Seriously, how long will I have to write transdisciplanary before my spell check program acknowledges that it’s a real word. No matter how many times I ask it to “add it to the dictionary”, it still gives me the red line.  Doesn’t my computer know I am a PYP teacher. What nerve, I tell you! lol

As any Early Years teacher knows, there can be a fine line between topic and concept.

Look at my next unit:

People can help our communities by working in different ways.

• People play different roles in a community. (responsibility)
• How helpers impact a community. (connection)
• How tools help people to do their jobs. (function)

What comes to your mind?–Community Helpers, right? –A bunch of lovely centers/corners. We can have police, fire fighters, nurses, doctors, construction workers, etc…..Lots of role play- Fun Early Years unit, right?

Not to me. I find this unit a challenge because now I am asking myself how can I steer this inquiry away from being a topic to developing those concepts of our roles and responsibilities in a community. I’m thinking about what approaches  I can use to embed multiple disciplines so that students can explore and create in contexts that are authentic for them. Preschool STEAM– Of course!

STEAM, in case you don’t know is an acronym that stands for:

S. cience

T. echnology

E.ngineering

A.rt

M. ath

Aha, I can hear you say how can ” doing nifty projects” make it transdisciplanary? Fair retort. Point taken. So I’ve decided to up the ante and instead of centers or corners during this unit, we will have PROBLEMS.  In the beginning, I will have to provide them through literature links and set up these provocations with my main teacher question: HOW COULD SOMEONE IN THE COMMUNITY HELP HIM/HER? Later, however, I expect students to generate them.

As I am in the planning stages of this unit, I will have to report back with our progress, but my head is spinning with so many ideas. I can’t wait to see what the students come up with!