Grade7 facing difficulties in conceptual learning not only in visual art, but almost all subjects.
Two weaknesses:
1) Basic knowledge of all subject area are not in depth.
2) Passive learning attitude, lack of motivation.
I was using pyp key concept to explain myp unit planner in their first lesson, compare and contrast the pyp and myp elements in detail in order to instil the basic understanding of the framework. Although we had a orientation workshop on the first week of the semester, they are still in the fog.
Compare to Grade 8, they were whole bunch of enthusiastic intellectual learners in their Grade 7 last year.
Macro
If we observe the present pyp learning structure and activities, the UOI as the main core of each inquiry unit interweaving with all content need to be taught in all subject area.
Fractual knowledge
The main misconception of most of the specialist teachers is that they are not intergrating the content to the UOI and expend the knowledge to the specific subject area, but they act as a supportive role for the homeroom teacher to deliver the UOI. Hence, the UOI loses it purpose as an "unit of inquiry", but it turns up to be a "theme" for all. There is a thin line between thematic learning and inquiry learning, they might have exactly the same activities, content and lesson plan, but the outcomes are vary.
Conceptual knowledge
The different between thematic learning and inquiry learning lie on the weighing of key concept in the lesson. If a teacher placing the key concept of UOI as the context of the entire unit, lesson will be deliver based on this "common ground" for all subject area. Hence, students are able to construct conceptual knowledge in abstract perception while making connection in all content(subjects).
Key concept in pyp is the generalization and principles(Dr Lynn's 3D curriculum) for all subjects, teacher should always refer to the main core rather than treat the "key concept" as a reflection tools or thinking tools. This is the main issue in current pyp structure and it affects the students thinking level drastically.
Two weaknesses:
1) Basic knowledge of all subject area are not in depth.
2) Passive learning attitude, lack of motivation.
I was using pyp key concept to explain myp unit planner in their first lesson, compare and contrast the pyp and myp elements in detail in order to instil the basic understanding of the framework. Although we had a orientation workshop on the first week of the semester, they are still in the fog.
Compare to Grade 8, they were whole bunch of enthusiastic intellectual learners in their Grade 7 last year.
Macro
If we observe the present pyp learning structure and activities, the UOI as the main core of each inquiry unit interweaving with all content need to be taught in all subject area.
Fractual knowledge
The main misconception of most of the specialist teachers is that they are not intergrating the content to the UOI and expend the knowledge to the specific subject area, but they act as a supportive role for the homeroom teacher to deliver the UOI. Hence, the UOI loses it purpose as an "unit of inquiry", but it turns up to be a "theme" for all. There is a thin line between thematic learning and inquiry learning, they might have exactly the same activities, content and lesson plan, but the outcomes are vary.
Conceptual knowledge
The different between thematic learning and inquiry learning lie on the weighing of key concept in the lesson. If a teacher placing the key concept of UOI as the context of the entire unit, lesson will be deliver based on this "common ground" for all subject area. Hence, students are able to construct conceptual knowledge in abstract perception while making connection in all content(subjects).
Key concept in pyp is the generalization and principles(Dr Lynn's 3D curriculum) for all subjects, teacher should always refer to the main core rather than treat the "key concept" as a reflection tools or thinking tools. This is the main issue in current pyp structure and it affects the students thinking level drastically.
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