‘Level up’ transdisciplinary skills

In the IB Primary years program, ‘Transdisciplinary skills’ play a critical role in planning, teaching, and assessing student learning. However, they are not often explicitly taught and when they are, it is usually in an isolated manner. For example, one might teach a mini lesson about ‘gather data’ as part of a unit of inquiry.

To reinforce the transdisciplinary nature of the skills and provide more opportunities for students to reflect and discuss them together, I designed a slightly gamified system.

Each skill is posted on the wall with an eight by one square grid underneath.

Each square represents a level. Every Friday, students are invited to nominate a skill to ‘level up’ and support their choice with examples from the week. For instance, a student could suggest that we have increased our ‘organizing data’ skill by learning how to use a new type of graph.

Each colored box represents a brief class reflection and discussion of a particular way to practice a skill.



The learning around this simple chart in barely ten minutes per week has been incredible, and occasionally students comment during class that we are practicing a certain skill.

Another benefit is that as our skill levels grow, it becomes more difficult to achieve higher levels. In the photo above, ‘Listening’ is at level seven with only one space to go. Many nominations have been made, but I have had to politely decline and explain that to achieve the final level of Listening, a new innovation will need to be discovered. I’m holding out for some expression of active listening, questioning or paraphrasing to improve clarity and understanding in communication.

Our skills reflection routine, for its minimal investment of time and materials, has provided opportunities to explore the nuances of each skill and highlight the importance of applying them in diverse contexts.

Perhaps before the end of the school year, we will finally level up the elusive Metacognition.


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Integrating public speaking, peer assessment, and data handling

As a formative assessment task within a unit focused on advertising, my class recently completed a learning engagement which integrated persuasive writing, public speaking, peer assessment, and data gathering, organization, and analysis.

Public speaking

The first step was for students to apply what they had learned around the central idea, ‘People create and manipulate messages to target and persuade specific audiences.’, by presenting their own persuasive speeches.

One of the most powerful tools we explored were TED talks about children.

We followed a typical writing process which featured prominently rehearsal and peer feedback.

Peer assessment

By emphasizing peer evaluation, there were many opportunities for me to model sensitive and effective critique as well as coach individual students and groups to develop as assessors.

When the day of the presentations drew near, students contributed their ideas about features of a persuasive speech which I synthesized into our Persuasive speech peer assessment rubric

Every student in the class used the rubric to evaluate every other student’s speech.

Data handling

This provided an authentic data handling exercise as students used a Persuasive speech peer assessment data organizer to gain deeper insights into their peer feedback.


I believe that the authenticity and social elements designed into the activity led to every student being extremely motivated to learn the concept and application of average.

Reflection

A further step that I considered including but decided against would be to teach the students how to use Excel or other spreadsheet software to organize and analyze their data. However, it didn’t seem appropriate at the time and I would prefer that the students experience this process in the old fashioned analog manner before introducing digital tools.