PLENARY 4 THE AREAS OFINTERACTION II全體4相互作用Ⅱ區(qū)

1、middle years programmer 20031interdisciplinary teachingin the mypcontent slidesmiddle years programmer 20032interdisciplinary teachinggeneralitiesmiddle years programmer 20033characteristics interdisciplinary teaching:promotes holistic learningrequires teachers to work collaboratively and creatively

2、is a curriculum approach applying methodology, skills and concepts from more than one subject in order to work on an issue, topic, central theme, or experiencediscourages fragmentation and isolated skills instructions.middle years programmer 20034types of interdisciplinary teachingparallel/concurren

3、t teachingintegrated subjects/fusion of curriculumspecial events/activitiesbased on themes/concepts using skills from different subjectsconnections between subjectsconnections to real-life issuesmiddle years programmer 20035purpose for students concrete connections realistic context for learning rel

4、evance in real world practice of work in multidisciplinary teams higher level thinking skills decision making skills collaborative learning skillsmiddle years programmer 20036possible difficulties with interdisciplinary teaching time consuming lack of time to go into depth in a subject lack of focus

5、 lack of willingness by some teachersmiddle years programmer 20037interdisciplinary teachinga definition“interdisciplinaryan adjective describing the interaction among two or more different disciplines. this interaction may range from simple communication of ideas to the mutual integration of organi

6、zing concepts, methodology, procedures, epistemology, terminology, data, and organization of research and education in a fairly large field. an interdisciplinary group consists of persons trained in different fields of knowledge (disciplines) with different concepts, methods, and data and terms orga

7、nised into a common effort on a common problem with continuous intercommunication among the participants from the different disciplines.”lattuca lisa. creating interdisciplinaritymiddle years programmer 20038interdisciplinary teaching in the mypmiddle years programmer 20039 central concepts of thema

8、tic interdisciplinary works are chosen in the light of: the fundamental concepts the areas of interaction.interdisciplinary teaching in the mypmiddle years programmer 200310the myp curriculum modelmiddle years programmer 200311the three fundamental concepts of the myp are: intercultural awareness co

9、mmunication holistic learning.the fundamental conceptsmiddle years programmer 200312developing links between the disciplines and between the content and the real worldholistic learningdeveloping skills to view knowledge from varying points of viewseeing knowledge as an interrelated wholediscovery of

10、 relationships between areas of knowledge,between individuals, communities and the world middle years programmer 200313the areas of interactionfive organizing elementsmain vehicle for interdisciplinary teachinghealth and social educationhow do i think and act?how am i changing?how can i look after m

11、yself and others?community and servicehow do we live in relation to each other?how can i contribute to the community?how can i help others?approaches to learninghow do i learn best?how do i know?how do i communicate my understanding?homo faberwhy and how do we create?what are the consequences?enviro

12、nmentwhere do we live?what resources do we have or need?what are my responsibilities?middle years programmer 200314interdisciplinaryvstransdisciplinarymiddle years programmer 200315interdisciplinary vs transdisciplinary interdisciplinary two or more subject groups coming together to cast a different

13、 perspective on a topic or concept objectives of each involved subject group should be met transdisciplinary term used by the pyp broad concepts or ideas which transcend any discipline emphasis on learning through transdisciplinary/organizing themesmiddle years programmer 200316planning interdiscipl

14、inary unitsmiddle years programmer 200317one approachteam of teachersbrainstormingtopic?year level?subjects involved?assessment?allocated time?benefit for students?aoi?assessmentcommon threads?interdisciplinary projectassessmentsubject-specific teachersaoi integration?assessment?objectives?benefit f

15、or students?contribution?middle years programmer 200318general considerations the team of teachers should take into consideration: the year level which area(s) of interaction the unit will be focused on the skills or concepts appropriate for that year level what topic/theme is rich enough/overlaps t

16、o allow interdisciplinary work which subjects will be involved the reason why this will be more beneficial to students how much time will be allocated to the unit how it will be assessed.middle years programmer 200319individual subjects point of view teachers within the team should consider:the subj

17、ect-specific objectives that the unit will help their students to reachthe area of interaction that is most useful as a focus for teaching and learning those objectives the way they will assess their students understanding, based on the objectives.middle years programmer 200320example 1: nutrition a

18、nd malnutritionarea of interaction: health and social educationsubjects: sciences and geography identifying what the human body needs in order to function properly identifying the regions of malnutrition in the world analyzing the causes of different types of malnutrition in different areas of the w

19、orld self-assessing the class nutrition planning for improving the class nutrition and physical well-being of the class.middle years programmer 200321securityhistory: what systems have we developed over the years to protect ourselves?homo fabermathematics: probability: life insurance tables, risk as

20、sessmenthealth and social educationphysical education: accident prevention, self-defencesciences: security in labs, fragile nature of life, environmental issuesexample 2securitymiddle years programmer 200322the guiding questions approachmiddle years programmer 200323what is a guiding question?a guid

21、ing question is a broad-based question that frames a specific unit. it should help students to focus on the essence of the unit.middle years programmer 200324criteria for an effective guiding question can the student find the answer to this question in a book, or on the internet? does the question c

22、hallenge the student to struggle with the content of the topic? does the question invite the student to struggle with the area of interaction? are multiple answers possible to this question?middle years programmer 200325characteristics guiding questions:are broad-based questionsshould not be too nar

23、row nor too vagueare not based on fact recallslead student to consider the relationship between the content and the area(s) of interactionhelp students to focus on the essence of the unitprompt students to ask more questionsencourage students to use the content as well as their research and reflecti

24、on skills to answer the questions. middle years programmer 200326topic?essence?area of interaction?+guiding question=guiding questionssummarymiddle years programmer 200327exampleguiding question in geographyarea of interaction?homo fabertopic?study of the nile in ancient egypt, irrigation and uses of waterguiding question? to what extent is it appropriate for mankind to interfere with nature?middle years programmer 200328exampleguiding question in historyarea of interaction?community and servicetopic?world war iiresistance movementsgui