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C3.1.

b Scenarios and guidance

Supporting Transdisciplinary Learning and Subject Knowledge Acquisition

1. Scenarios for collaborative practices to support transdisciplinary learning

Collaborative Ways of Working Scenarios Whos Involved?


Practice
Co-constructed Year-level and single subject Scenario 1
learning teachers collaboratively plan A unit of inquiry under the Year-level teacher
experiences and independently deliver transdisciplinary theme How we express and
learning experiences inside ourselves with the central idea Subject specialists
(Teaching a and outside the programme Throughout history, people have
Transdisciplinary of inquiry. interacted with each other and Working in parallel to facilitate
unit of inquiry) communicated using arts, students a transdisciplinary unit of
Learning experiences occur in explore how images interact with text in inquiry
parallel in homeroom and/or literature with the year-level teacher and
in single-subject settings how forms of art as communication have
during the duration of an changed over time with the arts specialist.
inquiry. Students construct Scenario 2
new knowledge by An investigation to develop the
integrating their learning conceptual understanding that Patterns
experiences from multiple repeat and grow in mathematics is co-
perspectives. constructed between the year-level or
mathematics specialist with the visual arts
and PE specialists to make strong
connections by applying the mathematics
patterns and sequences presented in
visual arts and through dance and
gymnastics movements.
Supported Year-level or single-subject Scenario 1 Year-level teacher
learning teacher(s) takes a leading role Under the theme Sharing the planet, or
experiences in delivering learning with the central idea Over time, living Subject specialists
experiences inside or outside things need to adapt in order to survive,
(Subject a collaboratively planned unit the year-level teacher leads an inquiry Take responsibility for
teaching inside of inquiry. This support could into the rights and responsibilities in the facilitating a transdisciplinary
or outside a unit occur before, during or after struggle to share finite resources with unit of inquiry, with support
of inquiry) the unit of inquiry on which other people and with other living things. from other teachers as
the teachers had collectively The year-level teacher could call on the appropriate.
decided. The support could science specialist to provide a scientific
relate to assisting the lesson on the theory and science of
acquisition of a skill or evolution.
providing further Scenario 2
opportunities for skills In a unit of inquiry, a librarian supports
practice or application, or for students to acquire research skill or
student action. annotation skill. An IT specialist assists
students in using different forms of media
for communicating research findings.
Stand-alone A language or math specialist, A mathematics specialist supports Year-level teacher
learning a support/enrichment students to understand basic and
experience teacher or bilingual teacher multiplication and division facts. Subject specialists
co-teaches alongside the A year-level teacher supports students in
classroom teacher or in a the acquisition of letter-sound Provide subject specific lessons
separate setting to support correspondences. in the same classroom with
acquisition or mastery of a A physical education specialist supports year-level teacher or
specific skill or subject- students to develop a wide range of independently in individual or
knowledge directly related to movement skills by using a variety of small group environmentson
a programme of inquiry. equipment and play environments. the same schedule as all
Teachers ensure that these A music specialist supports students studentsto focus on subject-
stand-alone learning understanding of the elements of music: knowledge acquisition.
experiences are inquiry-based beat, rhythm, pitch, tempo, dynamics,
and authentic, and reflects and tone colour.
the core elements of the
PYP-learner profile,
conceptual understanding,
and transdisciplinary skills.

International Baccalaureate Organization 2017


International Baccalaureate | Baccalaurat International | Bachillerato Internacional
2. Recommended practice under the expanded C3.1b requirement

Scenarios Recommended Not Recommended


Language subject As a language inquiry to directly support the collaboratively Grill and drill, unauthentic
teaching (by the year- planned programme of inquiry worksheets and activities
level teacher, specialist As a connected experience within the transdisciplinary unit of Isolated teaching outside the
teacher, or inquiry programme of inquiry
support/enrichment As stand-alone teaching to directly support a specific need in a Consistent streaming based on
teacher) transdisciplinary unit of inquiry language ability
As part of the agreed upon knowledge and skills to indirectly
support the programme of inquiry
Mathematics subject As a mathematics inquiry to directly support the collaboratively Grill and drill, unauthentic
teaching (by the year- planned programme of inquiry worksheets and activities
level teacher, specialist As a connected experience within the transdisciplinary unit of Isolated teaching not connected to
teacher or inquiry the programme of inquiry
support/enrichment As stand-alone teaching to directly support a specific need in a Consistent streaming based on
teacher) transdisciplinary unit of inquiry mathematic ability
As part of the agreed upon knowledge and skills to indirectly
support the programme of inquiry
Teaching of all other As a subject inquiry to directly support the collaboratively As an ongoing stand-alone
subjects (by the year- planned programme of inquiry teaching practice in isolation of, or
level teacher, specialist As a connected experience within the transdisciplinary unit of does not support the programme
teacher or inquiry of inquiry
support/enrichment As stand-alone teaching to directly support a specific need in a
teacher) transdisciplinary unit of inquiry
Bilingual teaching Teachers of different language backgrounds teach together or Isolated teaching to support
separately to support acquisition or mastery of a specific skill or acquisition or mastery of a specific
subject-knowledge directly related to the programme of skill or subject-knowledge not
inquiry that the year level team collaboratively planned and connected to the programme of
designed. inquiry.

3. An important note on grouping and regrouping

The IB recognizes that there is a role for subject specific knowledge teaching and skill practice in the classroom. However, we also believe
that teachingto the fullest extent possibleabout central ideas that are concept based leads to the most substantial and enduring
learning.

The facilitation of knowledge and skills is more meaningful when weaved continually in the programme of inquiry, when it is differentiated
for students needs to support their learning. Through collaboratively assessing student needs and carefully grouping and re-grouping of
learners, schools can provide authentic learning experiences that meet the intellectual, social and emotional needs of students.

Schools can creatively group and regroup students based on student interest, ability, content, processes, or products. For example, if
students are ability-grouped for mathematics knowledge acquisition, simultaneously, they can be regrouped based on interest or role and
responsibility, or final outcome format (i.e., 2-D, 3-D or oral report) for a unit of inquiry. Even within the mathematics grouping, teachers can
regroup students based on concepts, i.e. students might be in the same group for shape and pattern but a completely different group for
measurement.

Any students learning within the same grouping consistently throughout the year will not meet the PYP standards and practices.

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International Baccalaureate Organization 2017