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Ask yourself:
• Did the disciplines we chose provide realistic and meaningful opportunities for integration?
• Have our approaches to teaching supported the development of students’ interdisciplinary
understanding?
• How effectively have we structured the logistics of interdisciplinary collaboration?
• What might we do to strengthen our own understanding of the MYP interdisciplinary unit
planning process?
• What will we keep and what will we change when/if we teach this unit again?
• What evidence do we have that demonstrates how students have developed new interdisciplinary
understanding?
• What opportunities might we develop for responsible action?
• What type of action have students taken in response to their engagement with this
interdisciplinary unit?
• How have we developed attributes of the IB learner profile that are shared across disciplines?
Create regular opportunities for reflection on the unit, including important milestones in its teaching.
Be mindful of students’ engagement and progress, noting possible changes in the course and ideas for
improvement. Review the unit’s purpose and the extent to which you and your students achieved it.
Work collaboratively to evaluate student achievement.

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"The Adaptable Mind"

letitripple.org

(or just search for it on YouTube)

"RSA ANIMATE: Changing Education Paradigms"
The RSA (YouTube)

"The Science of Character"
letitripple.org

(or just search for it on YouTube)

"How Gardening Enables Interdisciplinary Learning"
(Edutopia/YouTube)

"The danger of a single story"  Chimamanda Ngozi Adichie
(YouTube)

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•Choose an objective  & strand for your ID unit

•Preface the strand with “in order to” and end the strand with students must... by identifying discrete skill(s) to be taught from the ATL skills chart

•Look at the ATL skill categories and put your skill(s) in the appropriate category.

•Look at the ATL skill clusters and put your skill(s) in the appropriate cluster.

EXAMPLE:
(Objective strand) Synthesize disciplinary knowledge to demonstrate interdisciplinary understanding

In order to synthesize disciplinary knowledge to demonstrate interdisciplinary understanding students mustconsider multiple alternatives including those that might be unlikely or impossible (skill category: thinking, skill cluster: creative thinking)and combine knowledge, understanding and skills across subjects to create products or solutions (skill category: thinking, skill cluster: transfer).

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Topic: Conflict affects the human story.

Goal: The goal is to inform and gain support for ending the conflict in your assigned country.

Role: You are an investigative news reporter.

Audience: The target audience is the international public.

Situation: The context you find yourself in is you met someone from your assigned country and
learned of his/her experience. You need to inform the international public of the injustice that is taking place.

Product, Performance, and Purpose: You will create a “televised” report In order to inform the people of the world about the injustice of your assigned

country and what can be done to end similar crises.

Standards and Criteria for Success

Your product must meet the following standards…

A video recording of your news report.

L&L Criterion C2 - Presentation/Visual

L&L Criterion D2 - Oral Presentation

L&L Criterion D4 - Pronunciation

L&L Criterion D5 - Body Language

I&S Criterion B - Investigating

I&S Criterion D - Thinking Critically

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Math and Science: Task(s)

G: Your goal is to create a script or video that informs an affected community about the chemical reactions that form when an oil spill occurs.

R: Your role is a chemist that is  going to be communicating to the local community through a TV interview.

A: You need to convince the community whether they need to evacuate the affected area.

S: The challenge involves dealing with the balancing of chemical equations.

P: You will create a chemical equation model in order to prove your understanding of linear equations.

S: Your product must meet the following standards:

Mathematical Practices: behaviors needed to do math successfully

Expressions & Equations

Matter & its Interactions

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Explore            Discover           Examine Seek

Inquire into            Investigate

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Lines of Inquiry-->Inquiry Questions examples

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Lines of Inquiry-->Inquiry Questions examples

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FACTUAL:
•Students will investigate what an author does to create a compelling character -->
•What constitutes character?

•Students will explore how patterns can be both mathematical and artistic. -->
What constitutes a pattern?

CONCEPTUAL:
•Students will examine how authors describe the human condition from multiple points of view. -->
•How important are multiple points of view to arrive at an understanding?

•Students will investigatehow innovative mathematical patterns are seen in cultural expression. -->
How is the idea of innovative design explained?

DEBATABLE:
•Students will explore how authors communicate. -->
•Should communication always be ethical?

•Students will examine the geometrical relationships between innovation,artistry and pattern by creating generalizations. -->
Is it possible to determine how innovation, artistry

and pattern are related, if at all?

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•Consider content

•Consider concepts

•Consider context

•Allow for multiple perspectives and answers
-------------------------------------------------

Factual - may start with “what” and can be looked up

Conceptual- may start with “how/why” and should not lead students to a specific answer

Debatable - make it provocative where further investigation is encouraged and could start with Should, Could, Does..

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Walking our students towards understanding

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Walking our students towards understanding

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Learning experiences and teaching strategies
•Ask yourself: What disciplinary and interdisciplinary teaching and learning experiences are necessary? What kind of learning engagements will help students achieve disciplinary grounding and integrative understanding? How will we structure our learning?--->
Formative assessment
•Ask yourself: how will we use formative assessment to give students feedback during the unit about their developing integrated perspectives? How will students know “what good looks like” in their performances of understanding?--->
Summative assessment
•Ask yourself: What will students do to make interdisciplinary understanding of issues and ideas visible? How does this assessment reflect the unit’s statement of inquiry?

EXAMPLE:
• ID learning experience
•Students attend a traditional African music performance and reflect in writing about the qualities of sound based on what they have learned in both physics and music.
•ID learning  experience
•Students examine traditional instruments and build intuitive instruments while exploring many models of  how sound is produced

•Students compare physical and musical descriptions of the same phenomena with regard to sound

•Students prepare an instrument development proposal
•Disciplinary learning experience
•Physics: Students use rarefaction and compression to explain what exactly “moves” in a wave along a spring

•Music: Compose variations of a commonly used musical phrase

•Students create and learn to play a phrase on their instrument
----------->
Final summative

performance

Students use physics to

explain how some

instruments work

Students introduce their

instruments in an

assembly and perform

a commonly used musical

Phrase using their

self-created instruments

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Purpose: Developing an understanding of how instruments work to create compelling musical experiences. (personal and cultural expression)

•It sensitizes students to our human capacity to create compelling artistic experiences with materials in our natural environment.

•It enables students to better appreciate instruments they encounter, as well as the people who make and play them.

•It invites students to learn more about design, problem solving and be able to reflect on their approach to learning.
-----------------------------------------------
Physics

They learned:

- what constitutes a sound wave

- how sound changes depending on the wave’s longitude and amplitude, how sound travels through different media

- how sound resonates with different materials.

- they also learned how inquiry takes place in physics:

- generating hypotheses

- devising small-scale experiments to test them.

Music

They learned:

* how pitch can be used to create an appealing melody

* how volume creates dynamics and mood

* the role of motifs and variation in composition

* the power of using different kinds of instruments strategically to express intended moods.

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I am Michelle Mueller  I come from Milwaukee WI and teach at Wedgewood Park Middle School.  I teach performing arts with a music emphasis.  I have taught IB for 4 years and 29 years teaching all together.  muelleml@milwaukee.k12.wi.us

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My name is Frelesha A. LeFlore.  I am a 6th grade math teacher at Wedgewood Park Middle School in Milwaukee, Wisconsin.  I have taught in the MYP for 4 years and looking forward to learning more.
parkerfa@milwaukee.k12.wi.us

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My name is Veronica Perez. I work at Edgewood Middle School, teaching 8th grade math. I look forward to being a better teacher each year.
vperez@wcusd.org

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-->If there is no clear purpose for a subject to be included in an IDU, then it SHOULDN'T BE INCLUDED!

-->If the IDU does not draw on specific concepts, knowledge, skills from a subject, then it SHOULDN'T BE INCLUDED!

-->If a subject is involved in an IDU because the unit clearly needs the subject, then teachers must carefully plan how the subject will be integrated, and, how this integration will be explained/shown to students.

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DEFINITION -    WHAT Is interdisciplinary learning?

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DEFINITION -    WHAT Is interdisciplinary learning?

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The process by which students come to understand bodies of knowledge and modes of thinking from two or more disciplines or subject groups to create a new understanding as demonstrated through the idea of explaining a phenomenon, solving a problem, creating a product, or raising a new question in ways that would have been unlikely through a single disciplinary means.

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My name is Yesenia Saavedra. I work at Wedgewood Park Middle School in Milwaukee, Wisconsin. I work as the Bilingual 8th grade Science/Individuals & Societies teacher.

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My name is Lisa Dunn and I am an Individuals and Societies 8th grade teacher at Merrimack Valley Middle School.  This is my 8th year teaching and my 6th at an IB School.  I'm looking forward to meeting you all!

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My name is Daniel Nube.  I'm head of middle school at Escuela Bilingüe Internacional in Emeryville, CA. Looking forward to meeting you all!

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My name is Lisa Lafleur. I have taught Language and Literature classes for 23 years at Merrimack Valley Middle School in Penacook, NH, and have attended other IB conferences. I look forward to meeting new people and learning more about interdisciplinary teaching and learning.

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My name is Meredith Blunda. I am currently a PYP Coordinator in San Francisco at an Italian-immersion school. We are starting to build our middle school and hope to become MYP in the coming years. Can't wait to learn from all of you!

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Aloha kakou (greetings everyone)!'O Erin Williams ko u inoa (my name is Erin Williams). I am an International Baccalaureate Educator Network associate; Middle Years Representative for the Hawai'i Association of International Baccalaureate World Schools; MYP coordinator at a Honolulu middle school; and, a 34-year veteran Language and literature teacher. I look forward to meeting you in San Francisco.

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Aloha kakou (greetings everyone)!'O Erin Williams ko u inoa (my name is Erin Williams). I am an International Baccalaureate Educator Network associate; Middle Years Representative for the Hawai'i Association of International Baccalaureate World Schools; MYP coordinator at a Honolulu middle school; and, a 34-year veteran Language and literature teacher. I look forward to meeting you in San Francisco.

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School Code:  000044
Username:  Burlingame1006
Password:  35473