Workshop Interdisciplinar 23oct4nov 2014 CIEDI

Workshop Interdisciplinary UnitsCIEDI - 23 October and 5 November 2014

Elena Jurado, Ángel Girano

!

Goal: To develop rich, effective and authentic interdisciplinary units in MYP CIEDI

‣What is interdisciplinarity and why it is important in teaching and learning? ‣ To interiorise what the IB says about Interdisciplinary Units. ‣ To develop a methodology to make interdisciplinarity real in

MYP at CIEDI ‣ To join the Interdisciplinary Units group in Managebac ‣ To create a core research group of interdisciplinarity (innovative

practices? assessment? markers to measure the impact at CIEDI? foster collaboration and entrepeneurship?)

Subgoals:

Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

23#October,#5#November:

• Importance of interdisciplinary

teaching and learning

• Interdisciplinary Units (IU) in

MYP

• Plan of action in CIEDI

23 October 5 November


- Milestones: - 23 October and 5 November 2014 “Induction Workshop” of

Interdisciplinary Units, lead by Elena Jurado and Angel Girano. - 6 and 7 February 2015 “Deepening Workshop” of Interdisciplinary

Units, lead by Gabriela Gonzalez. - The 31 January 2014 we aim to have 4 Interdisciplinary Units well

defined and partially designed, one for each level of MYP, and each unit involving 2 or 3 disciplines. Those Interdisciplinary Units will be taught during march-may 2015.

Milestones


- Regular check-ins on thursdays (3:30 - 4:30 pm) and/or fridays (7 - 8 am) and/or mondays (7-8 am)

IB Americas Chicago 26-27 July Publication: Jeff Thompson Research Award??

What#is#the#difference#between#interdisciplinary,#trandisciplinary#and#

multidisciplinary?

MultidisciplinaryWorking with multiple

disciplines, maintaining boundaries.

InterdisciplinaryWorking between more

than one discipline, blurring boundaries. Interaction among

disciplines to achieve new, integrated understanding.

TransdisciplinaryWorking across and beyond disciplines,

eliminating boundaries.Not grounded in

disciplinary knowledge.


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“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

“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.”

Gérard Renaud, 1989 (IB General Director 1977-1983)


Interdisciplinary understanding is:

‣ Purposeful‣ Grounded in disciplines‣ Integrative


Why#is#interdisciplinarity#important#in#education?

Why is interdisciplinarity important in education?

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 the importance of collaboration and teamwork across

disciplines. • Understand and address complex global issues.

Because it helps teachers to: • Develop holistic understanding of disciplinary concepts and

contexts. • Increase collaboration across subject groups. • Allow subject groups to share responsibility for developing content

and skills.


International Baccalaureate (2014). Fostering interdisciplinary teaching and learning in the MYP. IB Publishing


“In each year of the programme, MYP schools are responsible of engaging students in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.”


International Baccalaureate (2014). Fostering interdisciplinary teaching and learning in the MYP. IB Publishing

Disciplinary grounding

Synthetizing

Communicating

Reflecting

Objectives of MYP interdisciplinary units

In each year of the programme, schools must address all four objectives of interdisciplinary learning.


Example: “The sound of music” The International School of Uganda

‣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.


Millorar amb les transparencias de Interdisciplinariedad en el PAI pptx!!!!

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

�The$Sound$of$Music��(The$International$School$of$Uganda)*9


Purposeful: clear aim, compelling topic, enriched student understanding of local cultureGrounded in disciplines: Physics & MusicIntegrative: students understood the science of sound to explain how instruments make music, students understood new musical possibilities enabled by novel sounds.

Three qualities of interdisciplinary understanding in the context of this example


How will disciplines come together?

How do we make disciplinary connections

clear for students?

How do we organize interdisciplinary teaching and learning?


How do we assess interdisciplinary units?

INTERDISCIPLINARY TEACHING FRAMEWORK

INTERDISCIPLINARY UNDERSTANDING

purposeful, disciplined, integrative

How will disciplines come together? (I)

Form of integration Description Examples

Aesthetic or literary synthesis

Students create an aesthetic or literary interpretation of a non- artistic or non-literary topic or issue.

• Create a mask with a computer program to learn geometric concepts (mathematics and visual art).

• Create a work of art with recycled material (visual art and individuals and societies).

Personal expressionStudents develop a nuanced and personally meaningful way to express a concept,

• Choreograph what it means to be free (physical and health education, dance and civics).

• Compose a song about gender stereotypes (language, music).

Cross-over tooling

Students learn a skill or concept that can be used in multiple disciplines and apply it to understand a new issue or problem.

• Follow the design cycle (design) to create a bilingual brochure that fosters intercultural understanding in the community (design, language acquisition).

• Implement observational techniques (arts) to analyse living organisms (arts and sciences).

Complex explanation

Students draw on expertise from more than one discipline to develop a more complete or complex understanding of a phenomenon.

• Understand the causes of contamination of a local body of water (biology, chemistry, economics and geography).

.


Form of integration Description Examples

Contextualization

Students situate a particular concept, issue or problem arising in one discipline in a larger historical, cultural, political, social or philosophical framework in order to develop new understanding.

• Analyse a painting to understand power structures in an earlier historical period (visual art and individuals and societies).

• Understand the impact of Gregor Mendel’s discovery of patterns of genetics (sciences and history).

Practical solution

Students bring together multiple disciplines to achieve a concrete, practical goal (create a product, find a solution or develop an intervention).

• Explore the relationship between sound wave longitude and tube length to create a wind instrument (sciences and music).

• Design an advertising campaign to generate awareness about water use in the community and sustainability (product design, sciences and individuals and societies).


How will disciplines come together? (II)

How do we make disciplinary connections clear for students?


•Entering through key concepts or exploring relationship between related concepts from different disciplines

•Entering through Global Context

•Entering through Content

Since september 2014: Interdisciplinary Units unit planner

Interdisciplinary.unit.planner.

Interdisciplinary unit planner

Teacher(s) Subject groups

Unit title MYP year Unit duration

Inquiry: establishing the purpose of an interdisciplinary unit Purpose of integration

Key concept(s)/(related concepts) Global context

Statement of inquiry

Inquiry questions

Factual

Conceptual

Debatable

How do we organize interdisciplinary teaching and learning?


Consider#the#following#questions#to#plan#an#Interdisciplinary#Unit

Does the interdisciplinary unit stand alone as a significant, engaging, relevant and challenging learning experience?

What attributes and skills will students develop and put into practice?

To what extent is it necessary to draw upon other disciplines for this unit?

In what ways does integrating disciplines contribute to a deeper understanding?

Do students achieve interdisciplinary objectives in this unit?

What questions and concepts will students explore? In what global context?

How will students be enriched by this learning experience?

What will students do to learn?

A: Disciplinary grounding

B: Synthetizing

C: Communicating

D: Reflecting

4 ASSESSMENT CRITERIA

• Assessment is carefully planned• Assessment is formative and

summative• Assessment is aligned with MYP

interdisciplinary aims and objectives• Assessment is based on evidence

of student work


How do we assess Interdisciplinary Units?

Importance to create regular opportunities for reflection on the unit, including important milestones in its teaching!

Importance of work collaboratively to evaluate student achievement!


Schools must report student achievement in interdisciplinary learning to students and parents. They

can design their own system:

Reporting interdisciplinary assessment:

• a dedicated individual report on interdisciplinary learning • in the school’s regular reporting process • an annual summative report • regular communication to students and parents about formal

interdisciplinary units • conversations about interdisciplinary learning in student

conferences and/or student-parent conferences.

(MYP eAssessment in interdisciplinary learning)


Quiz!!!!!!

http://goo.gl/zKuGH7

http://goo.gl/zKuGH7


Bibliography

Boix-Mansilla, V. (2010). MYP guide to interdisciplinary teaching and learning. IB Publishing.

International Baccalaureate (2014). Fostering interdisciplinary teaching and learning in the MYP. IB Publishing.

International Baccalaureate (2014). Interdisciplinary Unit Planner. IB Publishing.

Interdisciplinary Projects forum in MYP coordinators, forum, keyword “interdisciplinary” http://occ.ibo.org/ibis/occ/fusetalk2/forum/searchresults.cfm

http://occ.ibo.org/ibis/occ/fusetalk2/forum/searchresults.cfm

Why isn't interdisciplinary learning more commonly used?How do we find connections between the disciplines that really work?How do we find time to collaborate?How do we find common planning time?How is intructional time organized?How does CIEDI assess students in an interdisciplinary unit?

To think about…

INTERDISCIPLINARY UNITSIMPLEMENTATION AT CIEDI 2014/2015, FIRST DRAFT (I)

INDUCTION Workshop

IDEATION of Interdisciplinary Units

When: 23 and 27 October 2014, 2 sessions What: Basics Interdisciplinary Units, Discuss Evaluation Criteria Who: All MYP teachers, lead by Elena Jurado and Angel Girano

Select 1 IDEA

INSPIRE: Refine idea, reframe challenge, timeline, constraints, understand audience, roles

IDEATION formative and summative tasks

CREATE: Filling interdisciplinary unit planner REFLECT: key questions to fulfill objectives interd.

unit planner

DEEPENING Workshop

DE

SIG

N

When: 6 and 7 February 2015, 8h (?) What: Feedback and insights on the Interdisciplinary Units Who: All MYP teachers, lead by Gabriela Gonzalez

When: November 2014, 2 sessions What: Brainstorm ideas of Interd. Units and choose one. Decide core research group. Who: MYP teachers by level, lead by E. Jurado / A. Girano

When: November 2014, 1 session What: Reframe challenge and get inspired, establish roles Who: MYP teachers by level, lead by E. Jurado / A. Girano

When: November, December 2014, 1 session What: Brainstorm ideas for formative and summative tasks. Who: MYP teachers by level, lead by E. Jurado / A. Girano

When: Dec - Janu 2014/2015, 1 session + 1 h personal What: Fill the interdisciplinary unit planner., reflect and improve the interdisciplinary unit planner. Who: MYP teachers by level, lead by E. Jurado / A. Girano

UN

DE

RS

TA

ND

&

IM

AG

INE

Regular collaborative meetings 1h per week, on fridays.

Collaborative student assessment

Refine Unit Planner, refine timeline

END meeting, Presentations

IMP

LE

ME

NT

RE

FLE

CT

, SH

AR

E

Reflection meeting

Creation of presentatcion or document to share

When: March/April/May 2015, 4 Sessions What: Implement in the classroom the Interdisciplinary Units. Who: MYP teachers by level, lead by the teachers themselves, sometimes accompagnied

When: April/May 2015, 2 Sessions, 1h individual work What: Reflect about the implemented Interdisciplinary Units. Who: MYP teachers by level, lead by E. Jurado / A. Girano

When: June 2015, 2 h What: Share the implemented Interdisciplinary Units. Who: MYP teachers by level, lead by E. Jurado and A. Girano

INTERDISCIPLINARY UNITSIMPLEMENTATION AT CIEDI 2014/2015, FIRST DRAFT (II)

2014

2015

6, 7th8th, 9th 8th, 9th

9th 6th8th

8th9th

6th7th

7th 9th

4 sessions on thursdays / fridays

2 sessions on fridays + 1h individual

8, 9th

COLABORATORIOS

6, 7th

¿#Proyectos#interdisciplinarios#(o#multidisciplinarios)#que#se#están#haciendo#actualmente#en#el#PAI#del#CIEDI#

o#se#hicieron#el#pasado#curso#escolar?Curso Periodo Materias Tema Unidad Interdisciplinar

8o 4o Bimestre 2013/2014 Humanidades y Diseño Ciclo de Diseños, comunicación digital

6o Hace 2 años Inglés y Diseño Realizar brief y diseñar lámpara

6o 2 Bimestre 2014/2015 Humanidades y Tecnología Imperio musulman y cómics

7o 2 Bimestre 2014/2015 Humanidades y Tecnología Cruzadas, mapa/territorio y mapa del reino y características geográficas y TED talk. demográficas

? 1 Bimestre 2014/2015 Matemáticas y Tecnología Números reales y programación

8o 3 Bimestre Inglés y Humanidades Sistemas de Gobierno y libro Animal farm

9o ? Ciencias y Tecnología ? Sistema digestivo y mandíbula ?

? ? Humanidades y música Historia del jazz

Preguntas, preguntas, preguntas…

OtrosEvaluaciónEnseñanzaPlaneación

PLANEACIÓN P: ¿Habrá acceso a los planes de estudio? R: Sí. Se subirán los planes de estudio en el grupo de Unidades Interdisciplinarias de Managebac.

P: ¿Cómo compartir en Managebac las unidades? R: Se compartirá una tabla de los contenidos, contextos y conceptos para las unidades 3 y 4 de cada nivel, que cada profesor rellenará, y que se subirá en el grupo de UI de Managebac.

ENSEÑANZA P: ¿La Unidad Interdisciplinaria (UI) incorpora a las unidades de las asignaturas o se comparte? R: El planificador de UI contiene los conceptos, preguntas de indagación, contenidos y tareas de las asignaturas que contiene, Si se redacta el planificador de UI, no es necesario redactar además las unidades didácticas de las asignaturas que contiene.

P: ¿Qué riesgos y potencias tienen las clases con los maestros in situ? R: No es necesario que estén todos los maestros de la UI en el aula cuando se imparten las asignaturas de la UI. Es importante no perder nunca la base disciplinar. Se sugiere que durante la clase, se recuerden las conexiones con las otras asignaturas de la UI.

P: Me gustaría trabajar una UI en 8o B pero solo doy clase en 8o A. ¿Qué hago? R: En las reuniones de planeación y seguimiento trabajarán 8aA, 8oB, 8oC juntos. No es necesario trabajar juntos en las horas lectivas.

Preguntas generadas y respuestas (I)

EVALUACIÓN P: ¿Cómo coordinar los eventos evaluativos? R: Se realizarán reuniones periódicas. Primero para planear los eventos evaluativos, después para hacer seguimiento y reflexión. No hay una fórmula mágica para todos, probaremos una metodología pero se irá adaptando de acorde a las necesidades de cada nivel.

P: ¿Cuál es el rol del MYPAC (planificador de unidad) en estas asignaturas / en estas UI? R: Es una hoja de ruta.

P: ¿Se sugiere tener una rúbrica de evaluación unificada? R: Se dispone de una rúbrica de evaluación unificada en la guía de IB.

OTROS P: ¿Qué estrategias de integración horaria (tiempo de clase) existen? ¿Cuáles son viables en el CIEDI? R: Mientras no se modifiquen los propias responsabilidades lectivas y académicas, un profesor puede asistir a la clase de otro profesor. Para la realización de las UI, no es necesario que los profesores impartan las clases conjuntamente.

Preguntas generadas y respuestas (II)

Video 6 blind man http://www.youtube.com/watch?v=iBqgr5xZLz0

TED talk Jean Baptiste Michel http://www.ted.com/talks/jean_baptiste_michel_the_mathematics_of_history#

http://www.youtube.com/watch?v=iBqgr5xZLz0

http://www.ted.com/talks/jean_baptiste_michel_the_mathematics_of_history#

Write#down#ongoing#interdisciplinary#projects#and#interdisciplinary#projects#you#did#

last#year

in#the#following#link:#XXX

Colaboratorio

16S17#October:

• Importance of interdisciplinarity in the teaching-

learning activities.

• New IB guide of Interdisciplinary

Units.

• Assessment of Interdisciplinary

Units.

• Plan of action in CIEDI.

16 October 17 October

16S17#October:

• Importance of interdisciplinary

teaching and learning.

• Interdisciplinary Units (IU) in

MYP.

• Assessment of Interdisciplinary

Units.

• Plan of action in CIEDI.

16 October 17 October

2014

2015

8th

6th 7th8th

6th7th

9th 6th8th

8th9th

6th7th

7th 9th

4 sessions on thursdays / fridays

2 sessions on fridays + 1h individual

9th

COLABORATORIOS

Workshop Interdisciplinar 23oct4nov 2014 CIEDI

Education

Transcript of Workshop Interdisciplinar 23oct4nov 2014 CIEDI