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Lack of uninterrupted time is a barrier to designing a transdisciplinary POI. Ensure there is uninterrupted time in each class, each day.

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Including student voice and participation would help to ensure that UoIs are relevant, engaging, significant and challenging

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Co-constructing your learning environments with students can promote agency and increase ownership

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Creating PROCESSES, PROTOCOLS AND PRACTICES ensure WE are tending to ASSESSMENT

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Should be relevant, continued, rigorous and connect students reflections

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This would help single-subject and specialist teachers have an overview of the units in each grade and be able to see where high levels of collaboration could exist in each grade

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Students can talk to teachers about projects that can be relevant to multiple subjects based on interests

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Perhaps, experts in the subject area come in to lead a demonstration, like college professors, professionals, our outreach programs in the area.

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For single-subject integration planning across grade levels/teams to ensure alignment is happening

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Providing enough time to fully immerse ourselves in a unit. Daily schedules. Time in the day.

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Single-subject can give more insight on the skills and standards to help collaborate what is best to teach under each unit.

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Teachers brainstorm several different ways to assess students.

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Be well-planned, relevant and give space for reflection

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Single subject teachers may become siloed in their work.  This not only impacts the POI, but the school's culture.

Course Correct: Ideally, provide single subject teachers (throughout the school year) release time, perhaps even 1/2 day to full day release time to collaborate with the IB Coordinator and classroom teachers.  This will include them as well as engage them in their contributions as IB teachers in the school.

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Communicating in a an effective method to create meaningful conversations to use in transdisciplinary planning

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Provide a focus on promoting and building an IB culture within your building to increase healthy learning environments.

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Clear expectations and times to make connections

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Clear expectations and times to make connections

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Forms of Collaboration with the Programme of Inquiry_0.docx

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Provide enough time for single subjects to collaborate with other teachers across content and grade levels.

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Allowing for flexible seating and movement as well as including options for multiple learning styles

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Inviting single subject teachers to reflect on
units might provide insight for opportunities to adjust learning outcomes/experiences for POI.

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Finding meaningful connections rather than forcing concepts to fit

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Time set aside to give all teachers an opportunity to review the school's programme of inquiry through explicit and shared criteria

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Build in times to have feedback sessions to reflect on units. - PERIODICALLY

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Set intentions prior to meetings to help ensure scheduled collaborative times run smoothly.

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Gen ed teachers make special class teachers aware of needs and collaborate on ways assistance can be implemented by special class teachers.

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Shared understanding and essential agreements 

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Shared understanding and essential agreements 

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Opportunities for staff to review (and contribute to!) the school's assessment policy and make explicit the commitments to evidencing learning

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While planning, you may not have enough experts about how to write the planner based on standards

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If teachers don't have the liberty to design their learning environments.

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Taking an active part in creating the school policies related to assessments. Making sure that your voice is heard.

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Teachers to design and executes the lesson so students do the majority of thinking, discussing and analyzing (E.g., via reading, writing, discussion, analysis, computation, or problem solving) and supports them in persevering through challenging academic work; the teacher rarely finishes any of the cognitive work that students could own

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Allow others outside of the school to view the POI to add their perspectives just in case something could be tweaked.

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Perhaps meeting  with other grade levels to tie in what learning is expected for the next grade level

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No trusting the process or believing in the benefits of transdisciplinary planning/ learning.

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Are students?

Responsible for the majority of thinking, speaking, and doing in the classroom

Spending the majority of class time thinking, reading, writing, discussing, analyzing, or problem-solving as they complete standardsaligned tasks/prompts

Regularly make connections to their lives, the world around them, and their individual goals and aspirations

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Add reflections all day long...if possible.  Just so that nothing is missed or something could be changed.