Cross-disciplinary+content+template

// (What does this mean to the IB? What do we want teachers to know? What best practices, behaviors, and strategies do we want to highlight?) // || **Potential Applications to Different Grade Levels** // (What do these principles and strategies look like when applied in the classroom?) // || **Location/Teacher** ||
 * **DVD Chapter** || **Description of Teaching Points and Overall Examples**
 * **DVD Chapter** || **Description of Teaching Points and Overall Examples**
 * 1.The context for cross-disciplinary connections ||  ||   ||   ||
 * || Disciplinary vs. interdisciplinary vs. transdisciplinary ||  ||   ||
 * || Why is this approach important for 21st century skills? ||  ||   ||
 * || Holistic learning is grounded in the disciplines ||  ||   ||
 * || The goal is… to move from disciplinary mastery to synthesis for new understanding that can be applied in the real world ||  ||   ||
 * 2. Bringing connections into the classroom || Why is this important? ||  ||   ||
 * 2a. Planning an integrated approach within the classroom—How can teachers begin the process of incorporating another discipline into a lesson? || STRATEGY/PRACTICE #1: Exploring a personal interest || PYP example: ||   ||
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 * 2b. Instructional strategies—What teaching practices and approaches make a cross-disciplinary lesson/unit effective? || STRATEGY/PRACTICE #1: || PYP example: ||  ||
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 * || STRATEGY/PRACTICE #2: || PYP example: ||  ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 2c. Assessment strategies—What forms of assessment effectively gauge and advance cross-disciplinary learning? || STRATEGY/PRACTICE #1: Criterion-based assessment || PYP example: ||   ||
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 * 3. Connecting across the school community || Why is this important? ||  ||   ||
 * 3a. Planning connections across the school—What planning strategies can be used to identify and promote involvement with other classes or areas of the school? || STRATEGY/PRACTICE #1: Using collaborative planning time || PYP example: ||   ||
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 * 3b. Instructional strategies—How can teachers best manage inter-classroom studies? || STRATEGY/PRACTICE #1: Grouping and re-grouping || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: || PYP example: ||  ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 3c. Assessment strategies—How can teachers assess students’ empathy for global perspectives and caring for global issues? || STRATEGY/PRACTICE #1: Performances of understanding || PYP example: ||   ||
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 * 4. Connecting to the “real world” || Why is this important? ||  ||   ||
 * 4a. Planning for real world connections—How can teachers prepare for integrated learning in an external environment? || STRATEGY/PRACTICE #1: Keeping a multifaceted question in mind while planning the activity || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Priming students for learning on the trip || PYP example: ||   ||
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 * 4b. Instructional strategies—How can teachers facilitate productive and meaningful cross-disciplinary learning in an external environment? || STRATEGY/PRACTICE #1: Move from observations to advancing a new understanding || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Keeping disciplinary and integrative objectives at the forefront || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 4c. Assessment strategies—What are some ways to assess students’ cross-disciplinary learning that happens outside the school walls? || STRATEGY/PRACTICE #1: Student reflection || PYP example: ||   ||
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 * 5. Summary/conclusion ||  ||   ||   ||
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 * 5. Summary/conclusion ||  ||   ||   ||