Transdisciplinary Learning

Student-created Hundertwasser-style paintings, modeling the way humans and their structures interact with nature and the environment. 

As a new PYP teacher, I find myself returning often to the document Making the PYP Happen (2009). Each time I read this document, it makes more sense to me. During the implementation of the IB PYP Programme standards, principles and practices in the classroom, I learn more about what these principles, practices and standards look and feel like, both from the teacher's perspective and the students' perspective. This week, I am thinking about: 

"What adds significance to student learning in the PYP is its commitment to a transdisciplinary model, whereby themes of global significance that transcend the confines of the traditional subject areas frame the learning throughout the primary years, including in the early years." (Making the PYP Happen, 2009).

As I work to build student understanding of global mindedness, the commonality of the human experience and multiple perspectives, I wonder about how to help my students think about water and conservation in a more global way. I wonder about how to help them see the common interest humans have in water how much we need water to survive.  The unit plan included a number of multicultural folktales that regard water and water sources as magical, and this led us to a discussion about the human understanding of water's essentialness. We also began to explore the idea of sharing perspectives on water, water use and water conservation, not only through stories but in other ways. We talked about different ways humans share their experiences and ideas, including stories, informational texts, art, lectures and digital media. We began to study the artist Friedensreich Hundertwasser, who used his art and architecture to convey messages about the way humans interact with our planet and the importance of our role in caring for it. Some thoughts from Hundertwasser:

"Man is nature's guest."

"If we destroy our roots, we cannot grow." 

The transdiciplinary theme of this unit is Sharing the Planet, with obvious connections to curriculum in both Science and Social Studies. Students are exploring where water comes from, how limited this finite resource this is, and how they can impact preservation themselves. There are also the obvious connections to local water conservation groups and other local organizations concerned with water and preservation of our natural water sources. Exploration of the folktales and connections to Hundertwasser help us see both our commonalities with human beings living and sharing this planet, and the multiple perspectives about the desire to preserve and conserve resources. 

In this process of learning and teaching, my work is getting closer to transdisciplinary. My students are engaged and they are beginning to learn about the importance of our commonalities with others, and the significance of different perspectives. 

Hundertwasser-style process: ink then paint.

Exploring Hundertwasser architecture with wooden cubes.

Continuing the Inquiry into Water and Water Conservation

The book Problem Based Learning: An Inquiry Approach, by John Barell, suggests that teachers beginning to use inquiry in the classroom gradually, beginning with Teacher-Directed Inquiry, followed by Teacher-Student Directed Inquiry, and then Student-Directed Inquiry (Barell, 2007). This gradual approach allows both students and teachers to learn about using the inquiry process. Barell likens the process of preparing to teach using inquiry to preparing a meal for company, and recommends that teachers begin with a menu that is familiar. It makes sense for teachers to start where they are most comfortable (Barell, 2007). With that suggestion in mind, my class, my student teacher, and I started the journey to inquiry, using our Unit of Inquiry about water and water conservation as a vehicle. 

Barell includes a ten-step process for creating unit plans (Barell, 2007):

1. Select a topic.
2. Map out all possible elements of the topic.
3. Decide which elements to use.
4. Decide on the objectives.
5. Identify essential questions or a problematic situation.
6. Determine assessment learning experiences.
7. Design long term strategies.
8. Create learning experiences.
9. Both students and teachers reflect on the process
10. Provide opportunities for transfer and application.

Students provided a starting point for planning in their responses to our question, "How do you use water?"  From there, our Unit began to take shape.  For planning purposes, teachers mapped out the elements of the topic that might come up in our work with students (Barell's step 2), and in the following post, elements and objectives emerge (Barell's steps 3 and 4).

This is the What We Wonder part of our Unit of Inquiry white board.  Students wrote their wonderings on post-its and put them on the wall. We grouped responses and, with the students, discussed how to learn about these topics. Student questions included:

"I want to learn about water and ice."

"I want to know more about wells."

"Where do we get water?" 

"I want to know about pollution."

"How do you save water?"

"I want to learn about the earth."

"Where does water come from?" 

Student questions show us that they tuning in to water and water conservation. Students noticed the globe in our classroom and how much of the globe is blue. They continued to look at maps in atlases and digital sources, both local and global. They noticed that there are parts of our earth that have lots of blue--like Michigan, where we live. They also noticed there are places that have very little blue--like Africa. This led our discussion to the distinction between salt water and fresh water. Students noticed we live in a place with access to a lot of fresh water. 

Students create maps of our state to share their understanding of the Great Lakes and the resource that surrounds our state. 

After looking at maps and water sources, students wondered about where water comes from. Some suggested lakes and oceans get water from rain or snow. Using research skills, students used a variety of sources to discover the water cycle. We created word banks and diagrams to illustrate and write about the water cycle. Students not only wrote about and discussed the water cycle, but they began to use scientific vocabulary with confidence. Students made connections to local weather, as snow on our playground melted, created puddles and mud, and then disappeared. Students set up cups of water in the classroom and watched for evaporation. They also observed the decreasing water line in our class fish tank, and realized the water must be evaporating.

The work so far is exhilarating, for both students and teachers. 

Student posters demonstrating understanding of the water cycle.

 

 

 

Learning Through Inquiry: Water and Water Conservation

Beginning Inquiry

Water is a essential part of our life on earth. In first grade, we are beginning to use inquiry to learn about water, the ways humans use water, and the ways that we can conserve water. Students work to think of 4 ways they use water to help tune in to this topic of water and water conservation. See early thoughts in the work below: