tie reflections on the impact of the unit to considerations of consistent, shared interdisciplinary questions based on the global context.develop MYP statements of inquiry using one of these interdisciplinary concepts. To support the connection of concepts across the disciplines, we could: Responsibility – we consider how we respond to inequalityīig ideas like these could help students grow in their understanding of the human condition (perhaps the most important thing we can teach them) and promote international mindedness?Ī unified system might allow also help schools to understand and report on students’ conceptual development over time. Systems – we acknowledge the utility and effects of organised civilisation Interactions – we understand the events, people and cultures that shape usĭevelopment – we see how we try to better ourselves and the impact it has Perspective – we recognise that there exist many alternative beliefs Identity – we know who we are and why we believe what we believe Perhaps these explorations of global contexts could help us identify a single list of interdisciplinary key concepts that could be shared across all subjects-in the MYP, and perhaps beyond: Globalization and sustainability: What are the opportunities and tensions provided by world-interconnectedness? How do decisions in one part of a system impact on humankind and the environment?įairness and development: What rights and responsibilities guide the relationships between communities? Do all communities share equal opportunities and power over finite resources? Scientific and technical innovation: How have humans used their understanding of scientific principles to adapt their environments to their needs? What impact has human advancement had on communities and environments? Personal and cultural expression: Can we express our ideas, feelings, beliefs and values through creative expression? Does human expression help us reflect on our understanding of ourselves and others? Orientation in space and time: What were the significant turning points in human history and what impact did they have? How are we connected to local and global influences and what effect does this have on our perspectives? Identities and relationships: Can we identify the beliefs and values that describe what it means to be human? What rights and responsibilities do we have towards our own, and other, communities and cultures? If there were to be a ‘universal’ list, what concepts would be on it?Īs discussed in my first blog post, concepts fare best when they are used to address questions, and global contexts are a great source of questions. To learn about the contexts, use the drop down menu above to navigate through them, and learn about what they entail.I am wondering if key concepts can do their job of connecting concepts as well as possible when they aren’t held in common. Each of these contexts are easily related to in an educational scenario and open new doors of possibilities to the task at hand. The Global Contexts are as follows: Globalization and Sustainability, Identities and Relationships, Scientific and Technical Innovation, Orientation in Space and Time, Personal and Cultural Expression, and Fairness and Development. The Global Contexts strive to create a link between topics and subjects, and the ideas behind the Contexts make it easier to relate to a realistic scenario. The newly introduced Global Contexts serve a similar purpose, however to a further extent. The AOI's served as a lens used to focus the meaning of an assignment, and to connect the assignment to the real world. The Global Contexts are one of the bigger changes to the program, and could be seen as a replacement to the previous Areas of Interactions. The Next Chapter is a change that was made by the IB recently, and it introduces new concepts and criterion to the program. The Global Contexts have been newly introduced to the International Baccalaureate in the Next Chapter.
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