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Transdisciplinary is deeply investigated through different questions and explorations throughout the students learning journey, leaving them with a layered understanding of themselves and the connections they have with the rest of humanity. Teachers, when effectively using this approach, do not compartmentalize learning,  but rather explore content within the context of inquiry. For instance, in a non-PYP school children who are learning about the math strand Data Handling may take a 40 minute lesson to have tally marks and graphs explained and then practice on their own through worksheets or extension activities. Children in a PYP context would explore the same content but within a different modality. While inquiring into themselves in the theme, Who we are, the students may notice that they all come from different countries. Teachers would grasp that moment and investigate Data Handling by helping the students create a survey in order to observe, collect and record data about the nationalities represented within in their community.

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student questions form the basis for curriculum. based in personal growth and social issues. Perform about the same on standardized tests. graduates discuss topics at a more sophisticated level

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Also called problem-based learning, or place-based learning.
builds on students prior knowledge, students display and share their results to the problem presented, which is a real-life problem
Studies show that in project-based learning students go beyond the minimum effort and they make connections to other subject and apply what they learned to real-life

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A transdisciplinary approach moves instruction beyond just blending disciplines. This approach links concepts and skills through a real-world context. Inquiry is one of the biggest differences in this learning approach verses the others. Transdisciplinary learning objectives require students to find answers to questions not only and questions they might have about the content.

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In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns (see Figure 1.3). Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum.

http://www.ascd.org/publications/books/103011/chapters/What-Is-Integrated-Curriculum%C2%A2.aspx

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Transdisciplinary:
The ‘ultimate’ on the ‘integration continuum’ (see figure below). The transdisciplinary curriculum:

Focuses on student-initiated questions and projects

Emphasises world contexts

Knowledge and skills are interconnected and interdependent – less emphasis on the subject area

Knowledge and skills from different subject areas are the focus of student initiated projects

The real life context is emphasised

Subject-area knowledge and skills are acquired informally

The students initiate and direct purposeful projects that are centred and connected to real life experiences

The students initiative, imagination and creativity are enhanced

https://unit-of-work-city-experience.wikispaces.com/Integrated,+Interdisciplinary+and+Transdisciplinary

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Transdisciplinarity is a new way of thinking and doing. Researchers need to be free to follow a problem across disciplinary boundaries. They should be empowered to draw upon the concepts and methods of other disciplines to create new solutions to industry and societal issues. And they should ask how the creation of knowledge can positively impact our most pressing contemporary problems.
http://www.cgu.edu/pages/8620.asp