JUly Masterclass - REGISTRATIONS NOW CLOSED
From "Activities" to Conceptual Understanding: The Leadership moves that make the difference
The THREE Faces of Integration: Telling Disciplinary, Interdisciplinary, and Transdisciplinary CBI Units Apart
when
18:30 PM UTC
19 July 2026
WHERE
Live online with
Rasha El-Haggan
Join Rasha El-Haggan in this interactive masterclass where you'll examine real classroom units side by side and discover the subtle but powerful distinctions between disciplinary, interdisciplinary, and transdisciplinary design—leaving with the clarity and confidence to recognize, build, and lead integration that deepens conceptual understanding in your own context.
Are you:
Assuming that integration happens at the concept level, when the real distinction between disciplinary, interdisciplinary, and transdisciplinary design lives somewhere else entirely?
Convinced that writing interdisciplinary and transdisciplinary units have to look fundamentally different in elementary versus high school?
Overlooking how integration plays out in process-driven subjects vs knowledge driven disciplines??
Treating integration as something you decide once at the planning stage, rather than a thoughtful choice that demands reflection throughout and refinement after the unit is taught?
Join us to discover:
HOW CAN I TELL IF A UNIT IS DISCIPLINARY, INTERDISCIPLINARY, OR TRANSDISCIPLINARY?
The answer is in the unit web. How the disciplines connect (or don't) within the web reveals what kind of integration is actually at work, making it your clearest diagnostic tool for naming a unit's design with confidence.
IS INTEGRATING A PROCESS-DRIVEN DISCIPLINE THE SAME AS A KNOWLEDGE-BASED ONE?
The short answer is yes, but with a critical caveat. If you aren't careful, the process-driven discipline can get lost in the integration. You have to be explicit in naming the concepts within that discipline so it integrates meaningfully rather than quietly disappearing into the unit.
HOW DO I DESIGN A PROGRAMME OF INQUIRY WITH INTEGRATION IN MIND?
Start with your outcome and consider what students already know or have a background in. Integration depends on prior knowledge—so you don't want to launch a transdisciplinary unit unless students bring a strong foundation to build on.
Meet your Presenter
Rasha El-Haggan
Rasha El-Haggan is an experienced Concept-Based educator and a Dr. Lynn
Erickson and Dr. Lois Landing Concept-Based Curriculum and Instruction
Presenter and Trainer. She not only facilitates professional learning both in the United States and internationally, but for the past 15 years has led schools through significant change.
Rasha has extensively studied change management and has dedicated a large portion of her time to leading schools in designing and implementing curricula that promote conceptual, inquiry-based methods and frameworks.
Rasha has 20 years of experience as a school leader working in
diverse environments: independent schools, faith-based schools, public schools, and international schools. She has led faculty professional
workshops and developed whole school curricula for schools as small as 20
faculty and as large as 220 faculty. She has experience with various curriculum frameworks, including all three International Baccalaureate frameworks and Concept-Based Inquiry.
Rasha is a doctoral candidate at the University of Pennsylvania studying decision making in schools. Currently, Rasha is CEO of Tarbiyah Academy and Vice Chair of the Board of the Islamic Schools League of America.
Unlock the power of purposeful integration to deepen conceptual understanding in your classroom.
Learn to confidently distinguish disciplinary, interdisciplinary, and transdisciplinary units within the Concept-Based Inquiry model so you can design and lead integration that is purposeful, age-appropriate, and built to deepen conceptual understanding.
Transforming education starts with you.