Presentation on theme: "Developing interdisciplinary understanding for MYP teachers"— Presentation transcript:
1Developing interdisciplinary understanding for MYP teachers
2Background to the presentation This PowerPoint presentation was prepared and presented by Luz Maria Gutiérrez, MYP regional manager (IBAEM), during Paris workshops in November This presentation may be used by coordinators or pedagogical leaders in MYP schools to develop understanding of interdisciplinary teaching and learning with teachers.
3Goals of this presentation Challenge existing MYP interdisciplinary practicesUnderstand current principles involved in interdisciplinary teaching and learning and how they relate to the beginnings of the MYPProvide information about the MYP guide on interdisciplinary teaching, to be published in May
4Questions 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?
5An overview of MYP history began in 1980’s: initiative of International Schools Association (ISA)1987: first publication of the year old ISA curriculum framework1994 to the present: taken over by IBO, major curriculum development and growth
6The 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 problemsMake the student aware of the interactions and complementarity of various fields of studyMust not be to the detriment of the separate subjectsEach study area demands separate methodologyInterdisciplinarity must be founded on disciplinarity
7Beginnings 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 )
8Collaboration with Harvard Project Zero November 2005: official agreement to collaborate on research involving MYP schoolsAugust 2006: regional offices contacted schools in each region to submit good examples of interdisciplinary unitsNovember 2006: 10 units (8 schools) selected by Harvard for further study; 6 units involved school visits.January- April 2007: schools visitedMay 2010 : publication of a new guide
9New guide will include: Conceptual definition of interdisciplinary understandingMYP approach to interdisciplinary understandingIdeas on how to enhance MYP interdisciplinary teachingExamples of teachers’ planning and student work from MYP schoolsTools to evaluate the quality of students’ interdisciplinary learningRecommendations to administrators
10Interdisciplinary 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
11Three qualities of interdisciplinary understanding* PurposefulDisciplinedIntegrative*Harvard Project Zero
12INTERDISCIPLINARY UNDERSTANDING INTERDISCIPLINARY TEACHING FRAMEWORK*What topics are worth teachingin an interdisciplinary way? What disciplinary tools will students need?How will disciplines come together ?INTERDISCIPLINARY UNDERSTANDINGpurposeful, disciplined, integrativeWhat will students do to learn? How do we know students are understanding? * Harvard Project Zero
13Example: The sound of music* MYP 2Physics and musicWhat 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 wavesUnderstand how instruments work to make sound and musicCreate a compelling musical experience for their audience* The presenter shared this example from an MYP school which will be included in the new guide.
14“The Sound of Music” (The International School of Uganda)* Unit question: “How do musical instruments produce sound to create interesting experiences?”“The Sound of Music” (The International School of Uganda)** Pictures by Harvard Project Zero
15Three qualities of interdisciplinary understanding in the context of this example Purposeful: clear aim, compelling topic, enriched student understanding of local cultureDisciplined: Physics & MusicIntegrative: Students will understand the science of sound to explain how instruments make music. Students will understand new musical possibilities enabled by novel sounds
16Why does interdisciplinary learning matter? Because it helps students to:develop a holistic view of concepts and issuesbecome life-long learners and problem solversgain an intellectually rigorous view of knowledgeunderstand and address complex global issues.
17Do 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 )
18Changing perspectives to enrich and validate disciplinary knowledge and understanding From “themes” to multifaceted topics:From “Musical instruments”To “How do musical instruments produce sound to create interesting experiences?”
19Further 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).