ARTISTIC GYMNASTICS PRESENTATION

Transdisciplinary Learning in the PYP WELCOME

Develop an understanding of how content knowledge fits into a transdiscipllinary approach

Actively involve you as you develop your knowledge of the Primary Years Programme (PYP)

Build an understanding of transdiciplianry learning

Workshop Aim

What was your experience of school?

Traditionally school is....

New knowledge is understood Visible connections across subjects Knowledge memorisation isn't the sole purpose Development of skills

Multi Faceted Process

Development of skills

COMMUNICATION

RESEARCH

THINKING

SELF MANAGEMENT

SOCIAL

Maximised

Knowledge

Balance

How do we prepare our students to solve problems that we don't even know are problems yet?

How do we prepare our students?

A world that is ever changing A world where technology is advancing For jobs that don't exist yet

Transdiciplinary Themes

Designed for the needs of a changing world

I'

TransdisciplinaryLearning

InterdisciplinaryLearning

MultidisciplinaryLearning

Multidisciplinary Learning

Remain separate and exist side by side

Learning doesn't cross subjects

Different subject areas in their own right

Social Studies

Language

Maths

Interdisciplinary Learning

Skills used, knowledge developed, concepts explored

Subject areas still distiguiashable

Subject areas begin to overlap

Social Studies

Language

Maths

Transdisciplinary Learning

Integrated and no longer distinguishable

Many ingredients, different result

Subject areas are being taught

Transdisciplinary Learning

The practice of bringing knowledge together to understand the world

How does it look in practice?

Designed for the needs of a changing world

Image to theme connection Which image best suits which theme? What big ideas can you see emerging?

Look at each theme and notice the images...What do the images make you think of? What connections can you make? What might the students be learning about? Write any keywords that come to mind....

What do you THINK?

What do you WONDER?

What do you SEE?

Connect the Learning

causation

perspective

change

responsibilities

wellbeing

systems

rights

values

beliefs

culture

friendship

relationships

identity

belonging

Life changes influence our evolving sense of identity.

People’s values and beliefs can inform the way they lead their lives

Mental wellbeing contributes to personal development and social interactions.

Knowing ourselves and others can help build relationships.

Through exploring and connecting to the environment and others we develop a sense of belonging

Everyday I can learn about who I am and what I can do.

Making balanced choices helps us to have a healthy lifestyle.

Media literacy Locate, organize, analyse, evaluate and synthesize information from a variety of trusted sources, social media and online networks Information literacy Synthesizing and interpreting - Use critical literacy skills to analyse and interpret information Synthesizing and interpreting - Sort and categorize information: arrange information into understandable forms such as narratives, explanatory and procedural writing, tables, timelines, graphs and diagrams

Evidence of past civilisations can be used to make connections to present day society.

attitude and action

conceptual understandings

knowledge

skills

Characteristics of ancient civilisationsHow we know about the past Connections between past and present societies

Evidence of past civilisations can be used to make connections to present day society.

attitude and action

conceptual understandings

knowledge

skills

Traditionally we see school as a day of individual subjects where a teacher passes knowledge to the children. Each subject is taught in its own right and sometimes by different teachers Transdisciplinary learning is not separated into a rigid structure. Instead new knowledge is understood with visilbe connections across subjects. In a pyp school learning is recognised as a multi faceed process where knowledge memorisation is notthe sole purpose. Instead the development of skills such as htinking, communication etc are developed in every learner. The intention is htat these skills can be developed across all learning and strengthened over time as the students progress through teir EYS and primary educational journey. And without a balance of these skills the knowledge that they are able to and capable of gianing is not maximised. SO over the next hour or so , it's my aim to really dive deeper into that transdiciplinary learning model with you. And as we get started, I want to show you a very quick video . It's only around 4 minutes long. And while you watch it i want you to think and be mindful about how the world has changed since you were in school, even how hte world has changed in recent years and how it continues to change and evolve even now. Don't worrry there isn't going to be a test at the end. IT's really just an opportunity for you to reflect before I continue on our transdiciplinary journey.

Im not saying the PYP has all the answers but the PYP model WAS certainly designed with the needs of a changing world in mind. HOw do we prepare children for a world where answers can be quite literally given at the click of a button. And that is addresssed throguh the inquiry themes, the inquiry approach, teh transdisciplinary learning appraoch that the PYP models itself on.

And I'm going to stop the video there and start with those quesitons. How do we prepare our studnets HOw do we prepare them for a world that is ever changing, HOw do we prepare them for a world where technology advancing at such a fast pace. HOw do we prepare them for jobs htat don't exist yet? Using technologies htat haven't been invented? And as the question was posed... How do we prepare our students to solve problems that we don't even know are problems yet?

So I am actually going ot use a bit of a food analogy here...which if you bare with me will hopefully make complete sense in a moment or two.

I feel that before I can begin to explain what transdisciplinady learning looks like, I'd liek to give you an inishgt into what other approaches there are.

Interdisciplinarity learing Interdisciplinarity is likened to a stew if you like where the ingredients are noly partially distinguishable - they're beginnign to work together to create something diffent. ANd Interdisciplinary is a lot like that, where we see teh subject areas beginingto overlap and conenctions are begiinnignto be made through skills that are being used, the knowledge that is being developed, concepts that are being explored, but we can still see the subject areas such as maths, language, social studies as distinguiashable areas of learning.

Multidiciplinary learing Is like having a salad. YOu can very much see the ingredients and you can very much distinguish between those ingredeints - a tomato is a tomato, a cucuber is acucmumer and so on. put hem all together and they make up a salad. When it comes to multidiciplinary leanring we have the differnt subject areas that very much shine in their own light. MAths is maths, langauge is language and so on. Adn thelearning doesn't cross into any other subject areas, and they remain separate but as you see they exist side by side. ANdh tat is a model that I would say that most of us are very familiar with through our own educatinon.

THE PYP model was designed with the needs of a changing world in mind. And we have diffent tthemes that we build our teaching and learning around. These themes are called trans themes and essentially they are themes that the children can research into ans that can be related to a big idea, a real world problem or issue that is relevent, that is meanigful and that is constructive for todays world. Who we are, where we are in place and time, hHOw we express oursleves, how the world works, HWOO and STP On your tables you have ..... do an activity around unpacking the themes.

Trnasdisciplianry learing Transdisciplinary learning is likened to a cake. Tehre are many ingredients that go into the making of a cake as we all know but final result that we see in front of us is something completely differnt. And that is very much what trnasdiciplinary leanring is like. WE know that the subject areas such as maths, langauge and so on are being taught but but htey are so integrated with one and other. that they are no longer distinguashable as that. Within the PYP you will find the TRans leanring model at work- ANd at the core of transdisciplinary learning you will find the practice of bringing knowledge together to understand the world today. THe world that your children, our stundets are growing up in and leanring in. NOw I know the question on your lips is how doe shtat look in practice. BEcaus eits all very good for me to stand up here and talk about saladas and cakes and stews but how does htat all look in relaity. HOw does it look for your children here at ICS.

Take a look at the pictures What do you notice? Discuss your ideas at your table.

Images to help unpack each each theme

Write ✍down, or 🖌🎨illustrate your ideas on a chart paper or in your journal. Write down questions or wonderings that you have?

As you look at each picture, together, try to come up with a 📝list of keywords that might be related to these pictures. IS thre a theme? Why do you think that might be the theme? Read the trans theme descriptors, which theme could it comnnect to?

Trans themes

show the 6 themes and what bigger concepts may be included within each or show a range of CIs that may be the focus for a UOI.

Central Idea examples

Show the POI for one grade level and explain how teachers design opportuntites for students to develop their skills in many differnet disciplines. For example a reading lesson to identify sea pollution, a science invenstigation to identify a food change, or a writing task to take action with their new knowledge. In short it's rare to walk into a PYP classroom and see children completing exercises froma textbook. HOwever the subject knowledge is still throuigouhly covered. Through one inquiry skills and knowledge are covered in a broad and interconnect way. Int eh PYP the engagemetn within learning should be an open and exploritive process which crosses subject boundaries

Subject Knowledge Focus

Show the POI for one grade level and explain how teachers design opportuntites for students to develop their skills in many differnet disciplines. For example a reading lesson to identify sea pollution, a science invenstigation to identify a food change, or a writing task to take action with their new knowledge. In short it's rare to walk into a PYP classroom and see children completing exercises froma textbook. HOwever the subject knowledge is still throuigouhly covered. Through one inquiry skills and knowledge are covered in a broad and interconnect way. Int eh PYP the engagemetn within learning should be an open and exploritive process which crosses subject boundaries

Unit of Inquiry and Stand ALone Learning

Show the POI for one grade level and explain how teachers design opportuntites for students to develop their skills in many differnet disciplines. For example a reading lesson to identify sea pollution, a science invenstigation to identify a food change, or a writing task to take action with their new knowledge. In short it's rare to walk into a PYP classroom and see children completing exercises froma textbook. HOwever the subject knowledge is still throuigouhly covered. Through one inquiry skills and knowledge are covered in a broad and interconnect way. Int eh PYP the engagemetn within learning should be an open and exploritive process which crosses subject boundaries

I used to think, now I think

After today's session, what are your key take aways...

Look at each theme and notice the images...What do the images make you think of? What connections can you make? What might the students be learning about? Write any keywords that come to mind....

What do you THINK?

What do you WONDER?

What do you SEE?

Connect the Learning