从估量“距离”到领会“世界如何运作”，跨学科合作是如何进行的？

在与人类进行乒乓球比赛时，机器人可以在一直保持反攻的状态吗？为了解答这个问题，七年级的学生决定开启一段全新的机器人学习之旅。即使这项任务充满了挑战性，但是对于具备IB课程思维的学生来说，学会充分运用MYP设计周期、IB学习者属性和ATL学习方法论，便能顺利地展开了这项研究。

Can a table tennis-playing robot keep up a rally against humans? To answer this question, our 7th graders decided to start a brand-new fun journey full of robots. The given task was not easy, however, students are already equipped with the necessary IB tools such as the MYP design cycle, IB profile learner attributes, and ATL skills to carry out the job successfully. 

探究以小组合作的形式进行，学生查阅档案资料，调查了机器人在当今社会和现代体育领域的重要性。在掌握了机器人的关键知识和概念后，学生开始与同伴分享他们的见解。知识层面上的沟通与交流，让学生对学习目标有了更深层次的了解。

第一阶段的理论学习结束后，便到了将知识付诸实践的时刻了。在EV3 Mindstorm（乐高机器人）套件的帮助下，小组成员开始组装乒乓球机器人，整个制作周期持续了3周的时间。在此实践过程中，七年级学生展示了强大的团队精神和共同协作能力。得益于此机器人的发明，乒乓球俱乐部的成员已经迫不及待地希望使用这些机器人助手来进行乒乓球训练了！

Initially, learners split into groups and investigated the importance of robots in our society and in modern sports. After grasping important knowledge and concepts about robots, students presented their understandings to their classmates. The exchange of facts gave students a greater understanding of their goals. 

Therefore, the first part, which was the theory, was achieved and now was the time to put all knowledge into practice. Each group started building their own ping pong robots with the help of EV3 Mindstorm kits. The building process took a challenging 3 weeks, however, 7th graders demonstrated their strong teamwork and collaboration skills. Our Table Tennis club members can’t wait to practice using these new robot helpers! 

“集体学习是一种高效共享信息的方式，通过这一途径，个人的见解可以存储在社区的集体记忆中，并得以代代相传。”正如七年级学生在“探险活动如何影响全球互动”这一单元中所学到的，信息的共享可以通过不同的沟通方式来实现。  

同一时段，小学三年级学生正学习地球的大陆板块，探索人类是如何通过探险活动将地球陆地连成整体，还探究着航海家克里斯托弗·哥伦布及其地理大发现是如何影响全球互动的故事。

"Collective learning is the ability to share information so efficiently that the ideas of individuals can be stored within the collective memory of communities and can accumulate through generations". As Grade 7 students have learned in their unit 'How does exploration affect global interactions?', sharing information can be done through different means of communication.   

At the same time, in PYP Grade 3 students were exploring the different continents of our planet. To then discover how people have connected through exploration across the globe. They learned about Christopher Columbus and how his discovery affected global interactions.  

当被问及是否愿意把握机会进行集体学习并成为勇于冒险的人时，七年级的学生积极响应，期待着与三年级的学生分享他们对这一单元内容的知识和见解。在3月9日，他们很快地收拾好资料，带上调查作品，自信地踏上这段知识共享的旅程。抵达三年级的教室后，七年级学生受到了热烈欢迎，犹如任何一场冒险，总有惊喜相伴——因为在此之前，七年级以为三年级学生会是害羞的听众。然而，迎接他们的是热情的交流者，在此氛围烘托下，他们兴奋地分享知识和他们所创作的作品。 

The opportunity was there for the risk-takers interested in taking it. When asked, the 7th graders were excited to share their knowledge and understanding from this unit with the 3rd graders. So, on March 9, they packed their materials, carried the evidence of the work that they had investigated, and confidently set off on their journey. Upon arrival, they were warmly welcomed, and like in any good adventure, there are always some surprises. Even though Grade 7 students were expecting shy listeners, they were greeted by eager communicators excited to share their knowledge and the different work they had produced.  

七年级学生一直致力于提高TWIS的集体学习能力，他们自豪地展示了大型世界地图，并根据个人研究在地图上标注了不同探险家的路线。即使年级不同，但相同的是他们都对探险家的冒险故事充满了好奇，因此，这一学习时刻变得趣味无穷。在离开之时，三年级的学生依依不舍，盛情邀请七年级学生再次到来。

As Grade 7  remained committed to increasing the collective learning within TWIS, they proudly showed their large world map with different explorers’ routes marked on the map based on their individual research. It was a fun and engaging moment as the excitement about explorers’ exploits was shared between the two classes. The Grade 7s left with an open invitation to come and visit again. 

参考文献 Citation:

Anderson, Ray C., Collective Learning, Berkshire Encyclopedia of Sustainability, Berkshire Publishing Group Print, 2010. 

表演，作为一种表达形式，激励着人们使用别样的方式来表达自我、传达信息。俗话说，有艺术家的地方，就有表演艺术的呈现。基于这一理念，四年级的学生不走寻常路，选择在3月4日的学习庆祝大会上表演一场名为“普罗米修斯”的戏剧。该戏剧源于古希腊神话，讲述了一个泰坦人从众神手中盗走火种送给人类，给人类带来光明的故事。

Performances inspire people to express themselves in different ways to convey messages. There are as many performing arts as there are artists. With this notion in mind, on March 4, our Grade 4 students chose to go off the beaten track by performing a play called 'Prometheus' based on the Ancient Greek myth about a Titan who brought the man to life from clay and stole the secret of fire from the gods. 

学生将课程知识与表演艺术相结合，创造性地改编了原故事，让其更契合当下语境。除了戏剧表演外，学生还在舞台上表演了火热的希腊佐尔巴舞蹈，将此戏剧的所有角色聚集于舞台中央，共同随音乐起舞。

单元学习庆祝大会是一场总结，它体现了四年级学生理解人们表达自我的多元方式，学会如何看待和诠释不同的表演，以及欣赏和理解艺术在社会中的角色。

Both the script and plot of the play were creatively altered by the students themselves to suit younger viewers. They also performed a fiery Greek 'Zorba' dance that brought all the characters of the play together on stage as they danced in unison. 

This celebration of learning highlighted the great learning experiences of our students when it comes to understanding the diverse ways in which people express themselves, how people view and interpret different performances, and appreciating and understanding the role of art in society.

在“世界如何运作”的探究性单元中，二年级进行了一场不可思议的探索之旅。作为探究的一部分，他们学习了如何使用标准的测量单位如厘米（cm）和米（m），和运用一系列测量工具如尺子、带刻度的测量棒、卷尺和轮式测距仪等，学习着如何进行“距离”的测量。

在三月份的户外学习阶段，二年级学生被要求定义什么是“测量/估量”，然后运用这些新知识点来发展他们的批判性思维能力。在体育教师和班主任的共同合作下，学生选择正确的测量工具来测量棒球比赛中的场地距离，如垒间的距离、击球手的安全距离，以及测量垒本身的周长。 

Grade 2 have been on an incredible exploratory journey as part of their unit ‘How the World Works’. As part of our inquiry, we have made connections with PSPE baseball lessons and have learned how to estimate and measure using standard units such as centimeters' (cm) and meters (m) using a range of different items such as their everyday class ruler, meter ruler sticks, tape measures and even trundle wheels!  

Grade 2 were given the task of defining what ‘estimate’ means and then applying this new knowledge in order to develop their critical thinking skills by choosing the right measuring tool to estimate distances and properties of equipment within the game of baseball such as distances between bases, what would be a safe distance to be stood away from the batter and measuring the bases themselves for good measure. 

这与“世界如何运作”有什么关联呢？二年级的学生利用“火山带”这一内容与测量距离的内容相整合并从中建立关联。火山带是地球上众所周知的地质特征，当火山爆发或海啸袭来时，我们需要与危险保持一个安全的距离。因此，应用棒球课上所学到的估量距离的知识，学生理解了在紧急情况下应如何与危险之地保持相对安全的距离。趁此机会，教师也进行了安全教育的普及，当二年级的学生被问及假设他们在火山带内遇到紧急情况时，他们应如何作出反应，以及如何教导朋友和家人在同样的情况下保持安全，学会在遭受大自然袭击时估量这一安全距离。  

How does this connect to 'How the World Works' ? Grade 2 integrated this learning and made connections using ‘The Ring of Fire’. ‘The Ring of Fire’ is a well-known geological feature of our planet and it would be well advised to stand back when the volcano erupts or when a tsunami hits the waves; we need to be a safe distance away from danger! Therefore, we chose to implement the safety and distances needed to enjoy Mr. Jaime’s PSPE Baseball class to heighten awareness and make children aware of safe distances and how they can apply them in an emergency. Grade 2 were asked in a peer speaking task of how they would react if they were in an emergency within ‘The Ring of Fire’ and how to educate friends and family alike in the same situation to stay safe by estimating a safe distance away when mother nature strikes!