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Transdisciplinary Learning

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Presentation exploring transdisciplinary learning and teaching through the IB PYP.

Presentation exploring transdisciplinary learning and teaching through the IB PYP.

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  • 1. Exploring Transdisciplinary Learning
  • 2. Exploring Transdisciplinary Learning
    • To further our understanding of transdisciplinary teaching and learning
    • To identify some teaching and learning behaviours which reflect transdisciplinary teaching and learning
  • 3. “ Gove stresses ‘facts’ in school curriculum revamp” (BBC News, 20 Jan 2011)
  • 4. Use pages 1-14 of ‘The PYP as a model of transdisciplinary learning’. Treasure Hunt
  • 5. Page 5 “ The PYP endorses a belief that students learn best when the learning is authentic and transdisciplinary- relevant to the real world- where learning is not confined within the boundaries of traditional subject areas but is supported and enriched by them.” (From Making the PYP Happen) Page 1 “ Through acknowledging and aiming to meet the diverse needs of the student- physical, intellectual, aesthetic, cultural- IB World Schools implementing the PYP ensure that the learning is engaging , relevant , challenging and significant .”
  • 6. Read the 5 ‘Educational Belief Systems’ Place them in a tree shape based on your opinions- the base are the roots of education and learning (your most agreed with belief.
  • 7.  
  • 8.  
  • 9. 4 Questions to Discuss 1. How does transdisciplinary teaching support students to construct their own meaning? 2. What helps learners construct meaning? 3. What is the teacher doing in a constructivist classroom? 4. What hinders learners as they construct meaning?
  • 10. The need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes. (P68, Subject Annex; Language, MTPYPH)
  • 11. The learning process simultaneously involves learning ----------- —as learners (experience) listen to and use ----------- with others in their everyday lives; learning about ----------- —as learners grow in their understanding of how ----------- works; and learning through ----------- —as learners use ----------- as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of ----------- learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes. (P68, MTPYPH)

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