Transdisciplinary Units What is the meaning of Transdisciplinary?

Trans- Associated with the meanings of: Across Through Beyond Example: Transcend - to go beyond

Transdisciplinary To go BEYOND… the discrete facts the skills within the discipline the disciplines *Keep in mind, each of these elements are important to know and do, but we need to explore beyond to obtain understanding

Transdisciplinary Big ideas Conceptual Based on real-life context Issues and topics that are relevant to the student

Why teach beyond the disciplines and around important concepts? “Education for the understanding of significant ideas has been sacrificed for the memorization of isolated facts and the mastery of skills out of context. The expansion of the curriculum and the pressure to cover the syllabus have resulted in many students leaving school with superficial levels of understanding.” “By starting with the students prior knowledge…teachers can begin to promote real understanding.” (International Baccalaureate Organization, p. 15, 2007)

Why teach beyond the disciplines and around important concepts? “The exploration of concepts…leads students to an appreciation of ideas that transcend disciplinary boundaries…deepening their conceptual understanding as they approach those concepts from a range of perspectives.” “Transdisciplinary units, where concepts are used to support and structure the inquiries, provide a context in which students can understand…” (International Baccalaureate Organization, p. 15, 2007)

Transdisciplinary Units “A concept driven curriculum helps the learner to construct meaning…” (International Baccalaureate Organization, p. 15, 2007)

Transdisciplinary Unit Committee Familiarized ourselves with Understanding by Design Followed the Backward Design Process to create our units.

1. Identified Desired Results (Wiggins & McTighe, 2005) Examined content standards and review curriculum expectations The committee (elementary teachers, essentialists, administrators, school coaches, and curriculum coordinators) agreed to focus on the concept of “change”. Met by grade level and identified areas of the curriculum under change 4th grade: science (adaptation), reading, writing, media, and art

Identified Desired Results (cont.) (Wiggins & McTighe, 2005) Enduring Understanding: Concept driven, challenges / extends students prior knowledge, fosters inquiry, globally transportable “All living and non-living things experience change and continuity”

Identified Desired Results (cont.) (Wiggins & McTighe, 2005) Essential Questions Drive teacher inquiries Extend student inquiries Explore identified concept through a range of perspectives Examples of some essential questions: What enables organisms to survive? How does where organisms live affect how they live? How does form impact function?

2.Determined Acceptable Evidence (Wiggins & McTighe, 2005) How do we know the students understand? Think like an assessor! Shared formative assessments and created a performance task assessment

Determined Acceptable Evidence (cont.) (Wiggins & McTighe, 2005) Performance Task Assessment Goal Role Audience Situation Product, Performance, and Purpose Standards and Criteria for Success

3. Planned learning experiences and instruction. (Wiggins & McTighe, 2005) Shared our learning experiences in regards to the concept of change: Science - adaptation Reading - how author’s purpose impacts text, how does the author want to shape our thinking, how does the character evolve Writing - how understanding your audience impacts your writing Art - designing and creating art to promote function

Reference International Baccalaureate Organization (2007). Making the PYP Happen: A Curriculum Framework for International Primary Education. Cardiff, Wales, United Kingdom: Paterson House, Malthouse Avenue, Cardiff Gate. Wiggins, G., & McTighe, J. (2005). Understanding by Design Expanded 2nd Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development.