IB- INTERDISCIPLINARY AND THE MYP MODEL - Stephen by pptfiles

VIEWS: 60 PAGES: 34

									IB- INTERDISCIPLINARY AND THE
         MYP MODEL
    INTERCULTURAL AWARENESS
         COMMUNICATION
        HOLISTIC LEARNING
The Following Help Foster Teachers
              Efforts
"In the MYP interdisciplinary learning is
generally defined as the process by
which students come to understand
bodies of knowledge and modes of
thinking from two or more disciplines
or subject groups and integrate them to
create a new understanding."
(Interdisciplinary teaching in the MYP
Guide, 2010)
"Interdisciplinarity is excellent if it is firmly
rooted in disciplinarity. Each subject is not
an end in itself but it must be an efficient
tool. We must keep its identity and
especially its own methodology. Only on
that basis will we be able to construct a
serious interdisciplinarity. Otherwise we
will lead our students to mental confusion
and superficial surveys."
(Renaud, 1989)
…”teachers engage in interdisciplinary work because
they expect students to appreciate similarities and
differences in the ways particular disciplines shed
light on the world, much like theory of knowledge
teachers in the Diploma Programme. Teachers
motivated by this possibility value students’ capacity
to reflect about the nature of knowledge in ways that
prepare them as knowledge managers. For example,
students may compare what constitutes evidence in
art, history and biology as a way to enrich their
understanding of the nature of evidence. Other
teachers may examine the role of symbolism in
theatre, music and visual arts seeking to inspire
students’ original artistic productions.”
   INTERCULTURAL AWARENESS
• Develops Students: Attitudes, Knowledge and
  Skills
• Encourages Consideration of: Multiple
  perspectives, goes beyond fostering tolerance
  to developing Respect and Empathy
             Communication
• Supports Inquiry and Understanding
• Allows For: Reflection and Expression
• Particular Emphasis on: Language Acquisition
  with multiple forms of Expression
          HOLISTIC LEARNING
• Directly Addresses the Interdisciplinary
  Foundation
• “links the subjects to foster a wide scope of
  understanding—concepts, ideas, and modes
  of thinking that offer a global view of
  situations and issues, are relevant to students
  and society, and can be employed by students
  in a variety of meaningful contexts.”(IB CW)
Planning For Interdisciplinary work a
          five step process
    Making a Multifaceted Question-
               Step 1
• A good multi-faceted unit question is relevant to students,
  teachers, and the societies in which we live. Because the
  MYP places students at the centre of their learning and
  recognizes the intellectual demands of interdisciplinary
  work, it is especially important that the questions be
  meaningful and engaging to students—they must connect
  with students' prior knowledge, life circumstances, and
  interests in developmentally appropriate ways. Similarly,
  powerful questions engage teachers’ own expertise,
  interests and commitments. Perhaps most importantly, the
  MYP's multifaceted unit questions are vividly relevant to
  the societies in which we live—capturing important aspects
  of the world and human experience typically framed in the
  areas of interaction.
Tools and Disciplinary Understanding
               Selection of Disciplinary
                Understanding- Step 2
1.   Look into the subject aims and objectives that offer an overview of
     important understandings to be examined in each subject group.
2.   Decide which disciplines will best contribute to students' understanding
     of the multi-faceted question in the interdisciplinary unit.
3.   Use two criteria: strategically select disciplinary understanding and make
     sure the understanding is robust.
4.   Take from the subject aims and objectives the relevant specific
     knowledge, modes of thinking, concepts that student will need to
     address the unit question. Bear in mind four capacities that should be
     nurtured in students and reflected upon.
                     • The purpose of disciplinary inquiry
                        • An essential knowledge base
                        • Disciplinary inquiry methods
                          • Forms of communication
Graphic Organizer-Integrating
                     Developing Integrative
                     Understandings Step 3
•   Have clarity regarding the kind of connections you would like students to make and the
    learning opportunities they embody. An interdisciplinary integration can be described in
    terms of "the way we expect that disciplines, at a basic level, will come together in a given
    teaching design". In order to do this effectively it would be best if you:
     – identify one, two, maximum three core integrative understandings to target
     – consider integrative understandings as targeted learning goals
     – communicate explicitly to your colleagues and students the type of connections you seek and
       their relevance to the study of the multi-faceted unit
     – consider using these strategies to describe clearly the integrative connections:
           • share the specific contributions of each discipline to students' overall understanding of the
             topic
           • show exemplars such as inviting experts on the topic, or previous years' students who worked
             on this unit or showing how scholars produce integrative work
           • use integrative concepts as anchors by examining closely key complex concepts or phrases that
             embody the unit’s topic
•   Make sure integration advances and deepens students’ understanding of the multi-faceted
    unit question. It is more powerful when it is clearly addressing the purpose of the
    interdisciplinary inquiry.
    How can I make sure that disciplines will be successfully
       integrated to deepen students' understanding?

•   To bring disciplines together meaningfully. You could start by: (not exhaustive-use
    your discipline experience)
•   having the integrative goals clearly described, distinguish between potential forms
    of relationship among subjects/ disciplines
•   brainstorming the kind of activities or performances of understanding to support
    the chosen integrative goals
•   considering to explore these six ways to enable effective integration through:
     – artistic synthesis when engaging in creating an aesthetic interpretation of a non-artistic topic
       or issue
     – personal resonance when exploring a concept by examining how it has been interpreted in
       works stemming from multiple domains. This enables students to build a personal stance on
       the meaning of the topic chosen
     – crossover tool (-ing) when learning a concept or skill in one discipline and it can be applied
       across subjects
     – complex explanation when taking account of topics where multiple factors interact
     – contextualization when situating a particular concept, issue in a larger context (historical,
       social, etc) to throw more light into the issue under study
     – technological/ practical solution when working with a clear practical, concrete outcome in
       mind such as creating a product, finding a solution or developing an intervention.
                    examples
• Create informed historical monuments to revisit the
  question of how monuments, art woks and
  propaganda use visual symbols to tell a story about
  society.
• Organize an awareness poster campaign addressing
  the problem under discussion.
• Make a video clip/ a documentary addressing the
  problem under discussion to teach a younger class in
  the school.
• Make the "Issue Year Book" to donate to the library
  showing a deep and thorough study of the issue and
  supporting the information with arguments and solid
  bibliography.
    Assessing multidisciplinary work
•   What is the MYP approach to assessment?
    The MYP offers a holistic approach to interdisciplinary work that is rooted
    in the definition of interdisciplinary learning; this approach guides
    teachers' attention to four criteria of the work.
•   Purpose: What is the purpose of this work? How clear, interdisciplinary,
    and focused through the areas of interaction is it?
•   Grounding: Is the student drawing on the subjects' knowledge and modes
    of thinking (concepts, skills, attitudes) accurately and appropriately?
•   Integration: Are the subjects in this work integrated in ways that deepen
    students' understanding?
•   Thoughtfulness: Is the student thoughtful about his or her work and the
    challenges and opportunities of making connections across subjects?
•   The recommended assessment approach builds on the subject criteria
    stipulated by the MYP and expands beyond them by inviting teachers to
    examine interdisciplinary student work holistically in a systematic way.
How do I go about assessing interdisciplinary
                  work?
     Some steps need to be followed:
          Some steps need to be followed:
         Purpose
                                  Disciplinary grounding
• Describe: What is the           • Describe: Which disciplines inform
  purpose of the work? –            this work in general?
  usually the teacher…            • Assess: Are subjects/disciplines
• Assess: Is the purpose of         selected in ways that fit the
  the work clear?                   purpose of the piece or are they
  - Does the purpose                included in a forced manner? Is
  invite/require an                 there evidence of the student
  interdisciplinary approach?       developing mastery of key
  - Is the work clearly focused     objectives in the subjects selected
                                    —that is, are knowledge, skills,
  through an MYP area of            methods, languages, values, used
  interaction?                      in accurate, rich and effective
• Guide: How can we support         ways?
  the student to gain clarity     • Guide: How can we further
  about the purpose of their        support students in their efforts to
  interdisciplinary work and        improve their understanding of
  its relationship with the         core relevant knowledge, skills
  areas of interaction?             and attitudes in the chosen
                                    subjects?
Assessing students' capacity to integrate
what they learn is perhaps the most
challenging step in assessing
interdisciplinary work. This is in part
because we are not used to looking
closely at how perspectives connect.
Missing evidence of integration calls
upon teachers to revise their designs so
that they can foster and support students
to integrate.
Integration                                       Thoughtfulness
                                              •    Describe: Does the work indicate
•   Describe: What are the key points of           that the student has reflected
    integration proposed in the work—that
    is, where are disciplinary perspectives        about the learning challenges and
    clearly brought together in a phrase,          possibilities of bringing disciplinary
    metaphor, interpretation, or                   insights together to address his or
    explanation?                                   her purposes?
•   Assess: Are the integrations enabling     •    Assess: Do the student's reflections
    students to advance their                      about the process and outcome of
    understanding effectively—for example,         the work reveal understanding of
    to produce more comprehensive                  key aspects of doing
    descriptions, richer explanations, more
    creative and new interpretations,              interdisciplinary work—for example,
    deeper explorations or effective               the possibilities opened by
    solutions that benefit from the                integrative work, the insights
    combination of perspectives?                   gained along the way, the
•   Guide: How can we further support              challenges of bringing disciplines
    students in their efforts to integrate         together, the tension of satisfying
    available disciplinary insights to             conflicting standards?
    advance their understanding (if           •    Guide: How can we further support
    applicable)?
                                                   the student to understand the
                                                   demands of interdisciplinary work
                                                   (if applicable)?
What is the MYP approach to assessment?


                    Current Approaches practices:
                    Space to write current
                    • Make a list of your current
                      practices of assessment.
                    • What are the questions or
                      reflections you make before
                      constructing an
                      assessment?
“Whether precise or more holistic, the
assessment of student work must be
grounded in samples of work that offer
evidence of interdisciplinary
understanding. It must be ongoing and
informative to students. Whenever
possible, interdisciplinary assessment
should be collaborative as well as using
multiple teachers' expertise on a
particular student's work.”
    MYP- Holistic Approach rooted in
    Interdisciplinary work-4 criteria
• PURPOSE: Usually teacher established, drives the work and
  sets the standards for assessment.
• GROUNDING: How accurately           students have drawn info
  from relevant discipline content?
• INTEGRATION: Integrative nature of student
  understanding based on how the disciplines are sequentially
  brought together.
• THOUGHTFULNESS: Student reflective piece- students
  consider accomplishments and limitations of their own work
  and the possibilities of disciplinary insights
               Step 1: Purpose
Here teachers must examine three areas:
• Describe: What is the purpose of the work?
• Assess: Is the purpose of the work clear (whether
  explicit or implicit)?
  - Does the purpose invite/require an interdisciplinary
  approach?
  - Is the work clearly focused through an MYP area of
  interaction?
• Guide: How can we support the student to gain clarity
  about the purpose of his or her interdisciplinary work
  and its relationship with the areas of interaction?
    Step 2: Disciplinary grounding
• Describe: Which disciplines inform this work in
  general?
• Assess: Are subjects or disciplines selected in ways that
  fit the purpose of the piece or are they included in a
  forced manner? Is there evidence of the student
  developing mastery of key objectives in the subjects
  selected—that is, are knowledge, skills, methods,
  languages, values, used in accurate, rich and effective
  ways?
• Guide: How can we further support students in their
  efforts to improve their understanding of core relevant
  knowledge, skills and attitudes in the chosen subjects?
               Step 3: Integration
• Describe: What are the key points of integration proposed in the
  work—that is, where are disciplinary perspectives clearly
  brought together in a phrase, metaphor, interpretation, or
  explanation?
• Assess: Are the integrations enabling students to advance their
  understanding effectively—for example, to produce more
  comprehensive descriptions, richer explanations, more creative
  and new interpretations, deeper explorations or effective
  solutions that benefit from the combination of perspectives?
• Guide: How can we further support students in their efforts to
  integrate available disciplinary insights to advance their
  understanding (if applicable)?
          Step 4: Thoughtfulness
• Describe: Does the work indicate that the student has
  reflected about the learning challenges and possibilities of
  bringing disciplinary insights together to address his or her
  purposes?
• Assess: Do the student's reflections about the process and
  outcome of the work reveal understanding of key aspects
  of doing interdisciplinary work—for example, the
  possibilities opened by integrative work, the insights
  gained along the way, the challenges of bringing disciplines
  together, the tension of satisfying conflicting standards?
• Guide: How can we further support the student to
  understand the demands of interdisciplinary work (if
  applicable)?
  Which challenges can emerge from
   interdisciplinary assessment?
• What exactly will the purpose of student
  inquiry be?
• What specifically are the disciplinary insights
  to be developed?
• In what ways should understanding be
  advanced?
• What insights will students gain about the
  process of doing interdisciplinary work?
Use ongoing informative assessment
“…this approach to assessment is not just about
       evaluating students’ understanding;
 it is also about supporting and promoting it.”


“formal and planned, for example, written comments
on papers or project proposals or informal, occurring
spontaneously during class discussion or one-on-one
interactions with students) and foster peer feedback
too (opportunities for students to assess each other’s
work as well as to reflect on their own work, sometimes
in the form of journals or reflective pieces.”
Try to work with a collaborative assessment team
In terms of assessment the collaboration matters
because it enables teachers to draw on their particular
areas of expertise and their specific subject goals to
assess student work.
Analyzing purposes, disciplinary grounding and
thoughtfulness together based on several students' work
entails an important professional development
opportunity for teachers who begin to see how exactly
their subject areas interact, overlap or complement one
another.
Clarity about such disciplinary connections also enriches
assessment and instruction.
 Teachers are encouraged to consider
  the following assessment protocol
• Structure teachers’ conversation about a
   particular student’s work to reveal strengths and
   growth opportunities.
                 These steps include:
1. reminding the group of the questions to explore
2. looking at the evidence
3. describing the evidence
4. asking questions
  EXAMINATION OF STUDENT WORK
            ACTIVITY!
• Materials
  –   PowerPoint
  –   Nuclear Bomb Victims Memorial By Brian N.
  –   MYP Subject guide objectives
  –   Reminder of Criteria Worksheet: Purpose, Disciplinary Grounding,
      Integration and Thoughtfulness.
  Method: Groups of no more than three; review
  project, criteria, look for Purpose, Disciplinary
  Grounding , Integration and Thoughtfulness
  Discuss and write your thoughts on the Worksheet.

								
To top