老師不是“獨(dú)行俠”！

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什么時(shí)候1+1> 2？

答：做錯(cuò)的時(shí)候。

還有，就是——在啟明星的UOI課堂（探究單元課堂）上。

中、英文老師會(huì)合作備課，

圍繞同一個(gè)主題，從不同側(cè)面教學(xué)，

時(shí)機(jī)合適，

數(shù)學(xué)、美術(shù)、體育老師也會(huì)“跨界加盟”！

老師們不是“獨(dú)行俠”，

大家共享資源、彼此配合——

讓知識(shí)在不同學(xué)科間“串門”、流動(dòng)、遷移：

孩子們的學(xué)術(shù)水平的中英雙語能力不斷提高，

還因?yàn)槔蠋焸兛鐚W(xué)科的合作，

獲得了特別深入、豐富的學(xué)習(xí)體驗(yàn)。

我們的中、英文老師為UOI課堂一起備課，是非常獨(dú)特的！但在很多其他學(xué)校，策劃UOI單元往往只被交給其中一方，用單一語言完成。

——Stacy Andell

三里屯校區(qū)執(zhí)行校長

孩子們

學(xué)到了什么？

我們以4年級(jí)UOI單元《世界如何運(yùn)作》的生態(tài)系統(tǒng)主題學(xué)習(xí)為例：

英文探究課

學(xué)習(xí)生態(tài)不只是學(xué)知識(shí)，更是在用英文認(rèn)識(shí)這個(gè)世界。

這一次，孩子們用英文探索了極地生物圈和熱帶雨林，了解了不同的生態(tài)系統(tǒng)是如何運(yùn)作的。

他們學(xué)習(xí)了大量與生態(tài)相關(guān)的英文詞匯和表達(dá)——這是當(dāng)今世界最值得關(guān)注、也最實(shí)用的重要主題之一。

課堂上，學(xué)生們通過視頻、書籍、以及老師特別整理的資料多維度學(xué)習(xí)，邊讀邊想，邊學(xué)邊探究。

最后，孩子們都用自己最喜歡的方式展示成果：有人做了3D模型，有人畫了漫畫書，還有電子書。

學(xué)習(xí)過程像他們學(xué)習(xí)的生態(tài)系統(tǒng)一樣——多樣、鮮活、充滿生命力。

中文探究課

學(xué)習(xí)要和身邊生活緊密相連。中文課堂上，孩子們深入了解了海洋和濕地生態(tài)系統(tǒng)，特別關(guān)注身邊熟悉的地方——野鴨湖、亮馬河、朝陽公園。

他們通過寫觀察日記、看視頻、寫記敘文等方式練習(xí)中文表達(dá)。

更妙的是，中英文課堂相互呼應(yīng)：在英文課學(xué)到“predator（掠食者）”，中文課又用另一種語言去理解同一概念，印象更深，理解更透。

最后，孩子們還自編自導(dǎo)了一出生態(tài)保護(hù)主題的中文戲劇，走上舞臺(tái)，為幼兒園的小朋友們演出。

數(shù)學(xué)課

數(shù)學(xué)也能和探究單元緊密相連。

比如在這個(gè)單元，有多種方式把數(shù)學(xué)融進(jìn)學(xué)習(xí)：

從概念出發(fā)——

UOI課堂上講到“連系”這個(gè)概念：生態(tài)系統(tǒng)里的事物彼此相連。

數(shù)學(xué)課上，講“面積”時(shí)也能融會(huì)貫通——

比如公頃和平方公里之間的換算，就是它們的“連系”。

從應(yīng)用出發(fā)——

當(dāng)UOI課堂討論到某個(gè)區(qū)域的面積，

數(shù)學(xué)課就變成了思考的延伸：

“如果在100公頃的森林里伐木20%，還剩多少？”

數(shù)學(xué)不再是孤立的數(shù)字，

而和中英文一樣，是理解世界的一種語言。

合作備課是非常必要的。老師們共享各自豐富的知識(shí)與經(jīng)驗(yàn)——這些往往是個(gè)人獨(dú)立工作時(shí)無法獲得的。

學(xué)生是這種合作的直接受益者。他們獲得了結(jié)構(gòu)更清晰、內(nèi)容更生動(dòng)、意義更深刻的課堂。

——Adam Hough

三里屯校區(qū)PYP課程協(xié)調(diào)員兼語言支持老師

想要深度體驗(yàn)我們的跨學(xué)科IB課堂，請(qǐng)參加11月8日、11月15日啟明星開放日

這樣的課堂

是怎么來的？

每一年，啟明星每個(gè)年級(jí)都學(xué)習(xí)6個(gè)UOI單元，每個(gè)單元進(jìn)行6周。

老師們會(huì)舉行多輪會(huì)議，細(xì)致規(guī)劃教學(xué)環(huán)節(jié)，確保各個(gè)學(xué)科教授的內(nèi)容一致，相得益彰：

首先，中文、英文主班老師和PYP課程協(xié)調(diào)員一起，確定本單元的學(xué)習(xí)目標(biāo)、設(shè)計(jì)課堂活動(dòng)與評(píng)估方式；

然后，PYP課程協(xié)調(diào)員再和美術(shù)、數(shù)學(xué)、體育等科目老師溝通，找到這些學(xué)科的切入點(diǎn)，實(shí)現(xiàn)圍繞同一概念的多學(xué)科教學(xué)；

所有這些討論不只發(fā)生在會(huì)議室里——

走廊上、年級(jí)組例會(huì)、早晨問候、

甚至午餐時(shí)的閑聊，

都可能誕生新的合作靈感！

每個(gè)孩子

不一樣！

在啟明星，老師們?cè)诤献鱾湔n時(shí)，總會(huì)記得一件事——每個(gè)孩子都不一樣。

比如英文老師會(huì)根據(jù)學(xué)生的學(xué)習(xí)數(shù)據(jù)分組：A組去探索“極地”，B組研究“雨林”，每個(gè)人都有適合自己的材料和挑戰(zhàn)。

到了單元的最后評(píng)估環(huán)節(jié)，更有趣的是——學(xué)生可以“自由選擇展示方式”：畫漫畫、做3D模型、演講，甚至編排戲劇，都可以！

這樣一來，每個(gè)孩子都能發(fā)揮自己的強(qiáng)項(xiàng)，也能在自己想提升的方向繼續(xù)發(fā)光。

還有

社會(huì)創(chuàng)新行動(dòng)！

社會(huì)創(chuàng)新，是啟明星的亮點(diǎn)之一，

也是我們UOI課堂的“底色”。

老師們總會(huì)鼓勵(lì)學(xué)生——

把學(xué)到的知識(shí)，用來讓身邊的世界變得更好。

就像這周五，4年級(jí)的同學(xué)們將把他們創(chuàng)作的生態(tài)保護(hù)主題戲劇搬上舞臺(tái)。

他們專門演給同校園的艾毅幼兒園小朋友看。用“孩子演給孩子”的方式，傳遞環(huán)保的理念。

從知識(shí)拼圖到個(gè)性化支持，

再到讓孩子實(shí)現(xiàn)社會(huì)創(chuàng)新想法的舞臺(tái)，

合作備課讓啟明星的課堂真正“活”起來。

這樣的課堂，

1+1不單大于2，

還會(huì)得出個(gè)無窮大的數(shù)字呢！

小神獸的“旋風(fēng)”一日

Malcolm Pritchard博士對(duì)話中學(xué)生：15分鐘，撬動(dòng)成長

Take a guess: when does one plus one not equal two?

One answer is—when you have made a mistake.

But there’s another answer too: when you are in a Daystar Academy UOI classroom.

At Daystar, Chinese and English teachers design lessons around the same theme. When the timing is right, math, art, and even PE teachers also “join the collaboration” across disciplines!

All of this begins with collaborative lesson planning, where teachers from different subjects share resources and coordinate closely together.

This teamwork allows knowledge to “travel” through different classrooms, and build meaningful connections across disciplines.

This helps students strengthen their bilingual academic skills and deepen their conceptual understanding through interdisciplinary learning.

What'svery unique and specialabout our school is that our Chinese and English teams work together to plan our unit of inquiry.

A lot of other schools kind of leave that to one side, one language.

——Stacy Andell

Executive Principal of Elementary School Sanlitun Campus

What Are Students Learning?

Let’s Peek At A Real Example: Fourth Grade UOI Unit: How the World Works (Ecosystems)

English Inquiry Class

Students focused on theArctic and rainforests, exploring the concept and knowledge of ecosystems.

They practiced relevant English vocabulary and expressions, using a variety of materials — videos, books, and teacher-generated resources.

In the end, each student chose creative ways to demonstrate their understanding, such as: building 3D models, drawing comic books, or making digital books...

Chinese Inquiry Class

Students focused onocean and wetland ecosystems, including nearby examples such as Yeyahu Wetland, Liangma River, and Chaoyang Park.

They practiced written and spoken Chinese through observation journals, narratives, and videos.

Concepts introduced in English class were reinforced in Chinese—for example, “predator” in English and “掠食者” in Chinese. Learning the same concept in two languages deepened comprehension and strengthened retention.

For their final assessment, the students created a Chinese drama about ecological protection—and performed it for the kindergarteners!

Math Class

Math could also be part of this unit in multiple ways:

From a conceptual outlook:

While in their English class, students discussed how everything in an ecosystem is interconnected, math lessons extended that concept by exploring relationships between units: converting hectares to square kilometers.

From a word problem perspective:

When the UOI unit was discussing an area, math teachers could built on that by creating practical word problems: “If twenty percent of a 100-hectare forest is logged, what percentage remains?”

Collaborative planning is necessary because when teachers collaborate, they have a wealth of knowledge and experience to work that they wouldn’t have on their own.

For students, they then get the fruit of this collaboration and when our knowledge and experience come together, they get teachers that are generating well organized, engaging, meaningful lessons that are well crafted by a group of experts.

——Adam Hough,

Daystar Academy Sanlitun Campus PYP Coordinator & Language Support Teacher

To experience our interdisciplinary IB classrooms in depth,scan to register our Open House

Nov 8, Nov 15

How Does Collaborative Lesson Planning Work?

Each grade at Daystar has six UOI inquiry units, each lasting approximately six weeks.

Teachers meet multiple times throughout the unit to plan every detail:

* Chinese and English homeroom teachers collaborate with the PYP coordinator to set learning goals, design activities, and plan assessments;

* The PYP coordinator then connects with art, math, and other subject teachers to identify meaningful interdisciplinary links.

At Daystar—a school where learning is truly at the heart of everything—planning discussions and conversation continues beyond formal meetings: in hallways, during grade-level meetings, in morning greetings, and even over lunch. A spark of teaching inspiration can arise at any moment!

Integrated Individualized Learning

Collaborative lesson planning reflects one of Daystar’s core principles — individualized learning.

In English class, teachers group students by learning needs based on data. Each group is provided materials tailored to their need: Group A might read about arctic ecosystems, while Group B focused on the rainforests.

For the final assessment, students have the freedom to choose how they showcase their learning: by creating a comic book, designing a 3D model, delivering a presentation, or producing a drama.

This approach allows each student to highlight their strengths while continuing to grow in the areas they want to strengthen.

Learning Through Social Innovation

Social Innovation is a signature feature of Daystar education and a core element of UOI units.

Teachers encourage students to apply their knowledge to inspire and create positive change in their community.

This Friday, fourth grade students will perform their ecological protection drama for the younger children at Ivy Kindergarten — sharing their learning and enthusiasm about caring for the planet.

From linking and integrating knowledge across subjects to individualized learning, and from collaborative lesson planning to social innovation, Daystar’s classrooms are alive with purpose and creativity.

Here, one plus one does not just fail to equal two— it multiplies into something infinite.

Selectives

Join the Daystar Bilingual Education – Starting at Age Five!

Dr. Malcolm Pritchard in Conversation with Secondary Students: 15 Minutes to Spark Change and Growth!