Developing interdisciplinary understanding for MYP teachers

© International Baccalaureate Organization 2008

This PowerPoint presentation was prepared and presented by Luz Maria Gutiérrez, MYP regional manager (IBAEM), during Paris workshops in November 2008.

This presentation may be used by coordinators or pedagogical leaders in MYP schools to develop understanding of interdisciplinary teaching and learning with teachers.

Background to the presentation


Goals of this presentation

Challenge existing MYP interdisciplinary practices

Understand current principles involved in interdisciplinary teaching and learning and how they relate to the beginnings of the MYP

Provide information about the MYP guide on interdisciplinary teaching, to be published in May 2010.


Questions arising from existing MYP practices

• Do interdisciplinary units promote holistic learning?

• Do these units aid students in developing higher level thinking skills and/or collaborative skills?

• How do these units relate to subject-specific objectives?

• Are subjects truly integrated through these units?

• Are these units enhancing students’ understanding of global issues?


An overview of MYP history

began in 1980’s: initiative of International Schools Association (ISA)

1987: first publication of the 11-16 year old ISA curriculum framework

1994 to the present: taken over by IBO, major curriculum development and growth


The historical context for interdisciplinary understanding: ISAC

• First publication (1987), stated: “….guided by three major principles: Global Education, Communication and Intercultural Awareness” (Fundamental Concepts)

• Global education further defined : • Give a global view of situations and problems• Make the student aware of the interactions and

complementarity of various fields of study• Must not be to the detriment of the separate subjects• Each study area demands separate methodology• Interdisciplinarity must be founded on disciplinarity


Beginnings of interdisciplinary approach in the MYP

“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 (DG 1977-1983)


Collaboration with Harvard Project Zero

November 2005: official agreement to collaborate on research involving MYP schools

August 2006: regional offices contacted schools in each region to submit good examples of interdisciplinary units

November 2006: 10 units (8 schools) selected by Harvard for further study; 6 units involved school visits.

January- April 2007: schools visited May 2010 : publication of a new guide


• Conceptual definition of interdisciplinary understanding

• MYP approach to interdisciplinary understanding• Ideas on how to enhance MYP interdisciplinary

teaching• Examples of teachers’ planning and student work

from MYP schools• Tools to evaluate the quality of students’

interdisciplinary learning• Recommendations to administrators

New guide will include:


Interdisciplinary understanding

“Interdisciplinary understanding refers to the ability to integrate knowledge and modes of thinking from two or more disciplines to generate a new insight’... new understanding’ … ‘it does not replace disciplinary teaching, rather it builds on it..”

Veronica Boix Mansilla, Harvard Project Zero


Three qualities of interdisciplinary understanding*

• Purposeful

• Disciplined

• Integrative

*Harvard Project Zero


INTERDISCIPLINARY TEACHING FRAMEWORK*What topics are worth teaching

in an interdisciplinary way?

INTERDISCIPLINARY UNDERSTANDING

purposeful, disciplined, integrative

What disciplinary tools will students need? How will disciplines come

together ?

What will students do to learn?

How do we know students are understanding?

* Harvard Project Zero


MYP 2 Physics and music What will students do to learn? Create an orchestra of traditional instruments and compose

and perform a rhythmic piece for their school. What disciplinary tools will students need?

• Study the physics of sound waves• Understand how instruments work to make sound and

music• Create a compelling musical experience for their audience

Example: The sound of music*


“The Sound of Music” (The International School of Uganda)*

* Pictures by Harvard Project Zero

Unit question: “How do musical instruments produce sound to create interesting experiences?”


Three qualities of interdisciplinary understanding in the context of this example

Purposeful: clear aim, compelling topic, enriched student understanding of local culture

Disciplined: Physics & Music

Integrative: Students will understand the science of sound to explain how instruments make music. Students will understand new musical possibilities enabled by novel sounds


Why does interdisciplinary learning matter?

Because it helps students to:

develop a holistic view of concepts and issues

become life-long learners and problem solvers

gain an intellectually rigorous view of knowledge

understand and address complex global issues.


Do we need to start from scratch?

Back to our roots:

“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. Other wise we will lead our students to mental confusion and superficial surveys.”

Renaud, 1989 (DG 1977-1983)


From “themes” to multifaceted topics:

From “Musical instruments”

To “How do musical instruments produce sound to create interesting experiences?”

Changing perspectives to enrich and validate disciplinary knowledge and understanding


Further reading

• http://www.pz.harvard.edu

• Veronica Boix Mansilla, Dan Dillon, & Kaley Middlebrooks, “Building Bridges Across Disciplines: Organizational and Individual Qualities of Exemplary Interdisciplinary Work” (2000).

• Veronica Boix Mansilla, William C. Miller & Howard Gardner. “On Disciplinary Lenses and Interdisciplinary Work.” S. Wineburg & P. Grossman, eds. Interdisciplinary Curriculum: Challenges to Implementation. (2000). (Entire book is available for purchase at Teachers College Press.)

• Matthew Miller & Veronica Boix Mansilla. Thinking Across Disciplines and Perspectives (2004).

Developing interdisciplinary understanding for MYP teachers

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