PLENARY 4 THE AREAS OF INTERACTION II全体4相作用Ⅱ区.pptVIP

International Baccalaureate Organization Interdisciplinary teachingin the MYPContent slides Interdisciplinary teaching—Generalities Types of interdisciplinary teaching Parallel/concurrent teaching Integrated subjects/fusion of curriculum Special events/activities Purpose for students Concrete connections Realistic context for learning Relevance in real world Practice of work in multidisciplinary teams Higher level thinking skills Decision making skills Collaborative learning skills Possible difficulties with interdisciplinary teaching Time consuming Lack of time to go into depth in a subject Lack of focus Lack of willingness by some teachers Interdisciplinary teaching in the MYP General 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 to 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. Individual subject’s point of view Teachers within the team should consider: the subject-specific objectives that the unit will help their students to reach the 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. Example 1: Nutrition and malnutrition Area of interaction: health and social education Subjects: 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 world Self-assessing the class nutrition Planning for improving the class’ nutrition and physical well-being of the class. Example of guiding questions for the Scientific Revolution Has the way we see the world c