Scribd
Upload
92 views

Example IDU Question Prompts For Students

This document provides example questions to guide students through the process of developing interdisciplinary understanding. It includes questions for students to evaluate disciplinary knowledge, evaluate interdisciplinary perspectives, synthesize knowledge to create an interdisciplinary product, and reflect on how their understanding has developed and enabled action.

Uploaded by

Carolyn Rose Rogero
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
92 views

Example IDU Question Prompts For Students

This document provides example questions to guide students through the process of developing interdisciplinary understanding. It includes questions for students to evaluate disciplinary knowledge, evaluate interdisciplinary perspectives, synthesize knowledge to create an interdisciplinary product, and reflect on how their understanding has developed and enabled action.

Uploaded by

Carolyn Rose Rogero
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Example IDU Question Prompts for students

Objective/Criterion A: Evaluating
Ai. Analysing disciplinary knowledge
Students can explore the below types of inquiries in terms of each participating
subject/discipline. Replace the underlined words with words applicable to the unit.
(Formative: discussions, exit tickets, etc, Summative: process journal entries or other oral or
written format task)

● What specific elements of disciplinary knowledge from this subject/discipline are valuable in
understanding this unit’s issue/problem/complex topic and concepts/ conceptual
relationships?

● How do the perspective and insights of this subject/discipline help me consider the causes,
scope and consequences of this unit’s issue/problem/complex topic?

● How does the inquiry approach of this subject/discipline provide me with tools needed to
address the issue/problem/complex topic that is the focus of the IDU?

● What differences and similarities do I notice in how each subject/discipline approaches this
issue/problem/complex topic and concepts/conceptual relationships?

● To what extent are the knowledge contributions of each subject equally important to
understanding this unit’s issue/problem/complex topic and concepts/conceptual
relationships?

Aii. Evaluating interdisciplinary perspectives


Students can explore the below types of inquiries during and after integrated learning
experiences and integrated task development.
(Formative: discussions, exit tickets, etc, Summative: process journal entries or other oral or
written format task)

● What new, more compelling or nuanced understanding(s) of this topic and statement of
inquiry do I have now because of the synthesis of these subjects?

● Strengths:

○ How does combining the perspectives and content of these subjects help me
understand this topic/ issue/ problem and statement of inquiry more fully than I
could through either subject alone?

● Limitations:

○ What could be limitations in combining these particular subjects?

○ What other subjects might add another dimension to my thinking about this
topic/issue/problem and statement of inquiry?

Objective/Criterion B: Synthesizing
Bi. Create a product that communicates purposeful interdisciplinary understanding

● During the product/outcome development process, students could consider questions such
as:

○ What knowledge elements from each subject/discipline could be combined to


communicate a new, integrated understanding?

○ Who is the intended audience/user of this product/outcome?

○ What types of product/outcomes might be most effective for communicating with


the intended audience/user?

○ Why do I think that a particular type/form of product or outcome would be the most
effective choice for communicating this/these understanding/s to the intended
audience?

○ What forms of communication would be most effective to use in the product or


outcome?

Bii. Justify how their product communicates purposeful interdisciplinary understanding

● In what specific ways does my product synthesize knowledge from both/all


subjects/disciplines to communicate interdisciplinary understanding?

● Notes:

○ Remember that interdisciplinary understanding is a new understanding, that could


not be developed through one subject alone (or through contributions from each
subject presented side-by-side).

○ Students should refer to evidence of their new interdisciplinary understanding


provided in their product.

Objective/Criterion C: Reflecting
Ci. Discuss the development of their own interdisciplinary understanding

● What did I already know about this issue/problem/topic prior to the unit?

● What types of disciplinary content did I think might be relevant to exploring and
understanding this topic/issue/problem (at the start of the unit)?

● How did my understanding of the knowledge/skills in each subject change over the course
of the unit?
● In what ways did my understanding of issue/problem/topic change or expand when I
combined the two disciplines in my product?

● What was my thinking process as I tried to combine the disciplinary knowledge into a
synthesized understanding? (ie. Did some aspects of each subject stay separate? Did
some things seem to blend together?)

● Did any subject/discipline seem more important to the purpose and outcome of the unit?

● In what ways did my understanding of the unit’s topic, issue, concepts, statement of inquiry
change over the course of the unit?

Cii. Discuss how new interdisciplinary understanding enable action

● What have I learned during this unit that has caused me to think differently about the world
and/or this topic/issue/problem/topic?

● How might my new understanding cause me to change something about my life in the
future?

● What types of action resulted/could result from the learning in this unit? (direct, indirect,
advocacy, research)

● What types of action do I hope my product could inspire?

● What further action might I be interested in taking based on what I’ve learned in this unit?

You might also like