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The 6 transfer questions updated Sept 2020

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Revised list of Transfer Questions that offer a framework for conceptual transfer for any curriculum (in particular MYP)

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The 6 transfer questions updated Sept 2020

  1. 1. Introducing the 6 Transfer Questions Supporting the interdisciplinary transfer of conceptual understandings Concept by Adrian von Wrede-Jervis repurposedlearning.com Twitter @AdrianvWJ Updated September 2020
  2. 2. SOPHISTICATION= INFORMED+NUANCED "Over the course of the programme, students need to develop an understanding of the key and related concepts at increasing levels of sophistication and abstraction." MYP Principles into Practice p58
  3. 3. INFORMED We want students to have a competent understanding of each subject. We want DEPTH of knowledge. We also want them to see how the disciplinary concepts that they learn each contribute to bigger conceptual understandings.
  4. 4. Depth of Conceptual Understanding A disciplinary appreciation of the interaction of pairs (or multiples) of concepts BASIC CONCEPTUAL UNDERSTANDING An identification of the concepts present
  5. 5. NUANCED We want students to appreciate that every discipline brings their unique insights and know what those are. We want BREADTH of knowledge. We also want them to see that contrasting disciplinary perspectIves ENRICH conceptual understandings.
  6. 6. Breadth of Conceptual Understanding Comparing and contrasting the perspectives and insights from multiple disciplinesGENERIC CONCEPTUAL UNDERSTANDING A uniform description of the conceptual understandings present
  7. 7. We write Statements of Inquiry such that they contain conceptual understandings (the relationship between key and related concepts) that are "transferable beyond the content of the unit" MYP Principles into Practice p63 The trouble is we drop the SOI at the end of the unit and we seldom check if the conceptual understanding it was carrying actually arrived at the next unit. EFFECTIVETRANSFER
  8. 8. 'MEETINGPLACES' Transfer questions offer a place for the different disciplinary conceptual understandings to meet and share their perspectives.
  9. 9. 'MEETINGPLACES' If learners can show their reflections on these different perspectives then we should be able to assess (qualitatively) how informed and nuanced are their conceptual understandings
  10. 10. Each question is broad enough for every subject to reference to with their existing SOI conceptual understandings. Each question attracts further concepts that could be used to generate further conceptual understandings by teachers (or students). Examples are included.
  11. 11. THE6TRANSFER QUESTIONS
  12. 12. PartA MAKINGMEANING
  13. 13. 1. What do we understand about ourselves (personally and as a humanity)?
  14. 14. Identity, Culture, Empathy, Insight, Experience, Faith Compassion, Wisdom, Expression, Influence, Control , Confidence, Ideology, Needs, Bias
  15. 15. 2. Do our models, metaphors and theories explain what we observe?
  16. 16. Form, Structure, Representations, Behaviours, Inference, Patterns, Reliability, Belief, Opinion, Context, Paradigms, Confirmation Bias
  17. 17. 3. Do we grasp the workings of complex interrelated systems?
  18. 18. Function, Systems, Reductionism, Complexity, Relationships, Globalism, Connections, Networks, Communities, Diversity, Disturbance, Balance, Cascades, Tipping points
  19. 19. PartB TAKINGACTION
  20. 20. 1. What motivates us to seek change?
  21. 21. Purpose, Values, Priorities, Ethics, Power, Authority, Responsibility, Hubris, Problem solving, Fairness, Technology, Competition, Resolution, Curiosity
  22. 22. 2. How does change unfold?
  23. 23. Reasoning, Creativity, Neccessity, Invention, Innovation, Decision, Critique, Skepticism, Adaptation, Evolution, Communication, Revolution, Viral
  24. 24. 3. Do we know / consider all the impacts of the changes we make?
  25. 25. Change, Causation, Consequence, Progress, Innovation, Development, Sustainability, Risk, Prediction, Complexity, Uncertainty, Conflict
  26. 26. MAKING ITVISIBLE
  27. 27. Students could be asked to maintain a reflective journal (or evolving presentation) on the conceptual understandings that they make as we look at each transfer question.
  28. 28. Set assignments based on these reflections to make their thinking visible e.g. run an exhibition style event called "the Marketplace of Ideas" where kids showcase their conceptual understandings. In doing this students reveal how they came to these ideas and how their thinking changed with the insights they gained from different disciplines.
  29. 29. FINAL WORDS
  30. 30. The 6 Transfer Questions approach allows students to develop and sharpen their ability to use, apply and generate conceptual understandings drawn from different disciplinary perspectives. The very act of doing this will facilitate conceptual transfer and honour (rather than simply generalise) disciplinary insights.

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