2.3 Disciplinary Practice (DP)

Disciplinary Practice (DP)

Disciplinary Practice (DP) refers to the specific ways of thinking, doing, and creating that are characteristic of a particular field or profession. It situates learning within authentic contexts that reflect how knowledge and skills are applied in the real world. Within any discipline, there are explicit workflow steps that guide how professionals manage and complete tasks.

To integrate the DP into the K-12 learning context, we have simplified the workflows to create DP Patterns for use in the Learning Design Studio. Please see the examples below.

Disciplinary Practice	Role of Learner	Details
Engineering Design	Engineer, Inventor	Description The disciplinary practice of 'Engineering Design' supports our young learners to apply their knowledge and skills in developing effective solutions to real-world problems. Like engineers and inventors, learners will engage in identifying problems, then ideate, design, create, and optimize solutions to address those challenges. Workflow steps Identify the problem Generate ideas for solutions Design the solution Construct a prototype Test the prototype's performance and optimize the product
Writing a News Report	Journalist	Description The disciplinary practice of ‘Writing a News Report’ supports our young learners in engaging with the inquiry-based process of writing. Like journalists, learners must collect and verify information, organize their findings logically, and write in an objective and impartial tone to create a timely, factual, and engaging report that helps audiences understand current events and issues. Workflow steps Identify the writing purpose, target audience, and key features of a news report Research, collect and organize information for the news report Draft the news report and fact-check the content Conduct peer and self assessment Revise and publish the news report
Mock Legislative Procedure	Legislator	Description The disciplinary practice of 'Mock Legislative Procedure' supports our young learners in collaboratively drafting legislation that addresses specific issues. Like legislators, learners engage in researching background information, analyzing the interests and impacts of various parties, and drafting legislative proposals. Through constructive collaboration, they work to reach consensus and develop legislation that incorporates ideas from different stakeholders. Workflow steps Identify aims through exploration: gather background information, understand the functions of the role, and clarify the purposes of the council meeting Research as an expert: search for information and focus on deepening understanding Prepare and share the first draft for mutual understanding, evaluation, and revision: propose measures suggested by stakeholders' representatives Conduct constructive and rational discussions to reach consensus Reach consensus and produce a collaborative output
Performance Production	Performer, Entertainer	Description The disciplinary practice of 'Performance Production' supports our young learners in transforming literature into engaging performances. Like performers and entertainers, learners will engage in reading and analyzing literature, developing scripts, collaborating in rehearsals, and performing for audiences to produce a compelling and expressive performance that effectively communicates the themes and messages of the literature. Workflow steps Determine the script Prepare for the show Rehearse Perform the show Receive audience feedback
Scientific Investigation	Scientist	Description The disciplinary practice of 'Scientific Investigation' supports our young learners in exploring the natural world and developing evidence-based explanations. Like scientists, learners will engage in formulating inquiry questions, proposing hypotheses, designing and conducting experiments, and using logical reasoning to draw informed conclusions that deepen their understanding of scientific phenomena and processes. Workflow steps Formulate an inquiry question Research and propose a hypothesis Design an experiment Conduct the experiment Analyse data and interpret results

1.1 CITE Introduction

1.2 IDEALS Introduction

2.1 Introduction

2.2 Intended Learning Outcomes (ILOs)

2.3 Disciplinary Practice (DP)

2.4 Pedagogical Approach

2.5 Curriculum Component Sequence

2.5.1 Curriculum Component Sequence Example - A STEAM Course

2.5.2 Curriculum Component Sequence Example - A Language Course

2.6 Task Taxonomy

2.7 Supplementary Learning Resources

3.1 UI Overview and Terminology

3.2 Learning Design Facilitator and Information Window

3.3 Pattern Library

4.1 Creating a Learning Design

5.1 Enterinng the Course Information

5.2 Exploring with the Learning Design Triangle

5.2.1 Intended Learning Outcomes (ILOs)

5.2.2 Disciplinary Practice (DP)

5.2.3 Pedagogical Approach

5.3.1 Creating Curriculum Components (CCs) Part 1

5.3.2 Creating Curriculum Components (CCs) Part 2

6.1 Entering the Course Information

6.2 Exploring with the Learning Design Triangle

6.2.1 Intended Learning Outcomes (ILOs)

6.2.2 Disciplinary Practice (DP)

6.2.3 Pedagogical Approach

6.3.1 Creating Curriculum Components (CCs) Part 1

6.3.2 Creating Curriculum Components (CCs) Part 2

6.3.3 Creating Curriculum Components (CCs) Part 3

7.1 Reviewing the Course Overview

7.2 Visiting the Designer Dashboard

8.1 iLAP Section Arrangement

9.1 Converting the Learning Design to ILAP

9.2 Exporting and Importing the Design In the LDS

10.1 Sharing Designs Publicly

10.2 Sharing Designs with Individual Users

10.3.1 Sharing Designs within a Group - What is a Group？

10.3.2 Sharing Designs within a Group - Creating and Managing a Group

2.3 Disciplinary Practice (DP)

Disciplinary Practice (DP)