I am currently working on developing my unit plans for a few of my UBC classes and I have a new found respect for the IB Units of inquiry. The framework is a great way to build transdisciplinary units which incorporate many different subject area’s PLOs. I have found it really helpful for understanding how to include different subject matter while making it relevant to the 3 lines of inquiry.
I am still trying to figure out a good way of building my weekly and daily plan so that it all flows in a cohesive manner as it is fragmented by subject matter at UBC while on practicum is it a cohesive flowing UOI.
I find myself still struggling to incorporate the IB wording into my lesson plans as I feel that I need reminders to focus on a couple of attributes or traits.
I think that once my extended practicum is completed it will finally all come together as I feel that the infrequency of my Thursday practicum does not allow me the chance to see how IB in incorporated wholly. Once I am there everyday for 2 months I hope I will be able to fully embody and incorporate the IB pedagogical methods. I wonder that if I become a TOC will I be able to incorporate the IB methods when I am at a schools on a sporadic frequency and constantly moving around. Hopefully when I land full time work I can sit down and structure the Units each year versus having top follow someone else’s plans.
Hi Steen, I think the key with incorporating the IB terminology into lessons is to make sure you focus students on simply one aspect – maybe two, but keeping it at one will help you, and them digest the information being presented. I recently completed a lesson on hand-writing, and while they were exhibiting all sorts of various approaches to learning and learner profile attributes, I kept the actual explicit instruction to just the fine motor skills they were showing with their writing. I think larger lessons often have a natural fit to the leaner profile, especially in inquiry units (that we have been making). Again though, keeping it to one attribute to start with should help make life easier with a singular IB focus for the lesson (on top of the actual learning and inquiry of course!)
Steen, I concur with Fraser’s comment. I know we often feel that we need to cover a lot of areas, and yes in many cases, our lessons do often address quite a few of the essential elements. However, in order to make the learning visible to the student, you may only want to focus on one or two areas that the learners can identify with, be assessed on, and reflect upon.
I understand your challenges of trying to amalgamate two approaches. As UBC instructors, we are mandated to prepare you to teach in settings, IB and non-IB, so that you are able to unit plan in any context that you are placed in. However, I believe that many of the unit templates you have been given as well as the IB planner mirror similar approaches and have more in common than you may realize. There is always a focus on knowledge, skills, attitudes, and assessment is paramount in both. It’s important to start from the perspective of the goal in mind, whether that be a central idea or PLO, then consider what is the route we are going to take to attain the goal. This is what is known as Understanding by Design (UBD) model. You are correct in noting that the PYP planner allows for a transdisciplinary approach to learning where students see transference across the subject areas. I recommend you read Ivy’s blog as I have made a distinction between what is means to teach through a transdisciplinary or an interdisciplinary lens.
You will definitely find that when you are teaching for the ten weeks, your teaching will become more integrated. You will naturally weave in the PYP essential elements as you will be able to work from a whole rather than discrete lessons. You will know what your students have learned and what they can and cannot do. It’s an exciting time!
To answer your question about using IB pedagogy when you TOC or teach in a part-time capacity, if you are in an IB school, of course you will be able to focus on a few areas while you teach. However, if you teaching in a non IB setting, there is nothing stopping you from focusing on an inquiry based method, meaningful assessments, character development, and creating opportunities for students to make a difference in the world. IB is based on sound, current pedagogical practices; what makes it effective is when everyone in the school is echoing the same language and philosophy. The only area I caution you on is that there are strict guidelines about only using IB terminology and practices in contexts that are authorized to teach this programme.