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Unit Title

Articulation of Technology across the MYP’s “Approaches to Learning”

Course(s)

MYP

Designed by

Paul Swanson

Time Frame

Grades 6-12

Stage 1- Desired Results

Establish Goals

  • Students will actively learn all the tech skills necessary to be successful at school, at home, and in the future
  • Where students are missing key skills, they will receive support and training to pick up those dropped stitches
  • Integrative tech skills will be taught through the ATLs across the various subject areas and the advisory programme

Transfer

Learners will be able to....


What kinds of long-term independent accomplishments are desired?

  • be successful in their use of technology in all of their academic classes
  • be confident in their use of tech in future academic settings
  • appropriately use and find balance with technology when at home

Meaning

UNDERSTANDINGS

Learners will understand that...

  • technology sometimes aids and sometimes distracts from clear communication
  • collaboration allows us to know and do more than we are capable of in isolation
  • both real and virtual worlds require organizational work, balance, self-correction
  • information has both explicit and implicit meanings that they can both comprehend and create
  • the tools we use are not neutral - they affect the ways that we understand and interact with the world around us

Essential Questions

Learners will keep considering...

  • How do we articulate clear messages to a variety of audiences with diverse backgrounds and understandings?
  • How do we benefit from each others experiences in a collaborative context while still retaining our own voice?
  • How do we find organization, understanding, and balance in a world with an exponentially increasing quantity of information?
  • What can we learn from the media of the past about the reading and writing of today’s media?
  • What are the central problems of today’s digital world and how can we find creative, efficient solutions to them?

Acquisition

Learners  will know…

  • how to communicate effectively both in person and through their work within a variety of media and modalities
  • how to collaborate with a group or social network to problem-solve and create original products
  • how to manage and monitor their personal information, digital footprint, personal learning network, and digital life
  • how to understand and create a variety of media
  • how to use technology to leverage their own thinking and problem solving capabilities

Learners will be skilled at...

  • Communication
  • THROUGH INTERACTION - using photos, drawings, typography, and data visualizations to give dynamic presentations
  • THROUGH LANGUAGE - using language to create both textual documents and multii-modal media such as digital storytelling
  • Social Skills
  • COLLABORATION - using collaborative digital tools (eg. Google Apps) and social media to build connected knowledge and understanding
  • Self Management
  • ORGANIZATION - using digital tools to organize and manage emails, calendars, folders/files, LMS information
  • AFFECTIVE SKILLS - finding balance between real and virtual worlds; managing digital distractions
  • REFLECTION - being aware of their digital footprint and managing their own presence online
  • Research Skills
  • INFORMATION LITERACY - finding, understanding, analyzing, evaluating, using, and citing information from a variety of sources including books, articles databases, videos, social media, television, commercials, and infographs
  • MEDIA LITERACY - creating effective spreadsheets, maps, images, A/V recordings, animations, presentations and websites
  • Thinking Skills
  • CRITICAL - using computational thinking skills to decompose large problems and find efficient solutions
  • CREATIVE - using technology to enable innovative ideas and solutions
  • TRANSFER - knowing how to update their tech knowledge and skills to learn new software and technologies

Stage 2- Evidence

Code

Evaluation
Criteria

Transfer

Meaning Making

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of...

  • class and public presentations, papers, and digital stories
  • process journals showing effective collaboration with peers, teachers, and experts
  • reflection on digital life issues and success in finding balance
  • written analysis and evaluation of a variety of information and media sources
  • creation of spreadsheets, maps, images, A/V recordings, animations, presentations and websites to achieve specific academic or personal goals
  • use of computational thinking to break down and solve complex, real-world problems

Stage 3- Learning Plan

Code

Learning Events

Progress Monitoring

The actual learning events within this plan will be developed in collaboration with the MSHS teachers across the departments. Once we agree on our set of learning goals and framework, we will need to scaffold those goals across the grade levels and locate them appropriately across the subject areas.

Part of the progress monitoring will be project oriented and integrated into the subject areas, part of it will be self-diagnostic, and part of it will involve learners expressing their understanding directly.

Resources / Materials: