We have begun a unit of inquiry that could be considered a “slam-dunk”- an easy to teach unit with a clear summative task: designing a home. Here’s the central idea and lines of inquiry for this Where We Are in Place in Time:

Homes reflect cultural influences and local conditions.

• what makes a home
• how homes reflect local culture and family values
• factors which determine where people live

I bet if you are experienced PYP teacher, you have taught a unit similar to this. It’s a “good” unit, right? I’ve taught it before. It can be quite transdisciplinary when you think about all the wonderful social science and physical science that you can pull into this, along with art and math, if students design a model home.

I often ask myself two questions: So What? Now What? But I keep re-reading this sentence from the book Empower  by A. J. Juliani and John Spencer and it makes me want to extend my thinking to be more critical of these types of “slam-dunk” units. Here’s the brief excerpt from the book:

We began to empathize with our students, which led us to ask questions like the following:

What would our students care about (literary devices)?

What would be the best way to learn (the devices)?

How can we engage the students in understanding their purpose and use in the real world?

 

Now, in the book’s context, they are trying to determine the best approach to tackling literary devices for their eighth graders, but I could apply these same questions to any given unit of inquiry. In particular, that last question lingers in my mind.

SO WHAT?: Examining Units of Inquiry for Student Interest and Action

So what part of this is important and meaningful for students? So what aspect of this unit will have a lasting impact and build upon future learning?– is this going to be important for the next unit or next year? How immediate will they be applying these conceptual understandings or skills?

And now if I was to apply this So What principle and add those ideas from the Empower book, then I would begin reflecting on units of inquiry in the Programme of Inquiry (POI) through the lens of students who are driving the unit (and not us teachers).

So what part of this unit will students genuinely care about? (Do they actually care about homes?)

So what would be the best way for them to learn about homes?

So what aspect of the conceptual understandings will have a purpose and use in the real world?

 

NOW WHAT?: Examining Units of Inquiry for Meaning and Coherence

NOW WHAT -this has to do will the impact that learning will have on students.

Now what will students care about as a result of their learning?

Now what would be the best way to extend their thinking and develop new perspectives?

Now what can they transfer to future units? What use in the real world will these conceptual understandings have? Can they apply their knowledge in different ways to other subjects?

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We are embarking on Week 3 of this unit. I’m not suggesting that this unit is a “bad” unit–I think that the students will get a lot of learning out of this unit, especially since we are developing their awareness of family values, culture and how homes are designed for natural disasters.  I also think this is really meaningful, that the concept of “home” is a challenging one for our 3rd Culture Kids–is my home the one on my passport? Or the physical space I live in? Or the emotional space I inhabit? There’s a lot of relevance for our students’ learning in this unit. 

But I think we should always remain critical and challenge “easy” units because this can become very teacher-directed inquiry instead of releasing control of the learning over to students. As I reflect on the summative task, designing a home, I wonder how we can amplify their learning by providing more choice and voice in the matter. Considering how we give students more agency can shift this “slam-dunk” unit into new learning territory. It’s an idea that I will bring forward to our team, and it’s an idea that I hope you will hold in your memory and consider when you also come across these staple sorts of units.