This document outlines plans for workshops on developing interdisciplinary units in the MYP at CIEDI. The goals are to understand interdisciplinarity and how to make it effective in teaching and learning. Workshops will be held in October and November 2014 to introduce interdisciplinarity and develop initial interdisciplinary units. Further workshops and collaborative meetings will take place to refine the units, with implementation from March to May 2015 and subsequent reflection. Regular progress checks are also scheduled to support the process.

1. Workshop Interdisciplinary Units
CIEDI - 23 October and 5 November 2014
Elena Jurado, Ángel Girano
!

2. Goal: To develop rich, effective and authentic
interdisciplinary units in MYP CIEDI
‣ What is interdisciplinarity and why it is important in teaching and
learning?
‣ To interiorise what the IB says about Interdisciplinary Units.
‣ To develop a methodology to make interdisciplinarity real in
MYP at CIEDI
‣ To join the Interdisciplinary Units group in Managebac
‣ To create a core research group of interdisciplinarity (innovative
practices? assessment? markers to measure the impact at
CIEDI? foster collaboration and entrepeneurship?)
Subgoals:
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

3. 23#October,#5#November:
• Importance of
interdisciplinary
teaching and
learning
• Interdisciplinary
Units (IU) in
MYP
• Plan of action in
CIEDI
23 October 5 November
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

4. - Milestones:
- 23 October and 5 November 2014 “Induction Workshop” of
Interdisciplinary Units, lead by Elena Jurado and Angel Girano.
- 6 and 7 February 2015 “Deepening Workshop” of Interdisciplinary
Units, lead by Gabriela Gonzalez.
- The 31 January 2014 we aim to have 4 Interdisciplinary Units well
defined and partially designed, one for each level of MYP, and
each unit involving 2 or 3 disciplines. Those Interdisciplinary Units
will be taught during march-may 2015.
Milestones
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
- Regular check-ins on thursdays (3:30 - 4:30 pm) and/or fridays (7 - 8
am) and/or mondays (7-8 am)
IB Americas Chicago 26-27 July
Publication: Jeff Thompson Research Award??

5. What#is#the#difference#between#
interdisciplinary,#trandisciplinary#and#
multidisciplinary?

6. Multidisciplinary
Working with multiple
disciplines, maintaining
boundaries.
Interdisciplinary
Working between more
than one discipline,
blurring boundaries.
Interaction among
disciplines to achieve new,
integrated understanding.
Transdisciplinary
Working across and
beyond disciplines,
eliminating boundaries.
Not grounded in
disciplinary knowledge.
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

7. Frijoles en bolitas de algodón www.carolinamillas.com

8. “Interdisciplinary understanding refers to the ability to integrate
knowledge and modes of thinking from two or more disciplines to
generate a new insight’... new understanding’ … ‘it does not replace
disciplinary teaching, rather it builds on it..”
Veronica Boix Mansilla, Harvard Project Zero
“Interdisciplinarity is excellent if it is firmly rooted in disciplinarity.
Each subject is not an end in itself but it must be an efficient tool.
We must keep its identity and especially its own methodology.
Only on that basis will we be able to construct a serious
interdisciplinarity. Other wise we will lead our students to mental
confusion and superficial surveys.”
Gérard Renaud, 1989 (IB General Director 1977-1983)
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

9. Interdisciplinary understanding is:
‣ Purposeful
‣ Grounded in disciplines
‣ Integrative
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

10. Why#is#interdisciplinarity#important#in#
education?

11. Why is interdisciplinarity important in education?
Because it helps students to:
• Develop a holistic view of concepts and issues.
• Become life-long learners and problem solvers.
• Gain an intellectually rigorous view of knowledge.
• Understand the importance of collaboration and teamwork across
disciplines.
• Understand and address complex global issues.
Because it helps teachers to:
• Develop holistic understanding of disciplinary concepts and
contexts.
• Increase collaboration across subject groups.
• Allow subject groups to share responsibility for developing content
and skills.
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

12. International Baccalaureate (2014). Fostering interdisciplinary teaching and learning in the MYP. IB Publishing
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

13. “In each year of the programme, MYP schools are
responsible of engaging students in at least one
collaboratively planned interdisciplinary unit that
involves at least two subject groups.”
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
International Baccalaureate (2014). Fostering interdisciplinary teaching and learning in the MYP. IB Publishing

14. Disciplinary grounding
Synthetizing
Communicating
Reflecting
Objectives of MYP interdisciplinary units
In each year of the programme, schools must address all
four objectives of interdisciplinary learning.
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

15. Example: “The sound of music”
The International School of Uganda
‣MYP 2
‣Physics and music
‣ What will students do to learn?
‣ Create an orchestra of traditional instruments and compose and
perform a rhythmic piece for their school.
‣ What disciplinary tools will students need?
• Study the physics of sound waves.
• Understand how instruments work to make sound and music.
• Create a compelling musical experience for their audience.
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
Millorar amb les transparencias de Interdisciplinariedad en el PAI pptx!!!!

16. Unit question: “How do musical instruments produce sound to
create interesting experiences?
The$Sound$of$Music (The$International$School$of$Uganda)*9
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

17. Purposeful: clear aim, compelling topic, enriched
student understanding of local culture
Grounded in disciplines: Physics & Music
Integrative: students understood the science of
sound to explain how instruments make music,
students understood new musical possibilities
enabled by novel sounds.
Three qualities of interdisciplinary understanding
in the context of this example
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

18. How will disciplines come together?
How do we make
disciplinary connections
clear for students?
How do we organize interdisciplinary
teaching and learning?
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
How do we assess
interdisciplinary units?
INTERDISCIPLINARY TEACHING FRAMEWORK
INTERDISCIPLINARY
UNDERSTANDING
purposeful, disciplined, integrative

19. How will disciplines come together? (I)
Form of
integration
Description Examples
Aesthetic or literary
synthesis
Students create an aesthetic or
literary interpretation of a non-
artistic or non-literary topic or
issue.
• Create a mask with a computer program to learn
geometric concepts (mathematics and visual art).
• Create a work of art with recycled material (visual art and
individuals and societies).
Personal expression
Students develop a nuanced
and personally meaningful way
to express a concept,
• Choreograph what it means to be free (physical and
health education, dance and civics).
• Compose a song about gender stereotypes (language,
music).
Cross-over tooling
Students learn a skill or concept
that can be used in multiple
disciplines and apply it to
understand a new issue or
problem.
• Follow the design cycle (design) to create a bilingual
brochure that fosters intercultural understanding
in the community (design, language acquisition).
• Implement observational techniques (arts) to analyse
living organisms (arts and sciences).
Complex
explanation
Students draw on expertise from
more than one discipline to
develop a more complete or
complex understanding of a
phenomenon.
• Understand the causes of contamination of a local body
of water (biology, chemistry, economics and geography).
.
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

20. Form of
integration
Description Examples
Contextualization
Students situate a particular
concept, issue or problem
arising
in one discipline in a larger
historical, cultural, political,
social or philosophical
framework in order to develop
new understanding.
• Analyse a painting to understand power structures in an
earlier historical period (visual art and individuals and
societies).
• Understand the impact of Gregor Mendel’s discovery of
patterns of genetics (sciences and history).
Practical solution
Students bring together multiple
disciplines to achieve a
concrete, practical goal (create a
product, find a solution or
develop an intervention).
• Explore the relationship between sound wave longitude
and tube length to create a wind instrument (sciences and
music).
• Design an advertising campaign to generate awareness
about water use in the community and sustainability
(product design, sciences and individuals and societies).
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
How will disciplines come together? (II)

21. How do we make disciplinary connections clear for students?
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
•Entering through key concepts or exploring relationship
between related concepts from different disciplines
•Entering through Global Context
•Entering through Content

22. Since september 2014: Interdisciplinary Units unit planner
Interdisciplinary.unit.planner.
Interdisciplinary unit planner
Teacher(s) Subject groups
Unit title MYP year Unit duration
Inquiry: establishing the purpose of an interdisciplinary unit
Purpose of integration
Key concept(s)/(related concepts) Global context
Statement of inquiry
Inquiry questions
Factual
Conceptual
Debatable
How do we organize interdisciplinary teaching and learning?
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

23. Consider#the#following#questions#to#plan#an#
Interdisciplinary#Unit
Does the interdisciplinary unit stand
alone as a significant, engaging,
relevant and challenging learning
experience?
What attributes and skills will
students develop and put into
practice?
To what extent is it necessary to draw
upon other disciplines for this unit?
In what ways does integrating
disciplines contribute to a deeper
understanding?
Do students achieve interdisciplinary
objectives in this unit?
What questions and concepts will
students explore? In what global
context?
How will students be enriched by this
learning experience?
What will students do to learn?

24. A: Disciplinary grounding
B: Synthetizing
C: Communicating
D: Reflecting
4 ASSESSMENT CRITERIA
• Assessment is carefully planned
• Assessment is formative and
summative
• Assessment is aligned with MYP
interdisciplinary aims and objectives
• Assessment is based on evidence
of student work
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
How do we assess Interdisciplinary Units?

25. Importance to create regular opportunities for
reflection on the unit, including important milestones
in its teaching!
Importance of work collaboratively to evaluate
student achievement!
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

26. Schools must report student achievement in
interdisciplinary learning to students and parents. They
can design their own system:
Reporting interdisciplinary assessment:
•a dedicated individual report on interdisciplinary learning
•in the school’s regular reporting process
•an annual summative report
•regular communication to students and parents about formal
interdisciplinary units
•conversations about interdisciplinary learning in student
conferences and/or student-parent conferences.
(MYP eAssessment in interdisciplinary learning)
Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy

27. Quiz!!!!!!
http://goo.gl/zKuGH7

28. Goal Agenda Interdisciplinarity MYP practices Teaching framework Bibliograpfy
Bibliography
Boix-Mansilla, V. (2010). MYP guide to interdisciplinary
teaching and learning. IB Publishing.
International Baccalaureate (2014). Fostering interdisciplinary
teaching and learning in the MYP. IB Publishing.
International Baccalaureate (2014). Interdisciplinary Unit
Planner. IB Publishing.
Interdisciplinary Projects forum in MYP coordinators, forum,
keyword “interdisciplinary” http://occ.ibo.org/ibis/occ/fusetalk2/
forum/searchresults.cfm

29. Why isn't interdisciplinary learning more commonly
used?
How do we find connections between the disciplines
that really work?
How do we find time to collaborate?
How do we find common planning time?
How is intructional time organized?
How does CIEDI assess students in an
interdisciplinary unit?
To think about…

30. INTERDISCIPLINARY UNITS
IMPLEMENTATION AT CIEDI 2014/2015, FIRST DRAFT (I)
INDUCTION Workshop
IDEATION
of Interdisciplinary Units
When: 23 and 27 October 2014, 2 sessions
What: Basics Interdisciplinary Units, Discuss Evaluation Criteria
Who: All MYP teachers, lead by Elena Jurado and Angel Girano
Select 1 IDEA
INSPIRE: Refine idea, reframe challenge,
timeline, constraints, understand audience, roles
IDEATION formative and summative tasks
CREATE: Filling interdisciplinary unit planner
REFLECT: key questions to fulfill objectives interd.
unit planner
DEEPENING Workshop
DESIGN
When: 6 and 7 February 2015, 8h (?)
What: Feedback and insights on the Interdisciplinary Units
Who: All MYP teachers, lead by Gabriela Gonzalez
When: November 2014, 2 sessions
What: Brainstorm ideas of Interd. Units and choose one. Decide
core research group.
Who: MYP teachers by level, lead by E. Jurado / A. Girano
When: November 2014, 1 session
What: Reframe challenge and get inspired, establish roles
Who: MYP teachers by level, lead by E. Jurado / A. Girano
When: November, December 2014, 1 session
What: Brainstorm ideas for formative and summative tasks.
Who: MYP teachers by level, lead by E. Jurado / A. Girano
When: Dec - Janu 2014/2015, 1 session + 1 h personal
What: Fill the interdisciplinary unit planner., reflect and
improve the interdisciplinary unit planner.
Who: MYP teachers by level, lead by E. Jurado / A. Girano
UNDERSTAND
&IMAGINE

31. Regular collaborative meetings 1h per week, on
fridays.
Collaborative student assessment
Refine Unit Planner, refine timeline
END meeting,
Presentations
IMPLEMENTREFLECT,SHARE
Reflection meeting
Creation of presentatcion or document to share
When: March/April/May 2015, 4 Sessions
What: Implement in the classroom the
Interdisciplinary Units.
Who: MYP teachers by level, lead by the teachers
themselves, sometimes accompagnied
When: April/May 2015, 2 Sessions, 1h individual work
What: Reflect about the implemented Interdisciplinary
Units.
Who: MYP teachers by level, lead by E. Jurado / A.
Girano
When: June 2015, 2 h
What: Share the implemented Interdisciplinary Units.
Who: MYP teachers by level, lead by E. Jurado and A. Girano
INTERDISCIPLINARY UNITS
IMPLEMENTATION AT CIEDI 2014/2015, FIRST DRAFT (II)

32. 2014
2015
6, 7th
8th, 9th 8th, 9th
9th 6th
8th
8th
9th
6th
7th
7th 9th
4 sessions on thursdays / fridays
2 sessions on fridays + 1h individual
8, 9th
COLABORATORIOS
6, 7th

33. ¿#Proyectos#interdisciplinarios#(o#multidisciplinarios)#
que#se#están#haciendo#actualmente#en#el#PAI#del#CIEDI#
o#se#hicieron#el#pasado#curso#escolar?
Curso Periodo Materias Tema Unidad Interdisciplinar
8o 4o Bimestre 2013/2014 Humanidades y Diseño
Ciclo de Diseños, comunicación digital
6o Hace 2 años Inglés y Diseño Realizar brief y diseñar lámpara
6o 2 Bimestre 2014/2015 Humanidades y Tecnología Imperio musulman y cómics
7o
2 Bimestre 2014/2015 Humanidades y Tecnología
Cruzadas, mapa/territorio y mapa del reino y
características geográficas y TED talk. demográficas
? 1 Bimestre 2014/2015 Matemáticas y Tecnología Números reales y programación
8o 3 Bimestre Inglés y Humanidades Sistemas de Gobierno y libro Animal farm
9o ? Ciencias y Tecnología ? Sistema digestivo y mandíbula ?
? ? Humanidades y música Historia del jazz

34. Preguntas, preguntas, preguntas…
OtrosEvaluaciónEnseñanzaPlaneación

35. PLANEACIÓN
P: ¿Habrá acceso a los planes de estudio?
R: Sí. Se subirán los planes de estudio en el grupo de Unidades Interdisciplinarias de
Managebac.
P: ¿Cómo compartir en Managebac las unidades?
R: Se compartirá una tabla de los contenidos, contextos y conceptos para las unidades 3 y
4 de cada nivel, que cada profesor rellenará, y que se subirá en el grupo de UI de
Managebac.
ENSEÑANZA
P: ¿La Unidad Interdisciplinaria (UI) incorpora a las unidades de las asignaturas o se
comparte?
R: El planificador de UI contiene los conceptos, preguntas de indagación, contenidos y
tareas de las asignaturas que contiene, Si se redacta el planificador de UI, no es necesario
redactar además las unidades didácticas de las asignaturas que contiene.
P: ¿Qué riesgos y potencias tienen las clases con los maestros in situ?
R: No es necesario que estén todos los maestros de la UI en el aula cuando se imparten las
asignaturas de la UI. Es importante no perder nunca la base disciplinar.
Se sugiere que durante la clase, se recuerden las conexiones con las otras asignaturas de
la UI.
P: Me gustaría trabajar una UI en 8o B pero solo doy clase en 8o A. ¿Qué hago?
R: En las reuniones de planeación y seguimiento trabajarán 8aA, 8oB, 8oC juntos. No es
necesario trabajar juntos en las horas lectivas.
Preguntas generadas y respuestas (I)

36. EVALUACIÓN
P: ¿Cómo coordinar los eventos evaluativos?
R: Se realizarán reuniones periódicas. Primero para planear los eventos evaluativos,
después para hacer seguimiento y reflexión.
No hay una fórmula mágica para todos, probaremos una metodología pero se irá
adaptando de acorde a las necesidades de cada nivel.
P: ¿Cuál es el rol del MYPAC (planificador de unidad) en estas asignaturas / en estas UI?
R: Es una hoja de ruta.
P: ¿Se sugiere tener una rúbrica de evaluación unificada?
R: Se dispone de una rúbrica de evaluación unificada en la guía de IB.
OTROS
P: ¿Qué estrategias de integración horaria (tiempo de clase) existen? ¿Cuáles son viables
en el CIEDI?
R: Mientras no se modifiquen los propias responsabilidades lectivas y académicas, un
profesor puede asistir a la clase de otro profesor. Para la realización de las UI, no es
necesario que los profesores impartan las clases conjuntamente.
Preguntas generadas y respuestas (II)

38. Video 6 blind man http://www.youtube.com/watch?
v=iBqgr5xZLz0
TED talk Jean Baptiste Michel http://www.ted.com/talks/
jean_baptiste_michel_the_mathematics_of_history#

43. Write#down#ongoing#interdisciplinary#
projects#and#interdisciplinary#projects#you#did#
last#year
in#the#following#link:#XXX

44. Colaboratorio

45. 16S17#October:
• Importance of
interdisciplinarity
in the teaching-
learning activities.
• New IB guide of
Interdisciplinary
Units.
• Assessment of
Interdisciplinary
Units.
• Plan of action in
CIEDI.
16 October 17 October

46. 16S17#October:
• Importance of
interdisciplinary
teaching and
learning.
• Interdisciplinary
Units (IU) in
MYP.
• Assessment of
Interdisciplinary
Units.
• Plan of action in
CIEDI.
16 October 17 October

47. 2014
2015
8th
6th 7th
8th
6th
7th
9th 6th
8th
8th
9th
6th
7th
7th 9th
4 sessions on thursdays / fridays
2 sessions on fridays + 1h individual
9th
COLABORATORIOS