Photo has been used for illustrative purposes.
Imran Mojib, Special Correspondent
The eLearning environment can be a very soiled place for learning, kids sitting at home in front of their computers, connecting to their courses and learning one subject at a time. For some schools, this has been the mode. However, the cross-curricular aspect of the International Baccalaureate (IB) programme has students at IB schools connecting their eLearning across disciplines, making learning at home more engaging, exciting and tangible.
At IB schools, learning across disciplines is an integral aspect of the curriculum among all grade levels. Teachers coordinate themes and units so that students can learn topics from different angles and in contexts that are more authentic. This cross-curricular learning experience helps students take what they are learning and apply it in various aspects of their lives, helping them gain a broader understanding of a given topic and to find more unique solutions to challenges they are looking to solve.
David Gerber, Curriculum Director at Fairgreen International School, which offers the IB programme, said, “Cross-curricular learning is the way we learn in the real world. Oftentimes, we are presented with challenges requiring knowledge of multiple subject areas. Transdisciplinary learning teaches students to evaluate the skills they have and pull from this tool box of knowledge and then synthesise those skills with knowledge from other disciplines.” He said that architects often use mathematics, trigonometry, and geometry in addition to skills in video, arts, and aesthetics. Many jobs require people to have knowledge of multiple subject areas in order to thrive and be successful. And even with those jobs that seem very specialised, the employee that is able to understand their specialisation in multiple contexts will have the advantage over those who think only within their discipline.
“Our students are taught to apply an array of subject-specific skills in learning experiences offered in their Unit of Inquiry projects, STEM and specialised ‘Design, Engineer Construct’ courses, and through service learning projects, all requiring a variety of knowledge for planning, design and implementation,” he said.
He pointed out that IB schools implement unit topics, such as ‘Where We Are in Place and Time’ or ‘How the World Works,’ and then students will study these topics using skills they are learning in different subjects. They will answer queries relating to the unit topic with solutions pulled from a breadth of knowledge. By learning across this vast spectrum, students are able to come up with their own unique generalisations based on wide-ranging evidence they have learned along their journey.
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