Collaborative

planningSession 1

MYP U

NIT

S O

F W

OR

K SUBJECT-BASED OR INTERDISCIPLINARY IN NATURE

PR

OG

RA

MM

E O

F IN

QU

IRY

• AREAS OF INTERACTION• UNIT TITLE• UNIT QUESTION• SIGNIFICANT CONCEPTS

INTER

DIS

CIS

CIP

LIN

ARY

LEA

RN

ING

«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

& integrativeP.P pg 67 (Eng) / pg 74

AR

EA

S O

F IN

TERA

CTIO

N

• 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

AO

I

• 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 learnerGuide to Interdisciplinary Teaching & Learning

Pg 10 / Guia Interdisciplinaria pg 11

SIG

NIF

ICA

NT

CO

NC

EPTS

Big ideas of the unit that students need to retain for the future

Overarching ideasP.P pg 73 Eng /pg 80 Esp

VS.

CO

NC

EPT B

ASED

TEA

CH

ING

&

LEA

RN

ING

«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

DIF

FER

EN

CE

KEY &

RELA

TED

C

ON

CEPTS

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

RELA

TED

C

ON

CEPTS

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

SESSIO

N 2

: G

EN

ERA

LISATIO

NS Central Idea PYP=

Significant Concept Statement MYPErickson

How

do I k

now

a

conce

pt

is a

co

nce

pt? TimelessUniversalAbstract, or broad

1 or 2 words

REV

ISIO

N

Macro- concept and Micro- concept

IDEN

TIF

YIN

G

TH

E C

ON

CEPTS EXTRAPOLATING THE

CONCEPTS FROM THE

CONTENT YOU ARE TEACHING!

SEE EXERCISE APPENDIX -LYNN

ERICKSON PG 11

A C

ON

CEPT IS

…

• TIMELESS• UNIVERSAL• ABSTRACT TO (DIFFERENT DEGREES)• REPRESENTED BY 1

OR 2 WORDS

How is knowledge structured?

Genera

lisati

ons,

Enduri

ng, ess

enti

al

unders

tandin

gs

“Statements of transferable, conceptual understandings

that are drawn from, and supported by,

the critical content. ”

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

Genera

lisati

ons

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

TASK WORKING IN 2 OR 3

CHOOSE A CURRENT

DISCIPLINARY UNIT- IDENTIFY: CONCEPTSREWRITE SIGNIFICANT

CONCEPT STATEMENT

REQ

UIR

ED

PED

AG

OG

ICA

L SH

IFTS • SYNERGISTIC THINKING• TRANSFER OF

KNOWLEDGE & SKILLS• Read more in Erickson

pg 8 (Eng), pg 9 (Esp)

MYP

Goal f

or

Inte

rdis

ciplin

ary

unit

s

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

CO

LLA

BO

RATIV

E

PLA

NIN

G T

IME

TASK

REVISE: CURRICULUM CRITICAL

CONTENT / DISCIPLINARY UNITSEXTRAPOLATE CONCEPTS : MACRO (Key)/MICRO (Related)

REWRITE SIGNIFICANT

CONCEPT STATEMENTS