Building A Foundation in G6 Individuals and Societies | 人文社會學(xué)基礎(chǔ)篇 當(dāng)前時(shí)訊

Individuals

and Societies

(資料圖片僅供參考)

in Grade 6

At ISNS, Individuals and Societies (I&S) is a multi-disciplinary subject that students take in MYP and DP. We plan teaching and learning in a fun and engaging way to ensure that our students from G6 all the way to G12 are fostered their inquiry and investigation skills, as well as critical thinking, and communication skills.

This week, we interviewed our Grade 6 Individuals and Societies (I&S) Teacher MsGretchen to find out about theI&S subject inLower MYPand how it builds the fundation through MYP to DP.

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Framework and

Teaching & Learning

Individuals and Societies(I&S) takes up about 12% of students" academic time.

In I&S, we try to build knowledge and understanding, investigation skills, communication skills and critical thinking skills. In most units, we go through a cycle of building knowledge around a subject, then the students choose something to investigate and follow a research cycle, in which they decide what they are going to study or investigate.

After that, they build and follow an action plan to further their time management. The students collect all their research in a systematic way for them to communicate their findings in a real project (a speech, a paper or a website etc). At last reflection, it is important to reflect on how the research went and then build a plan for improvement in the future.

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Connection from LMYP to UMYP to DP

In lower MYP grade 6 through 8, we try to build their skills strongly by focusing on ATLs.

We use time management and effective notetaking, which helps students build organizational skills that they must have.

The first time when students started their I&S style research was PYPX, when they were in grade five. I always tell my students that every time a unit in Grade 6 is like doing a PYPX. Repeatedly, students follow that same process as they do in MYP through the years.

PYPX

By the time they get to grade nine, students need to complete a community project that requires all the organisation skills and communication skills that we"ve been building in I&S. Then in Grade 10, they will have the personal project when they could utilize all their skills and experience.

MYPX

Further in DP, students will engage in more of their own interests and investigations and communications about their learning in their knowledge and essays. Certainly I&S always feeds into the spirit of IB and the knowledge building and creating the lifelong learner from an intrinsic motivation standpoint.

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A Typical Unit

In grade six, we"re doing a full research project right now on human migration.

We spent the first part of the unit just learning how to take notes, using Cornell note-taking system and learning migration stories. We then developed a list of questions that we want to know when we learn about somebody"s migration:

Where did they come from,

Where did they go,

Why did they move and

What were the benefits and challenges

https://www.cornell.edu/

Students can get a well-rounded human version of migration and learn about migrations that have happened all throughout the world. They build this knowledge base and bring it in the second part to Shenzhen China.

Shenzhen is a city that has all been migrated to. It grew from four hundred thousand people in 1980 to fourteen million now. Instead of researching specific stories about migrations, they are writing stories about really immigrants. Students need to choose one person to interview and ask all those questions we"re looking for when we were researching the other migration stories.

They collect those and then they create a website about that person"s migration story. It includes the story, the successes, the benefits, the challenges, photographs, a map of the migration, and a timeline of how the migration happened.

At the end, they will include a knowledge reflection where they talk about what they knew before they started the unit and then what they know now.

A sample process of refection:

How did the research go

How did the time management go

What can you do better in the future

Once the website is completed, students will share it out on their tablet to the school. They will receive feedback from all the teachers.

Tips for learning I&S

“To teach my students short-term time management using the Pomodoro method, which is that you work for 20 to 25 minutes, then take a 5-minute break. It kind of seems obvious but students don"t know that. If I can build that practice in, that is something they can use all the time. It really helps them get their work done and engage with their work. It is really important for an 11- and 12-year-old brain.”

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6年級人文社會學(xué)

在ISNS，人文社會學(xué)科(I&S)是學(xué)生在中學(xué)和高中階段學(xué)習(xí)的一門多元學(xué)科。我們以有趣和引人入勝的方式規(guī)劃和教授科學(xué)，以確保培養(yǎng)6到12年級學(xué)生的探究和調(diào)研研究技能，以及批判性思維和溝通技能。

本周，我們采訪了6年級人文社會學(xué)科 (I&S) Gretchen 老師，了解 I&S 學(xué)科如何從初中低年級過渡到初高中高年級。

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課程框架和教與學(xué)

I&S在初中階段的比例是約占學(xué)生12%的學(xué)習(xí)時(shí)間。

在I&S，我們竭力于建立知識和理解調(diào)查技能、溝通技能和批判性思維技能。在大多數(shù)單元中，我們會進(jìn)行一個(gè)圍繞某個(gè)主題構(gòu)建知識的循環(huán)，然后學(xué)生選擇要調(diào)查的內(nèi)容并遵循研究循環(huán)，在這個(gè)循環(huán)中他們需要決定學(xué)習(xí)或調(diào)查的內(nèi)容。

之后，他們制定并遵循行動(dòng)計(jì)劃以進(jìn)一步進(jìn)行時(shí)間管理。學(xué)生以系統(tǒng)的方式收集他們所有的研究成果，以便他們在實(shí)際項(xiàng)目（演講、論文或網(wǎng)站等）中交流他們的發(fā)現(xiàn)。最后學(xué)習(xí)反思，重要的是要反思研究的進(jìn)展情況，然后制定未來的改進(jìn)計(jì)劃。

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中學(xué)到高中的銜接

在初中低年級階段（ 6至8年級），我們會通過關(guān)注學(xué)習(xí)技能來增強(qiáng)學(xué)生們的學(xué)習(xí)能力。我們使用時(shí)間管理和有效的筆記記錄，幫助學(xué)生培養(yǎng)他們做研究必須具備的組織能力。

學(xué)生們第一次開始他們的I&S風(fēng)格研究是在小學(xué)五年級畢業(yè)展的時(shí)候（PYPX）。我總是告訴我的學(xué)生們，每次進(jìn)行6年級的單元研究，就當(dāng)做PYPX來做。多年來，貫穿整個(gè)MYP的過程中，學(xué)生們一直采用同樣的方法。

PYPX

到九年級時(shí)，學(xué)生需要完成一個(gè)社區(qū)項(xiàng)目，該項(xiàng)目需要用到在 I&S 中培養(yǎng)的所有組織技能和溝通技能。然后在10年級，他們將有個(gè)人項(xiàng)目，他們可以利用所有的技能和經(jīng)驗(yàn)。

MYPX

在DP的進(jìn)一步發(fā)展中，學(xué)生將更多地參與他們自己的興趣項(xiàng)目以及關(guān)于他們在知識和論文中學(xué)習(xí)的調(diào)查和交流。當(dāng)然，I&S始終從內(nèi)在動(dòng)機(jī)的角度融入IB精神以及知識構(gòu)建和培養(yǎng)終身學(xué)習(xí)者的精神。

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典型單元

在六年級，我們正在做一個(gè)關(guān)于人類遷徙的完整研究項(xiàng)目。

我們在本單元的第一部分學(xué)習(xí)了如何做筆記、使用康奈爾筆記法，學(xué)習(xí)遷移故事。然后我們制定了一份我們想學(xué)習(xí)和了解的關(guān)于移民歷程的問題清單：

他們從哪兒來

他們?nèi)チ四睦?/p>

他們?yōu)槭裁匆w移

遷移后的好處和挑戰(zhàn)有哪些

康奈爾筆記法：https://www.cornell.edu/

學(xué)生可以獲得全面的人類遷移版本，并了解世界各地發(fā)生的遷移。他們建立了這個(gè)知識庫，并在第二部分將研究對象放在中國深圳。

因?yàn)樯钲谑且粋€(gè)外來人口聚集的城市。它的人口從 1980年的40萬增長到現(xiàn)在的1400萬。與單單研究關(guān)于移民的具體故事不同的是，學(xué)生們需要撰寫關(guān)于真正的移民的故事。學(xué)生需要選擇一個(gè)移民來深圳的人進(jìn)行采訪，提問所有的關(guān)于遷移他們想知道的問題。

他們收集這些信息，然后創(chuàng)建一個(gè)關(guān)于這個(gè)人遷移故事的網(wǎng)站。網(wǎng)站包括故事、成功的過程、遷移后的好處、挑戰(zhàn)、照片、遷移地圖以及發(fā)生的時(shí)間表等。

最后，他們進(jìn)行知識反思，討論對比開始該單元之前所知道的知識和現(xiàn)在所知道的知識。

知識反思的示例過程：

大家研究進(jìn)展的如何

同學(xué)們時(shí)間管理是怎么進(jìn)行的

將來可以做什么更好

網(wǎng)站完成后，學(xué)生將在平板電腦上將其分享給學(xué)校，然后他們會收到所有老師的反饋。

學(xué)習(xí)人文社會學(xué)的小建議

“使用番茄工作法教我的學(xué)生進(jìn)行短期時(shí)間管理，即工作20到25分鐘，然后休息5分鐘。這看起來很明顯，但很多學(xué)生不知道，如果他們可以養(yǎng)成這個(gè)習(xí)慣，一直使用這個(gè)方法，確實(shí)可以幫助他們高效完成工作并投入工作，這對于11歲和12歲學(xué)生的大腦發(fā)育來說真的很重要。”