This document provides feedback on an interdisciplinary unit plan for an MYP 2 unit titled "This Land is Whose Land?" taught by teachers of language and literature and individuals and societies at Boerum Hill School For International Studies. The feedback reviewer provides detailed comments and suggestions to strengthen various elements of the unit plan, including clarifying the disciplinary grounding in each subject, describing the learning processes and content for each discipline, identifying how approaches to learning skills will be taught and practiced, and specifying strategies for differentiation. The reviewer recognizes positive aspects but recommends changes to improve the unit plan's description of how students will develop understandings across and within the disciplines to achieve the interdisciplinary objectives.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1.
Building Quality Curriculum
MYP curriculum planning feedback
(Interdisciplinary unit planner)
2019 - 2020
Name of school: Boerum Hill School For International Studies
Name of teachers: Hannah Ticoras, Sasha Fletcher, Mike Langley
Subject groups & specific discipline: Language and literature; Individuals and societies
MYP year level: MYP 2
Interdisciplinary unit title: This Land is Whose Land?
2. Key:
1 – Beginning/developing
2 – Using
3 – Sharing
N/A – Not Applicable
Interdisciplinary unit planner
elements
Feedback Reviewer comments
1 2 3
Approximate number of
structured teaching hours (total)
N/A
31 hours
Purpose of integration X
The purpose of integration is clearly and thoroughly
described as developing students’ “understanding of the
experiences of indigenous peoples from pre-colonization to
present day” through an inquiry into the perspectives
presented in primary and secondary historical and literary
sources.
A meaningful rationale is provided which clearly explains
how and why discipline-specific learning in language and
literature and discipline-specific learning in individuals and
societies are intended to come together to achieve the
identified integrated purpose.
The contributions from each participating discipline are
balanced and necessary for helping students develop a
deeper and more nuanced understanding of this important
topic.
Key concept(s) N/A Perspective
Related concept(s) N/A
Genre, point-of-view, character
Global context and specific
exploration
N/A
Personal cultural exploration
Exploration: social constructions of reality
Statement of inquiry X
“Through an exploration of different genres, characters, and
perspectives, dominant social constructions of reality can be
challenged.”
The provided statement of inquiry explicitly includes the key
concept “perspective”, the related concepts “genres” and
“character”, and the global context exploration “social
constructions of reality”.
The statement clearly describes an integrative
understanding that can foster student exploration of
multifaceted and transferable ideas and issues that are
relevant and important to both disciplines.
A student-friendly version of the statement is also provided
that accurately captures the essence of the original
statement.
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
3. Inquiry questions X
There are five factual, five conceptual and one debatable
inquiry questions identified. These questions demonstrate a
clear understanding of the distinction between each question
type and the relationship between facts, concepts and
debates.
The questions are clearly framed and can foster deep
understandings that are relevant to both participating
disciplines. They can also promote inquiries which can help
students understand the connections between the
disciplines.
The inquiry questions clearly support deep interdisciplinary
understanding of the concepts and global context
exploration included in the statement of inquiry.
Interdisciplinary objectives N/A
In the interdisciplinary criteria section of the unit plan, the
following disciplinary criteria are listed: Language and
literature A i, ii; B i; C i, ii; D iii, iv; Individuals and societies
A i, ii; C i, ii; D i, ii, iv.
As a reminder, schools must address all strands of all four
objectives of interdisciplinary learning in each year of the
programme. In terms of this particular unit, it is important to
remember that:
"The four objectives for interdisciplinary learning work
together in a holistic process that envisions students
engaging all four criteria in every formal
interdisciplinary unit.
In practice, teachers may highlight specific objectives
for some units in order to develop students’ skills and
provide formative feedback for subsequent, more
complex units. Especially for students in MYP years
1–3, it may be appropriate to introduce criteria
separately to allow for a specific focus on one of the
objectives in a given unit. Teachers might scaffold the
approach to an objective so that their students can
reach the highest achievement levels in subsequent
units.
[However,] only when all four objectives are addressed
in a unit of work are all the aims of interdisciplinary
learning met. Working collaboratively, teachers should
design holistic summative assessment tasks
(performances of understanding), which address
multiple objectives whenever possible.”
- "Visualizing the interdisciplinary objectives" Fostering
interdisciplinary teaching and learning in the MYP.
August 2014 (updated September 2017).
For further guidance, please see “Assessing interdisciplinary
units” Fostering interdisciplinary teaching and learning in the
MYP. August 2014 (updated September 2017).
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
4. Summative assessment task X
The summative task, creating an indigeneous museum
display, provides an opportunity for students to bring
disciplinary insights from language and literature and
individuals and societies together to demonstrate their
understanding of the statement of inquiry.
Further details are needed to describe how students will
demonstrate their understanding and their achievement in
each interdisciplinary criterion.
If a summative task is completed as a group, clarification is
needed to describe how individual student achievement is
identified and assessed.
Approaches to learning X
There are two approaches to learning skill indicators from
two skill categories identified in the unit plan however the
ways in which the skills are supported in the unit are not
explicitly identified.
This unit plan could be strengthened by providing clear and
detailed descriptions of the specific strategies that are used
to support students in mindfully developing and practising
the identified skill indicators. These details can describe how
the skills are aligned with the unit’s disciplinary and/or
interdisciplinary objectives, specific learning engagements,
and/or assessment task(s), and the specific skill strategies
that are explicitly taught and practised.
This degree of detail, describing the specific strategies that
will be explicitly taught and practised, will strengthen this
section of the unit plan, help teachers envision how much
time might be involved in the explicit teaching of the
identified skills, and inform the school’s approaches to
learning skills plan.
In the learning engagements and teaching strategies
sections of the unit plan, when and how these skill
strategies are taught can be described. In order to support
students in taking responsibility for their own learning it
may be helpful to explicitly teach a skill strategy first,
before providing independent practice opportunities that
can be tracked through self-assessment and/or peer
feedback.
Disciplinary grounding X
There appears to be potential for disciplinary grounding in
both subjects, and this potential may be realized in the
taught curriculum.
In the written curriculum, as described in this unit plan, this
potential needs further development and clarification in the
disciplinary content and learning process sections of the unit
plan. The written curriculum would be aided by the use of
the interdisciplinary unit planner which is critical to the
interdisciplinary unit planning process.
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
5. During the disciplinary learning processes, the unit’s shared
inquiry questions could be used to drive learning that allows
students to explore the concepts and context included in the
statement of inquiry through the unique perspectives of each
subject. Students can be supported in explicitly connecting
and comparing the strengths and limitations of each
subject’s content as they inquire into a common topic, issue,
or problem.
Then, both participating disciplines could focus on the
synthesized, interdisciplinary learning process and complete
an integrated summative task. If interdisciplinary
understandings and tasks are incorporated throughout,
rather than after the disciplinary learning processes, these
interdisciplinary learning engagements need to be clearly
identified in the unit plan and during the implementation of
the unit.
-Subject 1: N/A
Language and literature
Subject-group objectives and
specific relevant strands N/A
The following MYP year 3 languages and literature
objectives are identified: A i, ii; B i; C i, ii; D iii, iv.
These objectives provide some foundation for disciplinary
grounding in this subject.
Related concepts N/A
Related concepts are not identified for language and
literature.
While identifying related concepts is not required, it is
encouraged in order to strengthen the disciplinary grounding
of the unit.
Content that specifies topics
and/or national/local standards N/A
As this interdisciplinary unit planner format includes only one
content section, this section is where the content in each
discipline can be clearly described, it would be beneficial to
organize each subject’s specific content in the categories
“Knowledge” (facts, topics, vocabulary, etc), “Concepts”
(disciplinary conceptual understandings), and “Skills”
(disciplinary skills)
Describing the content in this way can both inform the
learning process and the school’s vertical curriculum map in
language and literature.
Disciplinary learning
engagements and teaching
strategies
N/A
The format of this unit planner includes only one disciplinary
learning process section. In order to clearly describe the
learning process for each disciple an additional section is
needed. These sections need to be clearly distinguished in
order to clarify how disciplinary grounding is established in
each subject. Use of an interdisciplinary unit planner will
facilitate greater clarity in the interdisciplinary unit planning
process.
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
6. This section can be developed by clearly describing the
disciplinary learning engagements and the sequence in
which teaching and learning occurs. It would also be
beneficial to ensure that inquiry-based learning methods are
included throughout the teaching and learning process.
Further details could include clear descriptions of:
● how students' prior learning in specific disciplinary
knowledge, concepts and/or skills needed in this
unit is assessed or utilized,
● how students develop in terms of each disciplinary
objective and when formative assessments on
student progress in the objectives occur,
● when and how the “big picture” inquiry questions are
explored from the unique perspective of this
discipline,
● (if applicable) when and how any discipline-specific
related concepts that are not included in the
statement of inquiry are explored,
● how the disciplinary learning engagements,
including the formative tasks, align with and build
towards the interdisciplinary learning engagements,
● when and how students explicitly evaluate the
benefits and limitations of exploring the topic and
statement of inquiry from the point of view of this
discipline,
● when the approaches to learning skills related to the
disciplinary objectives, learning activities and/or
summative task(s) are taught and/or practised.
These details would help to clarify how students will develop
the disciplinary knowledge, concepts and skills in language
and literature that will contribute to achievement in the
objectives and summative task, and lead towards a
disciplinary understanding of the statement of inquiry.
It may also be beneficial to consider ways in which the
learning engagements in language and literature could
provoke active inquiries through responsible action in
real-world situations which could increase student
engagement and provide more opportunities for
well-structured and authentic problem-solving.
-Subject 2: N/A
Individuals and societies
Subject-group objectives and
specific relevant strands N/A
The following MYP year 3 individuals and societies
objectives are identified: A i, ii; C i, ii; D i, ii, iv.
These objectives provide some foundation for disciplinary
grounding in this subject.
Related concepts N/A
Related concepts are not identified for language and
literature.
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
7. As previously mentioned, while identifying related concepts
is not required, it is encouraged in order to strengthen the
disciplinary grounding of the unit.
Content that specifies topics
and/or national/local standards N/A
The format of this interdisciplinary unit planner includes only
one content section. An additional section is needed in order
to clearly describe the content in each discipline. It would be
beneficial to organize each subject’s specific content in the
categories “Knowledge” (facts, topics, vocabulary, etc),
“Concepts” (disciplinary conceptual understandings), and
“Skills” (disciplinary skills)
Describing the content in this way can both inform the
learning process and the school’s vertical curriculum map in
individuals and societies.
Disciplinary learning
engagements and teaching
strategies
N/A
The format of this unit planner includes only one disciplinary
learning process section. In order to clearly describe the
learning process for each disciple an additional section is
needed. These sections need to be clearly distinguished in
order to clarify how disciplinary grounding is established in
each subject. Use of an interdisciplinary unit planner will
facilitate greater clarity in the interdisciplinary unit planning
process.
This section can be developed by clearly describing the
disciplinary learning engagements and the sequence in
which teaching and learning occurs. It would also be
beneficial to ensure that inquiry-based learning methods are
included throughout the teaching and learning process.
Further details could include clear descriptions of:
● how students' prior learning in specific disciplinary
knowledge, concepts and/or skills needed in this
unit is assessed or utilized,
● how students develop in terms of each disciplinary
objective and when formative assessments on
student progress in the objectives occur,
● when and how the “big picture” inquiry questions are
explored from the unique perspective of this
discipline,
● (if applicable) when and how any discipline-specific
related concepts that are not included in the
statement of inquiry are explored,
● how the disciplinary learning engagements,
including the formative tasks, align with and build
towards the interdisciplinary learning engagements,
● when and how students explicitly evaluate the
benefits and limitations of exploring the topic and
statement of inquiry from the point of view of this
discipline,
● when the approaches to learning skills related to the
disciplinary objectives, learning activities and/or
summative task(s) are taught and/or practised.
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
8. These details would help to clarify how students will develop
the disciplinary knowledge, concepts and skills in individuals
and societies that will contribute to achievement in the
objectives and summative task, and lead towards a
disciplinary understanding of the statement of inquiry.
It may also be beneficial to consider ways in which the
learning engagements in individuals and societies could
provoke active inquiries through responsible action in
real-world situations which could increase student
engagement and provide more opportunities for
well-structured and authentic problem-solving.
Interdisciplinary learning
experiences and teaching
strategies
X
The interdisciplinary learning experiences and teaching
strategies are described using a list of questions that are
similar to the inquiry questions listed in the unit planner. It
may be beneficial for students and teachers if the same
inquiry questions were used throughout the unit.
This section can be developed by clearly describing the
interdisciplinary learning engagements and the sequence in
which teaching and learning occurs.
Further details could include clear descriptions of:
● how students develop in terms of the
interdisciplinary objectives and when formative
assessments on student progress in those
objectives occur,
● when and how the “big picture” inquiry questions are
explored from a synthesized, interdisciplinary
perspective,
● when and how students reflect on the development
of their own interdisciplinary understanding,
● when and how students are provided with
opportunities to weigh the relative contribution of
each discipline by assessing the benefits and
limitations of disciplinary and interdisciplinary
knowledge as they consider the integrated purpose
of the unit,
● when any approaches to learning skills related to
the interdisciplinary objectives, learning activities
and/or summative task are taught and/or practised.
These details would help to clarify how students will develop
the interdisciplinary understanding and skills that will
contribute to achievement in the interdisciplinary objectives
and summative task, and lead towards an integrated
understanding of the statement of inquiry.
It may also be beneficial to consider ways in which the
interdisciplinary learning engagements could provoke active
inquiries through responsible action in real-world situations.
This could increase student engagement and provide more
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
9. opportunities for well-structured and authentic
problem-solving.
Formative assessment X
Formative assessment is described through a list of
activities in which students will participate.
These tasks provide some opportunities for students to
receive explicit feedback from both participating subject
teachers on their strengths and growth areas.
They also provide teachers with some opportunities to
monitor evidence of student learning and make any needed
adjustments to the learning experiences and teaching
strategies in order to address student needs.
Adding detailed descriptions of the formative tasks will
strengthen this section and clearly show how these tasks
provide students with opportunities to refine the skills
necessary for the summative assessment.
Differentiation X
A brief list of two types of differentiation is provided.
This section of the unit plan might be further developed by
identifying all of the specific strategies used to differentiate
the unit’s content, learning process and assessment task.
Planning for differentiation in these three aspects of the unit
may provide further opportunities for supporting all students
and for addressing the individual learning needs and
language profiles in this particular unit and for this specific
cohort of students.
This degree of specificity and customization promotes a
careful and strategic approach which can benefit both
student learning and program development.
Some questions that may be helpful in planning for
differentiated teaching and learning could be:
● How could the disciplinary and interdisciplinary
content be differentiated to allow for multiple entry
points and levels?
● How could the disciplinary and interdisciplinary
learning engagements be expanded to
accommodate a wider variety of learning needs
and preferences?
● How could the assessment tasks be more
open-ended to allow for differentiated
demonstrations of learning?
● How could learning differences be used to
promote consideration of a range of perspectives
and skills?
● If applicable, how could the unit’s content,
process and product be differentiated to provide
support for student language profiles and specific
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
10. individualized learning needs of this particular
group of students?
Resources X
Resources that support teaching and learning in this unit are
described as non-text texts, historical texts, and the exhibit
at the Museum of the American Indian.
These resources appear to provide some of the information
and learning environments necessary for achieving the unit’s
purpose.
Consideration of additional resources may further
strengthen this unit. Examples of additional types of
resources might include:
● Specific resources which provide differentiated
learning support and learning extension during the
disciplinary and interdisciplinary learning
processes,,
● Bibliographic references to print resources such as
books, magazines, posters, maps, etc,
● URL addresses for digital resources such as
websites, blogs, videos, apps,
● Names of guest speakers from the school or wider
community,
Reflections developed before,
during and after teaching
X
Reflections are included at each stage of the teaching
process. These reflections are valuable for building on the
strengths and noting opportunities for improvements as the
unit is further developed in the future.
It may be beneficial to consider additional aspects of the
written, taught and assessed curriculum in order to further
strengthen this unit.
In the prior-to-teaching section, information about the
collaborative planning process and the ways in which the
unit might develop other components of the MYP such as
the IB mission statement, the learner profile, international
mindedness and possible opportunities to link the unit with
student-led action and service learning can be reflected
upon. This section of the unit plan is also a place where
the unique makeup of the particular class of students can
be considered and where a description of how students’
prior learning is determined and incorporated into the unit
can be noted.
Further reflection during teaching might include notes
about any disciplinary or interdisciplinary skills that may
need strengthening, student questions and inquiries that
emerged and/or how well the learning activities promoted
student engagement and intrinsic motivation, and growth in
the selected objectives. It can also include reflections on
aspects of the unit that are working well, not working well
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?
11. and ideas for what could be improved when the unit is
taught again.
The after-teaching reflection can also include a summary
of what worked well, didn’t work well and what could be
improved when the unit is taught again. It may also be
beneficial to note how well the chosen disciplines provided
opportunities for integration and any information gleaned
from an analysis of assessment data. This may provide
critical information about any further adjustments that are
needed in the teaching and learning process and/or in the
formative and summative tasks. Reflection on the teachers’
personal responses, social-emotional learning and
professional growth over the course of the planning and
teaching of the unit could also reveal important elements in
the impact of the unit.
The questions for reflection in the “Reflection: Considering
the planning, process and impact of the inquiry” section in
MYP From principles into practice (May 2014, updated
September 2017) can provide guidance for thorough and
meaningful reflection at each phase of the teaching
process.
Building Quality Curriculum School: Boerum Hill School For International Studies Unit title: This Land is Whose Land?