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How might filling ourselves with an understanding of text complexity help us design more concept-driven units and assessments of learning?

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How might filling ourselves with an understanding of text complexity help us design more concept-driven units and assessments of learning?

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EKC

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EKC

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EKC

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Connect with educators around the world!

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Central ideas from students' perspectives...

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Central ideas from students' perspectives...

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Attributes of a strong central idea...

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Attributes of a strong statement of inquiry...

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Moving beyond knowing to also understanding...

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Moving beyond knowing to also understanding...

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EKC

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-All statements
-Neutral (without qualifiers)
-A true statement, not an opinion
-Invite learning across subjects
-Gives the opportunity to develop understandings from different perspectives
-Relatable for kids
-Room for choice

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Written as statements, factually true.
Judgement-free
Written in a way that is accessible to age group
Simply stated

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-More specific as compared to CIs
-Concepts explicitly stated within the SOI
-Tie to global context

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-More narrow than the CIs
-Can be subject focused
-Invites student inquiry

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* Relatively brief
* Boundaries but openness
* Connects back to learner
* Verbs - active voice
* Human experiences are central
Notice: It's clear how these would connect to social science-based units of inquiry, but math and science are trickier (and those tend to be the units that are hardest to make transdisciplinary and integrate with literacy)

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-Each one addresses a 'what' and 'how'
-Relatable

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They certainly are wordier, but most fit the criteria we mentioned in the central idea post

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Practically speaking, how is a SOI shared/unpacked in an MYP classroom? How often is it referred to during unit and in what way?

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I would love to explore how CCSS & the Workshop Model can exist nicely together in the concept-driven MYP classroom. I'm especially thinking around when it comes to assessment.

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Transdisciplinary
Subject Specific
Staggered Timing

Thinking about a balance

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IB PYP

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EKC

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TCRWP

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TCRWP

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TCRWP | MS/HS

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EKC

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IB PYP

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Planning a UoI with Literacy as a Vehicle for Inquiry

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Planning a UoI with Literacy as a Vehicle for Inquiry

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IS Latvia: MYP L&L Text Complexity & Objective A

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E = Excited
What excites you about these ideas? What’s the upside? What are you already doing at ISL that aligns with this?

W = Worrisome
What do you find worrisome about these ideas? What’s the downside? Are there any aspects that feel especially challenging?

N = Need to Know
What else do you need to know or find out about this? What additional
information and/or resources would help you progress?

S = Suggestion for Moving Forward
What are your next steps? How might you move forward
in your work with transdisciplinarity at ISL?

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The planner is a living document that changes each year to meet the needs of our teachers and students.

The units are focused by the central idea, but have the freedom to provide different experiences in different classes. Flexibility in how we build understanding.

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The lower the age of the students, the more difficult it is to reflect together or move toward a goal. They like to play.

Behavior can affect how challenging it is to meet goals.

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When is the time to give students structured information (pre-knowledge)? How to balance this with the student choice and creative part of the curriculum.

How we can involve students in the planning process of units more often, while making them aware they are co-planners.

Sometimes it's nice to have the unit all laid out and planned for us already. We might not be sure where kids are and how to move them forward. We need to know where our expertise exists and how to help kids see how it all fits together.

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Single subject teachers might go to observe more in the classroom to see inquiry activities and skills happening in the classroom.

Identify experts to visit for the building of different skills.

How do we find more opportunities for integration (and build our collective knowledge).

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I most appreciated the planning time with an actual unit. Got: what literacy might inform/support/enhance the UOI?

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Would like to think more about nonfiction journalistic texts because that's what I'm teaching next AND because I think it's undertaught in most systems. Just trying to think through media literacy at the later MYP levels

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Would like to think more about nonfiction journalistic texts because that's what I'm teaching next AND because I think it's undertaught in most systems. Just trying to think through media literacy at the later MYP levels

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More time to explore levels of text and characteristics

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I like the expertise equation concept- just wishing for more time to experience and study

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Looking at actual text (reading and writing mentors) to see if we can draw out concepts that might connect to our inquiry concepts.

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TCRWP (2015)

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TCRWP (2015)

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A Process for Unpacking a TCRWP Unit with the PYP in Mind 

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A Process for Unpacking a TCRWP Unit with the PYP in Mind 

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I enjoyed using the unpacking document for TCRWP units. I want to have time to brainstorm ways to use this for creating literacy units across the year in all grade levels - adapting it to add CCSS and UOI support.

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It was helpful to go through the unit overview with a conceptual lens.

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We had a good conversation around the importance of media literacy. Would appreciate some time looking at examples specific to this or to nonfiction text... to support MYP teachers in creating support materials for units

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Gallery Walk: How are these ideas more transferable and concept-driven vs. isolated and content-based?

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Gallery Walk: How are these ideas more transferable and concept-driven vs. isolated and content-based?

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Resources from TCRWP

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EKC