1. Developing interdisciplinary understanding for MYP teachers Fairview International School JB April 1st 2013

2. © International Baccalaureate Organization 2008  What is interdisciplinary learning?  Why does interdisciplinary learning matter?  How does interdisciplinary learning reflect MYP fundamental concepts ?  How do the Areas of Interaction drive interdisciplinary teaching and learning?  What is the connection between Personal Project and Interdisciplinary learning  Provide examples of any interdisciplinary teaching you have been engaged in. Think- Pair-Share Activity – 10 minutes Page 2

3. © International Baccalaureate Organization 2008 Goals of this presentation  What is interdisciplinary learning?  Why does interdisciplinary learning matter?  How to craft multifaceted unit questions in the chosen AOIs?  What disciplinary tools will students need?  How will disciplines come together?  What will students do to learn?  How to assess interdisciplinary learning? Page 3

4. © International Baccalaureate Organization 2008  An important feature of MYP curriculum and pedagogy is its commitment to students’ interdisciplinary learning—that is, their ability to make meaningful connections across two or more subjects in order to understand, and act in, the world. Interdisciplinary learning in the MYP Page 4

5. © International Baccalaureate Organization 2008 When does a student demonstrate Interdisciplinary understanding? Students demonstrate interdisciplinary understanding of a particular topic when they can bring together concepts, methods, or forms of communication from two or more disciplines to solve a problem, create a product, or raise a new question in ways that would have been unlikely through a single disciplinary mean. Interdisciplinary instruction does not replace disciplinary teaching; rather it builds on it Page 5

6. © International Baccalaureate Organization 2008 “The Sound of Music” (The International School of Uganda) MYP 2 :Physics and Music Unit question: “How do musical instruments produce sound to create interesting experiences?”

7. © International Baccalaureate Organization 2008 Three qualities of interdisciplinary understanding in the context of this example  Purposeful: What purpose did teachers pursue? Why did understanding the sound of music matter?  Understanding how instruments work to create compelling musical experiences and our human capacity to create compelling artistic experiences with materials in our natural environment (human ingenuity). Page 7

8. © International Baccalaureate Organization 2008  Disciplined:  Through Physics they learned what constitutes a sound wave and how sound travels through different media  Understanding sound waves did not prepare these students to use sound in musically compelling ways  Through Music they learned how pitch and volume could be manipulated to create compelling music. Page 8

9. © International Baccalaureate Organization 2008  Integrative: Students will understand the science of sound to explain how instruments make music. Students will explore new musical possibilities enabled by innovative sounds Page 9

10. © International Baccalaureate Organization 2008 How might teachers approach interdisciplinary instruction in the MYP? Small scale disciplinary extensions Interdisciplinary “threads” in a course Large scale interdisciplinary units/project http://www.youtube.com/watch?v=LsJR2X- j7s4 http://www.youtube.com/watch?v=LsJR2X- j7s4 Page 10

11. © International Baccalaureate Organization 2008 Why does interdisciplinary learning matter? Because it helps students to:  develop a holistic view of concepts and issues  For example, “The sound of music” unit shows students engaging with different interests (for example, social, technical, scientific, musical, artistic) in a meaningful way. Page 11

12. © International Baccalaureate Organization 2008  become life-long learners and problem solvers  They gain confidence in their capacity to investigate and inquire independently in the areas of knowledge about which they know little and develop relevant expertise.  In doing so, interdisciplinary teaching strives to nurture students’ long term attitudes toward lifelong learning. Page 12

13. © International Baccalaureate Organization 2008  gain an intellectually rigorous view of knowledge We’re teaching them an appreciation of the creative process … why does a piece of work have the power it has … not just in technique … much more concept and thinking based. These students aren’t just taught to do something: they’re taught to think why they’re doing it, and how they’re doing it and where they’re doing it. Page 13

14. © International Baccalaureate Organization 2008 understand and address complex global issues.  with the global climate change unit, using only science, teachers get to address only alternative fuel sources, and a lot of times, those alternative fuel sources are unrealistic without the context of economics or politics. Page 14

15. © International Baccalaureate Organization 2008  The sound of music” project offered an opportunity for each teacher to expand their expertise. The music teacher became intrigued by the science behind the musical arrangements she held dear.  The science teacher gained a new appreciation for the complexity of musical instruments http://www.youtube.com/watch?v=Nlxw9qflKxk offering genuine opportunities for teachers’ professional development. Page 15

16. © International Baccalaureate Organization 2008 5 DESIGN PRINCIPLES OF INTERDISCIPLINARY TEACHING How to craft a relevant,feasible and clear multifaceted unit question with AOI and key concept in mind? 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? Page 16

17. © International Baccalaureate Organization 2008  Within your year level groups use your current unit plans to map out an interdisciplinary unit you would be interested to work on with at least two other subjects ( use mahjong paper and different colored markers )  Focus on one area of interaction and at least one key concept  Design a multifaceted unit question relating your subject content to your chosen AOI and key concept  Preparation time – 15 minutes  Presentation time – 10 minutes  Questions Activity Page 17

18. © International Baccalaureate Organization 2008 MYP guide to interdisciplinary teaching and learning Published May 2010 International Baccalaureate Website: http://www.ibo.orghttp://www.ibo.org Gardner, H and Boix Mansilla, V. 1994. “Teaching for understanding in the disciplines and beyond.” Teachers College Record 96 (2) pp 198–218 Thank You Abdes Kaur References: Page 18