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

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

Transdisciplinary Learning : From Concept to Improved Student Learning

Transdisciplinary Unit Committee

Page 2: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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-( Prezi w/interviews with students in pilots).

Page 3: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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.

Page 4: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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.

Page 5: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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."

Page 6: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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.

Page 7: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

Transdisciplinary Learning Uses the Understanding by Design

Framework

The ‘Big Ideas’of UbD

Page 8: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

What is UbD?3 Stages of (“Backward”) Design

Page 9: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

Overarching understandings

Knowledge and skill to be acquired

Essential Questions

Understanding by Design Template

The UbD template embodies the 3 stages of “Backward Design”

Transdisciplinary Learning template mirrors this template.

Page 10: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

The “Big Ideas” of Each Stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

Stage 1: Identify desired resultsUnpack the content standards and ‘content’, focus on big ideas

Stage 2: Determine acceptable evidenceAnalyze multiple sources of evidence, aligned with Stage 1

Stage 3: Plan learning experiences and instructionDerive the implied learning from Stages 1 & 2

What are the big ideas?

What’s the evidence?

How will we get there?

Page 11: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

EXAMPLE OF UNIT PLAN BASED ON UbD FRAMEWORK

Page 12: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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

Page 13: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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.

Page 14: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

Examples of Essential 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?

Page 15: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

You’ve got to go below the surface...

Page 16: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

to uncover the really ‘big ideas.’

Page 17: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

Transdisciplinary UnitsGrades K-2

Grade Unit Enduring Understanding

Essential Question(s)

Subject Area(s) Performance Task

K Weather Matters Change in our environment affect us.

How can observing patterns help us predict and understand?How can understanding changes in the weather help us to survive?

Science, Math, Language Arts/Poetry, Social Studies , Media

Weather report for season of student’s choice, expressing what the weather is like at that time and making a connection to their own life.

1 Survival All living things have needs.

What do we all need to thrive in our community?

Science, Social Studies, Math, Language Arts, Media

Students create a habitat for an assigned living thing as members of a research team for the Museum of Natural History.

2 Botany Science, Language Arts, Media

Page 18: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

Transdisciplinary UnitsGrades 3-5

Grade

Unit Enduring Understanding

Essential Question Subject Area(s) Performance Task

3 Change is Part of our World

Change has positive and negative affects.

Everything changes.

Why adapt?

How do we determine the impact of change?

How do we evaluate the impact of change?

Is all change good?

science, social studies, language arts, media and art.

Webquest

Presentation – Biome Research and Zoo Exhibit

4 Social Responsibility

How are we interconnected?

Healthy oceans are necessary for a healthy planet including all its populations.

Science, language arts, media

Letters in Advocacy of a Solution (ex: pollution in L.I. Sound, negative impact of humans on ecosystems)

Public Service Announcement

5 Perspective The position of the Earth in the Solar System affects the conditions of life on our planet

How does your perspective alter your view of the world?

Science, language arts, media

Choice of multimedia presentation demonstrating understanding of the earth’s position in the solar system and how that position sustains life on planet Earth.

Page 19: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee
Page 20: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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.

Page 21: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

How can this learning approach connect into my current classroom practice?

DISCUSSION

Page 22: Transdisciplinary Learning : From Concept to Improved Student Learning Transdisciplinary Unit Committee

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