Template+for+Connecting+Across+Disciplines

// (What does this mean to the IB? What do we want teachers to know? What best practices, behaviors, and strategies do we want to highlight?) // || **Potential Applications to Different Grade Levels** // (What do these principles and strategies look like when applied in the classroom?) // || **Location/Teacher** || -Learning language -Learning about language -Learning through language Through a Visual Arts lens students will explore art organisations such as 350 where ..........
 * **DVD Chapter** || **Description of Teaching Points and Overall Examples**
 * 1.The context for cross-disciplinary connections ||  ||   ||   ||
 * || Disciplinary vs. interdisciplinary vs. transdisciplinary || From an additional language teachers’ perspective, we would break down the learning and teaching in a transdisciplinary unit into

Through a Drama lens students will explore how to use drama conventions to explore the Central Idea 'Organization can make a difference to human-kind and the environment.' for example tabluex, dialogue, role play

Through a music lens students will inquire into music bands or organisations that have made a difference to humankind and the environment. || DC Chinese

DC Patrice V

DC FrankD

DC Michael B || Planning a transdisciplinary summative task.
 * || Why is this approach important for 21st century skills? ||  ||   ||
 * || Holistic learning is grounded in the disciplines ||  ||   ||
 * || The goal is… to move from disciplinary mastery to synthesis for new understanding that can be applied in the real world ||  ||   ||
 * 2. Bringing connections into the classroom || Why is this important? ||  ||   ||
 * 2a. Planning an integrated approach within the classroom—How can teachers begin the process of incorporating another discipline into a lesson? || STRATEGY/PRACTICE #1: Exploring a personal interest

//Linking Literacy and Mathematics to a Unit of inquiry// - CORI

Linking ICT to teaching a unit of inquiry on stories and cultures || PYP example: Developing a summative task using Bloom's taxonomy.

//Tuning in with literature and using mathematical and ICT skills to create a healthy lifestyle action plan//

How a transdisciplinary unit could look like by working together with Year 6 Exhibition (How we organize ourselves- Organization can make a difference to human-kind and the environment.)

Using blogging to initiate and record student learning, inquiry work and classroom activities over the course of a unit of work || Bradley & Sandra, RCHK

//Terry Evans-Discovery College//

DC Chinese

Damien Barry - Discovery College ||
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 * 2b. Instructional strategies—What teaching practices and approaches make a cross-disciplinary lesson/unit effective? || STRATEGY/PRACTICE #1: ﻿Using mathematics within a unit of inquiry. || PYP example: Using scale / time / money in the context of planning an exploration in Hong Kong. || Bradley and Sandra, RCHK ||
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 * || STRATEGY/PRACTICE #2: //Using Language in a Unit of Inquiry// || PYP example://Develop survey questions to collect data to use in Mathematics graphing task.// || //.Terry Evans- DC// ||
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 * || STRATEGY/PRACTICE #3:
 * || STRATEGY/PRACTICE #3:

STRATEGY/PRACTICE #4: Using ICT in a unit of inquiry || PYP example: -Investigating in HK local organizations or organization in China which can be potential chosen/ interested by students.

-Inviting guest speaker coming to deliver / presenting in both English and Chinese for different path ways.

-Helping students gathering information both in Chinese and English so to be used in their exhibition.

Develop blogging skills. Develop effective feedback skills when making comments. What is effective feedback when replying to a prompt or opinion? || DC Chinese

Damien Barry - DC || // Students set the criteria for the summative assessment task with a rubric to assess final action plan //
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 * 2c. Assessment strategies—What forms of assessment effectively gauge and advance cross-disciplinary learning? || STRATEGY/PRACTICE #1: Criterion-based assessment || PYP example:

- Setting criteria for Chinese learning outcome for each group/ pathways/ individual (e.g. Chinese audio guidance in Exhibition, Chinese visual aids, interview in Chinese,…etc.) depending the groups/students language proficiency.

Developing a checklist of what an effective comment should look like || //Terry Evans -DC//

DC Chinese

Damien Barry - DC || Apply Chinese pathways system and grouping spontaneously. Using Chinese lesson time flexibly.
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 * 3. Connecting across the school community || Why is this important? ||  ||   ||
 * 3a. Planning connections across the school—What planning strategies can be used to identify and promote involvement with other classes or areas of the school? || STRATEGY/PRACTICE #1: Using collaborative planning time. || PYP example: Collaborating with IT specialists within a unit of work.

Collaborating with students, parents, ICT team and Y4 learning community as a whole || DC Chinese

DC - Damien Barry ||
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 * ||  || PYP example: //working with IT teacher to develop graphs using ICT// || //Terry Evans-DC// ||
 * 3b. Instructional strategies—How can teachers best manage inter-classroom studies? || STRATEGY/PRACTICE #1: Grouping and re-grouping || PYP example: Jigsaw grouping technique within an inquiry.

Student centered learning activity with mutiple options of formats of presenting; clear criteria || Bradley & Sandra RCHK

DC Chinese ||
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 * || STRATEGY/PRACTICE #2: || PYP example//:Data charts to organise information and have each group become the expert to share with the class// || //Terry Evans-DC// ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 3c. Assessment strategies—How can teachers assess students’ empathy for global perspectives and caring for global issues? || STRATEGY/PRACTICE #1: Performances of understanding || PYP example: ||   ||
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 * 4. Connecting to the “real world” || Why is this important? ||  ||   ||
 * 4a. Planning for real world connections—How can teachers prepare for integrated learning in an external environment? || STRATEGY/PRACTICE #1: Keeping a multifaceted question in mind while planning the activity || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Priming students for learning on the trip || PYP example: ||   ||
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 * 4b. Instructional strategies—How can teachers facilitate productive and meaningful cross-disciplinary learning in an external environment? || STRATEGY/PRACTICE #1: Move from observations to advancing a new understanding || PYP example: Learning opportunities within the school garden within a unit on sustainability.

Extending the classroom boundaries - students can access what is being done in class at home - resources, activities, can create new pages and record action outside the classroom in an electronic fashion || Bradley & Sandra RCHK

Damien Barry - DC ||
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 * || STRATEGY/PRACTICE #2: Keeping disciplinary and integrative objectives at the forefront || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 4c. Assessment strategies—What are some ways to assess students’ cross-disciplinary learning that happens outside the school walls? || STRATEGY/PRACTICE #1: Student reflection || PYP example: Extending the classroom boundaries - students can access what is being done in class at home - resources, activities, can create new pages and record action inside and outside the classroom in an electronic fashion

Through process of blogging and commenting online, students see reflection as a key component and an ongoing one. || Damien - DC

Damien - DC ||
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 * 5. Summary/conclusion ||  ||   ||   ||