Transdisciplinary Learning : From Concept to Improved Student Learning

1. Transdisciplinary Learning :From Concept to Improved Student Learning Transdisciplinary Unit Committee

2. Agenda • Introduction – (Animoto - Butterfly CD) • Powerpoint Presentation – Includes reading, introduction to UbD and overview of units • Grade 1 Transdisciplinary Unit (example) • Break • A Day in the Life…(hand-out) • Demo Wiki – • http://transdisciplinary.greenwich.wikispaces.net • Grade Level Break-out (explore wiki resources) • Closure-( Preziw/interviews with students in pilots).

3. Essential Question: Why Transdisciplinary Learning? • Briefly describe what transdisciplinary learning means and why we should teach this way. • What are the critical differences between traditional teaching and transdisciplinary teaching? • How does this approach relate to the Vision of the Graduate? Questions based on reading entitled “What is transdisciplinary learning?” – follow questions on next page.

4. How is Transdisciplinary Learning Different from Multi- or Interdisciplinary? • Multi- and interdisciplinary approaches use a theme to learn about multiple disciplines; • The transdisciplinary approach focuses on the inquiry or process itself through the lenses of those disciplines. • The inquiry topic or issue should be meaningful and relevant to the student, a problem that is complex and worthy of solving, can provide multiple perspectives for addressing and providing solutions.

5. What is Inquiry? • The inquiry topic or issue should be meaningful and relevant to the student, a problem that is complex and worthy of solving, can provide multiple perspectives for addressing and providing solutions. • Inquiry: A student-centered, active learning approach focusing on questioning, critical thinking, and problem solving. It's associated with the idea "involve me and I understand."

6. What is Transdisciplinary Learning? • Transdisciplinary: Transdisciplinary learning is the exploration of a relevant issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences. • Transdisciplinary units culminate in authentic assessments with a genuine audience. • Transdisciplinary units weave throughout the school day and are taught through multiple disciplines.

7. Transdisciplinary Learning Uses the Understanding by Design Framework The ‘Big Ideas’ of UbD

8. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction What is UbD?3 Stages of (“Backward”) Design

9. Unit Template Overarching understandings Essential Questions Knowledge and skill to be acquired Understanding by Design Template • The UbD template embodies the 3 stages of “Backward Design” • Transdisciplinary Learning template mirrors this template.

10. Standard(s): Stage 1: Identify desired results Unpack the content standards and ‘content’,focus on big ideas Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s Stage 2: Determine acceptable evidence Analyze multiple sources of evidence, aligned with Stage 1 t a g e 2 Stage 3: Plan learning experiences and instruction Derive the implied learning from Stages 1 & 2 Learning Activities s t a g e 3 The “Big Ideas” of Each Stage: What are the big ideas? What’s the evidence? How will we get there?

11. EXAMPLE OF UNIT PLAN BASED ON UbDFRAMEWORK

12. Essential Questions and Transdisciplinary Learning • Essential questions frame the unit by provoking genuine inquiry and deep thought. • In developing units, much time was spent on developing a “burning” question that was worthy of inquiry or investigation. “burning” question

13. What Are Essential Questions? • Are arguable - and important to argue about. • Are at the heart of the subject. • recur - and should recur - in life and throughout the K-12 classrooms. • raise more questions – provoking and sustaining engaged inquiry. • often raise important conceptual or philosophical issues. • can provide organizing purpose for meaningful & connected learning - are interdisciplinary.

14. Examples ofEssential Questions: • What is friendship? Who are your true friends? • What is the relationship between popularity and greatness in literature? • Why did (do) people come to the United States? • What is the American Dream (is it fact or fiction)? • How has technology changed society?

15. You’ve got to go below the surface...

16. to uncover the really ‘big ideas.’

17. Transdisciplinary UnitsGrades K-2

18. Transdisciplinary UnitsGrades 3-5

20. IMPORTANT TO NOTE FROM THE PLAN • The Transdisciplinary Unit aligns with science, media, language arts – reading and writing – as well as the Arts. This is NOT an additional UNIT but replaces one of the three science units for the grade-level. • Units are intentionally aligned with Reading/Writing non-fiction units and include digital texts. • Resources, foundational lessons, assessments – and in some cases, Smartboard files ready to support teachers. • Additional time for PD to delve into units will be provided next year.

21. DISCUSSION • How can this learning approach connect into my current classroom practice?

22. Resources/Support • UbD/Transdisciplinary articles • Wiki resources : http://transdisciplinary.greenwich.wikispaces.net • Non-fiction text sets/digital bins • Webquest: Resources for Transdisciplinary Learning http://www.greenwichschools.org/page.cfm?p=9652