This blog gives an insight into the design cycle process and how it helps to enhance critical and creative thinking using technology.
transdisciplinary themes: who we are, where we are in place and time, how the world works, how we express ourselves, sharing the planet, how we organize ourselves
Primary Years Programme (PYP) students use of integration of both ICT skills and dancing skills to inquire, respond, create and reflect through a dynamic process and how this opened new dimensions for creative thinking.
The article gives an example of how the principles of Universal Design for Learning can be embedded into a unit of inquiry to purposefully differentiate for all students. The example is from a PYP 1 (age 6) classroom and looks closer at how the principles were used to differentiate mathematical education connected to the unit.
This article explores a school’s decision to align the units of inquiry so that all classes explore the same transdisciplinary theme at the same time, and reflects on its impact on the school community.
This article is about a collaboration between music and visual art at IS Ruhr. The aim was to increase students’ conceptual understanding of the arts by exploring and connecting elements used in visual art, music, and dance. In this process students’ ATL skills and the IB learner profile were deepened. After many conversations about the […]
The article focuses on building a transdisciplinary approach to a unit of inquiry and how multiple perspectives enhance student understanding. Some initiatives towards including elements of the enhanced PYP are also detailed in the article. In this article, my attempt is to focus on the transdisciplinary approach to a unit of inquiry along with some […]