Transdisciplinary Learning

This post will identify some of the features of the PYP that allow us to make transdisciplinary connections. I will then offer highlights of a recent unit of inquiry in Kindergarten. 

Transdisciplinarity broadens and deepens learning opportunities about significant and connected ideas. It adds more possibilities to an inquiry as concepts are uncovered and shared meaning is made, rather than added content to cover. In this way, transdisciplinary learning allows children more choice, voice and ownership in their learning. For more theory about transdisciplinarity please see this page from a website I started (and soon stopped!)

It is important to note that transdisciplinary learning can take place inside and outside of the programme of inquiry. Children are so often engaged in transdisciplinary learning in their play and inquiries as they have not been 'schooled' to separate disciplines. This past week, a group of children found broken plastic ducks from water play and decided to set up a repair shop. They experimented with different ways to fix the ducks. They then used loose parts in the classroom with the ducks to set up imaginary play involving medicine and toys for the ducks and their eggs. 

Some children wanted to make play dough. They followed the sequence of a recipe, measured amounts, solved fractional amounts, took turns, observed changes and were then creative with the play dough opening a creperie and making crepes and waffles. 

Some of the features of the PYP that promote transdisciplinary learning:

• The six transdisciplinary themes

• Conceptual understandings/central ideas

• Lines of inquiry

• Concepts (key and related)

• Questions (Teacher and student-initiated)

• Approaches to learning (ATLs) - formerly known as transdisciplinary skills

• Learner profile attributes

• Learning environments, resources, invitations and provocations

• Play

• Inquiry - wonderings and theories

How THE WORLD WORKS

Central Idea:

Designing structures is a process.

Lines of Inquiry:

• The choices we make as designers (Causation)

• Different materials and structures (Form)

• Different design processes (Function)

Related Concepts:

• Design

• Architecture

• Structures

• Materials

ATLs:

Communication - exchanging information; listen; speak logically; constructive feedback

Social - helping others to succeed; respectful, instructions, impact on others

Thinking - Creating novel ideas; diagrams; unusual connections; design improvements

Research - observation; gather information from primary and secondary sources

Self management - take on tasks, delegation; perseverance, strategies to remove barriers 

 

We began by observing different structures. 

Children were immediately connected to lines, shapes and colours. One child also stated they were all outside which later led us to test the theory of whether or not all structures were outside. 

All of the above experiences happened in the first day of the new unit with the following reflections made at the end of the day. We were very intentional about capturing children's theories, wonderings and connections as they played and during planned reflection times. We were also intentional in responding to these as we planned the next stages of the unit. 

Reflecting on this walk around school prompted many theories as we engaged in concept formation about the idea of structures. These theories prompted conversations and investigations in the days to come. 

We walked around the local area to observe structures and documented our working theories and wonderings. 

Children became very interested in towers and the measurements of different structures, comparing their sizes. We also learned the names of 2D and 3D shapes that were then used to name and describe the structures, as well as different types of patterns. 

In their free play, children now use a wider range of materials to build structures and make more informed choices throughout the design process. They often use trial and error and refine their structures. A group of children have chosen to use the green screen to share their learning about the size of towers to the rest of the school as part of the school news. Some recent structures in children's play have been more complex marble chutes, dens, homes for animals, castles and models of the Corona virus!

Children are now looking at structures from their home countries, comparing and contrasting the structures and locating them on world maps. 

Reflection 

What features of transdisciplinary learning do you most resonate with?

Which aspects are you working on developing?