1. Collaborative planning Session 1

2. MYP UNITS OF WORK SUBJECT-BASED OR INTERDISCIPLINARY IN NATURE

3. PROGRAMME OF INQUIRY AREAS OF INTERACTION AREAS OF INTERACTION UNIT TITLE UNIT TITLE UNIT QUESTION UNIT QUESTION SIGNIFICANT CONCEPTS SIGNIFICANT CONCEPTS

5. INTERDISCISCIPLINARY LEARNING «The process by which students come to UNDERSTAND bodies of knowledge and modes of thinking from 2 or more disciplines or subject groups & integrate them together to create a NEW UNDERSTANDING»..Purposeful, Structured & integrative..Purposeful, Structured & integrative P.P pg 67 (Eng) / pg 74

6. AREAS OF INTERACTION Provide contexts for student inquiry- content real world Encourage sts. to see connections Integrative - Interdisciplinary From Principles into Practice Eng. pg 14 / De Principios a la Practica pg 16

7. AOI Integrative: Aim to give opportunities for teachers to tackle topics and foster understandings of a wider scope and to learn from one another. Teachers work as a dynamic team & learn to consider the curriculum from the point of view of the learner Guide to Interdisciplinary Teaching & Learning Pg 10 / Guia Interdisciplinaria pg 11

8. SIGNIFICANT CONCEPTS Big ideas of the unit that students need to retain for the future Overarching ideas P.P pg 73 Eng /pg 80 Esp

9. VS.

13. CONCEPT BASED TEACHING & LEARNING «3D Models focus on concepts, principles and generalisatons, using related facts and skills as tools to gain deeper understanding of disciplinary content, transdisciplinary themes, and interdisciplinary issues, and to FACILITATE CONCEPTUAL TRANSFER through time,across cultures and across situations.» Concept based teaching & Learning Lynn Erickson, IBO 2012 Pg 3 &4

14. DIFFERENCE KEY & RELATED CONCEPTS  KEY CONCEPTS OR MACRO CONCEPTS (Significant concepts) TRASCEND DISCIPLINES, DRAW THINKNG BEYOND THE FACTS  INTEGRATE THIINKING AT A CONCEPTUAL LEVEL  FACILIATE THE TRANSFER OF KNOWLEDGE THROUGH TIME, CULTURES, SITUATIONS Eg. CHANGE, PERSPECTIVE, RESPONSIBILITY, INTERDEPENDENCE, RELATIONSHIPS, SYSTEMS Erickson Pg 6

15. RELATED CONCEPTS  RELATED CONCEPTS OR MICRO CONCEPTS (Disciplinary Concepts) ARE SMALLER THAN THE KEY CONCEPTS BUT ARE BROAD IDEAS THAT ENCOURAGE A WAY OF CONNECTING CONTENT & DIVERSE THINKING

16. SESSION 2: GENERALISATIONS Central Idea PYP= Significant Concept Statement MYP Erickson

17. How do I know a concept is a concept? TimelessUniversal Abstract, or broad 1 or 2 words

18. REVISION Macro- concept and Micro- concept

20. IDENTIFYING THE CONCEPTS EXTRAPOLATING THE CONCEPTS FROM THE CONTENT YOU ARE TEACHING! SEE EXERCISE APPENDIX -LYNN ERICKSON PG 11

21. A CONCEPT IS… TIMELESS TIMELESS UNIVERSAL UNIVERSAL ABSTRACT TO (DIFFERENT DEGREES) ABSTRACT TO (DIFFERENT DEGREES) REPRESENTED BY 1 OR 2 WORDS REPRESENTED BY 1 OR 2 WORDS

23. How is knowledge structured?

28. Generalisations, Enduring, essential understandings “Statements of transferable, conceptual understandings that are drawn from, and supported by, the critical content. ”

29. These ideas transfer, because they can´t be locked in time, place, person or location. These concepts are supported by the knowledge: facts and skills

30. Generalisations  Conceptual ideas are 2 or more concepts stated in a relationship  Never a proper noun (names of places, things or an idea)  No past tense  Must transfer transcend across time and cultures  Abstract and broad by nature

33. TASK WORKING IN 2 OR 3 CHOOSE A CURRENT DISCIPLINARY UNIT- IDENTIFY: CONCEPTS REWRITE SIGNIFICANT CONCEPT STATEMENT

34. REQUIRED PEDAGOGICAL SHIFTS SYNERGISTIC THINKING SYNERGISTIC THINKING TRANSFER OF KNOWLEDGE & SKILLS TRANSFER OF KNOWLEDGE & SKILLS Read more in Erickson pg 8 (Eng), pg 9 (Esp) Read more in Erickson pg 8 (Eng), pg 9 (Esp)

36. MYP Goal for Interdisciplinary units To plan 4 Interdisiciplinary units between the grade this year!.. 1st step: Identify concepts & rewrite significant concepts (Conceptual Understandings) 2nd Step: Identify Interdisicplinary connections through concepts / conceptual understandings

37. COLLABORATIVE PLANING TIME TASK REVISE:  CURRICULUM CRITICAL CONTENT / DISCIPLINARY UNITS DISCIPLINARY UNITS  EXTRAPOLATE CONCEPTS : MACRO (Key)/MICRO (Related)  REWRITE SIGNIFICANT CONCEPT STATEMENTS