WHAT IS DISCOVERYY LEARNING?

It was introduced by Jerome Bruner,and is a method of Inquiry-Based Instruction. This popular theory
encourages learners to build on past experiences and knowledge, use their intuition, imagination and creativity, and
search for new truths. to discover facts, correlations and new truths.

The 5 Principles of Discovery Learning Model

Principle 1: Problem Solving

Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired
information and simplifying knowledge. This way, learners are the driving force behind learning, take an active role and
establish broader applications for skills through activities that encourage risks, problem-solving and probing. to discover
facts, correlations and new truths.

Principle 2: Learner Management

Instructors should allow participants to work either alone or with others, and learn at their own pace. This flexibility
makes learning the exact opposite of a static sequencing of lessons and activities, relieves learners from unnecessary
stress, and makes them feel they own learning. Learner Management.to discover facts, correlations.

Principle 3: Integrating and Connecting

Instructors should teach learners how to combine prior knowledge with new, and encourage them to connect to the real
world. Familiar scenarios become the basis of new information, encouraging learners to extend what they know and
invent something new.

Principle 4: Information Analysis and Interpretation

Discovery learning is process-oriented and not content-oriented, and is based on the assumption that learning is not a
mere set of facts. Learners in fact learn to analyze and interpret the acquired information, rather than memorize the
correct answer.

Principle 5: Failure and Feedback

Learning doesn’t only occur when we find the right answers. It also occurs through failure. Discovery learning does not
focus on finding the right end result, but the new things we discover in the process. And it’s the instructor’s
responsibility to provide feedback, since without it learning is incomplete.

The Discovery Learning Model Techniques and reflecting

The discovery learning educational sessions should be well-designed, highly experiential and interactive. Instructors
should use stories, games, visual aids and other attention-grabbing techniques that will build curiosity and interest, and
lead learners in new ways of thinking, acting and reflecting.

Advantages of the Discovery Learning Theory

• It encourages motivation, active involvement, and creativity.

• It can be adjusted to the learner’s pace.

• It promotes autonomy and independence

• It ensures higher levels of retention.

Inquiry learning

Inquiry is defined as a " seeking for truth, information, or knowledge. Seeking information by questioning.

It is a process of using student questions to create learning experiences and engagements that would enable
students to explore and create new ways of thinking.
History of Inquiry Learning

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery learning” movement and relies upon the
idea that individuals are able to learn by investigating scenarios and problems, and through social experiences. Rather
than having to memorize information from printed materials, instructors encouraged their students to conduct
investigations that would satisfy their curiosity, help them broaden their knowledge base and develop their skills and
mental frames.

The role of the student

• To raise questions
• Pose hypothesis
• Research and experiment
• Analyze data
• Provide explanations using their evidence

Four Types of Inquiry

Level 1: Confirmation Inquiry

The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that
guides students through an activity where the results are already known. This method is great to reinforce concepts
taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm
and deepen understandings.

Level 2: Structured Inquiry

The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of
their findings through evaluating and analyzing the data that they collect.

Level 3: Guided Inquiry

The teacher provides only the research question for the students. The students are responsible for designing and
following their own procedures to test that question and then communicate their results and findings.

Level 4: Open/True Inquiry

Students formulate their own research question(s), design and follow through with a developed procedure, and
communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive
their own investigative questions.

Why Use the Inquiry Method?

• Students learn how to learn.

• Encourages higher level skills ( observation, reasoning, analyzing, critical thinking ).
• Creative thinking and curiosity is stimulated.
• Student motivation and self-esteem increases with the control over their learning.
• Learning becomes fun.

WHAT IS PROBLEM-BASED LEARNING?

PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem,
quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a
classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills,
but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning. to discover facts,
correlations and new truths.
 In implementing PBL, the teaching role shifts from that of the more traditional model that follows a linear,
sequential pattern where the teacher presents relevant material, informs the class what needs to be done, and provides
details and information for students to apply their knowledge to a given problem. With PBL, the teacher acts as a
facilitator; the learning is student-driven with the aim of solving the given problem.
 How to Begin Problem-Based Learning?

• Establish the learning outcomes

• Find a real-world problem that is relevant to the students; often the problems are ones that students may
encounter in their own life or future career.

• Discuss pertinent rules for working in groups to maximize learning success.

• Practice group processes.

• Explore different roles for students to accomplish the work that needs to be done and/or to see the problem
from various perspectives depending on the problem

• Determine how the project will be evaluated and assessed.

How to Adapt a Problem-Based Learning Activity?

• Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.

• Serve as a model and resource to the PBL process; work in-tandem through the first problem

• Help students secure various resources when needed.

• Supply ample class time for collaborative group work.

• Give feedback to each group after they share via the established format; critique the solution in quality and
thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution
are important as well.

Teacher’s Role in Problem- Based Learning

• Determine a problem aligned with the course and your students.

• Place students in groups, well-mixed in diversity and skill levels, to strengthen the groups. Help students work
successfully.

• Support the students with understanding the content on a deeper level and in ways to best orchestrate the
various stages of the problem-solving process.

The Role of the Students in Problem-Based Learning

• Analyze the problem and the issues it presents. Break the problem down into various parts. Continue to read,
discuss, and think about the problem.

• Construct a list of what is known about the problem.

• Construct the problem statement in your own words and take into account the team’s knowledge and
experience as previously discussed as well as what else needs to be known to solve the problem.

• Generate a list of possible solutions.

• Generate a list of what else your team needs to know about the problem to solve it. Organize and write the
team’s report (draft/final) of the problem solution.

• Reflective thinking and transfer of knowledge are important components of PBL.

DECISION MAKING MODEL

• Decision making is a process of making a choice from a number of alternatives to achieve a desired result.
 • Decision is a choice made between two or more available alternatives.

PROBLEM SOLVING vs. DECISION MAKING

PROBLEM SOLVING means being forced to make a decision because of conditions beyond your control.

• DECISION MAKING means choosing to make a decision because you wish for something to
occur that is not occurring at the present time.

CHARACTERISTICS OF GOOD DECISION MAKERS

• Being a good listener.

• Having a clear set of priorities.

• Being flexible and willing to change.

• Being realistic.

THREE MOST IMPORTANT CRITERIA FOR GOOD DECISION MAKING

• VALUES – What your students value determines their behavior. Their beliefs produce attitudes, attitudes
produce feelings and feelings lead to behavior.

• EXPERIENCE – we all learn to make decisions through experience. Time will tell if a decision is good or bad.

• COMMON SENSE- or what you know, is a key component in choosing one path versus another. Use what you
know to help you make the best decision.

The D.E.C.I.D.E. Model (Planning)

Step-by-step process:

D – Define the Decision To Be Made

E – Explore Your Options

C – Consider the Consequences

I – Identify Your Values

D – Decide and Act

E – Evaluate the Results

COOPERATIVE LEARNING

Cooperative learning is a strategy used within groups of learners and aims to improve their learning experience and
understanding of a learning subject. The optimal learning environment is achieved once ALL learners are actively
engaged and learning. Cooperative learning promotes the teacher being the facilitator rather than students listening to
the “give n’ get” form of traditional teaching.

Five Elements of Cooperative Learning (Johnson et. Al 2006 )

1. Positive Interdependence: Group members must believe that each person's efforts benefit not only him- or
herself, but all group members as well.

2. Individual Accountability: "students learn together but perform alone."

3. Face-to-Face (Promotive) Interaction: Important cognitive activities and interpersonal dynamics only occur
when students promote each other's learning.

4. Interpersonal and Small Group Social Skills: In cooperative learning groups, students learn academic subject
matter (task work) and also interpersonal and small group skills (teamwork).
 5. Group Processing: After completing their task, students must be given time and procedures for analyzing how well
their learning groups are functioning and how well social skills are being employed.

Similarly, Kagan (2003) has developed the easily recalled acronym PIES to denote the key elements of positive
interdependence, individual accountability, equal participation, and simultaneous interaction where the latter 2
components encompass the final three described above.

Positive Interdependence:

 Big Project
 Jigsaw
 Peer review

Ways to promote positive interdependence include (Smith and Waller 1997, p.202)

• Output goal interdependence- a single product is produced by the group

• Learning goal interdependence- the group ensures that every member can explain the group's product

• Resource interdependence- members are provided parts of the assignment or relevant information or the group
is only provided one copy of the assignment

• Role interdependence- members are given distinct roles that are key to the functioning of the group

Face-to-Face (Promotive) Interaction:Student Roles

• Student Roles

• Online Bulletin Boards

Interpersonal Skills:

• Discussion: It may be helpful to explain to your students why they are working together and how the group can
promote their learning.

• Practice: Give students time to learn to work together before expecting spectacular results from cooperative
learning.

Group Processing

• Reflections: It may be worthwhile for group members to write individual, private reflections on
their learning after the project, citing which parts of the project and which group members contributed to
various discoveries, then bring the group back together to discuss the project.

Types of Cooperative Learning Groups

 Informal Cooperative Learning Group

Informal groups are particularly useful in breaking up a lecture into shorter segments
interspersed with group activity. While this method leads to less time for lecture, it will increase the amount of
material retained by students as well as their comfort working with each other. (Johnson, et al., 2006, p.3:10)

 Formal Cooperative Learning Group

Groups are assembled for at least one class period and may stay together for several weeks
working on extended projects. These groups are where students learn and become comfortable applying the
different techniques of working together cooperatively. (Johnson, et al., 2006, p.2:2)

 Cooperative Base Group

Cooperative base groups are long-term, stable groups that last for at least a year made up of
individuals with different aptitudes and perspectives. They provide a context in which students can support each
other in academics as well as in other aspects of their lives. The group members make sure everyone is
completing their work and hold each other accountable for their contributions
 ACES: AFFECTIVE-COGNITIVE EXPERIENCE FOR SELF-LEARNING APPROACH
Affective elements are related to the individual’s feelings or emotional aspects of experiences and learning.
Cognitive refers to the activity of the mind toward knowing an object. It is related to the intellectual functioning
in the full grasp of reality (Silock,2001).

The Confluent Theory as a basis of the ACES

“Kroll (1987) states that the aim of education is to give meaning and direction to all we do including ‘what’, ‘how and
‘why’ we might learn any information related to different approaches to values.”

This approach therefore makes the learners become more

• Aware themselves,their assets and liabilities

• Learn to maintain and reinforce their strengths
• Replace their liabilities with positive

The ACES Methodology and Phases of Value Learning

 Employs both inductive and deductive method

 Applies the Andragogy or Experiential Learning Approach

Phases of Value Learning

 Learning Trigger Phase

 Values Clarification
 Directive Phase
 Action Phase

Seven Elements of Androgogical Process

1.Climate Setting

2.Involving learners mutual planning

3. Involving participants in diagnosing their needs for learning

4. Involving learners in formulating their learning objectives

5. Involving learners in designing learning plans

6.Involving learners carry out the learning plans

7. Involving learners in evaluating their learning

Advantage of film showing

• Films are comfortable,familiar medium to contemporary students that can keep students interest in the
theories and concept concept under discussion.

• Students can see the theories and concepts in action.In more than a figurative sense,theories and concepts leap
from the screen.

Disadvantage of film showing

• Student can vary to their reaction to actresses,actors, characters in a film.

• The content of scenes might distract some students from the theories and concepts the scenes portray.

• Humor ,drama,terror and language can distract students.

• Using film scenes in class takes time away from other classroom activities.

LECTURE METHOD

• Lecture is an instructional strategy that allows the instructors to transmit information to a large group.
 • Lecture is often the method college instructor, use most because it is an efficient way to get across a large
amount of information.

• Lecture method is teacher controlled and information centered approach in which teacher works as role
resource in classroom instruction. In this method, only teacher do the talking and the Student is passive listener.

• In this method teachers plan and controls the whole teaching— learning process. To make the lecture
interesting, the teacher can take help audio-visual aids.

Principles of Lecture Method

1. A student can learn better through listening

2. Through lecture method, the teacher makes an attempt to impart perfect and complete knowledge of the subject or
the topic for students.

3. Subject matter can be correlated with other subjects.

4. New knowledge is given related to previous knowledge.

When to use Lecture Method

1. It is used to give an overview of a large unit.

2. This method is an effective way for motivating pupils and developing their interest in the subject.

3. It is used for supplementing the pupils reading and for classifying main concepts.

4. This method helps to save the time of students by providing Important information in short time period.

5. This method is used to provide background.

Steps of the Lecture Method

1. Preparation for the lecture

This includes silent pints like:

a. Appropriate language and manner of presentationaccording to the nature of students.

b. Selection of audio-visual aids and instructional materials

c. Planning the instructional technique.

d. Anticipating certain difficulties and problem during the lecture.

e. Finding suitable solutions and alternatives to the barriers to a successful lecture.

2. Introduction to the lecture

It should be done briefly and if it is executed poorly, it can initially kill off the enthusiasm of the

students.

3.Giving the body of the Lecture

The teacher should have a given cognitive framework upon he relies to achieve a more logical presentation.

4 Conclusion of the Lecture

Following technique can be used to wrap up the lecture.

a. Summarizing the major points presentation.

b. Forming generalization

c. Giving implications

Principles of Lecture Method

1. A student can learn better through listening

2. Through lecture method, the teacher makes an attempt to impart perfect and completeknowledge of the subject or
the topic for students.

3. Subject matter can be correlated with other subjects.

4. New knowledge is given related to previous knowledge.

Advantage of Lecture Method

1. It is economically with regard to time.

2. It helps in developing the habit of concentration among the students.

3. It helps in achieving even high order cognitive ( I,e ) application, analysis, synthesis.

4. Lecture method presents the subject matter in a systematic way.

5. It develops good audience habits.

6. Through this method, new subject matter can easily be introduced.

7. It enables linkage between previous knowledge with a new one.

Disadvantage of Lecture Method

1. Since this is a teacher-centered method so it provides very little scope for students activity.

2. Student plays a passive role in this method.

3. Individual differences are not taken into consideration.

4. It can not be used for achieving psychomotor objectives.

ROUND TABLE DISCUSSION

-The participants sit at a literal round table, usually, or at least in a circle, implying no hierarchy, and each in turn
contributes his or her ideas and expertise on the topic. In addition, because they are in a circle, they are able to see and
hear each other with ease, not always the case in a series of rows that a typical lecture is held in.

-It is a method of round table discussion used to engage students in ways that helps them integrate new and interesting
content knowledge with prior knowledge through a structured round table debate format.

Process of Setting up the RTC

1. Select your topic and objective for your discussion. You can begin by selecting an interesting but relevant topic based
on your current lessons that would engage your students in dialogue. You can even let your students select a topic for
debate if you want them actively involved in the entire RTC discussion.

2. Provide the students with the reading material and extended sub-topic research ideas to ensure that each student has
at least one point to contribute to the discussion.

Each Student Has At Least One Point To Contribute To The Discussion.

1. Preparation

Each member must be prepared and have developed his or her own thoughts and some expertise on the topic.

2. Nonhierarchical

Roundtables are by nature not hierarchical with equal participation. Everyone has parity, an equal chance, indeed
obligation, to participate. That’s why the table is round, the members facing each other rather than lined up. If one
person dominates the discussion or doesn’t participate, it is immediately obvious and contrary to the expectations of a
roundtable.

DIFFERENT PERSPECTIVES

Often the members come with different aspects or perspectives or opposing views on the topic. In fact, this is again an
expectation, the very nature of a round table, that various perspectives are entertained and build on each other.

SEQUENCE

The order of the discussion is usually introductions, discussion going around the table, each stating his or her views and
perspectives, then any debate between members or questions and answers with the audience, and a final
wrap-up/summary of the issues raised

Thematic Teaching in Basic Education

Intended Learning Outcomes

1. explain the significance of thematic teaching in planning instruction.
2. compare the multidisciplinary thematic unit and the integrated interdisciplinary thematic unit; and
3. Identify the meaning of interdisciplinary teaching teams and determine the important elements of
effective partnership in team teaching.
Here are our talking points.

 Planning Instruction.
 Integrated Multidisciplinary Thematic Unit.
 Integrated Interdisciplinary Thematic Unit.
 Interdisciplinary Teaching Teams

PLANNING INSTRUCTION

Thematic Instruction

 Thematic instruction is an instructional method that uses an overall theme to teach one or many
concepts.
 The theme capitalizes on students’ prior knowledge in order to integrate topics throughout the content
areas.
 It emphasizes exploration and discovery through research, use of technology, group activities and
discussions.
Why use thematic instruction?

❑ Involves using different reading materials for a variety of challenging topics.

❑ Learning is meaningful and useful in the real world.
❑ Encourages decision-making, interacting, teamwork, and building relationships.
❑ Students learn, discuss and research practical real-world knowledge in depth.
❑ Connects the necessary elements of language learning: reading, writing, listening, speaking, and
thinking.
Planning thematic instruction

A. Select the theme.

B. Choose topics relevant to the theme.
C. Create language and content objectives.
D. Gather the appropriate instructional materials.
E. Arrange the classroom environment.
THEMATIC UNIT

A Thematic unit is a series of lessons that integrate subjects across the curriculum, such as math, reading,
social studies, science, language arts, etc. that all tie into the main theme of the unit.

Two models for presenting thematic units:

(1) the integrated multidisciplinary thematic unit.

(2) integrated interdisciplinary thematic unit.

Integrated Multidisciplinary Thematic Unit

IMTU

 This modification of multidisciplinary teaching unit which addresses a single discipline.

 This attempts to provide two or more disciplines in one single approach.
For example
6 Steps for a Multidisciplinary Lesson

➜ Pre-instructional planning
➜ Introduce the methodology to your students.
➜ Deliver the lesson
➜ Practice interdisciplinary thinking
➜ Provide feedback
➜ Self-assessment
Integrative Interdisciplinary Thematic Unit

– This unit gives a sense of cohesiveness and structure to student learning and avoids to piecemeal approach
that might otherwise unfold.

– Used PBL or problem-based learning model

Four Steps for PBL

1. Orienting students to the problem

1. 2 . Organizing students for study
2. Assisting independent and group investigations
3. Presenting Exhibit
Friegberg's Points

1. Emphasize that the process of learning is sometimes best pursued as an interconnected whole
rather than as a series of specific subjects.
2. Teach students to be independent problem solvers and thinkers.
3. Assist students to their own individual interest and learning style
4. Help students find out what they need to learn rather than always expecting the teacher to give
it to them.

Thematic Units

IMTU- The topics and discipline were both mention. Ex. The Philippine Archipelago(Geography)

VS.- PRESENTATION OF CONTENT INSTRUCTIONS

IITU- Only the topics are mentioned. Ex. The Philippine Archipelago

Thematic Units

IMTU- The objectives are presented by discipline

VS.- PRESENTATION OF OBJECTIVES

IITU- The objectives are not presented by discipline

INTERDISCIPLINARY TEACHING TEAMS

Interdisciplinary teaching
 ● Refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning
outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically,
identify their own prejudices, accept the unknown and respect ethical quandaries.
● It also enables students to understand insights from different disciplines, synthesize information
surrounding a topic and, ultimately, offers a more complete understanding of an issue.
Team Teaching

● Is also called collaborative teaching or co-teaching, is an instructional strategy in which two or more
teachers are responsible for teaching a course or a group of students.
Interdisciplinary teaching teams

● Is an educational strategy in which two or more teachers from multiple disciplines work together on
curriculum design, classroom instruction and student evaluation.
3 Main types of Team Teaching

1. two or more teachers loosely sharing responsibilities.

2. team planning, but individual instruction.
3. Joint planning, instruction, and evaluation of learning experiences.

Different levels of collaboration

1. Courses planned by a group of faculty and later taught individually by members of the group (low level of
collaboration).

2. Courses that are co-planned, co-taught and evaluated by a pair or a group of teachers. These courses are
self-contained with instructors working simultaneously in the classroom (high-level of collaboration) .

Elements of effective partnership In Team Teaching

 Roles and Expectations

 Experience and Knowledge
 Personality

Components in Designing Integrated Thematic Units

A thematic unit is the organization of a curriculum around a central theme. In other words, it's a series
of lessons that integrate subjects across the curriculum, such as math, reading, social studies,
science, language arts, etc. that all tie into the main theme of the unit. Each activity should have a
main focus toward the thematic idea. A thematic unit is much broader than just choosing a topic.

Why Use Thematic Units

 It increases students interest

 Helps students understand connections
 Expands assessment strategies
 Keeps students engaged
 compacts the curriculum
 Saves teachers time because it incorporates all subjects
 Draws on connections from the real world and life experiences

Key Components of a Thematic Unit

There are eight key components of a thematic unit lesson plan. Follow these guidelines when you are
creating your classroom unit.
 1. Theme - Select the theme of the unit based on Common Core standards, student interests or
student experience.
2. Grade Level - Select the appropriate grade level.
3. Objectives - Identify the specific objectives that you would like to master during the course of
the unit.
4. Materials - Determine the materials you will use throughout the unit.
5. Activities - Develop the activities that you will use for your thematic unit. Make sure you cover
activities across the curriculum.
6. Discussion Questions - Create a variety of discussion questions to help students think about
the theme of the unit.
7. Literature Selections - Select a variety of books that correlate with the activities and the
central theme of the unit.
8. Assessment - Evaluate student progress throughout the unit. Measure student growth through
rubrics or other means of assessment.

Guidelines for Creating Thematic Units

Here are three tips to help you create a thematic unit in your classroom.

1. Find an engaging theme - Themes can be planned around books, benchmarks, skills
students need to develop, or just from student interest. Find a theme that will motivate and
captivate students interest. Units are typically longer than a week, so it's important to find a
theme that will keep the students engaged.
2. Create fun activities - The activities you choose are the heart of the unit. These activities
need to cross the curriculum and keep students interest. Learning centers are a great way for
students to get hands-on experience while learning important skills.
3. Evaluate Students Learning - While finding a central theme, and creating engaging cross-
curriculum activities are important, so is evaluating what the students have learned. Portfolio-
based assessment is a great way to see students progress throughout a period of time. For
example, a habitat portfolio can be created to document the progress the students made
throughout the unit of habitats.

Constructivist Theory (Jean Piaget, 1896–1980) (Jerome Bruner, 1915-2016)

• Learning is an active process in which learners construct new ideas or concepts based upon their current/past
knowledge.

• The learner selects and transforms information, constructs hypothesis, and makes decisions, relying on a
cognitive structure.

• Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows
the individual to “go beyond the information given”.

Holistic Teaching and Learning - creating learning experiences that nurture development in many areas
simultaneously and focusing on the interconnectedness of ideas, subjects, people, systems and anything else
that might be studied. (Miller, 2010).
Holistic curriculum - a balanced, interconnected, integrated curriculum that does not over-emphasize certain subjects
over others while emphasizing process as well as product)

Holistic Curriculum

• Holistic curriculum aims to harmonize and unify subject areas that are usually taught in a fragmentary, isolated
fashion.

• The more connections we can make across the curriculum, the better we prepare our students to be holistic
thinkers, creative problem solvers and meaning makers.

Disciplinary - Subjects are taught in isolation; may include strand integration where connections are made
between concepts within a subject area
(i.e. combining number sense and numeracy with measurement in the study of area in math).

Multidisciplinary - Subjects are taught in isolation; may include some connections between subject areas - cross-
curricular connections (i.e. making connections between math and related science concepts in an experiment).

Interdisciplinary - Some subjects are integrated around discipline specific problems, questions or themes (i.e. an
arts performance involving music, dance and painted props).

Transdisciplinary - Most subjects are fully integrated; broad patterns and/or themes serve as the organizing
structures in curricular organization (i.e. using the theme of reality and truth to cluster expectations in several
subjects).

Transdisciplinary teaching and learning operates from the belief that there is knowledge, concepts, skills, attitudes and
actions that transcend subject area boundaries and forge the curriculum into a coherent transdisciplinary whole that is
engaging, relevant, challenging and significant.

Transdisciplinary learning is the exploration of a relevant concept, issue or problem that integrates the perspectives of
multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences.

Transdisciplinary- as indicated by the prefix "trans" -which connote across disciplines, and inside different disciplines,
and beyond all discipline. Its goal is the understanding of the present world, one of its imperatives is the unity of
knowledge." (Niculescu, 2010).

Example,

• Beliefs and values around the world (Social Studies) might compare and contrast characteristics of religions.

• Data analysis using tally marks and graphs to analyze information.

• Explore new vocabulary that will help them create poems while getting to know well-known authors of the
20th century.

• Explore their creativity by learning new techniques and materials to paint a self-portrait.

• Analyze and explore beliefs and values expressed through New Age music.

Transdisciplinary learning is written, taught and assessed curriculum that is:

o engaging,

o relevant,

o challenging

o significant

o innovative

o elusive

o based in the exploration of real-life issues

o authentic
 o a new vision & a new experience for learning

o radically different from traditional education

o universal

o transcends

o traditional subjects, but still has relevance across subject areas. It’s not about getting rid of subject
areas. Rather, it is complemented and supported by the subject areas.

o connects

o to what is real in the real world

o involves

o collaboration (by teachers & by students)

o problem-solving

o allows

o students to be autonomous

o all students to contribute in a variety of ways

o for spontaneous and easy connections across learning

o students to acquire and sufficiently & competently apply Approaches to Learning, which are the tools of
inquiry

o students to explore our human commonality

o promotes

o lifelong learning, since it mimics learning we do in real life

o an awareness of the commonality of the human experience

o focuses on

o issues

o broad perspectives

o deep understanding of timeless, abstract, universal and transferable concepts

o a local issue or problem that also has global implications

o demands

o students work individually & in groups of different sizes and different make-ups for different reasons

o students to be actively constructing meaning through inquiry

o that the relationships between the teacher & student changes

o higher-order thinking

o participation/involvement/engagement

o explores

o the inter-relatedness of complex issues

o shows

o students the relevance of what they're learning. No student or teacher doubts the authentic reason for
learning what we're learning

o forces

o teachers out of their comfort zones

o relates to

o students' lives

o eliminates

o redundancy

o value & supports

o all students, equally