# data[].attributes.body
Both work under the concept of backwards planning and big ideas.

Thoughts - A big idea doesn't mean it encapsulates a lot of content.

# data[].attributes.body
Similarities: both see big ideas as a lens, construct meaning, transfer learning across boundaries, see connections
Differences: Wiggins compares big idea to a "theme"; Wiggins sees the big idea as being more concrete where MYP is more abstract; MYP has more inferences about how students access learning where Wiggins is more functional and pragmatic, Wiggins sees the big idea as a tool rather than a "goal" for the students to attain by the end of the unit as MYP does

# data[].attributes.body
Wiggins would allow any number of big ideas, whereas MYP "restricts" you to one SOI. Wiggins does not emphasise the facts/content, as they do not necessarily lead to understanding and transfer

# data[].attributes.body
the backward design

# data[].attributes.body
"Concepts represent the vehicle for student inquiry....providing the means by which...the subject can be explored." Wiggins doesn't have the inquiry focus of the MYP.

# data[].attributes.body
Wiggins-
Concepts taught as facts are not big ideas. E.g. 'Change is not a big idea
MYP-
Concepts are big ideas that connect facts and topics
Similarities - Big ideas

# data[].attributes.body
Article
Big ideas are powerful ideas not abstract -
covering facts vs uncovering understandings
how this links to MYP -  concept driven, what we grapple with concept is challenging for MS students - we need to make the units powerful relevant and authentic to MS students - "connections vs abstract" when students make connections it becomes powerful learning

MYP inquiry statement is the big idea for starting....

big idea is a useful way of seeing knowledge not just learning facts - seeing connections similar to inquiry, be careful in choosing and designing

MYP unit planner, following UBD, conceptual understanding, not necessarily based on our understanding but making connections to students, big enough to guide the students experience

both article and MPY is the agreeing the big ideas, and guide the inquiry

MYP is the tool to implement the big idea, but not be narrowed not allow the rigidity of the template sacrifice the discovery of the learning process

# data[].attributes.headline
Is there coherence among our 'big ideas' across subjects and year levels of the MYP? 

# data[].attributes.subject
Is there coherence among our 'big ideas' across subjects and year levels of the MYP? 

# data[].attributes.body
Conceptual learning focuses on powerful organizing ideas that have relevance within and across subject groups (MYP PintoP p. 13) - Same as Wiggins?

# data[].attributes.body
According to Wiggins, "an idea is not “big” merely because it categorizes a lot of content." He says "change" would not fit - what would MYP say?

# data[].attributes.body
I liked the Significant Concept idea in the old planner  and how it was used to link the content/skills/assessments and direction of the unit. I was disappointed to see that part of the unit changed in the "Next Chapter".  This is an interesting statement: students should be helped to:   1) acquire important information and skills, 2) make meaning of that content (i.e., come to understand important ideas), and 3) transfer their learning to new situations, effectively.

# data[].attributes.body
Big ideas help us, "make sense of lots of confusing experiences and seemingly isolated facts."