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Class/grade: Grade 3
● transdisciplinary theme
Title:
An inquiry into the ways in which we discover and express ideas, feelings,
nature, culture, beliefs, and values; the ways in which we reflect on, extend and
enjoy our creativity, our appreciation of the aesthetic.
Age group:
School code: 7800
Messages
● central idea
People can create or manipulate messages to target specific audiences.
What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Goal: To inform children about the things that they need to consider when
choosing or playing digital/online games
Role: Information Disseminators (Students)
What lines of inquiry will define the scope of the inquiry into the central idea?
Scenario: You discovered that there are positive and negative things that digital
and online games bring to students like you. As a result of your learning in this
unit, you are going to inform the students of Domuschola and
Uranbo Elementary School the things that they need to consider when choosing
or playing online games in their computers and gadgets.
●
●
Come up with a song, a poem, a poster, or a short story that could send this
message to them.
Product: A song, a poem, a poster or a short story
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
questions?
Students watch a well known tv commercial. They will tweak the commercial to
attract different audiences,
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Line of Inquiry
Critical evaluation of
messages presented in the
media
Tuning-in:
Students are exposed to posters, book covers, poems, songs and videos. Students
analyze:
a. the feeling/emotions it tries to relay
b. the possible messages it tries to send
c. the author’s purpose of using the media
d. the possible audiences
Meaning of symbols- Students list down all possible and familiar meaning of
symbols that we usually see,
eg dove, cross, skull.
Students watch advertisement videos. Students are given specific audiences and
they give suggestions on
how to manipulate the advertisement to suit the given audience.
Using the same advertisement videos, students think of possible responses to the
message of the videos.
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
A. Transdisciplinary Skills
Thinking Skills:
●
Analysis-students analyze the message behind the songs, artwork, posters, ads and
covers that
will be presented to them.
●
Evaluation- students determine the significance of media in sending different
messages to people.
Social Skills:
●
Group decision - making - students
●
Cooperating - students work with other members of the class in every engagement.
Research Skills:
●
Observing - students observe how different media send different messages to people
●
Planning - students consider the most effective medium before sending messages
B. Learner Profile
●
communicators - students try to send different messages using different media
●
caring - students consider others’ opinion during the engagement.
How will the classroom environment, local environment, and/or the community be used
to facilitate the inquiry?
Classroom displays include posters, editorial cartoons,signs and symbols, songs,
poems and stories that may send different messages.
© International Baccalaureate Organization 2011
Reflecting on the inquiry
Realizations given by the students are actually equivalent to the central idea even
though the central idea was not revealed to them the entire time. Some of the
realizations are: Messages can be tweak or change to suit different audiences and
messages can be change to address the situation and needs of different
audiences.
Engagements were really rich because they were planned well to target its
purpose. Planning regularly played a great role in letting the students understand
the central idea.
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each student’s understanding of the central idea.
The assessment tasks should have been more focused into the concept of
manipulation of messages. This should have been more emphasized in order for us
to have a clearer assessment on whether the students have an in-depth
understanding of the central idea.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
Students understood that they could express the same idea or message, feelings to
different audiences. They also extended their creativity in tweaking commercials to
attract different audiences. They also applied that same understanding in doing
their summative assessment, an action to inform students about the considerations
that they need to have before buying or purchasing online games.
communicators - students interpreted and evaluated the messages that they see in
the posters,
videos and commercials.
caring - students considered others’ opinion during the engagement.
Reflecting on the inquiry
8. What student-initiated inquiries arose from the learning?
9. Teacher notes
A strategy that help my class understand the lines of inquiry was asking the
parents to
explain the concept to them as part of their homework. It even increased the rate
of
participation since most of them do their homework.
Finding Out
●
●
●
Sorting Out
Gauging, organizing or representing new information
●
●
Experiences and texts that add to the knowledge base. Emphasis on gathering
firsthand data in a range of ways (usually shared experiences)
Data collection
Line of Inquiry 1:
How media(images, text and music) is used to influence behaviour of target
audiences
Line of Inquiry 2:
Critical evaluation of messages presented in the media
Evaluating messages
Students go back to the videos and analyze the message behind
them by looking at the hidden message that they want to relay, including the
discreet messages or the implied messages.
Interview relatives and members of community
Activities to assist students to process and work with the information and ideas
they
have gathered about the topic (including exploring values)
Students create their own organizer showing the different messages they got
from the artwork they saw in the museum
The class comes up with a table that shows the different reactions that they
have after seeing each of the videos. Another column is added to determine
what will they do as a result of what they had seen
Students come up with a single illustration that would capture the influences
that media bring to its audience as mentioned in the article.
Students write an essay on how media is used to influence behavior of target
audiences.
Line of Inquiry 3:
How people respond to messages
The interview results were organized in such a way that the class applied what they
initially learned about the meaning of symbols. They used symbols to represent
similar answers. They came up with synthesized ideas about the reasons why people
respond to messages differently because of the following points:
a. everyone is unique
b. each one has his own beliefs, practices, experiences and
environment depends on the upbringing
Going Further
● Activities to challenge and extend
● Raising new questions, extending experiences, challenging assumptions. May be
individually negotiated.
Students go over their questions that weren’t answered. They take this opportunity
to conduct their own individual research.
Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be
individually negotiated. Students draw conclusions of what they have learnt. This
is an
important time to evaluate the success of the unit and the needs and achievements
of individuals. This is where students put it all together.
Students realized that people can always tweak or do something to the medium of
presenting to send a message to the different kinds of audiences. They acknowledge
the importance of evaluating everything that they hear, see and read because they
understood that there are always hidden or discreet messages.
From the understanding that they had during this unit, they are able to apply it
each time that they watch video or read text from the papers that are given to
them. This is
evident when we had an activity in our unit in English(Newspaper Style Report),
they said they need to check twice the ads that they see and reports that they
read.