critique it, in order to improve it.
Examine the purpose section of the planner and the disciplinary contributions there stated.
Write down comments and compare them with the ones provided by BQC.
Revise and improve the planner to take it to a higher level using the “Evaluating your ID unit” rubric.

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Share interesting resources (links, books, movies, audiovisuals) that can trigger interesting interdisciplinary connections from your discipline.

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Consider all your learnings and experiences from today.

Identify things you want to start doing when you return to your school, things you want to continue doing and things you want to stop doing.

Write it down in your action log.

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Your turn: Ensuring the necessary disciplinary grounding

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Your turn: Ensuring the necessary disciplinary grounding

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Return to your unit from the previous sessions.

Discuss how participating subjects might provide the necessary disciplinary grounding for this unit.
Consider the documents:
Evaluating MYP interdisciplinary unit plans​
Annotated planner (TSM)
Try to reach the sharing level

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4. MYP unit planning_ Inquiry questions.mp4

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Statement of inquiry:
Aesthetic productions created in a certain context can reflect and/or modify power relationships in a society.

Factual:

Conceptual:

Debatable:

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Write down your initial ideas: Student action is....
Share your responses with your group
Come up with a common  definition
Post on the Padlet!

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1. Maria is a biology teacher “borrowing” lessons in still life drawing to further students’ capacity to observe during fieldwork.

2. Carolyn is a mathematics teacher using fractal computer art with the intention of building the visual thinking necessary to translate functions into two- and three-dimensional spaces.

3. Ben is a physical and health education teacher using an app to track evolution in sports performance.

4. Fernando is a history teacher using statistics and economics to explain the impact of a social crisis in a specific setting.

5. Emanuele is a mathematics teacher looking at life satisfaction and whether it is possible to predict and measure it in different contexts and communicate these relationships.

6. Inda (an I&S teacher) identifies the need to design a unit about cultural norms so that students can identify those that lead to negative behaviors and design an effective campaign to revert those effects.

7. Misato is a visual arts teacher who seeks to explore with students how artistic productions are responses to a given time but also how they can change and transform the context of production.

8. Francisco is a science teacher designing a unit to investigate how lifestyle choices impact body systems, health and wellbeing.

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Return to the newspaper stories from session one. Choose one to work upon as a group

Begin to design an interdisciplinary unit to take back to your school.

Complete the purpose section of the planner
and identify necessary disciplines to achieve the purpose and their specific contributions.

•Consider the documents “Evaluating your ID unit” rubric and the annotated ID planner from the TSM as you develop your unit.

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Consider all of your learnings and experiences from today.

Identify three things you want to start doing when you return to your school, two things you want to continue doing and one thing you want to stop doing.

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Consider your summative assessment brainstorm from the previous session
Design the summative assessment task for your unit putting into practice the design principles discussed so far

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Meet Google Drive - One place for all your files

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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An authentic assessment task is....

because....

so the student can...

and teachers can...

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q

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Consider your new understandings in this session about ATL skills and complete this visible thinking routine.

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YOUR TURN: Designing an integrative understanding worth inquiring into

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YOUR TURN: Designing an integrative understanding worth inquiring into

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Return to your ID unit planner provided to deconstruct and critique
Evaluate the statement of inquiry and its connection to the selected concepts and global context exploration
Compare your comments with BQC comments
Revise and improve the planner to take it to a higher level

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I graded this mock as a 7 (60 marks) - any comments would be welcomed.

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I graded this mock as a 7 (60 marks) - any comments would be welcomed.

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i would like to learn more about the idu criteria and assessment and thank you all the information today were helpful

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i would like to learn more about the idu criteria and assessment and thank you all the information today were helpful

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What are the possible entry points into collaborative inquiry? 

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What are the possible entry points into collaborative inquiry? 

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IDU Infographic

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My visual & task to explain the material.

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My visual & task to explain the material.

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These were the images I explored for the IDU we developed in this workshop 

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These were the images I explored for the IDU we developed in this workshop 

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This goes nicely with the shapes activity we did Sunday morning - https://www.nsrfharmony.org/wp-content/uploads/2017/10/north_south_0.pdf

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Understanding By Design: Grant Wiggins, Jay McTighe (book for helping to understand backward planning)

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What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment?

Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum.

Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

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What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it?

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Interdisciplinary teaching and learning in the MYP

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Interdisciplinary teaching and learning in the MYP