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Trans-diciplinary Learning

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Central idea: “Trans-disciplinary learning allows students authentically to make connection so that they can construct their own meaning and transfer meaning to real world applications.”

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What does TD teaching look like?

  • Authentic hands-on learning
  • Collaboration among staff and students
  • Integration of techology
  • Involves multiple subjects and disciplines

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What does TD teaching look like? 2

  • Field experiences and cultural community involvement
  • Open and flexible learning environment
  • Driven by student inquiry
  • Includes teacher and student reflection

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“TD learning means connecting relevant learning across disciplines and the real world.”

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“Learning that transcends the confines of the subject area to connect to what is real in the world.”

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Source:

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How tos: Macro

The planning stage

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The planning stage

  • Involving single subject teachers
  • Concept mapping using related concepts from the subject groups

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Concept map example

Z:\PYP Current\Concept Maps\Concept map for a proposed unit on Evolution.docx

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How tos: Micro

  • Connecting ideas
  • Implications of timetables
  • The central idea is central
  • Focusing questions

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Connecting ideas

  • Connecting using the key concepts
  • Connecting math strands to solve real world problems:

Z:\Teacher Staff\John\Math for Y6 unit on Governments (1).docx

  • Using subject knowledge to inform the inquiry

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What’s wrong with this picture?

Implications

of timetables

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The central idea

  • The students need to be reminded repeatedly about the central idea and/or the line of inquiry they are inquiring into
  • They, therefore, need to know when they are doing stand alone work.

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Focusing questions

  • Instead of identifying the subjects on the timetable, frame the day for your students with focusing questions
  • Single subject teachers (with some collaboration) may be able to provide you with the focusing question for their lesson

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Last thought

  • A trans-disciplinary curriculum implies the existence of disciplines
  • Therefore, within the units authentic discipline-specific skills need to be addressed
  • See: Subject specific scope and sequences

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