This post for the Mind Lab course begins with a discussion of different integrative approaches for curriculum and how my understanding of this has developed over my years of teaching.
I have always fully believed in integrating the curriculum as much as possible, but over my years teaching the idea of what this means has developed. This development was largely due to many years teaching in a PYP (Primary Years Programme of International Baccalaureate) school. There I was introduced to the term transdisciplinary and this challenged my concept of integrated curriculum.
Teachers perceive integration of curriculum in a variety of ways and using a range of terms. Broadly, these terms fit onto a continuum with a single disciplinary approach at one end to a transdisciplinary approach, situated beyond single curriculum areas at the other end. A transdisciplinary approach transcends traditional curriculum boundaries and draws together knowledge, skills and understandings from a range of curriculum areas in meaningful ways.
Achieving this of course is a lot easier said than done. Key strategies that can be used to support this approach include:
And professionals I connect with outside education in my role as a robotics educator.
http://www.ibo.org/globalassets/publications/ib-research/pyp/pyp-transdisciplinarity-summary.pdf
I have always fully believed in integrating the curriculum as much as possible, but over my years teaching the idea of what this means has developed. This development was largely due to many years teaching in a PYP (Primary Years Programme of International Baccalaureate) school. There I was introduced to the term transdisciplinary and this challenged my concept of integrated curriculum.
 |
| http://www.greenwichschools.org/page.cfm?p=6697 |
Teachers perceive integration of curriculum in a variety of ways and using a range of terms. Broadly, these terms fit onto a continuum with a single disciplinary approach at one end to a transdisciplinary approach, situated beyond single curriculum areas at the other end. A transdisciplinary approach transcends traditional curriculum boundaries and draws together knowledge, skills and understandings from a range of curriculum areas in meaningful ways.
Achieving this of course is a lot easier said than done. Key strategies that can be used to support this approach include:
- exploring overarching themes and concepts and using these to drive the curriculum rather than siloed disciplines
- backwards planning design
- curriculum tracking - rather than having a skills checklist
- focus on the front-end of the curriculum
- problem-based or project-based curriculum
- student-led learning
Things to avoid in the drive to achieving a transdisciplinary approach include:
- a rigid timetable
- skills teaching for 'just-in-case' rather than 'just-in-time'
I have included below a very quick mind map of how robotics can be used in an transdisciplinary approach where the focus is on robotics or automation and artificial intelligence. This is in no way an exhaustive or ideal list but just the beginning of thinking - and ideally, these transdisciplinary connections would be made by students, engaged in exploring real world issues in authentic contexts.
And professionals I connect with outside education in my role as a robotics educator.
http://www.ibo.org/globalassets/publications/ib-research/pyp/pyp-transdisciplinarity-summary.pdf
