Teacher(s) Assam Arif Ashraf Subject group and discipline Unit title How can designers help people share their feelings MYP year: Year 4-5 Digital and Product design Unit duration (in 60 instructional periods) 25-30 min. Inquiry: Establishing the purpose of the unit Key concept (select 1) Related concept(s) (select 1 - 2) Global context & (exploration) Communication Funtion , form Identities and relationships Statement of inquiry Conceptual Understanding (Use key and related concept/s in an active sentence or statement): Statement of Inquiry (Conceptual Understanding + Global Context exploration): The form of a product can help it better function to enable people to communicate their feelings Inquiry questions 1. Factual line of inquiry: Factual Question/s: What mental health issues do children and teenagers often face? What psychological issues do people find hard to discuss? 2. Conceptual line of inquiry: Conceptual Question/s: Why do we find it hard to say how we feel? 3. Debatable line of inquiry: Middle Years Programme Unit planner 1 Debatable Question/s: Is a problem shared a problem halved? Objectives and their strands Summative assessment (MYP Subject Objectives and their stands) Description of the summative ass. task: All strands of all objectives (A, B, C and D) The student produces an ePortfolio that follows the design cycle to develop a solution (or range of solutions) which promotes community connection. Explain how the summative assessment task assesses the statement of inquiry: Students will create a product that can express their emotion using objects. Students will learn how good design can help people discuss mental health issues. The student must target one of the following audiences/clients: School community Local community A digital community Suggested solutions may be, but are not limited to, the following ideas: The redesign of a existing app or product to track our habits and emotions. Furniture design which facilitates face to face connection (must include the room design and how the furniture is allocated) A multi-player board game that allows for connection A physical object to help people communicate their emotions A virtual space that allows for purposeful connection (gaming, study group space, virtual meeting space, etc.) Approaches to learning (ATL) Middle Years Programme Unit planner 2 Thinking process to identify the ATL for the unit: Example: In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:] revise understanding based on new information and evidence (ATL Category: Thinking, Skill Cluster: Critical Thinking, Skill insicator: Revise understanding based on new information and evidence. Learning experience: Solve and problems using two different sets of data; interpret results.) ATL Identification Skill Category Skill Cluster Skill indicator Learning experience In order for students to (strand), students must…. Research Information literacy skills Make connections between various sources of Students will do some initial research to answer the following questions: information In order for students to (strand), students must… Social Collaboration skills Thinking Critical thinking skills Practice empathy carefully in order to recognize What mental health issues do children and teenagers often face? What psychological issues do people find hard to discuss? Students will dig deeper by identifying the issue or facts related to the mental issue which will require them to empathize. Students will look at existing products or platform and point out the positive features and explore according to the targeted audience. problems Self-Management Organization skills Set goals that are challenging and realistic Communication Middle Years Programme Unit planner Communication skills Organize and depict information logically Students before completing their final product will create sensible planning/drawing diagrams. Students will document their project by taking pictures or making videos explaining the process of their projects by showing the viewer their work or steps they took to complete the tasks. 3 Action: Teaching and learning through inquiry Learning process Content: Learning experiences and teaching strategies Formative Assessment Differentiation Standards, skills, concepts Resources Include all resources (textbook, journals, blogs, videos, web sites etc.) including specific information about each resource. Connect globally in the new era - immersive virtual events https://www.youtube.com/watch?v=dOH0CSyNE8gg Relationship-centred design https://designmuseumfoundation.org/007-human-to-relationship-centered-design/ https://blog.readymag.com/design-ethics-and-relationships-centred-practice-fea3e57670ef https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effectsexamples/#:~:text=Globalization%20means%20the%20speedup%20of,and%20populations%20around%20the%20globe Middle Years Programme Unit planner 4 Good website that gives a general understanding of mental health issues across the world is Popular news stories in each country shown visually http://ourworldindata.org/mental-health Research about human connection in virtual places https://www.avixa.org/av-topics/articles/how-might-we-support-human-connection-in-virtual-places The (virtual) reality of the hybrid workplace https://www.pwc.com.au/digitalpulse/virtual-reality-hybrid-office.html https://www.bdcnetwork.com/blog/revolutionizing-school-design-virtual-reality Virtual classroom https://www.youtube.com/watch?v=J83bEX-wWRA&list=TLGGmsa0qpysrW8xMDAzMjAyMg Mobility in the classroom for face-to-face learning https://www.stantec.com/en/ideas/topic/buildings/mobility-in-classrooms-creates-options-for-face-to-face-learning Sustainable workplaces: when community and technology create companies https://www.lamex.com/en/news/community-and-technology-create-companies Good website to write headline for the issue and headline will be ? http://pz.harvard.edu/resources/headlines Imaginary friends society http://youtu.be/XSPajCMWAis http://youtu.be/15i37h0XTZo Some apps for mental health Cove- www.cove-app.com Feeling good- http://play.google.com/store/apps/details?id=uk.co.positiverewards.feelgood&hl=en&gl=US Punkt- www.punktapp.me World first intelligent journal www.reflectly.app Online shops aimed therapists www.childtherapytoys.com Middle Years Programme Unit planner 5 www.playtherapysupply.com www.sensetoys.com Moonshot thinking help you make a product with bigger impact on others What is Moonshot Thinking - YouTube Human Centred design https://www.wired.com/insights/2013/12/human-centered-design-matters/ Design Kit Project management collaborative apps to analyze https://trello.com/ Collaborative drawing, design and collaboration online https://www.figma.com/figjam/ Metaverse and discord https://www.readthegeneralist.com/briefing/discord https://advertisinglaw.fkks.com/post/102h4l7/time-to-learn-about-discord-where-social-media-and-the-metaverse-collide IB Learner Profile: Caring International Mindedness: Interdisciplinary links: Service as Action: Middle Years Programme Unit planner 6 Reflection: Considering the planning, process and impact of the inquiry These are guiding questions to help teachers reflect. Prior to teaching the unit During teaching After teaching the unit What is the thinking that you have to do in order to make this unit a success? How is the unit unfolding? Are there things that you added, things that you deleted, things that you changed? (Keep track!) What made your unit successful? How was the learning? Why do we think that the unit or the selection of topics will be interesting? What do students already know, and what can they do? What have students encountered in this discipline before? What does my experience tell me about what to expect in this unit? What attributes of the learning profile does this unit offer students opportunities to develop? What potential interdisciplinary connections can we identify? What do we know about my students’ preferences and patterns of interaction? Are there any possible opportunities for meaningful service learning? What in the unit might be inspiring for community or personal projects? Could we develop authentic opportunities for service learning? What difficulties did we encounter while completing the unit or the summative assessment task(s)? What resources are proving useful, and what other resources do we need? What were the learning outcomes of this unit? How well did the summative assessment task serve to distinguish levels of achievement? Was the task sufficiently complex to allow students to reach the highest levels? What student inquiries are emerging? What evidence of learning can we identify? What artefacts of learning should we document? What can we adjust or change? Which teaching strategies were effective? Why? What skills need more practice? What was surprising? What is the level of student engagement? What student-initiated action did we notice? How can we scaffold learning for students who need more guidance? What will we do differently next time? What is happening in the world right now with which we could connect teaching and learning in this unit? How well are the learning experiences aligned with the unit’s objectives? What opportunities am I hearing to help students explore the interpretative nature of knowledge, including personal biases that might be retained, revised or rejected? (DP Theory of knowledge skills development) How will we build on our experience to plan the next unit? How effectively did we differentiate learning in this unit? What can students carry forward from this unit to the unit? To the next year/ level of study? Which subject groups could we work with next time? What did we learn from standardizing the assessment? How can we use my students’ multilingualism as a resource for learning? How do you plan to introduce the unit? What provocations will you use? How will the students become familiar with the key and related concepts? Middle Years Programme Unit planner 7