How is my understanding of PYP principles and practices evolving?
Learning about approaches to learning broadens my understanding of PYP curriculum!
In what ways can I apply learning from this workshop in my own learning and teaching?
I would like to challenge myself to work towards transdisciplinary learning by collaborating with homeroom teachers more frequently. I would also like to label my teaching with PYP language, such as concepts and approaches to learning.
What is your learning about the key elements of the PYP framework that promote transdisciplinary learning and teaching?
Learning about concepts helps me think about promoting transdisciplinary learning and teaching. With concept-driven curriculum, questions lead to a wide array of possible investigations that can crossover a variety of subjects. This can be intentional when teachers work together.
“Transdisciplinary learning is the way we learn outside of school throughout our life. Our experiences in the real world are not organized into subjects, but rather they are complex problems that require various modes of thinking and understanding across disciplines. This is why it is so important for students to explore information through transdisciplinary learning. The traditional way of learning, where students jump between independent subjects with little crossover of ideas, creates a false reality that learning is compartmentalized. Rather, learning is fluid and dynamic. For example, let’s think about a child building a model of a home. The child must think about where that home is located geographically. Is it in a place where flooding is common? Is it in a hot area? What do houses look like usually in this area? Why? This investigation reflects social studies topics. They must also think about design concepts in art and architecture to build their home. They must consider balance in how to keep their home steady and from giving into gravity, which is a science concept. They must also think about how to calculate even walls and proportional sizes, which is a math concept. This simple task of building a model home includes a variety of subjects, which should be highlighted in the child’s curriculum rather than isolated in one subject.”
How you are applying your learning about transdisciplinarity in your school?
I am meeting with homeroom teachers before new units to align our curriculum. I analyze their lessons, unit of inquiry and lines of inquiry. I am constantly making changes to connect to their other classes. I could better work with teachers if we were to plan farther in advanced.
How are you using concepts to help students make meaning of and connections to their learning?
The lines of inquiry help formulate concepts. I usually work through extensive exploration of ideas around the concept through project-based learning. Through these inquiries, they connect to their learning in other classes.
How are the approaches to learning contributing to student agency as they develop their skills to think, research, communicate, socialize and manage themselves effectively?
Agency thrives when students have the space and guidance for the approaches to learning skills. If students are given the tools to brainstorm, research, self-manage, communicate and socialize, they can successfully learn with agency.
Learning about approaches to learning broadens my understanding of PYP curriculum!
In what ways can I apply learning from this workshop in my own learning and teaching?
I would like to challenge myself to work towards transdisciplinary learning by collaborating with homeroom teachers more frequently. I would also like to label my teaching with PYP language, such as concepts and approaches to learning.
What is your learning about the key elements of the PYP framework that promote transdisciplinary learning and teaching?
Learning about concepts helps me think about promoting transdisciplinary learning and teaching. With concept-driven curriculum, questions lead to a wide array of possible investigations that can crossover a variety of subjects. This can be intentional when teachers work together.
“Transdisciplinary learning is the way we learn outside of school throughout our life. Our experiences in the real world are not organized into subjects, but rather they are complex problems that require various modes of thinking and understanding across disciplines. This is why it is so important for students to explore information through transdisciplinary learning. The traditional way of learning, where students jump between independent subjects with little crossover of ideas, creates a false reality that learning is compartmentalized. Rather, learning is fluid and dynamic. For example, let’s think about a child building a model of a home. The child must think about where that home is located geographically. Is it in a place where flooding is common? Is it in a hot area? What do houses look like usually in this area? Why? This investigation reflects social studies topics. They must also think about design concepts in art and architecture to build their home. They must consider balance in how to keep their home steady and from giving into gravity, which is a science concept. They must also think about how to calculate even walls and proportional sizes, which is a math concept. This simple task of building a model home includes a variety of subjects, which should be highlighted in the child’s curriculum rather than isolated in one subject.”
How you are applying your learning about transdisciplinarity in your school?
I am meeting with homeroom teachers before new units to align our curriculum. I analyze their lessons, unit of inquiry and lines of inquiry. I am constantly making changes to connect to their other classes. I could better work with teachers if we were to plan farther in advanced.
How are you using concepts to help students make meaning of and connections to their learning?
The lines of inquiry help formulate concepts. I usually work through extensive exploration of ideas around the concept through project-based learning. Through these inquiries, they connect to their learning in other classes.
How are the approaches to learning contributing to student agency as they develop their skills to think, research, communicate, socialize and manage themselves effectively?
Agency thrives when students have the space and guidance for the approaches to learning skills. If students are given the tools to brainstorm, research, self-manage, communicate and socialize, they can successfully learn with agency.