The neat thing about these Global Contexts is their big ideas can bridge across grades and curriculums, allowing us to connect content across a continuum of learning or between subject groups. In Foods we might choose cuisine styles, but if we use Scientific and Technical Innovation we might focus on molecular gastronomy or the impacts of monoculture crops, whereas if we use Personal and Cultural Expression we might focus on reclaiming traditional indigenous diets. Each unit is designed around a global context which focuses the scope and purpose of the unit. The Global contexts are the lenses that we focus with in and through the various context areas. Through global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Global Contexts provide shared starting points of inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. All play a role in connecting students both to the big picture of knowledge and learning and the days to day skills and content of an individual class. They help determine and connect the BIG IDEAS and clarify and refine the content specific teaching that a unit requires. These three areas work collaboratively to define the focus of learning in a Unit. Building a Unit of Learning: Global Contexts, Key Concepts and Supporting Concepts
0 kommentar(er)
