MIMIC MAKERS
“Mimic Makers combines urgency with agency in the hope of actioning change through a design-oriented collaboration with science and nature”.
In my most recent project, Mimic Makers, 275+ students come together for three days to connect design with science and nature to solve phenomenon-based problems. The project is strongly rooted in the concepts of project-based learning and many of the PBL Works resources were used and invaluable when planning to ensure that students have ample opportunity for collaboration and reflection.
External partners including local architects and biomimicry experts, as well as guest speakers from The Biomimicry Institute are connected with the project by presenting their work, demonstrating career pathways, and have helped to judge the event winners.
The five most suitable projects are submitted the the Biomimicry Institute’s Youth Design Challenge, providing a public product, and a sense of competition and authenticity to the project.
This project, including all resources and the project site, were created by me. Find out more here.
Above: A small sample of student project videos from 2023
Above: Informative press release (to staff and parents)
Above: Write up un Dunia, UWCSEA’s college magazine
Above: Recognition from the Head of School
STAFF INTERDISCIPLINARY PROJECT WORKSHOPS
I have supported internal professional development by planning and presenting Interdisciplinary-focused workshops during staff professional development days.
Shown below: Teachers were presented with a problem (light poverty) and were then provided with some context and were asked to develop a solution to a light poverty-related problem. Prototypes were made and then we unpacked each project, identifying the necessary concepts, skills and knowledge that students would need to know to complete each project and then assigned these to subject areas. In doing so, we effectively created a starting point for an IDU.
ADDITIONAL INTERDISCIPLINARY PROJECTS
I have many ideas for other interdisciplinary projects. Some planned and awaiting execution, some currently being planned. All of these projects are rooted in project-based learning and benefit from cross-curricular, interdisciplinary learning.
IDENTIFYING EXISTING CURRICULUM LINKS
All schools should have some form of scope and sequence or curriculum outline that documents which projects take place in each subject area and when, over the course of the academic year. The simplest way to develop in-curriculum interdisciplinary projects/units is by utilising what is already happening. To do this:
Identify shared concepts and subject matter across the curriculum
Provide time for departmental collaboration to plan project crossover
Some examples of units that have come out of this process are:
Print it for change: Using the power of language and print, students produced printed bags and t-shirts that spread a message that promotes awareness and/or change (English, Art & Textiles)
Indigenous: A cross-department investigation into the concept of indigeneity and how it is expressed through different subjects, culminating in a cross-curricular exhibition (Music, Drama, Food & Nutrition)
Tessellation: A graphic design unit that investigates shape and pattern (Maths & Art)
Note: This method may be the easiest/quickest but is likely the least ideal as the best IDUs come from something new where the outcome is something that wouldn’t be possible without the combination of subject areas.
‘YAAG’ Year at a glance document for middle school.