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I feel when looking at the Unit of Inquiry collaboration among team members is essential. I would like to have a better understanding on how to implement and embed SEL (social emotional learning) lessons that will support my students with their IEP goals and with the many central ideas and lines of inquiry.

I learned the importance of the transdisciplinary program and how it helps students make deeper connections with their learning and how they can connect it to real life more easily as they become an inquiry learner.

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I'm excited to hear that our building is moving towards collaboration in terms of cross grade level work. This will add an important component to our units of inquiry because students will be able to build from prior knowledge of previous units moving in to current units, and even see where they are going to end up in their learning. I think personally we can add vocabulary to all the units to strengthen these ties across grade levels.

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I took the Nano-PD about transdisciplinarity. I think our units need to be connected more to the specialists and the work they are doing with students. I think we need to consider how the subjects connect to each unit in a broad way, and ask ourselves if the units and subjects are a good match. I think this quote could help our thinking:

" When developing a traditional topic unit, a teacher might ask: “What subject area knowledge and skills can I cover in this unit?”

However, a transdisciplinary teacher will ask: “What subject area knowledge, concepts and skills will be needed to understand the central idea and lines of inquiry?”

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Catie: I liked going through different learning outcomes within subject areas and evaluating which one most strongly supports students in the selected central idea and lines of inquiry. It said somewhere in the text that "life isn't restricted by subject areas," which is so true. I think kids who are taught using a transdisciplinary program will make deeper connections that they can connect to real life more easily as they grow up.

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Our Units of inquiry are always changing, and for good reason. The reasoning behind this is that our world is ever-changing, and the IB leaves room for learners and teachers to have a growth mindset when preparing for units.
I have had some new ideas and feel motivated to alter current units to fit the needs of our learners and community.

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The Unit of Inquiry are always evolving and this is why collaboration is essential.  I would like to have a better understanding on how other grades and specialist are teaching their units....so as a kindergarten teacher, I can prepare my students.  One thing I am excited about is incorporating more math into our IB unit....and not just have our schedule "IB" time on our schedule. It is important to not teach skills in isolation!

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Looking through the units of inquiry, I found places where I can include functional and real world experiences that my students in across their varied grade levels. I also saw areas where I could pre-teach concepts so when my students go into the general education classroom they have a bit more prior knowledge on the concepts and style of learning.

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Matt: Looking at the units of inquiry I notice that some areas are easy to incorporate my PLTW work and others are tougher.  Units of inquiry also seem like they could be in a constant evolution.  As things in the world around us change, as our students change, and our understanding of knowledge changes we have to adjust.

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Matt: Looking at the units of inquiry I notice that some areas are easy to incorporate my PLTW work and others are tougher.  Units of inquiry also seem like they could be in a constant evolution.  As things in the world around us change, as our students change, and our understanding of knowledge changes we have to adjust.

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Since there is a lot of room to move in these units, we can include all of our students. They will be able to relate to the central idea and make their own connections regardless of what level of "Bloom" they are on. This is so important because I've had friends who need that "wiggle" room in order to make a connection and feel successful.

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I learned about the flow of a unit planner in the IB PDnano learning in a transdisciplinary world. It really hard to connect the how does this unit pieces to the central idea. If we are thinking this hard to organize the units then the students should also be engaged in learning at a higher level.

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Looking through the units, I really found myself wondering how everything connected across grade levels. It really stressed the importance of collaboration. I think I will struggle most with the "evaluation" piece of everything. I love that they are always changing and that next year I will be able to have a voice in how they are taught to my next students.

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What crossed my mind is evaluating how transdisciplinary themes can determine a student's future perspective of the world, in a society we are constantly measuring student achievement through data, it is interesting to think the true assessment will only be the impact of the future society. I also learned that it is challenging to select the most relevant Learning Outcome directly connected to the central idea. Some of the examples in the PDnano sounded like a super interesting study, however were not the most directly related to the central idea.

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Christina--when I was looking at our units of inquiry, I was able to see how they related to the central idea, how they build connections and allow students to explore/learn concepts on a deeper level.

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Cat: Given the scope of the units, I found ways to embed SEL lessons that will support many of the central ideas and lines of inquiry

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I learned the importance in evaluating the value of a unit; is it transdisciplinary; connect to international mindedness