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Please indicate your team and add a summary of your "challenges" below:

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Please indicate your team and add a summary of your "challenges" below:

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Please indicate your team and add a summary of your "extensions" below:

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Please indicate your team and add a summary of your "extensions" below:

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Please indicate your team and add a summary of your "connections" below:

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Please indicate your team and add a summary of your "connections" below:

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By design, the language and intent of the transdisciplinary themes encourage learners to share their

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By design, the language and intent of the transdisciplinary themes encourage learners to share their

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voices and experiences to explore their understandings of human and natural worlds collaboratively.

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A transdisciplinary education, according to Nicolescu (2006: 14), “allows us to establish links between persons, facts, images, representations, elds of knowledge, and action and to discover the Eros [love] of learning during our entire life”.

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A transdisciplinary education, according to Nicolescu (2006: 14), “allows us to establish links between persons, facts, images, representations, elds of knowledge, and action and to discover the Eros [love] of learning during our entire life”.

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Because of the inquirers’ unique contexts and interpretations of data and events, it is unlikely

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Because of the inquirers’ unique contexts and interpretations of data and events, it is unlikely

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4

Learning and teaching

Transdisciplinary learning

that two inquiries of the same theme will arrive at the same outcome, leading to potentially new

realities and the transcendence of learning.

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persons, facts, images, representations, elds of knowledge, and action and to discover the Eros [love]

of learning during our entire life”.

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This enlightened knowledge, however, is not a result of greater disciplinary knowledge, but of children’s “potential for reacting critically on an answer, for drawing on relevant daily experience, for engaging in discussion and dialogue and benefiting from

such interchange” with people in their environment (Gardner and Boix Mansilla).

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The PYP transdisciplinary model upholds the belief that learners are better served when we support knowledge as a socially constructed process rather than an end goal, fixed and universal.

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"beyond" meaning knowledge creation....differentiating the PYP from the MYP and the DP

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Section 5 - Connecting the learning community

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Section 5 - Connecting the learning community

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"the value of transdisciplinary learning is the integration of knowledge and experiences from different participants, disciplines and perspectives, and not merely those of any single individual."

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Phrase from: "Connecting the Learning Community" Section - 

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Phrase from: "Connecting the Learning Community" Section - 

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"individual is mindful of the collective" - (Augsburg,2014: 237).

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enlightened knowledge

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A transdisciplinary education, according to Nicolescu (2006: 14), “allows us to establish links between

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A transdisciplinary education, according to Nicolescu (2006: 14), “allows us to establish links between

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persons, facts, images, representations, elds of knowledge, and action and to discover the Eros [love]

of learning during our entire life”.

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The transdisciplinary model aims to move learners beyond looking for “correct” solutions towards a model that reflects the changing times.

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The inclusion of “beyond” emphasizes the role of the subject in knowledge creation, and clearly

distinguishes transdisciplinary from multidisciplinary and interdisciplinary.

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The value of transdisciplinary learning is the integration of knowledge and experiences

from different participants, disciplines and perspectives, and not merely those of any single individual.

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... the inquirers are the main actors of every inquiry

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Section 5 - Connecting the learning community

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Section 5 - Connecting the learning community

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shared responsibility and accountability based on collectively shared ethical values.

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This enlightened knowledge, however, is not a result of

greater disciplinary knowledge, but of children’s “potential for reecting critically on an answer, for

drawing on relevant daily experience, for engaging in discussion and dialogue and beneting from

such interchange” with people in their environment (Gardner and Boix Mansilla 1999: 85).

AND

Subject-specic teachers at PYP schools extend their support for

learners transitioning to disciplinary and interdisciplinary thinking in the next stage of education in

the MYP or other programmes.

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engaging

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Transdisciplinary learning is about the human

subject, namely learners, teachers, members of the wider learning community and the “emotional

relations between them and the object of knowing ...” (Bostan 2015: 490).

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engage with people, local, global and planetary

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engage with people, local, global and planetary

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inquirers, individually and collectively, have “a history, a social and historical context, beliefs, values and so on...

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highlighting the importance of learner voice

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highlighting the importance of learner voice

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Emerging through the inquiry process, these dialogues bridge subject knowledge and individual and collective experiences to articulate responsive, responsible, and reciprocal action for a more peaceful world.

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It (PYP) encourages the integration of many forms of knowledge and perspectives from all members of the learning community to make sense of a world that has become “too big to know” (Weinberger 2011).

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The PYP framework and the transdisciplinary approach encourage and support connections across learning and teaching as a means to raise learner awareness of the relevance of their learning to their reality.

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"... learners are better served when we support knowledge as a socially constructed process... "

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"... learners are better served when we support knowledge as a socially constructed process... "

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The transdisciplinary themes are cognitively and developmentally appropriate for young learners because they have enduring importance, and children can identify with them.

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The transdisciplinary themes are cognitively and developmentally appropriate for young learners because they have enduring importance, and children can identify with them.

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In other words, the value of transdisciplinary learning is the integration of knowledge and experiences from different participants, disciplines and perspectives, and not merely those of any single individual.

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play and discovery

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Learning experience

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Inclusion

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''highlight the interdependence of everyone and everything to

create a shared understanding of the world.''

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consolidating schedules to allow for collaboration

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The PYP transdisciplinary model upholds the belief

that learners are better served when we support knowledge as a socially constructed process rather

than an end goal

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bridge

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Individual is mindful of the collective

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A transdisciplinary education, according to Nicolescu (2006: 14), “allows us to establish links between

persons, facts, images, representations, elds of knowledge, and action and to discover the Eros [love]

of learning during our entire life”.

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the symbiotic relationship between the learner, learning and teaching, and the learning community

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The PYP transdisciplinary themes are broad in scope and timeless by nature.

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The PYP transdisciplinary themes are broad in scope and timeless by nature.

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nature.

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in learning and teaching is a universal asset, particularly towards developing and demonstrating

international-mindedness.

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"In highlighting the importance of learner voice, the PYP transdisciplinary model upholds the beliefthat learners are better served when we support knowledge as a socially constructed process ratherthan an end goal, xed and universal (Dewey 1991; Vars 1991; Beane 1997)."

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"In highlighting the importance of learner voice, the PYP transdisciplinary model upholds the beliefthat learners are better served when we support knowledge as a socially constructed process ratherthan an end goal, xed and universal (Dewey 1991; Vars 1991; Beane 1997)."

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Integration

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Section 4 -The principal task is elaboration of a new language, logic, and

concepts to permit genuine dialogue”

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Transdisciplinarity

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The transdisciplinary model aims to move learners beyond looking for “correct” solutions towards a model that reflects the changing times (Mishra, Koehler, and Henriksen 2011). It encourages the integration of many forms of knowledge and perspectives from all members of the learning community to make sense of a world that has become “too big to know” (Weinberger 2011).

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Transdisciplinarity reflects the interactions between the subject and object, and pushes thinking beyond the dichotomous—either/or filter—in classical problem-solving (Nicolescu 2010).

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Transdisciplinarity reflects the interactions between the subject and object, and pushes thinking beyond the dichotomous—either/or filter—in classical problem-solving (Nicolescu 2010).

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explore understandings collaboratively

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Word from: "Connecting the Learning" Section

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Word from: "Connecting the Learning" Section

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international-mindedness

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It encourages the integration of many forms of knowledge and perspectives from all members of the learning community to make sense of a world that has become “too big to know” (Weinberger 2011).

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Emerging through the inquiry process, these dialogues bridge subject knowledge and individual and collective experiences to articulate responsive, responsible, and reciprocal action for a more peaceful world.

and

Every planning meeting is an opportunity for teachers to rework their personal interpretation of the relationship between theory and practice.

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Section 4- permit

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timeless

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collective

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"children naturally explore their questions through play and discovery" p. 1

“Shared knowledge should lead to a shared understanding based on an absolute respect for the collective and individual otherness united by our common life on one and the same Earth regardless of background or beliefs” p. 6

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In other words, the value of transdisciplinary learning is the integration of knowledge and experiences from different participants, disciplines and perspectives, and not merely those of any single individual. - Emily and Rachel

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Interdependance

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Refelct

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Therefore, subject delineation is neither necessary nor natural.

Anna &Tim

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permeates

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"enlightened common sense"

"transcending knowledge"

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Through the transdisciplinary themes, learners have opportunities to practise the habits and methods of a disciplinary thinker.

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Through the transdisciplinary themes, learners have opportunities to practise the habits and methods of a disciplinary thinker.

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This sharing of experience increases learners’ awareness of, and sensitivity to, the experiences of others beyond their communities.

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"...unique contexts and interpretations of data and events, it's unlikely that no two inquirers of the same theme will have the same outcome, leading potentially to new realities..."

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Diverse representations and experiences 

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Diverse representations and experiences 

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"interchange"

"context"

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Phrase from the section 'Developmentally appropriate learning: "...children can demonstrate their capacity to use their incipient theories and explanatory framework to explore complex themes and to solve problems..."

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The PYP transdisciplinary themes are broad in scope and timeless by

nature.

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Every planning meeting is an opportunity for teachers to rework their personal interpretation of the relationship between theory and practice.

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developmental

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supports the symbiotic relationship

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contributing to creative insights, knowledges, solutions or innovations - Emily and Rachel

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Transdisciplinarity considers the knowledge, conceptual understandings, skills and dispositions learners need to

engage in a rapidly changing, uncertain, and complex world.

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In highlighting the importance of learner voice, the PYP transdisciplinary model upholds the belief that learners are better served when we support knowledge as a socially constructed process rather than an end goal, xed and universal (Dewey 1991; Vars 1991; Beane 1997).

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In other words, the value of transdisciplinary learning is the integration of knowledge and experiences from different participants, disciplines and perspectives, and not merely those of any single individual.

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There are many realities or possibilities not only one good answer or strategy.

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Shared - Rachel and Emily

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potential for reflecting critically