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Transcript of Transdisciplinary Learning
Bridging All Contents through the Fine Arts
Common Core, STEM, Disciplinary Literacy, Service learning, how can teachers connect these important initiatives into our everyday instruction?
Through Transdisciplinary learning!
& the Arts!
The fine arts provide the springboard for cross-curricular connections and transdisciplinary learning.
Transdisciplinary thinking forces one to think across, beyond and through the academic disciplines to encompass all types of knowledge about an idea, issue or subject.
What does Transdisciplinary mean?
This approach emphasizes students’ learning experience in sharing their skills and experiences and producing new knowledge through collaboration on the lesson topic.
Bridget Whited, Art Educator
St. Michaels Middle High School
Talbot County Public Schools, Maryland
So What does a Transdisciplinary Lesson Look Like?
we have to get students to take charge of their own learning now,
to start thinking differently.
Building this transdisciplinary approach and incorporating in in well developed lessons is just another step in the ladder to assist with our goal of making each student college and career ready.
Teachers who adopt a transdisciplinary approach
assist students with establishing bridges between different disciplines when applying these concepts within well planned lessons.
Bridging the content areas…
Tapping into prior knowledge and then pursuing
this knowledge deeper in an effort to create new meaning and bridge disciplinary connections within a students mind and within the school.
We have the best resources at our fingertips- our colleagues!!
Enlist the help of fellow educators and collaborate to make the lesson connect groups of students!
Learners are given control of the learning process… what?, yes they are!
Learners are given time and the opportunity to reflect
Learning made meaningful through assignments and collaborative projects linked with peer collaboration to help learners personalize information.
Empower them to become leaders in their own learning!
In order to make this process as authentic as possible it is important to take into account who is in the classroom, what background each student may bring to the learning table and how to facilitate learning without stepping in and hindering the spirit of the inquiry process.
Differentiating the lesson to provide
choices & empower every type of learner.
Teachers become interactive learning
designers while students become knowledge
producers and problem solvers.
So What Else???
*Taps into students creativity.
*Provides a platform for students to not simply “submit” work
*Allows students to make a personal connection to the content
*This lesson structure provides a memorable learning experience.
Transdisciplinary learning increases students capacity to make connections in their learning across the curriculum and between disciplines through collaborative problem solving.
*Bridging knowledge amongst
How About Assessment?
What does assessment look like for transdisciplinary lessons?
Participation on collaborative work and reflective exercise/essay,
student critique on their contributions to the group work and reflection on what they have learned through the process.
Class critique, reflection, personal connection all related to ELA CC standards
Learners construct their own
knowledge rather than accepting
knowledge given by the instructor.
Students are given a challenge or a
problem to solve- the teacher facilitates
this collaboration and the learning
comes to life...
How else is transdisciplinary learning different?
In a transdisciplinary lesson teachers inform
the students as much as students inform the teachers.
What?... OK lets break this down a notch…
The transdisciplinary approach is in itself creative...
Creativity is not a term protected and held hostage in the Fine Arts-
it can be utilized within all content areas, yes all contents.
What makes Transdisciplinary learning so innovative?
Where to Begin...
Infused SS, FIne Arts, CCSS
*This lesson was shared with all
Staff members via Frog Site
*student led discussion of 9/11
*Focus on personal connection to
the documentary & reflection
*Utilizing ELA CCSS of speaking
*Utilizing ELA CCSS of reflective
writing and expression
*Collaboration amongst teachers
*STEM Inquiry activity fueled art making- Students were in charge of EVERY aspect of the instillation.
50th Anniversary of the Walk on Washington
MLK "The Power of a Dream"
Featuring: SS, Fine Arts CCSS
Inquiry activity: (STEM, CCSS)
Featured web quest and discussion of
documentary of the event in contrast to the
live footage from D.C.
Reflection & Collaboration: (CCSS)
Students contributed hands to express their
reflection of how far we have come as a result of
the Walk on Washington as well as how far we STILL
have to go...
"Art for Social Justice"- common theme
Jay-Z Vs. Picasso
Visual Art, Music, SS, CCSS, STEM
Visual Mind Mapping- Inquiry based on STEM standards
The research became an abstracted work of art to
commemorate the learning process.
Student leaders emerged- they became the facilitators
of their own learning and leading the learning of their peers
CCSS Expression of Written Reflection to prompt-
Students had to cite evidence in their collaborative research to take a stance "Does Jay-Z have the right to proclaim himself to be the Modern Day Pablo Picasso?"
Collaboration with Social Studies Department
Infused CCSS ELA speaking/listening
CCSS Wrtitten Reflection and Expression
Compare & Contrast the civil rights efforts of MLK &
Students needed to research and choose a quote by Mandela that resonated with them on a personal level.
This quote was used for a reflective writing activity and students from every classroom wrote their quote on the Prison cell wall.
Then Plan Inquiry Based Activities to connect the content standards:
*Prompts leading to research and discovery of evidence
*Reflective writing exercises
*Student led discussion & collaboration
*Empower emerging student leaders with these examples!
*Make the learning VISIBLE! - create an instillation to visually problem
solve an issue to commemorate the process!
*It is all about the learning PROCESS- not the PRODUCT!
Collaborate with others in your building- bring in multiple perspectives and ideas!
We are each others best resources for ideas, strategies and information!