Transdisciplinary Opportunities And Patterns

Cross Curricular Options: Although the theme of our unit is aimed towards science, the idea of being inventors using inventive thinking, critical thinking, and problem based learning are skills that will be necessary and beneficial for all subject areas.

  • Math: In the area of math, the idea of inventive thinking comes up in multiple ways. Especially in early development students will need to understand of inventive thinking when learning new concepts. As teachers we should encourage students to use their own inventive processes and understand that there are more than one acceptable ways of doing things.
  • Social Studies: In the area of social studies critical thinking skills are a crucial element. Students should be able to relate ideas of themes found in social studies to their own lives. They should be able to also put themselves in the same situations ( in the holocaust, as an ancient Egyptian Pharaoh, etc) to further understand the themes and gain perspective on how those events changed their lives.
  • English: In the area of English, all of the concepts discussed will be important elements in our student’s success and in exceeding expectations. To be able to interpret literature critically will enhance student’s vocabulary, understanding of the world, and gain new perspectives with every assignment. Also inventive thinking and process is needed for creativity in writing.
  • Art: Since art is about creative process, inventive thinking comes into play when creating pieces of work. If students obtain the inventive mindset that we are aiming for, then creative arts whether that be painting, drama, drawing, or music will become more in-depth and meaningful.

Metapatterns: When looking at the goals for the inventive mindset of our students the main metapattern that comes up is the idea of a cycle. By teaching students these skills they learn the process of how to learn rather then what to learn. Once students gain a full grasp of these skills they learn to adapt them to other situations and thus become better learner’s overall- creating a cycle.

Other than cycles there are many different types of metapatterns that can be found. The concept of arrows express the progress of the inventive mindset a student gains, as well as the depth of thought process and meaningfulness that students get from the unit.

The concept of webs is a crucial element in this idea of an inventive mindset. Through critical thinking and the questions the students will as in inquiry based learning webs of thoughts, ideas, and concepts form in our student’s minds making them inventors themselves.

Centers can be incorporated into this unit as well. The center of each unit or subunit would be the main idea or goal and then through the concepts discussed, the students would branch off of that center concept.

Not to mention other patterns such as gradients (representing knowledge throughout the year), binaries (representing the collaboration relationships between students during activities), or even time and date (representing progression through the year and different activities that can come up during certain times).

All of these metapatterns can be used as concepts for the teacher by incorporating them in assessment of the unit. For more information see the following assessment section.

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