So... just to preface this post, I hope to learn a bit by documenting the process in a wider then my own school community by getting feedback for this UOI and how I'm integrating into the classroom.
Inquiry has been a school wide initiative since my arrival last year and with the PYP's framework, P.D., and network I've been on the hunt for how integration should and could look like here. I am the exclusive I.T. instructor for Elementary with a total enrollment of about 375 K-5. My personal passion has always been design, as a previous Design Technology instructor.
How I'm integrating
I proposed last year a structure of working with three grade levels at a time with two being fully integrated into their UOI and one being semi (shout out to Kim Cofino for her blog post that lead to this). For the first UOI' s of the year this worked out well. I have since expanded the approach to include what "integrated" could look like.
What we've come up with (possibly on our own? - but if there is a resource please let me know) is basically two ways for me to integrate technology into a grade levels UOI to spend our time.
Integrating tech skills with the goal being students are able to use the tech learned to create their summative assessments.
Integrating tech skills with the content of the unit and this may or may not lead to students using them in their summative assessment.
An Example of the first, this year grade 4 students learned basic video and editing skills in order to produce their summative assessment for their unit of conflict and peace. The second, with grade 5 students unit theme and lines of inquiry around effective communication. I integrated digital citizenship so that all lesson involved group tasks and consensus decision-making. Learning Objectives ranged from proper media usage to identifying and dealing with cyber-bullying. I co-taught and planned many of the lessons so the indirect learning objectives were that students made connections to their unit topic of effective communication.
While I felt good about both the above units I definitely want to add and improve to how integration in the PYP here at ICS should look.
So this brings me to where I'm at now and trying some new things. I have a fully integrated unit I am currently planning with our grade 2 team and it’s in my area of specialty DESIGN! So knowing that I am really comfortable with the subject matter I’m taking a step forward and planning with two new lenses in mind. The units Key Concepts and the Inquiry cycle we’re using developed by Kath Murdoch.
Here is a sample of what I sent to teacher to start the dialogue. We will discuss and start planning this coming Tuesday and hopefully hit the ground running first week of October. I appreciate any comments of feedback.
Inquiry & Analysis (Form | Causation)
Students Ask: What is the problem?
They identify problems at ICS relating to pollution and waste. (Form)
This can be documented as a class.
Students will identify problems at ICS related to pollution or waste. They will (with teacher assistance) create a list of these problems.
Students choose one of their identified problems and analyze it.
Students Ask: What is causing this pollution or waste? (Causation)
They may need to observe, interview, and research.
Students Explain: students explain and justify the need for a solution to a pollution or waste problem at ICS. (Causation)
Developing Ideas (Causation | Responsibility)
Students Develop: The will make a checklist that states what a successful design of a solution needs. (Causation | Responsibility)
Creating a Solution (Responsibility)
Going Further (Continued)
Students Create: Students create their idea or their plan for their idea. (Responsibility)
Students Evaluate: Students do a peer evaluation using their checklist and plan/design/creation. They also ask an expert get feedback from an expert.
Students Revise: Students revise their idea/design based on feedback and make an action plan. (Responsibility)